Extractions: site index ED.gov Overview Publications ... Download Page 8 of 11 Table of Contents Executive Summary Introduction Availabality and enrollment in public alternative schools and programs for student at risk of education failure Alternative schools and programs for students at risk fo education failure. Entrance and exit criteria ... References Sample Selection Information from the pilot study helped guide the allocation of the total sample to the two major categories of districts: districts that reported alternative schools in the CCD and those that did not report alternative schools in the CCD. Within each category, the samples were further allocated to district size strata (less than 2,500, 2,500 to 9,999, 10,000 or more) in rough proportion to the aggregate square root of the enrollment in the stratum. The sampling frame was also ordered by metropolitan status (urban, suburban, rural) and region (Northeast, Southeast, Central, West) to induce additional implicit stratification. Within each primary stratum, districts were selected systematically and with equal probabilities. The sampling frame constructed consisted of 14,619 regular public school districts during the 199899 school year. After the stratum sample sizes were determined, a final sample of 1,609 districts was systematically selected from the sorted file using independent random starts. The 50 states and the District of Columbia were included in the sample, while school districts in the outlying U.S. territories were excluded. Districts are of three types: unified, secondary, and elementary. Unified districts serve students across all grade levels and comprised 83 percent of the total sample (table A-1). Secondary districts comprised 2 percent, and elementary districts (i.e., serving grades no higher than grade 8) comprised 15 percent of the sample.
Senator Conrad Burns - Montana and requiring that they trek to alternative schools may mean even longer In montana 85% of schools meet the AYP in 2004. If a school does not meet http://burns.senate.gov/index.cfm?FuseAction=PressReleases.Detail&PressRelease_i
Senator Conrad Burns - Montana This flexibility will truly impact montana s more urban schools and districts, and requiring that they trek to alternative schools may mean even longer http://burns.senate.gov/index.cfm?FuseAction=SignUp.Newsletter&NewsletterID=97
Montana & High Plains TTT - Program Description In short, many of montanas schools can expect to have a difficult time filling While montana does not currently offer an alternative certification , http://www.montana.edu/ttt/description.shtml
Extractions: Back to Home Page About Us Description Eligibility Registration Certification Jobs ... Teaching News Program Description OVERVIEW The Northern Plains Region Troops-to-Teachers Program, a regional consortium servicing Montana, Idaho, North Dakota, South Dakota and Wyoming, is designed to assist qualified military personnel make the transition from the armed services to service in the classrooms of our schools. The program helps connect individuals with information, institutions and the people that can help participants navigate and meet state certification requirements and ultimately find a teaching position. As of January 2005, over 8,000 Troops-to-Teachers participants have been hired nationally in the public schools through the program. The Troops-to-Teachers (TTT) program was initially established in 1994 to address force restructuring in the military by assisting retiring and separating active duty military personnel transition to new careers in public education. The military drawdown is over and the program has been redefined to address the actual and projected nationwide teacher shortage. PROGRAM INFORMATION The program helps individuals by connecting them with information, people and institutions that can help participants meet state certification requirements and ultimately find a teaching position.
Montana In Business -- Spring 2004 Edition is executive director of the montana Community Development Corp., a $4.5 millionloan At least four alternative schools. The Carousel. Buses. Recycling. http://www.mtinbusiness.com/inbusiness_spring_04/bus02.html
Extractions: is executive director of the Montana Community Development Corp., a $4.5 million loan fund, and the Small Business Development Center, serving the western Montana region. Her column appears in each issue of Western Montana InBusiness. She is a member of the InBusiness advisory panel. A few weeks ago, Inc magazine rated Missoula as the second best small city in the country for small business. Missoula, Montana, an entrepreneurial hot spot? I think a lot of Missoulians were taken aback by that rating. Perhaps we get used to focusing on our faults and shortcomings, rather than assessing the strengths that give us a good shot at success. What is it that works about Missoula? Here are my top five:
Extractions: Check your Credit Online Learn More About Loans K-12 Student Loan College Student Loan Graduate Student Loan Continuing Education Loan Detailed Loan Info Student Loans and Credit Locate Your School For Financial Aid Pros FAQs Print a Paper Application K-12 Application College Application Graduate Application Continuing Ed. Application About Our Company About Us Contact Us!
