text:
Call4Gorillas Partner Program

How to get started?
Spread the word with this flyer
Collect the phones
Attach this flyer to your collection box (PDF)
Mail them in!
Get a FREE shipping label >

Enclose this form with shipment so your group is given credit.

Zoo Atlanta and The Dian Fossey Gorilla Fund International are working together with Eco-Cell to recycle cell phones, help the environment and raise money for gorilla conservation.

The full list of accepted items. Please do not send items not on the list.

Find out more about our cell recycling program >

Calling all groups (schools, businesses, organizations): collect cell phones and not only receive good gorilla karma, but also be in the running to win cool prizes!

Partner Levels:
A school, business, or organization that promotes the cell phone recycling program and is able to collect the number of cell phones listed below for Zoo Atlanta/The Dian Fossey Gorilla Fund. Awards will be given at time of collection. Please allow time for processing of the shipment.

  • 200 cell phones: Silverback Supporter -A painting created by one of our gorilla artists!
  • 100 cell phones: Ranger Level - Adopt an Infant Gorilla - Green Option
  • 50 cell phones: Primate Pal - your group listed on this webpage

Zoo Atlanta Gorilla Partners

Silverback Supporters

Peeples Elementary School, Fayetteville, GA
Ithica Elementary School, Villa Rica, GA
Liberty High School, Renton, WA
STARBASE Connecticut, Hartford, CT
Heartland Elementary, Geneva, IL
Richards Middle School, Lawrenceville, GA
Chestnut Mountain Creative School of Inquiry, Flowery Branch, GA

Ranger Level

Timber Ridge Elementary School, McDonough, GA
St. Martin's Episcopal School, Atlanta, GA
Pitner Elementary, Acworth, GA

Primate Pal

Kane High School, Kane, PA
Adore Hair Studio, Atlanta, GA
Girl Scout Troop 1285, Conley, GA
Mountain Park Elementary, Roswell, GA
Lowe Engineers, Atlanta, GA
Weissman Nowack Curry & Wilco, P.C., Atlanta, GA
NEW Academy Canoga Park, Canoga Park, CA

Want more information or to share a photo/story/video? Contact us at greenteam@zooatlanta.org

The class with their boxes complete with information and a hand drawn gorilla ready to distribute.

- Mrs. Potts Transitional Kindergarten Gorilla Project, NEW Academy Canoga ParkCanoga Park, CA

We were sorry to hear of Ivan’s passing, so it makes our Ivan Painting even more sentimental. We have an original from July of 2007 hanging on the front wall of my science classroom. With Ivan’s history in our area (Seattle-Tacoma), the students were especially attached. Thanks again.

-Ms. Allen's biology class, Liberty High School, Renton, WA


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text:
Red-Tailed Boa

Boa constrictor ortonii

About the Red-Tailed Boa

Geographic Range:

Class: Reptilia
Order: Squamata
Family: Boidae
Genus: Boa
Species: constrictor

The red-tailed boa is named for its reddish tail, although it's primarily tan and brown. It's a large snake, growing as long as 10 feet and weighing up to 60 pounds. Since it's a constrictor and not venomous, it feeds by using its powerful coils to tightly constrict its victims, cutting off blood flow to the heart and causing death. The red-tailed boa’s jaw unhinges and stretches, allowing the boa to swallow medium-sized and large prey, after which it doesn't need to eat again for weeks or months.

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isPartOf: CC-MAIN-2015-35
operator: CommonCrawl Admin
description: Wide crawl of the web for August 2015
publisher: CommonCrawl
format: WARC File Format 1.0
conformsTo: http://bibnum.bnf.fr/WARC/WARC_ISO_28500_version1_latestdraft.pdf


text:
Property for sale in Durford Wood

1 - 1 of 1
Keywords and filters like garden and parking live here

Latest Durford Wood property for sale
Zoopla is one of the UK's leading property portals, helping you to find property for sale and to rent and make smarter decisions when buying and renting homes in the UK. Discover information on homes in Durford Wood by researching Durford Wood property values, Durford Wood house prices paid, our Durford Wood property market overview and find Durford Wood agents.


text:
Fayetteville Inn And Suites

3136 Bordeaux Park Blvd.FAYETTEVILLE, NC 28306

1203 miles away
Driving Directions

add photo
add review
Reader's Reviews (0)

You might also enjoy:

Want to review a service, but not finding it? Just add it and review it!

