The

Redmond Water Division

Communication Plan
January 2016 - July 2016

Table of Contents
Background..3
Situation Analysis.10
SWOT Analysis...11-13
Problem/Opportunity Statement.14
Goal....14
Key Publics and Messaging..14-21
Objectives.22-23
Strategies and Tactics...23-39
Evaluation.39-42
Budget......43-47
Timeline....48-51
References...52-55
Appendix......56-57

Background
The delivery of water for commercial and residential use is a problem that has plagued
civilization since the inception of the first city-states in the Fertile Crescent thousands of years ago.1
Since then, the methods of delivery and even sanitation have changed relatively little. Water is
diverted from surface waters or pumped out of wells dug in the ground and channeled through
tunnels or via canals to population centers.2 Then, water is used to clean, cook, and drink before
flowing back out, often to the original source, full of detritus, human waste, and other pollutants.
Today, water treatment has advanced past merely primary treatment (mechanical removal of
waste) to secondary treatment (biological screening of water) and beyond.3
Exponential growth in technology and infrastructure has only expanded the gap between
consumers perspectives of how water reaches their taps and the reality. Whether it is a young man
peeing in a major citys drinking water reservoir4 or the large scale drilling efforts under way to
alleviate a drought stricken California that threaten to drain the regions underground aquifers,5
people across the country have a skewed understanding of the water cycle and the basics of
plumbing. Fortunately, this is an opportunity for water utilities across the nation to speak to their
key publics while they are listening. Ongoing droughts and climate change serve to keep consumers
aware of a water crisis, but household water use is set to grow by 80% over the next quarter-
century, illustrating the importance of making long-term changes now.6

Britannica, E. (n.d.). Aqueduct | engineering. Retrieved November 24, 2015, from

http://www.britannica.com/technology/aqueduct-engineering
2
EPA. (2000, February 1). The History of Drinking Water Treatment. Retrieved November 24, 2015, from
http://water.epa.gov/aboutow/ogwdw/upload/2001_11_15_consumer_hist.pdf
3
Ibid.
4
Griffin, A. (2014, April 16). Portland will flush 38 million gallons of water after man urinates in Mt. Tabor
Reservoir. Retrieved November 9, 2015.
5
Dimick, D. (2014, August 21). If You Think the Water Crisis Can't Get Worse, Wait Until the Aquifers
Are Drained. Retrieved November 9, 2015.
6

Danielsson, M. (n.d.). Reduce Water Consumption at Home. Retrieved November 9, 2015.

Water Utility History The Industry

During the 19th century, the United States population grew from 5 million to 75 million
people.7 One of the growing pains that urban populations experienced was the problem of human
waste. Gradually, throughout the 1800s open latrines and pits were replaced by buried sewers and
the sewered population expanded from around one million people in the middle of the 19th
century to 25 million people by the dawn of the 20th century.8 Water was drawn from streams,
rivers, and lakes, and sewage was treated by being pumped right back into the same waterways.9
The obvious problems that arose from this situation led to the first secondary treatments:
biological treatments to improve the purity of the water.
By the 1960s, one of every two Americans had access to treated water of some kind;
however, the real changes came with the environmental revolution of the 1970s.10 The 1972 Clean
Water Act and the creation of the Environmental Protection Agency (EPA) made huge strides in the
treatment of wastewater in the United States. The 1972 amendments established a basic pollution
regulation system, gave the EPA authority to implement pollution control programs, and funded the
construction of sewage treatment plants.11
Contemporary water treatment is generally divided into three different processes: primary
(mechanical), secondary (biological), and tertiary (anything else).12 Generally, treatment does not
move beyond secondary treatment due to the extraordinarily high cost and technological expertise
required to remove excess nutrients and other impurities.13 Sometimes, chlorine or ozone is used to

HISTORY OF WASTEWATER TREATMENT IN THE US. (n.d.). Retrieved November 9, 2015, from
http://civil.colorado.edu/~silverst/cven5534/History of Wastewater Treatment in the US.pdf
8
Ibid.
9
Ibid.
10
History of the Clean Water Act. (n.d.). Retrieved November 9, 2015, from http://www2.epa.gov/lawsregulations/history-clean-water-act
11
Ibid.
12
Introduction to Wastewater Treatment Processes. (n.d.). Retrieved November 9, 2015, from
http://water.worldbank.org/shw-resource-guide/infrastructure/menu-technical-options/wastewatertreatment
13
Ibid.

disinfect the final product, but the removal of microbes can come at the cost of harmful particulates
when the disinfection product reacts and combines with chemicals in the water.14
In the United States today, water use is at a 45 year low. Citizens of the U.S. drew around
355 billion gallons per day from surface water, groundwater, and reservoirs in 2010, nearly 13
percent less than in 2005.15 This is bad news for utilities because it means less revenue, but a trend
in water reduction means that people are paying attention to their water use and are aware of
water issues like drought and climate change that may affect their daily lives. Additionally, during a
similar period from 2003 to 2014, the costs of the materials required to build and maintain water
infrastructure (concrete, asphalt, etc.) increased by 44% while public purchases of infrastructure
dropped by 9%.16 This means that as existing infrastructure ages and approaches or passes
recommended retirement, the American public has largely been unwilling to foot the bill for new
water systems.
The discussion about replacing aging infrastructure in the United States has been raging in
the media and on Capitol Hill for years. Much of the existing highway system and massive
waterworks projects (dams, canals, etc.) were built in the aftermath of World War II with President
Roosevelts New Deal plan.17 This infrastructure is nearly a century old and is long overdue to be
replaced. According to some experts, as many as 20,000 miles of pipe will have to be replaced by
2035, with a cost of more than half a million dollars per mile of pipe.18 Of course, the majority of

14

Drinking Water Treatment. (n.d.). Retrieved November 9, 2015, from

http://water.epa.gov/lawsregs/guidance/sdwa/upload/2009_08_28_sdwa_fs_30ann_treatment_web.pdf
15

Maupin, M.A., Kenny, J.F., Hutson, S.S., Lovelace, J.K., Barber, N.L., and Linsey, K.S., 2014,
Estimated use of water in the United States in 2010: U.S. Geological Survey Circular 1405, 56
p.,http://dx.doi.org/10.3133/cir1405.
16

