ABA Newsletter Established in 1995, the connecticut Center for Child Development, CCCD hascollaborated with three other autism education agencies in the tristate http://www.abainternational.org/sub/membersvcs/journals-pubs/newsletter/vol281/C
The National Center On Education, Disability And Juvenile Justice districts for correctional education exist, such as connecticut (Smith v. Coordinated efforts by federal agencies concerned with education and http://www.edjj.org/Publications/list/leone_meisel-1997.html
Extractions: Approximately 90,000 young people are now in custody in public and private juvenile correctional facilities in the United States. Those incarcerated are disproportionately male, African-American, poor, and have significant learning and/or emotional problems that entitle them to special education services. The most common disabling conditions among juvenile offenders are developmental and learning disabilities as well as emotional or behavioral disorders. Many juveniles with disabilities in detention do not receive the educational services to which they are entitled. Studies document the failure of juvenile correctional institutions to provide adequate educational services to young people with disabilities. Ineffective governance of education programs in juvenile corrections, the mobility of adjudicated young people, and poorly developed links between public schools and institutional settings contribute to the academic problems of incarcerated young people.
The National Center On Education, Disability And Juvenile Justice education agencies are responsible for conducting a full, connecticut LegalServices. (1999). CLS wins elevenyear legal battle on behalf of disabled http://www.edjj.org/Publications/list/osep_rehabsvrs-1999.html
Extractions: Special Education in Correctional Facilities More than one in three youths who enter correc-tional facilities have previously received special education ser-vices, a considerably higher percentage of youths with disabilities than is found in public elementary and secondary schools (Leone, 1997). Under the Individuals with Disabilities Education Act (IDEA), youths with disabilities in correctional facilities are entitled to special education and related services. Providing appropriate services for these students, however, can be extremely challenging. Several issues have been identified as having an impact on the pro-vision of appropriate special education services in correctional facilities, including transience of the student population, conflict-ing organizational goals for security and rehabilitation, shortages of adequately prepared personnel, and limited interagency coordination. This module synthesizes available information on youths with disabilities in correctional facilities and efforts to provide this population with a free appropriate public education (FAPE). The first section describes the number and characteristics of incarcerated youths with disabilities. The second section portrays special education services in correctional facilities. The third section discusses particular challenges associated with the provision of services in correctional facilities, and the fourth reports results for incarcerated youths with disabilities.
Extractions: Extended Search By Joyce Riha Linik Like players in a game of musical chairs, state education agencies across the country are wondering if ample federal support will be there as they go about implementing the significant demands of the No Child Left Behind (NCLB) Act. And it's looking more and more like many states may be left standing on their own when federal allocations run out. "The data requirements of NCLB are enormous," says Gail Pauley, Washington state director of Title I and Title V programs. Washington puts a mammoth amount of federally mandated data online so that they are accessible to families, teachers, administrators, and policymakers. State report cards are placed online and data are broken out by school district and individual school. Data reflecting state testing scores and adequate yearly progress (AYP) standings are also put online, as well as results from the state's consolidated program reviews. NCLB 's data demands and whether federal funds will cover the added expenses.
RRFC Network state education agencies in the systemic improvement of education programs, connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, http://www.dssc.org/frc/rrfc.htm
Extractions: The six Regional Resource Centers (RRCs) are specifically funded to assist state education agencies in the systemic improvement of education programs, practices, and policies that affect children and youth with disabilities. The RRCs help states and U.S. jurisdictions find integrated solutions for systemic reform, offering consultation, information services, technical assistance, training, and product development. The beneficiaries of the RRCs' work are children and youth with disabilities, and the families and professionals associated with them.
Extractions: E-mail: center@ynhh.org The Yale New Haven Center for Emergency Preparedness and Disaster Response has actively sought out a diverse group of public and private partners from across Connecticut, the nation and the world and has pooled their expertise to identify and resolve challenges related to terrorism and public health emergency preparedness. In collaboration with the Connecticut Department of Public Health (CT DPH), the Center has developed and delivered programs and services for health care delivery facilities on a wide variety of topics such as education and training, laboratory testing, stockpiling and surge capacity. Health care delivery facilities in Connecticut include 32 acute care hospitals, 40 community health centers, 180 emergency medical services organizations, 86 home health agencies, 200 skilled nursing facilities, 40 urgent care centers and community physician practices. In collaboration with the Hartford Hospital Center of Excellence for Bioterrorism Preparedness and Response, the Center has provided these facilities with emergency preparedness needs assessments and analysis, education and training, clinical expertise and capacity building initiatives.