Recent Reviews For Services Near 28306
Rating: 5

Pawprints Inn

June 23, 2008 | By Britkotsu

This is a wonderful boarding kennel. My dogs have been going there for years. They are actually happy when they go through the doors. My specific instructions are always followed and the dogs go ou… more ›

March 18, 2008 | By Dee Dee C.

From what I have read they do not do a great job. I have heard of a vet who makes house calls for special cases, which would have been great when my dog was too sick to travel.

March 11, 2008 | By Siiri

I heard about this before, and I like the idea. Its jus important that the vets know what they are talking about and by reading the reviwes it doesnt seem like they do.


WARC-Truncated: length

text:
Bitter Sweet My Ninja Graphic T-Shirt & Hand Warmer Pack

Item # 203534

Be the first one to TAG this product!
Buy1 Get1 Free

Stash Points: 0

What is this?

This is the number of points you get in The Zumiez Stash for purchasing this item. Stash points are redeemable for exclusive rewards only available to Zumiez Stash members. To redeem your points check out the rewards catalog on

Availability: Out Of Stock

Clearly one ninja is better than another.

More Details
  • Bitter Sweet graphic t-shirt and hand warmers pack.
  • White short sleeve crew neck t-shirt.
  • Slim girly fit, long length shirt.
  • Cartoon dinosaurs with Ninja dolls graphic at front.
  • Hand warmers included!
  • 100% cotton.
  • Imported.


text:
Enjoi Is Cool Boys T-Shirt

Item # 233298

Take An Additional 50% Off

Stash Points: 1,398

What is this?

This is the number of points you get in The Zumiez Stash for purchasing this item. Stash points are redeemable for exclusive rewards only available to Zumiez Stash members. To redeem your points check out the rewards catalog on thestash.zumiez.com.

Availability: In Stock

---- OR ----

Pick Up In Store

Select a size to locate this item in a store near you.

Get a bright new look with a comfortable lightweight cotton construction with an Enjoi panda wearing sunglasses with an "Enjoi Is Cool" text graphic.

More Details
  • Youth sizing.
  • Enjoi panda logo wearing sunglasses with "Enjoi Is Cool" chest graphic.
  • 100% cotton.
  • Imported.


text:
Financial Opportunities

Photo of dollar bills.

Funding Terms

The U.S. Department of Energy publicizes available funding through competitive funding opportunity announcements (FOAs), similar to requests for proposals (RFPs) or solicitations.

Laws and Incentives

Clean Cities' Alternative Fuels Data Center maintains a comprehensive database of Federal and State Laws and Incentives related to alternative fuels and vehicles, air quality, fuel efficiency, and other transportation-related topics.

Securing funding is critical to the success of efforts to reduce petroleum use in transportation. Financial opportunities for Clean Cities projects are available from many sources inside and outside the U.S. Department of Energy (DOE).

When applying for funding, contact your Clean Cities coordinator for help navigating the process successfully.

Current Financial Opportunities

Find current transportation-related financial opportunities, including Clean Cities Funding Opportunity Announcements issued by DOE, when available.

Related Financial Opportunities

Learn about related financial opportunities to pursue through organizations and federal agencies outside Clean Cities.

Funded Clean Cities Projects

Clean Cities has awarded more than $300 million to fund hundreds of projects across the country that reduce petroleum use in transportation.


text:
Osbo’s pensioner saving measures could stop some of the seepage to UKIP but the Tories need to do much more than that

March 19th, 2014

As has been pointed out many times before the segment of the electorate that has seen the biggest switch to UKIP is the one that the Tories always banked on – the oldies. Last month’s Populus aggregate found that the current UKIP support base has those aged 55+ accounting, as the chart shows, for nearly 60%.

