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Corwin-Russell School @ Broccoli Hall Inc

 142 North Road
 Sudbury, MA 01776
[P] (978) 369-1444
[F] (978) 369-1026
corwin-russell.org
brochall@aol.com
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INCORPORATED: 1997
 Printable Profile (Summary / Full)
EIN 04-3379875

LAST UPDATED: 10/19/2015
Organization DBA Corwin-Russell School
Corwin-Russell School @ Broccoli Hall
Broccoli Hall
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

Mission StatementMORE »

A school's not a place – it's people. It is a coming together of community and of a belief shared by many. The Corwin-Russell School @ Broccoli Hall is rooted in the Latin, educare, "to bring forth what is within","to lead." We are a small independent, co-educational middle and secondary school which fosters learning and personal growth in students working to realize their considerable potential. We provide a personalized educational environment, enabling our students to become, foremost, responsible members of this community, and then productive and effective members of the larger society to which they will, no doubt, make substantial contributions, in keeping with their exceptional abilities.

Mission Statement

A school's not a place – it's people. It is a coming together of community and of a belief shared by many. The Corwin-Russell School @ Broccoli Hall is rooted in the Latin, educare, "to bring forth what is within","to lead." We are a small independent, co-educational middle and secondary school which fosters learning and personal growth in students working to realize their considerable potential. We provide a personalized educational environment, enabling our students to become, foremost, responsible members of this community, and then productive and effective members of the larger society to which they will, no doubt, make substantial contributions, in keeping with their exceptional abilities.


FinancialsMORE »

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $2,065,000.00
Projected Expense $2,063,694.00

ProgramsMORE »

  • Technology Overhaul Project

Revenue vs. Expense ($000s)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Expense Breakdown 2010 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview

Mission Statement

A school's not a place – it's people. It is a coming together of community and of a belief shared by many. The Corwin-Russell School @ Broccoli Hall is rooted in the Latin, educare, "to bring forth what is within","to lead." We are a small independent, co-educational middle and secondary school which fosters learning and personal growth in students working to realize their considerable potential. We provide a personalized educational environment, enabling our students to become, foremost, responsible members of this community, and then productive and effective members of the larger society to which they will, no doubt, make substantial contributions, in keeping with their exceptional abilities.


Background Statement

The "school" has changed since the present Head of School, Jane-Elisabeth E. Jakuc, found A School for Special Learning in 1970. The program divided twice, resulting in corporate and educational variations. She and an experienced faculty formed Broccoli Hall, Inc. in 1997 to enhance, diversify, and expand a time-tested and well-respected approach to learning. Hamilton S. Corwin and Anthony P. Russell, Ph.D., both educators and supporters of the program since 1970, honored us with their names. We celebrate their appreciation of multiple intelligences and their educational vision. Our philosophy reflects a belief in trust, responsibility, process, negotiation, and expression. We are a strong, resilient community where each member must play an integral part, and where each student finds voice and value. We lead students to discover and develop the best in themselves: academically, creatively, socially, personally, and we try to laugh and have fun doing it.

Impact Statement

Over the last five years, The Corwin-Russell School has seen substantial change and growth in our program and campus. Most significantly, in the fall of 2008, we added the Wild Asparagus Summer Experience to the many opportunities already provided to our students. Versatility in the opportunities and in the environment in which learning is most successful are key to our philosophy; our extended campus on Silver Lake in AuSable Forks, NY, is perfect for such an adventure. In the midst of the 6,000,000 acres of the Adirondack Park, we offer trips in both spring and fall as well as a multi-week program in summer. Silver Lake integrates Broccoli Hall's unique style of improving social communication and pragmatic language development with experience and knowledge into a single opportunity for growth. As a child, the Head of School attended this camp, and much of its philosophy is with us now. It’s addition to the Broccoli experience brings learning full circle. Through this expansion, we increased the ease with which we can provide experiences that are unique, and that relate directly back to our purpose: to inspire the creativity of our students and foster their sense of adventure while being contributing members of the larger world in which they live. In relation to our offerings, we have put significant effort and dedication into maturing our Arts Programs. Our theatre arts curriculum has been expanded by a practitioner trained at London's Royal Central School of Speech and Drama, and, in cooperation with Elsa Abele CCC-SLP, has blossomed into a style of teaching that infuses social pragmatics into its nature. Our Arts program moves through a variety of media, each offering time for creative thinking, problem-solving and social communication. We are currently the only program to fully integrate this "hidden" curriculum of social growth and communication into all components of the program, including arts and outdoor education. This year, we have taken a healthy look at our technology program, and have decided that this is the next focus for growth. Like our students, technology is constantly evolving, and it is crucial that we are able to send our students into their futures with the proper technological experience and skills so that they may succeed as they deserve.


