CoSN: The Consortium For School Networking alaska particularly relies on education technology to connect rural and urban centers with For further information, visit www.cosn.org. About ISTE http://www.cosn.org/about/press/032205.cfm
Extractions: Washington, D.C. â March 21, 2005 â Nearly 150 education technology advocates from 37 states fanned out across Capitol Hill today to demonstrate to Congress their strong opposition to the Administrationâs proposal to eliminate the Enhancing Education Through Technology Program (EETT). The education technology advocates held meetings with the offices of their respective Senators and US Representatives and explained how pivotal the EETT program is to complying with the No Child Left Behind Actâs goals of closing the achievement gap and ensuring that all teachers are highly qualified. The joint Advocacy Day was sponsored by the Consortium for School Networking and the International Society for Technology in Education. Advocacy Day participants, hailing from different points on the map and with vastly different technology needs, were unified in their message of support for EETT: Norton Gusky, coordinator of education technology for Fox Chapel Area School District in Pennsylvania, stated that: âEETT funds have been used to provide materials and training for teachers and administrators to deal with the mandates of
Topic Areas-K-12 ESL Education In partnership with the educational Testing Service, CAL operates a technical and technical assistance to state and local education agencies in Florida, http://www.cal.org/topics/k12ed.html
Extractions: In a five-year program of research, CAL and its collaborators, Harvard University and Johns Hopkins University, seek to improve our understanding of the factors that predict success as Spanish-speaking children learn to read and write in English. Knowledge about these factors could be applied in the classroom to enhance the teaching of English literacy. The Aspire Curriculum: Professional Development for Bilingual and ESL Paraprofessionals As part of a career ladder project at the University of Central Florida, CAL has developed and field-tested a curriculum for the professional development of paraprofessionals who work with English language learners. CAL conducts workshops for such paraprofessionals and for staff developers to present the curriculum. Comprehensive Center, Region XIV
State Resources For Gifted Education Richard Smiley alaska Department of education Gifted education Program Texas education Agency 1701 N. Congress Ave. Austin, TX 78701 http://ericec.org/fact/stateres.html
Extractions: This list includes State Department of Education offices responsible for gifted education and state-wide advocacy groups. For technical assistance, contact the individual listed for your state. State of the States, a book that provides state-by-state statistics and information, is available from Kristy Ehlers, listed under Oklahoma. State advocacy groups offer members a variety of services, including newsletters, conferences, and local resources. For current and detailed information on US State mandates governing gifted education, please visit Tennessee Initiative for Gifted Education Reform (TIGER) , and review their National Survey on the State governance of K-12 Gifted and Talented Education Reform (http://giftedtn.org/tiger/releases.htm). (70+ pages in .pdf format; Adobe Acrobat Reader required.) Alabama
NTP--DOT's State education agencies. If there is a change in the name or address of Training in your state, please email those changes to ycamacho@edc.org, Alabama http://www2.edc.org/NTP/dotlist.html
NCEF - Links alaska Department of education Early Development http//www.eed.state.ak. us/facilities/home.html Texas education Agency Facility Funding and Standards http://www.edfacilities.org/links/
Extractions: AIA's committee of architects and allied professionals is concerned with the quality and design of pre-kindergarten through university level educational facilities. CAE identifies national educational facility issues critical to architects and works to strengthen relationships with allied organizations, client groups, and the public. American Society of Landscape Architects (ASLA)
Extractions: Describes the current status of maintenance in Maryland public schools, and details three initiatives to assist the local districts with maintenance: 1) Improve the State's annual maintenance surveys in order to enhance its ability to monitor the maintenance of public schools. 2) Strengthen the relationship between maintenance and State funding provided through the Capital Improvement Program. 3) Develop an incentive program of State funding to assist the local school systems with their maintenance tasks. 12p.
IDCR - Infectious Diseases In Corrections Report www.amaassn.org/go/foodborne. Centers for Disease Control and Prevention Food borne hepatitis A- Missouri, Wisconsin, and alaska, 1990-1992. MMWR. http://www.idcronline.org/
Extractions: *Nothing to disclose The crowded conditions that exist in most jails and prisons create an ideal environment for the transmission of contagious diseases. Limited availability of clean laundry, soap and water increase the probability that infectious diseases will be transmitted from one person to another. Furthermore, the transient status of inmates who are frequently moved from one location to another can complicate the diagnosis of infection, recognition of an outbreak, interruption of transmission, performance of a contact investigation and eradication of disease. Many correctional facilities have inadequate information technology, and the linkages between different jurisdictions and agencies responsible for the care of inmates are often poor. Published guidelines for prevention, diagnosis and treatment of communicable diseases are not always readily applicable to the correctional setting. This article is the second in a two-part series, the first of which appeared in the IDCR July/August 2004 issue.