The biggest group of switchers based on past vote were 2010 Conservatives who now make up 45% of the UKIP support base.

    Oldies are much more likely to be on the electoral register, to turnout out to vote and, in the past to vote Conservative. If the Cameron is to have any chance in thirteen months time he needs a lot of these switchers back.

The budget gives the Conservatives a powerful argument and my guess is that it will work to some extent. But the scale of the electoral challenge is such that they need a bigger movement than is likely from the budget measures.

To put it into context the Tories will still be losing seats to Labour even if they have a vote lead of 6%. They need a huge swing going well above than just winning back switchers to UKIP.

So yes I do thing that Osborne’s measures will help but there’s still a mountain to climb

Mike Smithson

2004-2014: The view from OUTSIDE the Westminster bubble


text:
Part III
D: Where? Adapting to Local Context, Cultures, and Concerns

Assessing Group Awareness and Concerns

Although some participants may be familiar with human rights issues, many may be exploring these subjects for the first time. The facilitator needs to determine the level of group awareness. Each group of participants will also have its own priorities and concerns, which the facilitator should assess and be sure to include.

The facilitator should continually relate general topics to the local context (e.g., "What aspects of this topic are especially important to people in this community?"). If participants raise issues not directly related to human rights or the topic of the workshop or course, the facilitator may want to consult with them about adding a session, perhaps asking some of the participants to arrange a speaker or lead a discussion.

Assessing Group Experience, Needs, and Strengths

Facilitators should always adapt materials to suit the particular situations, needs, talents, and interests of participants. For example, participants with limited formal education may feel more comfortable with discussion and research methods based on oral narration. More educated participants might be offered supplemental readings.

The facilitator should be open with the group about her or his concern to find the right level and seek their help in finding the best adaptations. The facilitator's willingness to adapt and consult will demonstrate clearly that this is a collaborative process in which the facilitator is a co-learner.

Using Storytelling

The facilitator should encourage participants to contribute illustrative stories from their experience. For example, the facilitator might announce the topic at the beginning of a session, asking "How is this an issue in our society?" and invite examples. These stories need not be personal. Participants might draw from legend, literature, films, television, or local history. Narrating personal or family experience should be strictly an individual choice.

Sometimes a historical perspective on these stories is helpful (e.g., "What do you know about police brutality in your father's or grandfather's day?"). Likewise comparing participants' stories can bring out significant themes (e.g., "In these stories who or what supported women's education?").

Facilitators often need to curb storytelling lest the session lose its purpose. The number of stories might be limited (e.g., "Let's just hear one more example of such a case") or the time circumscribed (e.g., "Try to keep your stories to one minute so everybody who wishes can offer an example").

Including Local Culture

Another way to make human rights topics more relevant is to relate them to local culture, both traditional and contemporary. For example, the facilitator might ask participants if they can think of any relevant proverbs, modern or folk songs, myths, tales, novels, or popular films, TV series, or radio shows, etc. Participants might also analyze the content of this cultural material (e.g., proverbs that speak both for and against racist attitudes) and its implicit attitudes (e.g., "What is the relationship between men and women suggested in this song?").

Cultural Relativism

One objection frequently raised against international human rights is that they embody values that contradict and threaten local values and customs (i.e., "that's not our culture"). The United States, for example, refuses to acknowledge most social and economic rights, such as health care or housing, and has not ratified the International Covenant on Economic, Social, and Cultural Rights (ICESCR). People of different cultural traditions often have conflicting conceptions about the relation between individual and the collective rights (e.g., does the community own its source of wood or water supply or is it private property?) or about what aspects of life are public and which are private matters (e.g., can the state interfere with how parents discipline their children?). Termed "cultural relativism," this view that all human rights must be interpreted and applied according to different cultures and traditional values challenges the human rights principle of "univer sality," which holds that human rights are the same everywhere in the world.