Public Spending on Transportation and Water Infrastructure 1956-2014. (n.d.). Retrieved November 9,
2015, from https://www.cbo.gov/sites/default/files/114th-congress-2015-2016/reports/49910Infrastructure.pdf
17
A list: The legacy of infrastructure of the New Deal. (n.d.). Retrieved November 9, 2015, from
http://www.dailykos.com/story/2009/02/05/693408/-A-list-the-legacy-of-infrastructure-of-the-New-Deal
18
Foley, R. (2015, September 27). Drinking water systems imperiled. Retrieved November 9, 2015, from
http://www.bendbulletin.com/nation/3547626-151/drinking-water-systems-imperiled#

these costs should return to local economies in the form of construction, engineering, maintenance,
and manufacturing wages.
However, the cost of aging infrastructure is not merely economic. Aging roads wash out in
storms; bridges collapse and break apart; dams fail; and pipelines explode or infect depending on
whether they transport volatile fuel or water that may become contaminated. According to the
Centers for Disease Control, at least 431 people were victims of water-related illnesses in 2011-
2012 and 14 people died.19 In South Carolina, recent heavy rains collapsed 36 dams, and 17 people
died in the flooding. According to State Representative Joseph H. Neal, all the deaths that we have
had in the state can be attributed to the collapse of dams.20 Without the safe management of water,
people suffer.
The national water industry is at a pivotal moment in which its ability to communicate the
value of its product and services is of vital importance. Infrastructure is aging; chemical and
technological advances increase the amount of pollutants that may seep into the water supply;
construction costs are up; and consumers are largely unwilling to make the massive investment
needed to revitalize the nations water infrastructure and bring it into the 21st Century. Utility
companies nationwide are coordinating and experimenting with messages to both consumers and
lawmakers about the impending water crisis. Unfortunately, any communication plan comes too
little, too late for the citizens who have died due to failing infrastructure.
Water companies have an economic incentive to serve their customers, but they also
operate as the immediate connecting medium to water for most people. As such, water utilities such
as Redmonds Water Division stand to benefit in both the long- and short-term by educating their
key publics about the issues that the utility companies face and the possible impacts that these
problems can and will have on consumers.
19

Beer, K., Gargano, J., & Roberts, V. (2015, August 14). Surveillance for Waterborne Disease
Outbreaks Associated with Drinking Water United States, 20112012. Retrieved November 9, 2015.
20
Nixon, R. (2015, November 5). Human Cost Rises as Old Bridges, Dams and Roads Go Unrepaired.
Retrieved November 9, 2015.

City of Redmond
On July 6, 1910, Redmond was incorporated with a population of 216 people. Drawn by a
system of canals and free homestead land, the community counted on the construction of a railroad
through town to connect products with the outside world as well as immigrants to expand the
town.21 Over the next 80 years, the population grew slowly to nearly 8,000 people before exploding
to 25,000 people between 2000 and 2006.22 Today, Redmond is home to nearly 28,000 residents.23
Situated in Central Oregon 18 miles north of Bend, Redmond is home to the region's only
public airport and is located at the intersection of US Highway 97 and US Highway 126.24
Redmonds primary employers are educational and health services, retail trade, and professional
and business services.25 A relatively young city, the median age in Redmond is 34, but the number
of people living in poverty - 13.4% - is 8% higher than the state average of 6.7%.26
Redmond Public Works Department - Water Division
The Redmond Public Works Department employs 57 people: the Water Division accounts
for 9 jobs, the Stormwater Division accounts for 3 jobs, and Wastewater Division accounts for 11
jobs. Together, these three divisions of Redmonds Public Works Department manage and control
the citys water supply.
The Redmond Water Division provide[s] high quality potable water to over 10,000
connections while maintaining adequate fire flow capabilities throughout the city.27 Using seven
wells and reservoir tanks, the Redmond Water Division provides water for the city while ensuring
water quality through the use of systems that prevent backflow (the flow of used water into clean

21

History. (n.d.). Retrieved October 21, 2015, from http://www.redmond.or.us/our-community/history

Ibid.
23
Ibid.
24
Redmond Oregon. (n.d.). Retrieved November 9, 2015, from
https://en.wikipedia.org/wiki/Redmond,_Oregon
25
Redmond (city) QuickFacts from the US Census Bureau. (n.d.). Retrieved October 21, 2015
26
Ibid.
27
Water Division. (n.d.). Retrieved November 9, 2015, from
http://www.redmond.or.us/government/departments/public-works/water-division
22

pipes) and a program that tracks water usage and pressure across connections in the city.28 Unlike
some other cities, Redmond draws its water entirely from groundwater.29 One recently
implemented key feature of Redmonds Water Division is the use of the AquaHawk monitoring
system to provide consumers with real-time updates on water usage.30 This system helps mitigate
leaks and damaged pipes by alerting either consumers or the city about the problem more quickly.
The Redmond Stormwater Division helps maintain the purity of the underground aquifer by
sweeping the streets, cleaning stormwater drainage basins, mitigating floods and responding to
spills, and maintaining the pipes and other infrastructure that helps funnel stormwater from the
streets into the ground.31 There are an astonishing 1,700 drywells and drill holes, 3,600 catch
basins, and 33 miles of pipe to maintain as well as 314 miles of city streets to sweep.32 Currently,
this system costs $1.2 million per year to operate, but storm drainage costs have grown
unsustainable and the Oregon Department of Environmental Quality issued Redmond a permit
requiring additional stormwater management activities to comply with the federal Safe Drinking
Water Act.33
Redmonds Wastewater Division recently completed an $11 million expansion of its Water
Pollution Control Facility (WPCF) and is designed to handle 2.9 million gallons per day (MGD)
through a series of aeration basins and filtration systems.34 The WPCF treats municipal wastewater
through a series of screening, treatment, and disinfection processes. Additionally, the WPCF
operates a biosolids handling program and a variety of support systems.35 The water enters two

28

Ibid.
Ibid.
30
Ibid.
31
Stormwater Utility Information. (n.d.). Retrieved November 9, 2015, from
http://www.redmond.or.us/government/departments/public-works/stormwater/stormwater-utilityinformation
32
Ibid.
33
Ibid.
34
Wastewater Division. (n.d.). Retrieved November 9, 2015, from
http://www.redmond.or.us/government/departments/public-works/wastewater-division
35
Ibid.
29

orbal aeration basins through screens that filter out any particles larger than three millimeters.36
Then the solid particles that remain settle to the bottom of the basins and the water is pumped into
four clarifiers, before being disinfected.37 The settled waste of biosolids is then moved to a sludge
holding facility. The final component of the WPCF is a solids handling facility for the screened
debris and other solid waste.38
Redmond School District
As of October 2, 2015, Redmonds School Districts total enrollment of K-12 students is
7,465.39 There are a total of seven elementary schools, two of which are K-8; two middle schools;
and two high schools. Redmond also sponsors one charter school that serves as both a middle
school (6-8) as well as high school (9-12). Students of the district are drawn from 550 square miles
across Deschutes and Jefferson counties.40 In Oregon, the median class size is 25 students; in
Redmond, the median is slightly higher at 27 students per classroom.41 This aligns with the
respective spending per student as well: Oregon spends $10,883 per student while Redmond
spends $9,385 per student.42 For the 2014/2015 school year, the Redmond School District
transitioned to a Common Core Curriculum - Smarter Balanced - because student learning is about
so much more than a single test score.43

36

Miccolis, C. (n.d.). Public Works in the City of Redmond. Lecture presented at J 453 Sustainable Cities
Initiative Planning Class.
37
Ibid.
38
Ibid.
39
Jenkins, Kelly. "Redmond School District Communications Coordinator, Kelly Jenkins." Telephone
interview. 3 Nov. 2015.
40
About Us. (n.d.). Retrieved November 9, 2015, from http://www.redmond.k12.or.us/about/
41
Spegman, A. (2015, October 31). Bend-La Pine, Redmond class sizes slightly above Oregon median.
Retrieved November 9, 2015.
42
2014/15 Report Card Download - Oregon Department of Education. (n.d.). Retrieved November 9,
2015, from http://www.ode.state.or.us/data/reportcard/reports.aspx
43
Spegman, A. (2015, October 16). Oregon releases school ratings... with no grades. Retrieved
November 9, 2015.