Extractions: Check your Credit Online Learn More About Loans K-12 Student Loan College Student Loan Graduate Student Loan Continuing Education Loan Detailed Loan Info Student Loans and Credit Locate Your School For Financial Aid Pros FAQs Print a Paper Application K-12 Application College Application Graduate Application Continuing Ed. Application About Our Company About Us Contact Us! Links Subscribe to our Free Financial Aid Newsletter! Your privacy is important. Your information will not be shared or sold. View the archives! Recommended By:
Montana School Boards Association montana Legislature. 2005 Session. Bill Search Results 04/20/2005, Registrationand board requirements for certain alternative schools and programs http://www.mtsba.org/2005Legislature/2005bills.html
Extractions: Total number of Introduced and Unintroduced Bills - 274 Bill Type - Number LC Number Primary Sponsor Status Status Date Short Title HB 16 Rick Ripley Chapter Number Assigned Funding for certain nonbeneficiary students HB 20 Sue Dickenson Chapter Number Assigned Revise eligibility criteria for admittance to school for deaf and blind HB 44 Sue Dickenson Chapter Number Assigned Exempt school for deaf and blind from nongeneral fund expenditure requirement HB 45 Alan Olson (H) Returned from Enrolling Revise sick leave laws HB 47 Kathleen Galvin-Halcro (H) Missed Deadline for Appropriation Bill Transmittal* Funding for full-time kindergarten HB 63 Dan Villa (H) Transmitted to Governor School finance revision HB 67 Larry Jent Chapter Number Assigned Revise Montana procurement act HB 74 Rosalie (Rosie) Buzzas (H) Missed Deadline for General Bill Transmittal* Authorized use of school transportation levy for field trips HB 83 Margarett H Campbell (S) Signed by President Revise school district tuition payments HB 92 Bernie Olson (H) Missed Deadline for General Bill Transmittal* Permissive levy in municipality for higher education HB 104 Ralph L Lenhart Chapter Number Assigned Revise laws governing the Teacher's Retirement System
Ishmael Community Schools Using Ishmael And Other Quinn Books montana montana State University, University of montana; Big Sky HS alternative schools Audubon Society Traveling School, Gaia Educational Outreach http://www.ishmael.org/Origins/Ishmael/Companion/schools.cfm
Extractions: "The Law of Life in a single word is: abundance." When no more was forthcoming, I asked if she'd elaborate on that a bit. "A useful exercise would be for you to go back to the mouse carcass and bring back one of the beetles. Then I'd have you pick off a couple dozen of the beetle's phoretic mites so you could examine them under a microscope." "What would I learn from that?" "You'd learn that each mitesuch an inconsiderable creature!is a work of so much delicacy, perfection, and complexity that it makes a digital computer look like a pair of pliers. Then you'd learn something even more amazing, that, for all their perfection, they aren't stamped out of a mold. No two of them are alikeno two in all the mighty universe, Jared!" "And this would be a demonstration of . . . abundance?" "That's right. This fantastic genetic abundance is life's very secret of success on this planet." The Story of B Check out the News and Information Announcements... Here are a few of the schools that are using Ishmael and other Quinn books:
SMMUSD Schools 801 montana Ave. Santa Monica 90403 (310) 3950941, Webster Elementary School SMASH alternative School SMASH alternative School. 2525 Fifth St. http://www.smmusd.org/main.html
Massage Therapy Schools And Massage Schools In Montana Massage Therapy schools and Massage schools in montana. Use our Find a Schoolfeature to find all kinds of alternative medicine schools. http://www.naturalhealers.com/search/Montana/massage/
Powell School District During the fall of 2000, a group of staff members visited regionally and nationallyrecognized alternative schools in montana, Washington and Idaho. http://www.park1.k12.wy.us/shoshone_learning_center/questions_and_answers.asp
Extractions: Staff Home Questions and Answers Where does the money come for a program like this? Do the students at the Learning Center take money away from the other students in the District? How can we afford the Learning Center when we are losing enrollment? Funding for Wyoming schools has become extremely complicated. It is much more complex than simply multiplying in the number of students by a certain dollar figure. However, that computation is the basis for the system. In past years, attendance was averaged over the first 60 days of each school year. That number greatly determined how much money a district would receive the following year as the census of a school was entered into the formula. If some students dropped out of school or moved away after the first 60 days, the funding would stay the same. Attendance is taken every day of the school year and then averaged. If, for example, 150 students have moved away, moved in, or dropped out of school, that greatly affects the funding of the entire district the following year. If we can keep some of those students enrolled in any school in the district, the funding for those students stays in the district.