Human rights issues often conflict, and facilitators should not evade these clashes of values. Instead the group will benefit from exploring the issue: how should conflicts between international human rights standards and local cultural practices be resolved?

In dealing with issues of cultural relativism, facilitators should keep these points in mind:

1. Neither culture nor human rights law is absolute. As human constructs, both culture and law are continuously evolving.

2. Human rights law sets standards but generally does not prescribe how they are to be met, thus allowing for wide cultural differences in implementation.

3. Human rights issues are complex and multidimensional and need to be seen from more than one perspective. For example, rather than casting an issue like female genital mutilation as simply a dilemma between women's human rights and cultural or religious practices, it can also be examined from the perspective of economic rights, development, or poverty. What are the economic reasons behind a family's efforts to preserve their daughter's marriageability?


text:
Re: So. Baptist Spin on BOE Vote

From: Bill Payne (
Date: Tue Jun 05 2001 - 23:06:15 EDT

  • Next message: Bill Payne: "Re: So. Baptist Spin on BOE Vote"

    On Mon, 4 Jun 2001 20:34:13 +0200 writes:

    > Stavanger is the oil capital of Norway and through the 13 years I have
    > been here, I have been in contact with a good number of
    > geologists/geophysicists working for Oil Companies. Of those who have
    > attended the same church as me (Baptist affiliated with So. Baptist),
    > two were outspoken YEC proponents. These gentlemen nevertheless
    > out their projects for their companies and moved up the ladder
    > similar promotions as I observed for OEC/Theistic evolution proponents.

    Yes, I've heard similar comments from friends of mine, and as far as my
    employment with an engineering/environmental co., the same is true. The
    problem begins when a YEC (or someone who is categorized as YEC
    regardless of what is really believed) is perceived to have a position of
    influence in working for change in the status quo, or threatening to
    present evidence which impacts our theories of origins.

    Juno offers FREE or PREMIUM Internet access for less!
    Join Juno today! For your FREE software, visit:

    This archive was generated by hypermail 2b29 : Tue Jun 05 2001 - 22:20:52 EDT


text:
Re: [asa] Bible as scientific text

From: wjp <>
Date: Fri Aug 14 2009 - 09:43:50 EDT

Can you tell me what a "scientific claim" is? How is science not
phenomenological? If science does not deal with "appearances," what
does it deal with? If science is not "metaphorical," what kind of
language does it use?

While I think there is some distinction to be made between the ordinary
and common sense and science, this distinction is not easily made.
Science relies upon common sense, for we have no other sense. Inasmuch
as science is contrary to the common sense, it metaphorically employs
common sense.

The difference between the two might be better sought, not in its content,
but in its aims, objectives, and uses. And this kind of distinction might
adequately suit our purposes here.