Situation Analysis
This communication plan targets Redmonds elementary, middle, and high school students
with a secondary goal of having the students communicate and relay the information to their
parents. The Redmond Water Division is in need of a communication plan focused on water
conservation that will help prevent further damage to the aging pipe infrastructure and inform
residents of the importance of water conservation and proper disposal of Fats, Oils and Greases
(FOGs) and other objects larger than three millimeters. This plan is necessary because the
hazardous materials that are put into the water systems can cause further deterioration of the
piping, increasing the cost of Redmond residents water bills as repairs are needed. Furthermore,
items that are three millimeters or larger are screened out at the beginning of the process,
requiring the Redmond Water Division to increase consumers costs. The Redmond Water
Divisions primary problem is effectively communicating these conservation and prevention goals
to elementary, middle school, and high school students in Redmond, Oregon, as well as to their
parents.

10

11


12



13

Problem Statement
Redmond residents continue to improperly dispose of harmful materials (known by the
acronym FOGs) through the water system and are widely unaware of the importance of water
conservation, furthering infrastructure damage which in turn raises the monthly cost of water bills
for Redmond residents.
Goal Statement
The Redmond Water Division will increase awareness about the harmful side effects of
FOGs and non-flushable materials in the water systems along with the importance of water
conservation efforts in elementary, middle, and high school students. This plan also aims to change
the attitudes of these students by ensuring that they understand the possible consequences of
excessive water use and improper disposal of FOGs and non-flushable materials. Finally, this plan
will change Redmond student behaviors by teaching them how to properly dispose of FOGs and
non-flushable materials as well as how to significantly reduce their water usage in order to
conserve Redmonds water.
Key Publics and Messaging
The Redmond Water Division identified three key publics for our communication plan:
elementary, middle, and high school students in Redmond. The students parents are the secondary
public of this plan. Our $15,000 budget will be dispersed evenly among each of these key publics.
These students range from the age of four years old to 18 years old. Aside from infancy, young
adolescents experience more mental growth during this time than during any other time
throughout their lives. This provides an opportunity for the Redmond Water Division to broaden
and change these students thoughts and behaviors about water system upkeep and water
conservation.
This communication plan is constructed with the students parents in mind as well. The
strategies and tactics will be specifically designed to reach elementary, middle, and high school

14

students, with different communication strategies and tactics catered towards each specific age
group. This communication plan keeps in mind that the messages received by these students will, in
turn, be relayed to their parents as well. K-12 students will be the primary key public and their
parents will serve as a secondary key public.

High School Students

According to Katie Forsters article Secrets of the Teenage Brain published in The
Guardian, teenage brains have more synaptic connections than adult ones, which makes them
highly impressionable, as theyre building synapses and modifying them as they learn. They are also
primed to learn quickly and can memorize things faster.44 Teenagers present a huge opportunity
for the Redmond Water Division to increase their awareness of water issues because they are
adaptable and can learn new things quickly. They can learn messages more easily than children of
younger ages and are able to effectively pass along those messages to others. These are some of the
reasons why it is important to teach water conservation efforts to high school students. Teens also
have significant influence on younger kids and have the opportunity to educate their younger
siblings, or other younger children in their lives. Studies have shown that teenage students are most
motivated to learn when (at least) one of the four following conditions exists:
1) When they feel they are able to successfully complete the task;
2) When they see a direct association between their actions and the desired outcome as
well as feeling like they have a certain amount of control on how they go about completing
the task;
3) When the task is interesting or valuable to them; and
4) When completing the task delivers rewards, particularly social rewards such as
belonging to a group or approval from someone they admire.45

Students in grades 10-12 are a part of the Millennial Generation, which is known to prefer digital
information and are known to respond to instant gratification as well as award incentives.46

44

Forster, K. (2015, January 25). Secrets of the Teenage Brain. Retrieved November 9, 2015.
Crotty, J. (2013, March 13). Motivation Matters: 40% Of High School Students Chronically Disengaged
From School. Retrieved November 9, 2015.
46
Ibid.
45

15

Primary Messaging
Awareness: Learn more about the harmful effects of improper disposal of FOGs and non-flushable
materials and the importance of water conservation efforts both personally and as a community.
Attitude: Understand why it is important to have an increased concern toward the negative effects
of improper disposal of FOGs and non-flushable materials and excessive water use.
Behavior: Encourage yourself and your family to decrease the amount of FOGs and non-flushable
materials in the water systems and encourage water conservation by use of AquaHawk.
Secondary Messaging

Fats, Oils and Greases as well as other objects larger than three millimeters have the
potential to clog pipes and further damage the already aging, and therefore delicate pipe
infrastructure.47

Baby wipes, even those that claim flushable, should not be disposed of in any other place
but the trash.48

Saving water saves money and helps the planet.49

Self-Interests
High school students have the following self interests: ability to influence change, reward
incentives, immediate gratification, fun activities, opinions of their peers, friends, social
interaction, performing well in school, popularity among peers, extracurricular activities.50
Influencers
High school students have the following influencers: peers, teachers, celebrities, television shows,
movies, viral videos, music and musical artists,51 and social media.52

47

Miccolis, C. (n.d.). Public Works in the City of Redmond. Lecture presented at J 453 Sustainable Cities
Initiative Planning Class.
48
Flegenheimer, M. (2015, March 14). Wet Wipes Box Says Flush. New Yorks Sewer System Says
Dont. Retrieved November 24, 2015.
49
Price of Water 2015: Up 6 Percent in 30 Major U.S. Cities; 41 Percent Rise Since 2010 - Circle of Blue
WaterNews. (2015, April 22). Retrieved November 24, 2015.
50
Forster, K. (2015, January 25). Secrets of the Teenage Brain. Retrieved November 9, 2015.