Needs Statement

Our school was founded to meet a specific need of the community: the education of a distinct, very bright but often neglected, student population.  Our success is rooted in an ongoing emphasis on process, and the creative use of individualized state-of-the-art educational approaches evolving in stride with current research on education. Our aims and needs reflect both educational and developmental aspects that will continue to build upon the future of Special Education. In our next cycle of growth, we aim to:

  • Improve our modes of technology, both administratively and educationally. The main aims are 1) to improve communication and service to the community, 2) enhance our student's knowledge of effective modern systems and, importantly, 3) to provide them with the full benefit that modern technology offers in terms of academic enhancement and executive performance. ($25,000)
  • Develop more effective universal transition services to prepare students for college and experiences that match their potential. We want to reach out to schools where our students have succeeded, such as Brown, CalArts, University of Chicago, WPI, RPI, Cal-Tech  and begin a greater applied approach to pre-college services. ($15,000).

CEO Statement

Our greatest strength is that we are who we say we are; we believe very strongly in what we do, and we do it well. We allow kids to change and grow into the best that they can be; we help them find their own value and insist they share it with others. Whether it is individualizing academic curriculum, improving personal interaction through theatre, the arts, the outdoors and technology, infusing our day with social pragmatics, relating to families and their difficulties, working together, or helping kids  over the roughest bumps, Broccoli Hall is what it is. No sham, no front. Holden Caulfield could connect here very comfortably: we, too, can't live with phonies. (Every so often one gets past us, but they tend to leave quickly.) People come here – families, kids, teachers – never really expecting the level to which they will be exposed, how vulnerable they will be in this goldfish bowl. We are not an environment for people who are uncommitted to change, to finding out who they are. No one can hide here. We try to be sensible, up front, to the point. We expect adults and kids to be able to take care of themselves and each other within the context of community. Ours is an honest, humanistic environment in which good-hearted, dedicated souls of all ages can thrive, struggle, grow, learn from, and teach each other. A student once said, “This school is a celebration.” Our connectedness as a community is strong enough to withstand distance and time, and that makes us a very lucky group of people indeed. Even those who have scattered to different places are still here – present in us, as are we in them.

 On a personal level, the view over these years is astonishing. Since Broccoli Hall happened to me, rather than the reverse, looking back, I can only say what a long and strange trip it’s been! The journey pushing the rock up the hill over nearly 40 years has been tempered by the resilience of families, the support of like-minded souls, the determination of kids to transcend, then value difference, and the invincibility of laughter.  We try above all to do the right thing, to celebrate individuality, to spark the human spirit.

We are a verb, in motion, growing in the moment. Each of us has helped shape Broccoli Hall – each of us who has been willing either to take up or give up the battle, to believe in each other, and to remember, first and foremost, that “school keeps for kids."


Board Chair Statement

Attending Broccoli Hall as student is more like a defining life experience than just ‘attending school’. When I first entered Broccoli Hall, I felt safe. There was not one thing that I could pinpoint as the reason for feeling safe. Was it the teachers, so experienced, caring, off-­‐handed and yet so clever and resourceful? Or the handful of well-­‐behaved dogs, roaming around the school and freely sharing their unconditional love with any student in need? Or was it the other students, our shared, often unspoken, history of past frustrations and final homecoming at Broccoli Hall easy to sense amidst our brilliance and quirkiness? Or may be it is just in the air, that smell of safety that one can only find in a very soothing, familiar place. Familiar ... from my very first day in school, and through the last one. Since then, I have always felt a connection to the school; not just my graduating class, but the ideals of the community. Those ideals that allow space for each student to find his/her way, to develop interests and to expand them, to venture where they are afraid to go and discover talents they did not know they had, and to hold for certain that there are no cookie-­‐cutters in the School’s kitchen, to be used to shape all students into conformity.