On Thu, 13 Aug 2009 13:52:53 -0700, Kirk Bertsche <> wrote:
> I think the answer below is good. My only concern is with some of
> the terminology. In specific, the repeated reference to biblical
> information as being (scientifically) "accurate" or "inaccurate."
> Such a judgment requires an a priori assumption that the material is
> intended to provide scientific information, so that it can be judged
> on its scientific accuracy.
> If the text is not making scientific claims, then they should not be
> interpreted or evaluated as such. They may still be "accurate"
> phenomenological descriptions of appearance, or "accurate"
> metaphorical descriptions consistent with the cultural style of the
> times, or "accurate" simplifications of reality in accommodation to
> the limited knowledge of the times. If a statement is not intended
> to be scientific, I'm not sure that it even makes sense to comment on
> its scientific accuracy or inaccuracy. (E.g., the morning newspaper
> prints the times for sunrise and sunset, and we don't complain that
> this is scientifically "inaccurate".)
> Kirk
> On Aug 12, 2009, at 9:53 PM, Jon Tandy wrote:
>> Richard,
>> I was interested in your comments. Following John's lead, I have
>> copied the ASA list as well as a few other participants, as many on
>> the list are regularly involved in such discussions. If this seems
>> inappropriate, I would be glad to keep the discussion private or
>> bring it to an end.
>> I cannot speak for Randy in order to put words in his mouth, nor
>> can I answer what source of knowledge would give him the confidence
>> to assert that God did not plan the Bible to be a source of modern
>> scientific knowledge. Note that my e-mail was not directed to you,
>> only perhaps indirectly through John. I also agree that the
>> comments jumped the gun a little in the discussion; you simply
>> asked questions of clarification, and my response made some
>> assumptions that in your challenge to Randy, you may believe that
>> God did intend the text to convey scientific information (or that
>> the text should do so).
>> So let me start again to attempt to answer the question as I see
>> it. If it's simply a debate over "I think the Bible should convey
>> scientific truth" versus "No, you're wrong, that was not its
>> purpose", then each party can simply part ways with a philosophical
>> disagreement, a difference in personal viewpoint. However, if
>> there is any way to arrive at a more conclusive answer, I believe
>> empirical evidence and sound reason should help guide our spiritual
>> discernment of what is (or are) God's purposes in scripture. There
>> is an old saying from John Adams, "Facts are stubborn things; and
>> whatever may be our wishes, our inclinations, or the dictates of
>> our passion, they cannot alter the state of facts and evidence."
>> At the same time, we have to acknowledge our human and scientific
>> knowledge is by definition tentative and partial.
>> I would pose the question simply, and not rhetorically, "Did God
>> intend the Bible to convey scientific truth to modern culture?"
>> Let me suggest some possible answers and see where they lead.
>> A. The Bible is absolutely a scientific text, and when it is
>> speaking about nature, it always gives accurate information about
>> the workings of nature.
>> Follow-up questions:
>> - What would it take to falsify this proposition?
>> - If our scientific knowledge is tentative and partial,
>> and if the Bible appears to contradict our present understandings
>> of science, how would we know if a discrepancy is due to our
>> limited knowledge of the world, as opposed to the Bible being wrong
>> about nature?
>> B. The Bible NEVER gives accurate information about the workings of
>> nature.
>> I dismiss this one immediately, because no one that I know
>> claims the Bible is 100% inaccurate, and it would require
>> disproving every single statement about nature made in the Bible.
>> C. The Bible sometimes gives accurate scientific information, and
>> at other times it gives metaphorical (but not inaccurate)
>> statements – these may appear to be incorrect, but weren't meant to
>> assert scientific facts.
>> Follow-up questions:
>> - How can we tell the difference between those that
>> were meant as scientific facts and those that were meant as metaphor?
>> - If a seemingly "scientific" statement becomes clearly
>> disproved by the facts, is this reasonable justification to declare
>> it metaphorical?
>> - If some verses give the appearance of being