16

Middle School Students

In an article called The art of Managing Middle School Students published by on Edutopia.org, a
middle school Spanish teacher reflects upon the difficulties and barriers he faces when teaching
middle school students. He refers to his students as squirrels in the way that they zoom, freeze for
two seconds, flick tail, and repeat. Ultimately, the teacher points out a well-known concept that
when teaching middle school students, the hardest task can be keeping their attention.53 Middle
schoolers frontal lobes - the area of the brain associated with decision making - are not fully
developed. As they begin to form stronger friendships with their peers, they have an increased
desire for social interaction.54 The most important things to remember when teaching middle
schoolers are:
1. Encourage talking: It is important to implement a time for questions and interactions after a
lesson plan or when teaching a middle school student.55
2. Be fun: Middle school students like to be creative. Allow for fun activities for them to engage
with.56
3. Be concrete: Remember to give examples to middle school students that they can relate to
when talking about abstract ideas such as a water treatment plan and how it functions
underground. This is something students cannot visualize unless they are shown concrete
examples to remember crucial lessons by.57

Primary Messaging
Awareness: It is important to keep non-flushable materials out of the water systems and to conserve
water by turning off sinks, showers, bathtubs and drinking fountains when not in use and monitor
water conservation by encouraging parents to use AquaHawk.
51

Forster, K. (2015, January 25). Secrets of the Teenage Brain. Retrieved November 9, 2015.
Britland, M. (2012, July 26). Social Media for School: A guide to Facebook, Twitter and Pinterest.
Retrieved November 24, 2015, from http://www.theguardian.com/teacher-network/2012/jul/26/socialmedia-teacher-guide
53
Johnson, B. (2013, September 25). The Art of Managing Middle School Students. Retrieved November
9, 2015.
54
Why Middle School Students Cant Stop Talking and Three Ways to Stop It. (2013, November 1).
Retrieved November 9, 2015.
55
The Toughest Class You Will Ever Teach: 9 Tips for Engaging Middle School Students. (n.d.).
Retrieved November 9, 2015, from http://busyteacher.org/10666-teach-9-tips-engaging-middle-schoolstudents.html
56
Ibid.
57
Ibid.
52

17

Attitude: Understand why you should be concerned and caring about the negative effects of
improper disposal of non-flushable materials and excessive water use.
Behavior: Decrease the amount of non-flushable materials that are being put into the water systems
and try to conserve water by turning off sinks, showers, bathtubs and drinking fountains, and
encourage your parents to do the same by monitoring water conservation through AquaHawk.
Secondary Messaging

Fats, Oils and Greases as well as other objects larger than three millimeters have the
potential to clog pipes and further damage the already aging, and therefore delicate, pipe
infrastructure.58

Baby wipes, even those that claim to be flushable should not be disposed of in any other
place but the trash.59

Saving water saves money and helps the planet.60

Self-Interests
Middle school students have the following interests: ability to influence change, immediate
gratification, positive reinforcement, fun activities, the opinion of their peers, friends, socializing,
and performing well in school.61
Influencers
Middle school students have the following influencers: parents, peers, teachers, celebrities, coaches
or instructors, local media (via parents), television, out-of-school activities, music and musical
artists.62

58

Miccolis, C. (n.d.). Public Works in the City of Redmond. Lecture presented at J 453 Sustainable Cities
Initiative Planning Class.
59
Flegenheimer, M. (2015, March 14). Wet Wipes Box Says Flush. New Yorks Sewer System Says
Dont. Retrieved November 24, 2015.
60
Price of Water 2015: Up 6 Percent in 30 Major U.S. Cities; 41 Percent Rise Since 2010 - Circle of Blue
WaterNews. (2015, April 22). Retrieved November 24, 2015.
61
Motivating middle school students. (n.d.). Retrieved November 9, 2015, from
https://www.questar.org/services/rse-tasc-ii/presentations/behavior/Motivation-and-Engagement.pdf

18

Elementary School Students

Targeting elementary school students is advantageous for three main reasons: 1) their
impressionable; 2) they have a tendency to form habits; and 3) they have a strong effect on parents
or guardians to promote their behavioral change as well.63 Studies have shown that it is much
easier to build habits and encourage behavioral change when children are young and at an
impressionable age.64 Through this communication plan, these young students will form opinions
and habits toward water conservation and FOGs that will carry on throughout their adolescence.65
Those born after 2001 belong to Generation Z (Boomlets), and certain distinguishing factors
about this generation will assist with shaping our messaging.66
Primary Message
Awareness: It is very important for everyone to do their part to help save water and to keep the
pipes safe by only flushing toilet paper and waste produced by your body.
Attitude: Saving water and keeping Redmonds pipes safe by only flushing toilet paper and your
bodys waste is important for everyone in the community to work on and care about.
Behavior: Decrease the amount of flushed items that do not include water, toilet paper, and your
bodys waste to keep the pipes safe while turning off sinks, drinking fountains, bathtubs and
showers in order to save water.

62

Out-of-School Influences and Academic Success - Background, Parental Influence, Family Economic
Status, Preparing for School, Physical and Mental Health. (n.d.). Retrieved November 9, 2015, from
http://education.stateuniversity.com/pages/2306/Out-School-Influences-Academic-Success.html
63
Social Studies for Early Childhood and Elementary School Children: Preparing for the 21st Century.
(n.d.). Retrieved November 9, 2015.
64
Ibid.
65
Ibid.
66
Novak, J. (n.d.). The Six Living Generations In America. Retrieved November 9, 2015, from
http://www.marketingteacher.com/the-six-living-generations-in-america/

19

Secondary Messages

With a total of seven elementary schools (two of which additionally serve as middle
schools), elementary school students make up the majority of our target audience and
therefore present a significant communication opportunity.67

Elementary schools in Redmond regularly team up with the Boys and Girls Club as well as
the citys Parks and Recreation Department to hold events.68

Fats, Oils and Greases as well as other objects larger than three millimeters have the
potential to clog pipes and further damage the already aging, and therefore delicate, pipe
infrastructure.69

Baby wipes, even those that claim flushable should not be disposed of in any other place
but the trash.70

Saving water helps your family and the planet.71

Self-Interests
Elementary school students have the following self-interests: ability to influence change, immediate
gratification, positive reinforcement from adults/ authority figures, fun activities.72
Influencers
Elementary school students have the following influencers: parents, peers, teachers, celebrities,
coaches and leaders of extracurricular activities, local media (via parents), television, family
economic status, physical and mental health, extracurricular activities.73

67

Jenkins, Kelly. "Redmond School District Communications Coordinator, Kelly Jenkins." Telephone
interview. 3 Nov. 2015.
68
Ibid.
69
Miccolis, C. (n.d.). Public Works in the City of Redmond. Lecture presented at J 453 Sustainable Cities
Initiative Planning Class.
70
Flegenheimer, M. (2015, March 14). Wet Wipes Box Says Flush. New Yorks Sewer System Says
Dont. Retrieved November 24, 2015.
71
Price of Water 2015: Up 6 Percent in 30 Major U.S. Cities; 41 Percent Rise Since 2010 - Circle of Blue
WaterNews. (2015, April 22). Retrieved November 24, 2015.
72
Ibid. 47

20

Objectives
High School Objectives
Objective One: Increase awareness about water issues and water conservation among Redmond
high school students by 50 percent by July 2016.
Objective Two: Improve high school students attitudes about water conservation efforts and the
importance in maintaining the Redmond Water systems by 30 percent by July 2016.
Objective Three: Decrease the amount of FOGs in the water systems by 15 percent while
increasing high school students parental use of AquaHawk online water usage monitoring by 25
percent by July 2016.