I completed high school at Broccoli Hall. They wisely guided me through the college process and led me well on my way to new adventures. At Broccoli Hall, school is not just about math and science, literature and history, but also about knowing and understanding each other – discovering by direct experience the depth of creativeness, compassion, and intelligence hiding under the rough, thin crust of any teenager. To help us to learn all this, and to know ourselves, there all those ‘extras’ in the school curriculum: photography, drama, graphic arts, pottery, welding and silver smithing. Many of these were already interests of mine – Broccoli Hall gave me the opportunity, the platform, the safety and encouragement to explore them and pursue them. I have never experienced another school willing and capable to dig so deep for those experiences, to enrich our minds and allow them to learn in safety, to motivate us explore the pockets of our creativity and discover new ones.

Today, I run a very successful company, a passion born from one of those ‘extras’ I learned in school. The school introduced me to jewelry making, and changed the course of my life. The seeds of my passion were planted in that small school art workshop, nurtured and allowed to blossom by compassionate and inspired teaching. I can trace back the places where so many of my classmates’ seeds were planted and grew: in the theater, history, science or math classes or, like mine, in the art workshop. They are now strong and fruitful, and do remember always where they first saw sunlight. My sincere hope is that seeds and a safe patch of land continue to be available to future students, so that they too can become their own creative directors. 


Geographic Area Served

NATIONAL
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Organization Categories

  1. Education - Special Education
  2. -
  3. -

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)

Yes

Programs

Technology Overhaul Project

Despite our best efforts, our current technological infrastructure is outdated, cumbersome, and barely useful. In spite of the high caliber colleges our graduates attend, our students have succeeded in spite of a tremendous technological disadvantage. One alum, now employed by Apple after attending Brown and Stanford, shakes his head in despair when he visits. Our students should not enter college without this preparedness; it seems tragic to reinstate their self-esteem and confidence and then throw them into higher education without a technological awareness. It is for these reasons we feel our Technology Overhaul Project is essential. In order to begin to solve the problem, a parent put us in touch with a trusted IT company specializing in academia, and with the funding of this program, we will achieve our goal of providing our students with multiple ways to awaken and utilize their many gifts. 
Budget  $100,000.00
Category  Education, General/Other Gifted Education
Population Served Adolescents Only (13-19 years) People/Families with of People with Disabilities
Program Short-Term Success 

With the funding of this program, we can integrate into the existing curriculum a “Bring Your Own Tools” (BYOT) model of technology integration. Each teacher will be provided with a laptop or iPad, and each classroom will be outfitted with a projector. Supplemental devices including desktop computers, laptops, tablets and mobile and handheld devices (like iPads and iPods) will also be made available for student and class use. Students will be encouraged to bring their own tools, to share with one another, and to use supplemental devices provided by the school.  We will also be able to set up a reliable and flexible wired and wireless network, and a secure and reliable connection to the internet. Additionally, we will be able engage fully with the recommended IT company to  empower teachers to build 21 century skills into Broccoli Hall's already superlative mission of leading students to discover and develop the best in themselves.

Program Long-Term Success  It is essential that we offer our incredibly bright and talented students new channels through which they can excel. Learners who can debate with the best aloud can find writing nearly impossible. Learners who can perform before an audience with ease can struggle with oral communication. Math and science wizards can struggle with organization and interpersonal interaction. Each students's strengths and challenges form a profile that is unique, and, often, uneven. By providing our students with educational and technological opportunities that speak to their strengths, we find that one small success breaks ground for many more. Technology, through both hard and software, offers them the greatest variety of options. With increased technology, our students will be able to increase fluidity and ease of communication and learning.
Program Success Monitored By 

 OunceIT will deliver:

  1. Flexible, targeted visits by staff for:

    1. vision and planning

    2. workshops and professional development

    3. IT support, project implementation, and system administration

  2. Weekly visits by an academic technology integration specialist to assist teachers:

    1. Learning how to use the tools in the classroom and curriculum

    2. Learning new teaching strategies

    3. Workshops and professional development

  3. 1-on-1 support, training, and co-teaching 

 To ensure that teachers and students have the skills to use these new tools effectively, and to ensure that the tools and infrastructure continue to operate at peak performance, retained support from OunceIT, an IT firm dedicated to the progressive education, will provide regular instruction support both in and out of the classroom. Broccoli Hall will update its curriculum to meet the modern needs of learners, without compromising its timeless mission of putting the learning in the hands of its students. 