Budget, Finance, And Fundraising School developers should consult with their state education agency and other fiscal In some states, such as alaska, Colorado, Minnesota, and New Jersey, http://www.uscharterschools.org/pub/uscs_docs/r/budget.htm
Extractions: The financial autonomy of charter schools depends on each state's charter school legislation. In states that regard charter schools as schools within a district (also known as local educational agencies [LEAs]), the charter schools' fiscal responsibilities are similar to those of the other schools in the district. In states that treat charter schools as independent school districts/LEAs, charter schools have the same fiscal responsibility and autonomy as other independent districts/LEAs. Although all charter schools, regardless of status, must develop sound financial management practices, it is especially important that charter schools established as independent LEAs be able to address a full range of fiscal management issues. Since proper accounting for the use of local, state, and federal funds is a critical element in operating and maintaining continued support for a charter school, the budget plans that charter schools develop must ensure that public funds are used properly, reflect the charter school's purpose and philosophy, and stand up to a financial audit.
STeP Center | Just Anchorage www.alaskabvi.org The mission of the alaska Center for the Blind and Visually www.sesa.org The Special education Service Agency (SESA) is a publicly http://www.asd.k12.ak.us/depts/step/anchorage/
Extractions: Site Index Site Options Contact Us Search for: Schools Departments About ASD School Board ... myASD The Web sites listed here have local information for parents who live in the Anchorage School District. Clicking on these links will take you away from the Anchorage School District's Web site. Each link will open in a new window. Access Alaska This program was created to facilitate services that will enable Autism Spectrum Disorders (ASD) to become widely recognized and well supported throughout the state of Alaska. AARC also facilitates systems change that will enable the community of Alaskans affected by ASD, their families, and service providers to become a coherent, collaborative, and self-organized community. Alaska Center for Resource Families
Glossary This glossary defines terms used in education publications, as well as listing An agreement among local education agencies (LEAs) (and/or sometimes the http://www.edsource.org/glo.cfm
Extractions: A single number index for a school or district using specified measures of student performance. A schools API score is used as the basis for ranking Californias public schools. The ranking system is based on deciles, with each decile representing 10% of the schools. Decile 1 schools are the lowest performing schools. Decile 10 schools are the highest performing. As of January 2003, results from the California Standards Tests (CSTs) in English language arts (ELA) and mathematics for all students in grades 211 plus history/social science in high school are included in the API score. CSTs in ELA and mathematics will count for 80% of an elementary or middle school's API score. The other 20% is based on scores in ELA and math from the California Achievement Tests, Sixth Edition Survey (CAT/6) , a standardized basic-skills test that compares California students to a national sample of students. In high schools, 73% of the API score is based on results from CSTs in ELA, mathematics, and history/social science; 12% on the CAT/6, which measures ELA, mathematics, and science; and 15% on the results of the California High School Exit Exam,
FRAC - Summer Food Service Program USDA provides funding through state agencies (generally state education agencies) to reimburse Randy Rosso at (202) 9862200 Ext. 3014, rrosso@frac.org; http://www.frac.org/html/federal_food_programs/programs/sfsp.html
Extractions: WIC ... CFNP Summer Food Service Program for Children (SFSP) When school lets out, millions of low-income children lose access to the school breakfasts, lunches and afterschool snacks they receive during the regular school year. The Summer Food Service Program for Children is a key to filling this gap. The Summer Food Service Program provides meals and snacks to children who might otherwise go hungry and is often provided in conjunction with educational, developmental, and recreational activities. With more parents working outside the home, organizations are serving school-age children afterschool as well as during the summer. History The Summer Food Service Program for Children (SFSP) was created by Congress in 1968. It is an entitlement program designed to provide funds for eligible sponsoring organizations to serve nutritious meals to low-income children when school is not in session. Benefits The SFSP feeds hungry children in the summer, gives a boost to public and private non-profit summer programs, and helps give low-income children the best start on the new school year. Many of the children served are at nutritional risk when they do not have access to school meals.
State Profiles. Alaska Fax 907563-1959 Web site http//www.childcareconnection.org/. Child Care Food Program Agency. alaska Department of education Early Development http://nccic.acf.hhs.gov/statedata/statepro/alaska.html
Extractions: Information 2000 Total Population: 2000 Number of Children aged 0-4: 2000 Number of Children aged 5-9 years old: 2000 Number of Children aged 10-14 years old: 2000 Total Number of Children under 18: Children under 5 as percent of population: Children under 18 as percent of population: Source: "Demographic Profiles: Census 2000," U.S. Census Bureau. 1999 Poverty Rate (all ages): 1999 Children Under 5 in Poverty: Source: "Table GCT-P14. Income and Poverty in 1999: 2000" and "Table P87. Poverty Status in 1999 by Age[17]- Universe: Population for whom poverty status is determined," U.S. Census Bureau, Census 2000 Summary File 3.