>> "scientific" statements but aren't, of what value is holding the
>> Bible as a scientific text at all, when it may be forever
>> indeterminate how to tell them apart?
>> D. The Bible sometimes gives statements that are technically
>> inaccurate by modern standards, but which made sense to the
>> understandings of the people at the time it was given.
>> In this case, as in the previous, the difficulty is telling the
>> difference.
>> E. God didn't intend the Bible to give instruction in science, but
>> for "doctrine, for reproof, for correction, for instruction in
>> righteousness" (2Tim 3:16).
>> This position is compatible with all the above positions, with
>> a few clarifications:
>> - Where the Bible does give accurate scientific
>> information, it is incidental to the main purpose and/or it was
>> providentially made to be both technically correct and spiritually
>> edifying.
>> - A and E could be compatible, by rephrasing it to say
>> that God's purpose was _both_ spiritual truth and scientific accuracy.
>> - Where the Bible gives inaccurate information, it is
>> incidental to the main purpose, because it was meant to convey a
>> message of spiritual motivation, not mental information.
>> - Where the Bible gives metaphor, it was clearly meant
>> to convey principles of righteousness, not technical knowledge.
>> I believe in the cases of (B, D, and possibly C) above, it is
>> reasonable to suggest that God did not intend the Bible to be a
>> scientific textbook. Let me know if you think this is an
>> unjustified conclusion.
>> This has already gotten too long, so I want to briefly conclude
>> with a few examples of what I look at when trying to weigh the
>> evidences and reasonableness of the positions above.
>> - The Bible describes the heavens as a solid firmament, with waters
>> above, that come down to earth through windows that open and shut
>> (Gen 1; Gen 8:2; Job 36:27-30; Job 37:18; Psa 148:4). This
>> conveyed information to "modern culture" in the ancient Near East,
>> in keeping with their understanding of the cosmos. Today we know
>> this is not an accurate scientific description of the heavens.
>> - The Bible describes a flat earth (Dan 4:10-11; Psa 135:7; Jere
>> 10:13 , and many others that speak of the "ends of the earth").
>> This was once taken as a scientific truth, in rejection of the
>> concept of a spherical earth.
>> - The Bible describes an earth that doesn't move (Psa 93:1). This
>> was once taken as a scientific truth, in rejection of an earth that
>> moves on its axis and in its orbit.
>> - The Bible describes the scientific process of creating hail and
>> rain – God creates them, and stores them in treasurehouses and
>> bottles in the heavens (Job 38:22,37). However, it isn't a very
>> useful concept to inform our modern scientific understanding of
>> meteorology. Unless someone identifies these treasurehouses and
>> bottles, or disproves the understanding that rain and hail are
>> formed by the condensation of water in the atmosphere, I think it
>> is fair to say these scriptures are inaccurate, scientifically.
>> - The Bible says that the mustard seed is the smallest of all
>> seeds, but grows into the greatest of all herbs (Mark 4:32). I
>> believe it's fair to say that both of those statements, as written,
>> are not true in a scientific sense, if taken literally.
>> These are just a few examples of where the Bible is at best
>> speaking metaphor, and in several cases pretty clearly giving
>> inaccurate scientific facts. This doesn't even get into
>> contentious questions of the age of the earth, animal death before
>> Adam, biological antiquity or common descent, etc.
>> It is these difficulties that causes many people to believe that
>> the Bible was not meant to convey scientific truth, but spiritual
>> reality. For myself, I would be glad to accept A along with E, but
>> for the fact that some of the evidence seems to contradict it.
>> It is God's stated purpose in scripture to promote righteousness
>> and to bring souls to Himself -- I don't suppose we have any
>> disagreement there. But I can't think of any stated goal where God
>> has said that He intended the Bible to convey anything like
>> "scientific mysteries" or "modern science" or "exact [biological]
>> processes" in the sense intended by Randy's statement. Can you?
>> If so, I'd be glad to consider them. If not, why question Randy's
>> statement to that regard?
>> I hope these thoughts may be helpful, and I would be glad to
>> receive your response if you are able to reply.
>> Sincerely,
>> Jon Tandy