Examples of Program Success  At this time, we are at entry level with this program, and are unable to provide a success or impact. 

CEO/Executive Director/Board Comments

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Management


CEO/Executive Director Ms Jane-Elisabeth Egan Jakuc
CEO Term Start May 1997
CEO Email Brochall@aol.com
CEO Experience In 1970, Jakuc created a curriculum and philosophy for an independent, middle- and secondary-school for bright, creative students with learning and attentional issues. In addition to leading the development and management of the school’s over-million-dollar budget and capital and scholarship funds, she oversaw the construction of a four-building, 26-acre campus, now known as the Willow Hill School. 1997, Jakuc established a new school, Broccoli Hall, with former Willow-Hill colleagues to insure continued provision of services for students with superior potential.

Since she founded her first school, Jakuc been directly responsible for the evaluation and supervision of over twenty faculty, student IEP development and evaluation, institutional marketing and publications, student assessments, college and transitional planning, and the direction and production of over forty major musical productions. Jakuc’ most important role, however, has been directing the education of over fifty students. She continues to teach Literature, History, and Theatre Arts, forty-three years since she founded her first “school for special learning.”

 

Throughout her tenure as Head of School, Jakuc has also been a member of many professional organizations and committees, including NEASC, AISNE, WBUR, Framingham State College, and the Educational Development Center, in Newton, MA. She has also consulted for a number of Massachusetts high schools, and is author of While Dinner Burned: The Story of A School, a work in progress. In addition to a B.A. from Boston University, Jakuc earned her M.E.d. in Special Education from Framingham State College in 1980, and an Administration and Management Certificate of Special Studies from Harvard University in 1996.

Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
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Senior Staff

Name Title Experience/Biography
Kathy Faria Classroom Coordinator --
Cara Morine -- School Psychologist, teacher, tutor, and occasional event planner Cara Morine began working with adolescents in the late 1980s as a Camp Counselor at Kamp Kairphree, CT. Planning 300 campers’ activities – including boating, crafts, sports games, and peer-relationship-building overnight excursions – paved the way for a career in teaching. Following an internship at Boston City Hospital, where she planned activities for critically ill children, she graduated from Boston University with a concentration in psychology. Morine’s first experiences working with students with documented special-education needs was as a graduate-school intern in Connecticut. At Greenwich High School, in addition to administering psycho-educational evaluations and assessments, she facilitated young women’s groups, providing counseling for girls needing special-ed support and transitional services. She followed this with an internship at Turn of River Middle School in Stamford, CT, where she administered assessments; counseled individual students, including with crisis intervention services; worked closely with school staff and families to develop students’ Individualized Education Plan goals; and implemented a reading immersion program designed bring remedial readers to grade level. Morine earned her Master’s Degree in school psychology from Fairfield University in 1998, shortly before joining the Corwin-Russell School community that same fall. Here, in addition to being our school psychologist, she has spent nearly fifteen years as a language-training tutor, using both the Wilson Reading and Orton-Gillingham programs; additionally, she is an invaluable member of our Theatre program’s costume department, organizes our annual spring “Promb,” and, along with her English Bulldog, Lillie, is instrumental in assisting our Art Department Chair and Time-Out Coordinator.

Awards

Award Awarding Organization Year
-- -- --

Affiliations

Affiliation Year
Massachusetts Association of 766-Approved Private Schools 1997
National Association of Independent Schools - Full Member 1997
Member of state association of nonprofits? No
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
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Collaborations

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CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 13
Number of Part Time Staff 5
Number of Volunteers 0
Number of Contract Staff 0
Staff Retention Rate % 100%

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 13
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 8
Male: 5
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? No
Years Strategic Plan Considers --
Management Succession Plan No
Business Continuity of Operations Plan No
Organization Policies And Procedures Under Development
Nondiscrimination Policy Under Development
Whistle Blower Policy No
Document Destruction Policy --
Directors and Officers Insurance Policy --
State Charitable Solicitations Permit --
State Registration --