Middle School Objectives
Objective Four: Increase awareness about water issues and water conservation in Redmond
middle school students by 50 percent by July 2016.
Objective Five: Improve middle school students attitudes about water conservation efforts and
the importance in maintaining the Redmond Water systems by 30 percent by July 2016.
Objective Six: Decrease the amount of FOGs in the water systems by 15 percent while increasing
middle school students parental use of AquaHawk online water usage monitoring by 25 percent by
July 2016.

Elementary School Objectives
Objective Seven: Increase awareness about water issues and water conservation in Redmond
elementary school students by 50 percent by July 2016.

73

Out-of-School Influences and Academic Success - Background, Parental Influence, Family Economic
Status, Preparing for School, Physical and Mental Health. (n.d.). Retrieved November 9, 2015, from
http://education.stateuniversity.com/pages/2306/Out-School-Influences-Academic-Success.html

21

Objective Eight: Improve elementary school students attitudes about water conservation efforts
and the importance in maintaining the Redmond Water systems by 30 percent by July 2016.
Objective Nine: Decrease the amount of FOGs in the water systems by 15 percent while increasing
elementary school students parental use of AquaHawk online water usage monitoring by 25
percent by July 2016.

Strategies and Tactics
High School Students
Objective One: Increase awareness about water issues and water conservation in Redmond high
school students by 50 percent by July 2016.
Strategy 1: H2O Ambassador Program
Tactic 1: Provide a community-based communications internship opportunity for high school
students called H2O Ambassadors. These high school students will act as interns for the Redmond
Water Division. Their responsibilities will include managing Redmond Water Divisions social
media accounts by making posts and tracking social media engagement. The H2O Ambassadors will
also be helping to educate younger students about the divisions goals through school visits and
class presentations at Redmond middle and elementary schools. The program will be an incentive
for high school students seeking a paid job, volunteer hours or extracurricular involvement to put
on college applications. Of the applicants, ten will be selected to participate in the program and two
of these ten interns will be chosen for the paid social media position.
Tactic 2: High school students will be encouraged to apply over the 2015 winter break via
administrators and teachers making announcements and providing literature about the program
prior to the December 21 winter break release. Additionally, a representative from the Redmond
Water Division will come to each high school to speak in science classes about the program during
the week of Monday, December 14.

22

Tactic 3: Interested students will need to create a resume and an essay of 500 words or less
describing their qualifications and interests for the position. Applications will be emailed to Chris
Miccolis at Chris.Miccolis@ci.redmond.or.us with the subject head Application for H2O
Ambassador Program by Monday, January 11, which is the Monday following resumed classes.
Tactic 4: Of the students who apply, Redmond Water Division will select 10 high school students
during the week of January 18-22, 2016 (five from Redmond High School and five from Ridgeview
High School) to participate in the H2O ambassador program. Of the 10 students selected to
participate, two will be chosen for a social media internship that will begin in the first week of
February 2016. Prior to presenting, the H2O ambassadors will meet with Chris to discuss logistics
of the program on Tuesday, February 19, 2016 after school (locations TBD based on Redmond
Water Division preference). At this meeting contact information will be exchanged, and Chris will
inform students of their upcoming responsibilities and dates on which duties will be performed.
Also, this group of students will be required to meet twice a month (bi-weekly) as determined by
Chris for social media and presentation training as well as updates regarding communication plan
implementation and dates for school visits. The first of these school visits will take place during
Water Week (details below).
Tactic 5: The two students selected for the social media internship, which will be 10 hours a week
and paid at minimum wage, will manage Redmond Water Divisions social media platforms by
creating posts, gaining followers, and tracking engagement. This position will allow students to gain
valuable internship experience in order to enhance college applications. The social media interns
accounts will be under guided surveillance of the Redmond Water Division. Their responsibilities
include posting during H2O Ambassador presentations and promoting Water Week on the
following accounts: Facebook, Instagram, and Twitter.
Strategy 2: Class Presentations

23

Tactic 1: Representatives from the Redmond Water Division will present to all high school science
classes about the division and its goals.
Tactic 2: A separate portion of the presentation will be dedicated to explaining the H2O
Ambassador program to the students. This portion of the presentation will include details about
being an H2O Ambassadors including incentives of the program, necessary work hours, application
process, and payment.
Tactic 3: Representatives from the Redmond Water Division will ask students trivia questions
throughout and following the presentation. The students who answer correctly will receive prizes
in the form of Redmond Water Division branded paraphernalia.
Strategy 3: Visual Aids
Tactic 1: Provide University of Oregon Journalism and Art students with the opportunity to design
and create posters that will be displayed in Redmond high schools. There will be two posters: one
will address what materials are acceptable to flush and what materials will damage water systems,
and another will focuses on conserving water by turning off sinks, showers, and drinking fountains.
The deadline for UO Journalism and Art students to submit their work will be March 14, 2016.
Tactic 2: Use the catchphrase Dont Rush to Flush on these posters.
Tactic 3: Display these posters in bathrooms, cafeterias, locker rooms, classrooms, gymnasiums,
and above all sinks and drinking fountains, locker rooms, classrooms, and any other school area
that houses significant student traffic.
Tactic 4: Provide University of Oregon Journalism and Art students with the opportunity to design
a water drop symbol/character that will be developed into a sticker used in all elementary schools,
middle schools, and high schools. This sticker will serve as a reminder for students to be conscious
of their water usage.
Tactic 5: Use the designed water drop character stickers by sinks, toilets, drinking fountains,
lockers, etc. to remind students to conserve water.

24

Strategy 4: Paraphernalia
Tactic 1: Use the logos and designs created by the UO students participating in the Sustainable
Cities Initiative for hats, t-shirts, and other paraphernalia.
Tactic 2: Use the paraphernalia as prizes for classroom participation.

Objective Two: Improve high school students attitudes about water conservation efforts and the
importance in maintaining the Redmond Water systems by 30 percent by July 2016.
Strategy 1: Host field trips for high school schools to visit the Redmond Water Division treatment
plant.
Tactic 1: For relevant science classes such as biology and chemistry, the schools, in conjunction
with the Redmond Water Division, will host field trips to the Redmond Water Divisions treatment
facilities. The students will learn about the Redmond Water Division, water system infrastructure,
the process of water treatment, and the importance of water conservation efforts.
Tactic 2: Schools can create extra credit and class assignment opportunities related to these field
trips. If possible, these classes can offer extra credit or class points for students to create their own
written papers and/or presentations about what they learned through their visit.
Strategy 2: Social Media
Tactic 1: Create and utilize relevant social media accounts specifically for the Redmond Water
Division. This includes Twitter, Facebook, and Instagram accounts.
Tactic 2: During class presentations, provide account information to classes and encourage the
students to follow all Redmond Water Division social media accounts. Remind students that there
will be opportunities to win prizes through upcoming social media competitions.
Tactic 3: To engage student followers, the Redmond Water Division should consistently post
photos of the divisions events and news to Instagram and Facebook and also live Tweet during
school visits, class presentations, and field trips to the Redmond Water Division treatment plant.