ALA Student Achievement Based on the research from Colorado (I and II), alaska, Iowa, Pennsylvania, Texas, Bettendorf, Iowa Mississippi Bend Area education Agency, 2002. http://www.ala.org/aasl/resources/achievement.html
Welcome To Child Care Connection Alaska http//www.providence.org/alaska/education/04pc_classes.htm Special education Service Agency. http//www.sesa.org. Stone Soup Group http://www.childcareconnection.org/ccc/links.htm
Extractions: Local organization associated with NAFCC helping to promote quality family child care through accreditation and to promote training and leadership development through specialized technical assistance. AFCCA is located in Anchorage at 2221 East Northern Lights Blvd. For more information you can contact them at (907) 258-5436. http://www.akfrc.org Alaska Ice: Initiative for Community Engagement http://www.alaskaice.org Alaska Department of Education and Early Development http://www.eed.state.ak.us/ Alaska Head Start Association (AHSA) The Alaska Partners for Quality Education began in 1995 and has continued as an initiative of the Alaska Head Start Office funded by the federal Head Start Collaboration grant. Since 1997 the group has focused on improving the quality of early childhood programs by improving the education and training of adults who work in them. For more information please contact Mia Oxley by e-mail at
Extractions: read more The guaranty agencies below financially support the Clearinghouse and receive enrollment information directly from us. Their financial support allows us to provide service without charge to schools and students. California Student Aid Commission Colorado Student Loan Program Connecticut Student Loan Foundation Direct Loan Program (William D. Ford) Education Assistance Corporation Educational Credit Management Corporation Finance Authority of Maine Florida Office of Student Financial Assistance Georgia Higher Education Assistance Corporation Great Lakes Higher Education Corporation Illinois Student Assistance Commission Iowa College Student Aid Commission Kentucky Higher Education Asst. Authority Louisiana Office of Student Financial Assistance Michigan Higher Education Assistance Authority MOSTARS - Missouri Student Loan Program Montana Guaranteed Student Loan Program National Student Loan Program, Inc.
SchoolGrants Links - Federal Agencies Federal agencies. Regional Educational Laboratories Regional Educational Laboratory). States Served, alaska, Idaho, Montana, Oregon, and Washington http://www.schoolgrants.org/Links/fed_agencies.htm
Extractions: Index to Grant Opptys Sample Proposals ... Join the SchoolGrants Team! Links - Federal Agencies G et into the habit of regularly checking the various federal Web sites. These agencies frequently publish grant information as well as other useful data. If you know of links that should be included here, please let me know . If you encounter a "dead" link, I would appreciate it if you would let me know - please include the Web page on which you encountered the problem so I can find it to correct it. (Links on SchoolGrants always open in their own windows so you will always be able to return to your spot on this site.) Federal Agencies Regional Educational Laboratories Federal Agencies Department of Education Education Publications Related to ESEA Programs
State Support And Incentives The alaska Department of education will utilize NBPTS Candidate Subsidy funds to Please check with individual local education agency liaisons regarding http://www.nbpts.org/about/stateinfo.cfm?state=Alaska
Tribal College Journal Of American Indian Higher Education important to the future of American Indian and alaska native communities. DHHS officials asked each agency to develop its own tribal consultation http://www.tribalcollegejournal.org/themag/backissues/fall2004/fall2004selden.ht
Extractions: CDC, tribes, colleges strive to improve Native health PIPELINES FOR STUDENTS. Tribal colleges introduce students such as Carol Gist and Cindy McCorison to health professions. Photo by Jonathan Chapman Photography, courtesy of Fond du Lac Tribal and Community College Making positive changes in the overall health of American Indians and Alaska Natives must come from within the community, and "the more tribal members who become healthcare professionals, the better," says Pelagie "Mike" Snesrud, a Dakota Sioux working for the federal Centers for Disease Control and Prevention (CDC) in Atlanta. Native people living on reservations and in urban areas face a broad array of health problems, Snesrud notes. There are many documented disparities in the health status and in the quality of health services Native people receive compared with other populations. The CDC is committed to improving the health of Native Americans, according to Snesrud. The agency, she says, recognizes that substantial progress can be attained by expanding government-to-government consultation and developing stronger partnerships with tribes. Snesrud is one of two full-time employees assigned to the "Indian desk" in the CDC's Office of Minority Health. She and Dr. Ralph Bryan, a medical epidemiologist, are helping to formulate a new tribal consultation policy for CDC, one of the agencies within the U.S. Department of Health and Human Services (DHHS). Snesrud is in Atlanta, and Bryan is based at the Indian Health Service National Programs office in Albuquerque.