Risk Management Provisions

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Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Mrs Jane-Elisabeth Egan Jakuc
Board Chair Company Affiliation Founding Head of School
Board Chair Term May 1997 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Mr Patrick Barbadoro Alumni --
Mr Jacob Berger Alumni --
Ms Senneth Berrier Alumni Parent --
Mr Mark Bombara Alumni --
Mrs Kristen Call-Bergstrom Former Teacher --
Ms Annie Eppling Former Teacher --
Mrs Kathryn Faria Classroom Coordinator --
Mrs Lisa Freedman Former Teacher --
Mrs Mary Hutton Alumni Parent --
Ms Sherry Kwaak Former Business Manager --
Mrs Laura Lees Former Teacher --
Mr Stephen C.P. Lyne Teacher of Academic Subjects --
Mr Martin Malin Alumni --
Mrs Lucille Marash Alumni Parent --
Mrs. Alexandra Matossian Alumni --
Mr Jonathan Miller Alumni --
Mr Daniel O'Hara Teacher --
Mr Robert Thurston Alumni --
Mrs Larry Weathers Former Teacher --
Mrs Louisa Wilking Alumni Parent --

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 21
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 12
Male: 9
Not Specified 0

Board Information

Board Term Lengths 1
Board Term Limits 0
Board Meeting Attendance % 95%
Written Board Selection Criteria No
Written Conflict Of Interest Policy Under Development
Percentage of Monetary Contributions 0%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation Yes

Standing Committees

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CEO/Executive Director/Board Comments

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Foundation Comments

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Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Expense Breakdown 2010 (%)

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $2,065,000.00
Projected Expense $2,063,694.00
Form 990s

2012 Form 990

2011 Form 990

2010 Form 990

Audit Documents

2012 Audit

2011 Audit (w. FY 2010 Comparative data)

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2012 2011 2010
Total Revenue $1,976,750 $2,035,676 $1,936,575
Total Expenses $2,188,384 $2,039,661 $1,946,564

Prior Three Years Revenue Sources

Fiscal Year 2012 2011 2010
Foundation and
Corporation Contributions
-- -- --
Government Contributions $1,006,778 $1,150,193 $877,471
    Federal -- -- --
    State -- -- --
    Local $1,006,778 $1,150,193 $877,471
    Unspecified -- -- --
Individual Contributions $78,440 $75,933 $105,870
Indirect Public Support -- -- --
Earned Revenue $890,888 $808,907 $951,863
Investment Income, Net of Losses $644 $643 $1,371
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind -- -- --
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2012 2011 2010
Program Expense $1,989,161 $1,890,798 $1,789,337
Administration Expense $199,223 $148,863 $157,227
Fundraising Expense -- -- --
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.90 1.00 0.99
Program Expense/Total Expenses 91% 93% 92%
Fundraising Expense/Contributed Revenue 0% 0% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2012 2011 2010
Total Assets $998,878 $1,052,975 $964,957
Current Assets $344,088 $208,338 $190,696
Long-Term Liabilities $20,555 $30,789 $0
Current Liabilities $402,212 $234,441 $173,227
Total Net Assets $576,111 $787,745 $791,730

Prior Three Years Top Three Funding Sources

Fiscal Year 2012 2011 2010
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line Yes
Reserve Fund Yes
How many months does reserve cover? --

Capital Campaign

Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? --

Short Term Solvency

Fiscal Year 2012 2011 2010
Current Ratio: Current Assets/Current Liabilities 0.86 0.89 1.10

Long Term Solvency

Fiscal Year 2012 2011 2010
Long-term Liabilities/Total Assets 2% 3% 0%

CEO/Executive Director/Board Comments

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Foundation Comments

Financial summary data in charts and graphs are per the organization's audited financials.  Contributions from foundations and corporations are listed under individuals when the breakout was not available.

Documents


Other Documents

No Other Documents currently available.

Impact

The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.


1. What is your organization aiming to accomplish?

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2. What are your strategies for making this happen?

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3. What are your organization’s capabilities for doing this?

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4. How will your organization know if you are making progress?

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5. What have and haven’t you accomplished so far?

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