Extractions: top At first glance, the Bozeman Public Schools might appear to be a typical small school district. Once you walk inside one of the Bozeman schools you will instantly feel the energy and enthusiasm that the teachers, students and administrators have for learning. The Bozeman Public school system covers an area larger than the city of Bozeman. The school involves two districts, Elementary District Number 7 and the Bozeman High School District. The school system is a public entity under the authority of the State. In Bozeman, there are six elementary schools, (K - 6), two middle schools, (6 - 8), a high school (9 - 12) and an alternative high school. There are about 5,100 students and 328 teachers. The outlying elementary schools include Cottonwood, LaMotte, Monforton, Gallatin Gateway, Anderson, Malmborg and Ophir (Big Sky). The schools are governed by 7 elected Board of Trustees, and 2 trustees at large who are elected by citizens of the rural elementary districts.
Untitled Document And that translates into another less obvious benefit of alternative energy itcan produce more money for montana schools. As a former schoolteacher, http://www.harvestcleanenergy.org/enews/enews_HCEIII/enews_HCEIII_MontanaProspec
Extractions: When people first began calling Montana the "Treasure State" in 1895, they were paying tribute to our mineral wealth-the gold, silver, and copper that helped to build our cities. But the nickname is just as apt when applied to our energy resources. Because as the nation's energy needs have evolved over the past two centuries, Montana has consistently been able to meet them with her abundance of natural riches. We've had timber to stoke our steamboats, coal to run our railroads, hydropower to light our homes, and oil and gas to warm them. Now, as the nation seeks new alternatives to conventional energy sources, Montana is once again poised to play a valuable role. Wind is the most promising of the existing energy alternatives. It's the world's fastest-growing source of energy. It's the most economically viable source of alternative energy. It's increasingly cost-competitive and, unlike coal or nuclear power, it can be sold as a value-added product. Most importantly, it's renewable and environmentally friendly. And, as any resident can tell you, wind is plentiful in parts of Montana. In fact, during the infamous Hard Winter of 1886 and '87, the wind was so strong, according to one wag, that the cattle had to tie their tails to their hind legs to keep them from blowing away. More recently-and using a more scientific approach-the American Wind Energy Association determined that Montana ranks fifth among the 50 states for its wind energy potential.
The Independent Online - News The schools in montana run the gamut from shortterm wilderness therapy montana programs have recently formed the montana Adolescent alternative Private http://www.missoulanews.com/News/News.asp?no=4970
Montana Kaimin Online A new campaign against teaching science in schools that does not conform to Still, ID is being pushed as a scientific alternative to evolution a http://www.kaimin.org/viewarticle.php?id=4220
Employment And Training For Court-Involved Youth--November 2000 Many school systems are not interested in helping alternative schools develop and MCC also operates the montana Youth alternative program at a State http://www.ncjrs.org/html/ojjdp/ojjdpreport_11_2000/chap6.html
Extractions: Systems Collaboration The Task Force on Employment and Training for Court-Involved Youth was formed to increase collaboration between the juvenile justice system and the employment and training system. A number of other key systems also support the effective collaboration of juvenile justice and workforce preparation practitioners and policymakers. Other systems that serve court-involved youth include education, social services, community-based support, and the labor market. Improved communication, increased knowledge about system operations, and systemic change among these entities is equally important to meeting the needs of juveniles and the public safety. Ultimately, preparation for the workforce is a priority for each system. How can these diverse systems work together to develop a cohesive, consistent delivery system that responds to the employment and training needs of court-involved youth and the ultimate customer, the employer? Earlier chapters in this Report highlight some of the obstacles encountered by court-involved youth and the programs that serve these youth. Some of the issues and circumstances at the State and system levels that prevent court-involved youth from participating fully in the workforce are summarized below. The State Juvenile Justice System Although the predominant response to youth violence has been to increase penalties for violent crime, several States have coupled these reforms with an increase in services for youth. Many have developed or expanded programs for youth that have already penetrated the juvenile justice system. A few States have targeted additional services for youth who are at immediate risk of placement in the juvenile justice system (early intervention/prevention) or have been released from residential facilities (aftercare). Other States have attempted to increase job opportunities for youth who have entered the juvenile justice system; some examples include afterschool academic programs, community service programs, and supervised work projects. In Colorado, the legislature has appropriated funding for a comprehensive violence prevention program that offers education, employment training, mentoring, and other support services for court-involved and at-risk youth.