25

Tactic 4: Promote the hashtag #RedmondWaterDivision to be used on all students posts related to
the Redmond Water Divisions efforts by telling the students about the hashtag, writing it on
whiteboards/blackboards during student presentations, and using it on all Redmond Water
Divisions posts.
Tactic 5: Implement one of two hashtags during the time when students are hearing water
presentations by H2O Ambassadors and the Redmond Water Division. Use #WaterMatters or
#WaterWeek2016 (#WW16 for short). This hashtag is to be used on all students posts related to
the Redmond Water Division and its goals.
Tactic 6: Each Wednesday, H2O Ambassador Social Media Interns will create a post promoting
#WaterWednesday in order to promote the upcoming Water Week 2016. These posts will
include promotion of Water Week as well as tips for how to conserve water and other fun facts
that will be determined during bi-weekly meetings.
Strategy 3: Logo design competition
Tactic 1: Redmond high school students will be able to design their own logo for the Redmond
Water Division. The top two logos will be selected by the H2O Ambassadors. These logos will be
displayed on the Redmond Water Divisions social media accounts and students will have the
opportunity to vote for their favorite logo. The winning logo will be displayed on the Redmond
Water Divisions website and the winning student will receive a prize of a gift card to a local venue
valued at $25.

Objective Three: Decrease the amount of FOGs in the water systems by 15 percent while
increasing high school students parental use of AquaHawk online water usage monitoring by 25
percent by July 2016.
Strategy 1: Water Week 2016

26

Tactic 1: In tandem with the H2O Ambassadors, the Redmond Water Division will organize a week
dedicated to promoting the division and its goals. During the bi-weekly meetings with the H2O
Ambassadors, Chris and a student team will develop a schedule for visits to middle school and
elementary classrooms that will take place during Water Week. H2O Ambassadors will have a
month and a half working with Chris via bi-weekly meetings to plan a successful Water Week,
tentatively projected to take place beginning Monday, March 28, 2016 (the Monday following
Redmond School District Spring Break and first day of Trimester 3).
Tactic 2: Refer to this week as Water Week 2016 to imply that the event will become an annual
community event to promote and implement Redmond Water Divisions goals.
Tactic 3: During this week, H2O Ambassadors and the Redmond Water Division will be engaging
high school students regarding the divisions water goals by tabling before school, after school and
during lunch time.
Tactic 4: Create a hashtag #WaterWeek2016 (or #WW16 for short) to represent the week and its
various events. H2O Ambassadors in charge of Twitter, Facebook, and Instagram accounts will
implement this hashtag in all photos and most content.
Tactic 5: At the Redmond Water Division table, the H2O Ambassadors and division representatives
will display the informational posters designed by UO students and inform students about the goals
of the division, hand out branded paraphernalia, and promote the hashtag #waterweek2016 and
upcoming social media competitions.
Tactic 6: Provide prizes for students to receive during social media competitions during Water
Week (details of social media plan listed below). The prizes will be food in the form of pizza slices
or donuts. Contact local pizza and donut shops and inquire about getting food discounted or
donated for Water Week prizes.
Strategy 2: Social Media

27

Tactic 1: Create social media competitions and initiatives for students to participate in during
Water Week 2016.
Tactic 2: Hold a Twitter trivia competition. The Redmond Water Divisions social media interns will
tweet out trivia questions pertaining to the information relayed during class presentations and
tabling sessions. The first student to tweet and answer each question and include the hashtag
#WaterWeek2016 will receive a prize in the form of a piece of pizza and/or donut provided by the
Redmond Water Division, which they will be able to claim in between classes, after school or during
lunch.
Tactic 3: Hold a Twitter information retention contest. Students will be able to tweet one piece of
information that they learned about the Redmond Water Division and its goals. The students who
are first to tweet their information and include the hashtag #WaterWeek2016 will receive a prize in
the form of a piece of pizza and/or donut provided by the Redmond Water Division, which they will
be able to claim between classes, at lunch or after school.
Strategy 3: Redmond Water Division Parent Survey
Tactic 1: Have teachers at Redmond middle schools pass out an information sheet encouraging
parents to take an online survey regarding their awareness and use of Aquahawk and their
concerns about proper disposal of FOGs and non-flushables and water conservation.
Tactic 2: To incentivize parents to take the survey, each survey participant will be entered in a
raffle to win two-day lift tickets to Mt. Bachelor Ski Area.

Middle School Students
Objective Four: Increase awareness about FOGs, water infrastructure upkeep and water
conservation in Redmond middle school students by 50 percent by July 2016.
Strategy 1: Utilize the H2O Ambassador Program

28

Tactic 1: Send the H20 Ambassadors to all Redmond middle schools to lead presentations to
middle school students.
Tactic 2: During these presentations, high school students will present information about water
system upkeep, water conservation, and non-flushable materials, which will be communicated
through various outlets discussed in the following sections.
Strategy 2: Redmond Water Division branded paraphernalia
Tactic 1: Create Redmond Water Division branded paraphernalia including water bottles, hats, key
chains, pens and stickers.
Tactic 2: Use this paraphernalia as prizes to hand out to students during middle school
presentations.
Strategy 3: H2O Ambassador School Visits and Class Presentations during Water Week 2016
Tactic 1: Begin middle school class presentations with an interesting experiment having to do with
water. If possible, use an experiment that the students can participate in and work collaboratively
with one another. Experiments and activities can be found on this website:
http://www.sciencekids.co.nz/water.html.
Tactic 2: Have H2O Ambassadors ask questions throughout the presentations regarding the
information they are relaying to the class.
Tactic 3: After the H2O Ambassadors finish presenting the material to the class, they will ask the
students to answer trivia questions about covered material. Students who answer these questions
correctly will receive prizes in the form of Redmond Water Division branded items.
Strategy 4: Visual Aids
Tactic 1: Provide University of Oregon Journalism and Art students with the opportunity to design
and create posters that will be displayed in Redmond middle schools. These students should keep
in mind the appropriate aesthetic and layout for the middle school age group.

29

Tactic 2: Have these students create two posters. One will address what materials are acceptable to
flush and what materials will damage water systems, and another will focuses on conserving water
by turning off sinks, showers, and drinking fountains.
Tactic 3: Use the catchphrases Dont Rush to Flush on these posters.
Tactic 4: Display these posters in the bathrooms, above drinking fountains, in locker rooms,
classrooms, and any other school area that gains a lot of student traffic.
Tactic 5: Provide University of Oregon Journalism and Art students with the opportunity to design
and create a water drop caricature sticker.
Tactic 6: Have H2O Ambassadors display the water drop sticker on sinks, toilets, drinking
fountains, lockers, and any other appropriate area in order to remind students to conserve water
during water week.