California connecticut agencies and organizations. connecticut State Climatologist;Geographic Alliance Email jcraig@g3.tmsc.org. NASA education Resources http://teachearth.com/states/Connecticut.htm
Extractions: Connecticut State Climatologist State Climatologists are individuals who have been identified by a state entity as the state's climatologist and who are also recognized by the Director of the National Climatic Data Center of the National Oceanic and Atmospheric Administration as the state climatologist of a particular state. Xiusheng (Harrison) Yang http://www.nationa lgeographic.com/education/index.html The National Geographic Society's Geography Education Program has established a network of state geographic alliances-grassroots organizations composed mainly of K-12 teachers and university geographers-dedicated to improving and promoting geography education. These alliances support professional development for teachers, development of classroom materials, and efforts to make geography a part of state and local curricula. Connecticut Geographic Alliance Billie M. Kapp
Extractions: " Together We Can Make a Difference" Connecticut Communities for Drug-Free Youth, Inc. (CCDFY) located in Norwalk, Connecticut was founded in September 1983 as a nonprofit, statewide alliance of task forces, parent groups, agencies, and concerned individuals by a group of prevention activists. For over twenty years, CCDFY has supported and promoted prevention programs that are science-based and accessible to families, schools, and community leaders. CCDFY has partnered with established professionals in the parenting education, prevention, and treatment fields to create and administrate effective alcohol, tobacco, and illegal drug use prevention initiatives. CCDFY is an associate center with the RADAR Network sponsored by the Center for Substance Abuse Preventions (CSAP) information component, SAMHSAs National Clearinghouse for Alcohol and Drug Information (NCADI), and enhances the Networks ability to disseminate information to local prevention councils, regional action councils, coalitions and parent groups, social service agencies, and treatment and counseling professionals.
Links State agencies. These are the websites of each states education and health Colorado Department of education connecticut State Department of education http://www2.edc.org/MakingHealthAcademic/links.asp
Extractions: EDC Projects National Non-Governmental Organizations Federal Agencies State Agencies ... Funding Opportunities EDC Projects National Non-Governmental Organizations (NGOs) Hundreds of national organizations place the welfare of children at the heart of their missions. Nonprofit trade associations, coalitions, service delivery networks, and other NGOs are valuable sources of information on school health. Nearly 70 national NGOs collaborated with EDC on the book Health is Academic: A Guide to Coordinated School Health Programs . They appear with an asterisk (*) next to their names. Federal Agencies Listed here are the major federal agencies that address different aspects of school health in its broadest definition and in specific or targeted initiatives. State Agencies Technical Assistance Centers and Research Institutions We have culled a sample list of centers that collect information and provide technical assistance to individuals, agencies, and institutions that are implementing school health programs. Youth Data Sources To assist you in compiling data to make your case for the need for a school health program, this list provides a sample of relevant sources.
EdPolicy.org Research Center- No Child Left Behind connecticut State Department of education (May 04, 2005) Summary This IssueBrief is designed to assist state educational agencies (SEAs) in creating http://www.edpolicy.org/research/nclb/index.php
Extractions: This page covers research on the No Child Left Behind Act of 2001 (NCLB) that President Bush signed into law on Jan. 8, 2002. This new law represents his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. It changes the federal government's role in kindergarten-through-grade-12 education by asking America's schools to describe their success in terms of what each student accomplishes. The act contains the President's four basic education reform principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work No Child Left Behind (NCLB) Research: Most Students With Disabilities Participated in Statewide Assessments, but Inclusion Options Could Be Improved Summary: Most students with disabilities took state reading tests during the 2003-04 school year, but states are struggling to create and give alternate assessments that measure grade-level and below grade-level standards for at least some special education youngsters, according to the U.S. Government Accountability Office. NCLB Costs in Minnesota
Extractions: TABLE OF CONTENTS ACKNOWLEDGMENT iii FOREWORD iv PREFACE v EXECUTIVE SUMMARY SURVEY DESIGN AND METHODOLOGY Survey Instrumentation Survey Methodology ... CONCLUSION LIST OF TABLES Competency Rating Scale Priority Levels Competency Area Rankings by Respondent Groups Top Priority Skills: Aggregate Respondents ... Comparison of Competency Area Rankings: Business and Industry Provider and Employment System Agency Respondents ACKNOWLEDGMENTS Targeting Education: The Connecticut Adult Basic Skills Survey Terri Bergman, CASAS Associate Researcher, was the principle investigator and the CASAS team leader for the project. Ms. Bergman coordinated the research analysis effort and authored the report. Linda Taylor served as project advisor. She helped design the survey instrument, the survey distribution plan, and the research analysis. Patricia Rickard, CASAS Executive Director, provided advice and guidance throughout the research and development of the project. Randy Ilas spear-headed the data analysis effort, overseeing the data input, producing the data tables, and conducting all tests of statistical significance. Andrew Evans helped construct the project data base and formatted some of the figures for the publication. Robert Walsh analyzed all of the "other" responses, and Maya Drake formatted most of the tables and figures for the report. The publication’s final graphic design was created by Sally Saltzman, of Saltzman Graphic Design.
Agencies: U.S. STATE agencies For The VisuallyImpaired connecticut Board of education andServices for the Blind 184 Windsor Avenue Windsor, CT 06095 Tel 602-4000 http://www.mdsupport.org/resources/agencies_us.html
Education And Special Education Resources Academy for educational Development (AED) www.aed.org 1825 connecticut Ave., NW Links to State education agencies www.nasbe.org/SEA_Links/SEA_Links.html http://www.pacer.org/links/national/education.htm
Extractions: Salaries Stagnant for Last Decade The report, Research shows that the quality of a child's teacher is a key factor in closing the achievement gaps that exist today and ensuring that all students are prepared for success in work and life. Yet according to NEA's study, the average salary of a public school teacher for the 2003-2004 school year increased only slightly over the previous year. C-11 C-14 Speaking on behalf of NEA's 2.7 million educators, President Reg Weaver emphasized that inadequate state and local funding of public schools and the strict, costly regulations of the so-called "No Child Left Behind" law are making it more difficult for schools to retain quality employees. "A career in teaching offers many intrinsic rewards. But teachers should never have to choose between doing what they love and supporting their families," Weaver said. "We can't continue to ask them to fulfill such an important mission without providing the support they deserve and need to remain in the profession." Nationwide, at least 2 million teachers will be needed over the next decade because of teacher attrition and retirement and increased student enrollment. Research shows that more than one third of all new teachers leave the profession within three years and almost one half leave within five years due to poor working conditions and low salaries. The percentages are even higher for minority teachers, male teachers, and teachers under 30.
Extractions: html doc pdf Mercury-Added Products Fact Sheets ... Invitation for Other State Agencies to Join IMERC Starting in 1999 the states in the Northeast and other parts of the country actively began to pursue enactment of legislation focused on reducing mercury in products and waste. In the Northeast these efforts focused on enactment of provisions of the Mercury Education and Reduction Model Legislation. Copies of the Model Legislation are available on this website at http://www.newmoa.org/prevention/mercury/final_model_legislation.htm In 2001 the Northeast Waste Management Officials' Association (NEWMOA) launched the Interstate Mercury Education and Reduction Clearinghouse (IMERC) (press release) to provide IMERC's Activities Overall IMERC facilitates deliberations that provide advice and assistance to the individual states for their decision-making.
The Town Of Enfield, Connecticut - Home Page After August 31, 2005 if you enter www.enfield.org, you will be redirected toour new site Board of education Meetings Boards, Commissions agencies http://www.enfield.org/
CT.gov Index Of All State Agencies All agencies and Offices in connecticut State Government are listed Office of;Higher education, Department of; Housing Finance Authority, connecticut http://www.ct.gov/ctportal/cwp/view.asp?a=843&q=246466
Extractions: WHAT WE CAN DO FOR YOU! CPAT Bookstore (PDF 65.8k) Fallen Firefighter Memorial Online Training Face Piece Fit Testing Legislation ... Volunteer/Career Fire Service Opportunities Latest News Hurricane Katrina Relief Information The Department of Emergency Management and Homeland Security has provided guidance Monthly Fire Prevention Education Themes The National Association of Fire Marshals has unanimously adopted a resolution to develop and distribute a monthly fire safety theme and supporting materials. agency. The monthly themes will also be available on the NASFM website on the Public Education Committee page and will be linked from the CFPC Web Page. Leadership Development Weekend The Connecticut Fire Academy is sponsoring a Leadership Development Weekend Saturday September 24, 2005 and Sunday September 25, 2005 at the Connecticut Fire Academy in Windsor Locks, Connecticut. Current Threat Level Homeland Security Current Nationwide