Objective Five: Improve middle school students attitudes about water conservation efforts and
the importance in maintaining the Redmond Water systems by 30 percent by July 2016.
Strategy 1: Field visits to Redmond Water Divisions Treatment Plant
Tactic 1: For relevant science classes, the schools, in conjunction with the Redmond Water
Division, will host field trips to the Redmond Water Divisions treatment facilities. The students will
learn about the division, water system infrastructure, the process of water treatment, and the
importance of water conservation efforts.
Tactic 2: Have schools create a class assignment or extra credit opportunity related to these field
trips. Individual teachers can determine the structure of this project, but it must be center around
the information learned on the field trip.
Tactic 3: Have participating teachers submit the best final projects to the Redmond Water Division
by emailing them the Chris Miccolis at Chris.Miccolis@ci.redmond.or.us. The H2O Ambassadors will
review the submitted projects and select the best ones.

30

Tactic 4: Feature the selected projects on the Redmond Water Divisions website.
Tactic 5: H2O Ambassador social media interns will promote the selected projects on Redmond
Water Divisions social media accounts.
Strategy 2: Social Media
Tactic 1: During class presentations, provide account information to students and encourage them
to follow all Redmond Water Division social media accounts.
Tactic 2: During class presentations, make students aware that there will be opportunities to win
prizes through upcoming social media competitions during Water Week 2016.
Tactic 3: To engage student followers, the Redmond Water Divisions H2O Ambassador social
media interns should consistently post photos of the divisions events and news to Instagram and
Facebook and live Tweet during school visits, class presentations and field trips to the Redmond
Water Division treatment plant.
Tactic 4: Promote the hashtag #WaterWeek2016 (#WW16 for short)
Tactic 5: The H2O Ambassadors will use Hootsuite to track Redmond Water Divisions social media
engagement.
Strategy 3: Logo Design Competition
Tactic 1: Redmond middle school students will be able to design their own logo for the Redmond
Water Division. The top two logos will be selected by the H2O Ambassadors.
Tactic 2: These logos will be displayed on the Redmond Water Divisions social media accounts and
students will have the opportunity to vote for their favorite logo.
Tactic 3: The winning logo will be displayed on the Redmond Water Divisions website, and the
winning student will receive a prize of a gift card to a local venue valued at $25.

31

Objective Six: Decrease the amount of FOGs in the water systems by 15 percent while increasing
middle school students parental use of AquaHawk online water usage monitoring by 25 percent by
July 2016.
Strategy 1: Social Media
Tactic 1: Create social media competitions for students to participate in during Water Week.
Tactic 2: Hold a Twitter competition using Twitters direct message tool. The competition will be
water trivia in which the Redmond Water Division will tweet out questions related to the material
presented in class presentations and/or materials found on the Redmond Water Divisions website
(e.g. how many employees the division has, what FOG stands for, etc.).
Tactic 3: Hold a social media (Twitter/Instagram/Facebook) photo contest using these platforms
direct messaging tools. The contest will ask followers to submit a photo demonstrating how they
implement the goals of the Redmond Water Division (e.g. proper disposal of FOGs and non-
flushable materials, turning off sinks during teeth brushing to conserve water, etc.).
Tactic 4: H2O Ambassadors will select the winners of these competitions. The winners will be
provided with gift cards to various venues valued at $15 and/or Redmond Water Division branded
paraphernalia.
Strategy 2: Inter-school Competition
Tactic 1: Hold a competition between the Redmond middle schools that asks students to compete
to see which school can conserve the most water. This competition will examine what school uses
the least amount of water that particular week or month as well as how many students from the
school follow the Redmond Water Divisions social media accounts. Call this contest Compete to
Conserve.
Tactic 2: Provide a prize for the winning school. The prize will be an afternoon field day with food
and games funded by the Redmond Water Division.
Strategy 3: Redmond Water Division Parent Survey

32

Tactic 1: Have teachers at Redmond middle schools pass out an information sheet for students to
bring home to their parents encouraging them to take an online survey regarding their use of
Aquahawk, proper disposal of FOGs and non-flushables, and water conservation efforts. To
incentivize parents to take the survey, each survey participant will be entered in a raffle to win two
day lift tickets to Mt. Bachelor Ski Area.

Elementary School Students
Objective Seven: Increase awareness about water issues and water conservation in Redmond
elementary school students by 50 percent by July 2016.
Strategy 1: Utilize the H2O Ambassador Program
Tactic 1: H20 Ambassadors will visit all Redmond elementary schools to lead class presentations to
elementary school students alongside representatives from the Redmond Water Division.
Strategy 2: Class Presentations
Tactic 1: H2O Ambassadors will create a simple and educational childrens game to play with the
elementary school students. The main theme of game will be water with other highlighted themes
of FOGs and water conservation.
Tactic 2: H2O Ambassadors will create a song and corresponding dance about the goals of the
Redmond Water Division. The H2O Ambassadors will teach the students the song, practice with
them, and at the end of the class the students will stand up and sing the song all together.

Objective Eight: Improve elementary school students attitudes about water conservation efforts
and the importance in maintaining the Redmond Water systems by 30 percent by July 2016.
Strategy 1: Skype/video field trip to Redmond Water Divisions treatment facilities

33

Tactic 1: Have an H2O Ambassador conduct a Skype/video field trip to the Redmond Water
Divisions treatment facilities. Conduct this video field trip in April in order to continue improving
students awareness after class presentations have ended.
Strategy 2: Water Experiment
Tactic 1: Begin elementary school class presentations with an interesting experiment having to do
with water. Experiments and activities can be found on this website:
http://www.sciencekids.co.nz/water.html.
Tactic 2: After the H2O Ambassadors and/or Redmond Water Division representatives complete
the experiment, have the students participate in the experiment and work collaboratively with one
another to complete it. Provide the students with instructions that explain how to do the
experiment on their own. Encourage the students to go home and perform this experiment with
their parents along with the other information they learn during the presentation.
Strategy 3: Visual Narrative
Tactic 1: Name and personify the water utility infrastructure (examples: Sewer Sam, Petey the
Pipe, Freddy FOG, Allie Aqueduct). Use these characters at all times when discussing the
Redmond Water Divisions goals.
Tactic 2: Provide University of Oregon Journalism and Art students with the opportunity to create a
video story explaining the problem of FOGs and non-flushable materials in the water system and
the importance of water conservation. This video should include the personified characters and
song described above. The incentive for production of this video will be a cash prize of $350, and
the video being featured on the Redmond Water Divisions website.
Tactic 3: Present the video story to all elementary school classes during class presentations.
Tactic 4: Provide all elementary school students with coloring pages for them to take home. These
coloring pages will cover the themes of water, water system upkeep and water conservation.

34

Strategy 4: Class Blogging

Tactic 1: After the Redmond Water Division completes their class presentations, have teachers
coordinate a class blogging activity to discuss what students learned during the presentations. Have
all the students either write down, type, or verbally say what they learned during the presentation
and/or how they plan on being a better AquaHawk. The teacher will help to compile their thoughts
into a class blog post.

Objective Nine: Decrease the amount of FOGs in the water systems by 15 percent while increasing
elementary school students parental use of AquaHawk online water usage monitoring by 25
percent by July 2016.
Strategy 1: Visual Aids
Tactic 1: Provide University of Oregon Journalism and Art students with the opportunity to design
and create posters that will be displayed in Redmond elementary schools. These students should
keep in mind the appropriate aesthetic and layout for the elementary school age group and should
use the same personified characters and story line as featured in the educational video.
Tactic 2: Have these students create two posters: One will address what materials are acceptable to
flush and what materials will damage water systems, and another will focuses on conserving water
by turning off sinks, showers, bathtubs and drinking fountains.
Tactic 3: Use the catchphrases Dont Rush to Flush on these posters.
Tactic 4: Display these posters in the bathrooms, above drinking fountains, in locker rooms,
classrooms, and any other school area that gains a lot of student traffic.
Tactic 5: Use the designed water drop character sticker around the schools in areas such as on the
mirrors and sinks in bathrooms, above drinking fountains, etc. to remind students to be aware of
their water usage.

35

Strategy 2: AquaHawk Selfie Competition

Tactic 1: Personify the AquaHawk program. Position AquaHawk as a water superhero by
describing the qualities of what a true AquaHawk is (i.e., saving water, caring about water,
encouraging others to save water, etc.). This competition will be explained to the elementary school
students during the class presentations.
Tactic 2: Encourage students and/or their parents to post an AquaHawk Selfie to Redmond Water
Divisions social media channels. The AquaHawk Selfie will be a photo of the student or the
student with their parent(s) implementing a water conscious practice they learned during the H2O
Ambassador presentations (e.g., a selfie of the students brushing his or her teeth showing that the
sink is not running while they brush; a selfie of the parent properly disposing of materials that
cannot be flushed down the toilet; etc.). The H2O Ambassadors and Redmond Water Division
representatives will provide more examples of what qualifies as an AquaHawk selfie during class
presentations. The best selfies that demonstrate the most admirable AquaHawks will be featured
on the Redmond Water Divisions social media accounts and website.
Strategy 3: Redmond Water Division Parent Survey
Tactic 1: Have teachers at Redmond elementary schools pass out an information sheet for students
to deliver to their parents encouraging them to take an online survey regarding their use of
Aquahawk, proper disposal of FOGs and non-flushables and water conservation efforts. To
incentivize parents to take the survey, each survey participant will be entered in a raffle to win two
day lift tickets to Mt. Bachelor Ski Area.

Evaluation, Criteria and Tools
Objective One
Criteria: Increase awareness about water issues and water conservation in Redmond elementary
school students by 50 percent by July 2016.

36

Tools: Two surveys will be conducted by the H20 Ambassadors during elementary school visits.
One survey will be conducted in December of 2015 (pre-January 2016 implementation) and one
survey will be conducted in June of 2016 (post-implementation and prior to release for summer
break).
Objective Two
Criteria: Increase awareness about water issues and water conservation in Redmond middle school
students by 30 percent July 2016.
Tools: Two surveys will be conducted by the H20 Ambassadors during middle school visits. One
survey will be conducted in December of 2015 (pre-January 2016 implementation) and one survey
will be conducted in June of 2016 (post-implementation and prior to release for summer break).
Objective Three
Criteria: Decrease the amount of FOGs in the water systems by 15 percent while increasing high
school students parental use of AquaHawk online water usage monitoring by 25 percent by July
2016.
Tools: Two surveys will be conducted by the H20 Ambassadors during high school visits. One
survey will be conducted in December of 2015 (pre-January 2016 implementation) and one survey
will be conducted in June of 2016 (post-implementation and prior to release for summer break).
Objective Four
Criteria: Improve elementary school students attitudes about water conservation efforts and the
importance in maintaining the Redmond Water systems by 50 percent by July 2016.
Tools: Pre-plan implementation survey (Winter 2015) and post- plan implementation survey will
be conducted through the elementary school teachers. We will send an email to homeroom
teachers with the short survey attached for teachers to conduct during school hours (in-class) and
send back to Redmond Water Division.
Objective Five

37

Criteria: Improve middle school students attitudes about water conservation efforts and the
importance in maintaining the Redmond Water systems by 30 percent by July 2016.
Tools: Pre-plan implementation survey (Winter 2015) and post- plan implementation survey will
be conducted through the middle school teachers. We will send an email to homeroom teachers
with the short survey attached for teachers to conduct during school hours (in-class) and send back
to Redmond Water Division.
Objective Six
Criteria: Improve high school school students attitudes about water conservation efforts and the
importance in maintaining the Redmond Water systems by 50 percent by July 2016.
Tools: Pre-plan implementation survey (Winter 2015) and post- plan implementation survey will
be conducted through the high school teachers. We will send an email to homeroom teachers with
the short survey attached for teachers to conduct during school hours (in-class) and send back to
Redmond Water Division.
Objective Seven
Criteria: Decrease the amount of FOGs in the water systems by 25 percent by July 2016. See
significant and measureable evidence of water conservation efforts and increase parental use of
AquaHawk online water usage monitoring by 40 percent by July 2016.
Tools: Measure amount of FOGs and other foreign objects larger than three millimeters in size that
come through the sanitation plant at Redmond Water Division prior to communication plan
implementation (winter 2015). Additionally, keep track of this amount throughout the six-month
communication plan to track progress (e.g., record amount of FOGs and other objects that appear at
the plant daily). Compare the amount from winter 2015 to that of summer 2016 (post-
communication plan implementation and post-summer break release). Record engagement activity
with AquaHawk pre-plan implementation and post-plan implementation to measure increase.
Objective Eight

38

Criteria: Decrease the amount of FOGs in the water systems by 25 percent by July 2016. See
significant and measureable evidence of water conservation efforts and increase parental use of
AquaHawk online water usage monitoring by 40 percent by July 2016.
Tools: Measure amount of FOGs and other foreign objects larger than three millimeters in size that
come through the sanitation plant at Redmond Water Division prior to communication plan
implementation (winter 2016). Additionally, keep track of this amount throughout the six-month
communication plan to track progress (e.g., record amount of FOGs and other objects that appear at
the plant daily). Compare the amount from winter 2015 to that of summer 2016 (post-
communication plan implementation and post-summer break release). Record engagement activity
with AquaHawk pre-plan implementation and post-plan implementation to measure increase.
Objective Nine
Criteria: Decrease the amount of FOGs in the water systems by 25 percent by July 2016. See
significant and measureable evidence of water conservation efforts and increase parental use of
AquaHawk online water usage monitoring by 40 percent by July 2016.
Tools: Measure amount of FOGs and other foreign objects larger than three millimeters in size that
come through the sanitation plant at Redmond Water Division prior to communication plan
implementation (winter 2015). Additionally, keep track of this amount throughout the six-month
communication plan to track progress (e.g., record amount of FOGs and other objects that appear at
the plant daily). Compare the amount from winter 2015 to that of summer 2016 (post-
communication plan implementation and post-summer break release). Record engagement activity
with AquaHawk pre-plan implementation and post-plan implementation to measure increase.

39

40

41

42

43

44

Timeline

45

46

47

48

References
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Appendix A

53

Appendix B

54