To unsubscribe, send a message to with
"unsubscribe asa" (no quotes) as the body of the message.
Received on Fri Aug 14 09:44:30 2009

This archive was generated by hypermail 2.1.8 : Fri Aug 14 2009 - 09:44:30 EDT


text:
September 9, 2005 ED Review
Archived Information

 September 9, 2005
    PDF version Share this page Share this page
  Past issues
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What's inside...
Hurricane Katrina
NCLB Update
State Tables
Support for Teachers
SAT Scores
Constitution Day
Quote to Note
Upcoming Events

Hurricane Katrina (

In the wake of Hurricane Katrina's devastation, following the initial effort by federal, state, and local authorities to provide basic support like food, shelter, and medical care, the Education Department has taken concrete steps to help Gulf Coast states, districts, schools, and hundreds of thousands of displaced and affected students and teachers regain a sense of "normalcy."

  • First, in an August 31 conference call with media, Deputy Secretary Ray Simon and Assistant Secretary of Elementary and Secondary Education Henry Johnson pledged "the red tape will be put in the drawer," including relief from key requirements under the No Child Left Behind Act and federal student aid. "The Secretary has authority to enter into flexibility agreements, to grant waivers for occurrences such as this," the Deputy Secretary said. "One thing we certainly will do is to allow states to apply for flexibility on behalf of their districts.... We'll make this process as seamless and quick as possible." (Later, in a September 7 letter to Chief State School Officers,
    , the Secretary specified four core areas where flexibility and/or resources are available: waivers and modifications, highly qualified teacher requirements, the reallocation of funds, and supplemental appropriations. Requests will be evaluated on an individualized, case-by-case basis.)

  • Second, as states and districts began to address the needs of displaced students, the agency encouraged them to review previously issued guidance on the McKinney-Vento Education for Homeless Children and Youth Program (
    ), which ensures homeless children a free, appropriate public education and requires districts and schools to remove barriers to their enrollment, attendance, and success at school. Also, the Department encouraged colleges and universities to admit students from affected institutions in a manner that permits them to receive federal student aid (

  • Third, on September 6, Secretary Spellings unveiled a web site, Hurricane Help for Schools (, aimed at getting supplies to schools serving students affected by Katrina. On one part of the web site, schools are able to post their contact information and the supplies the students need. Companies and organizations are able to view these needs and contact the schools to meet them, or, on another part of the site, they may post what supplies or resources they can offer. Also, the Secretary has convened a task force of 50 national education organizations to coordinate and deploy resources.

Meanwhile, the agency is in ongoing contact with state and local education officials and will act promptly as issues arise. For more information, please go to (Secretary Spellings' September 6 "Ask the White House" chat, detailing the response effort, is available at

NCLB Update (

Continuing her "common-sense approach" to implementing the No Child Left Behind Act, Secretary Spellings announced new flexibility for four school districts in Virginia and the Chicago Public Schools. Under the Virginia pilot program (see
), Alexandria, Henry County, Newport News, and Stafford County will be allowed, essentially, to reverse the order of the sanctions spelled out in the law, offering students supplemental educational services (in lieu of public school choice) during the first year that a Title I school is identified "in need of improvement." (Then, if the school is identified for a second year, it would have to offer both choice and supplemental services.) Virginia is the first state to earn such flexibility, but the Department plans to begin several pilot programs in a number of districts across the country, to test the effectiveness of switching choice and supplemental services on student achievement and how students and their families use those options. Under the Chicago Public Schools' agreement (see
), the district will be allowed to serve as a supplemental service provider, even though it has been identified "in need of improvement," and thus, normally, would be prohibited from being a provider. Similar agreements are also being negotiated for nine other big-city districts, to ensure even more students are receiving supplemental services.

And last week, at a school in Albuquerque, New Mexico, Secretary Spellings distributed tool kits for Hispanic families, with valuable information in English and Spanish on everything from No Child Left Behind benefits and services to tips for helping children be successful students. For more information, please go to (Copies of the tool kit may be ordered from ED PUBS at 1-877-4ED-PUBS or

State Tables

State tables showing Fiscal Year 2001-05 enacted appropriations and the FY 2006 budget request under formula-allocated and selected student aid programs have been updated. These tables show final allocations for the following No Child Left Behind programs:

  • Title I (Grants to LEAs, Reading First, Even Start, Neglected and Delinquent, and Comprehensive School Reform)
  • Improving Teacher Quality State Grants
  • Math and Science Partnerships
  • Educational Technology State Grants
  • 21st Century Community Learning Centers
  • State Grants for Innovative Programs
  • State Assessments

For more information, please go to

Support for Teachers

Yesterday, Secretary Spellings joined First Lady Laura Bush to honor a Des Moines, Iowa, American Star of Teaching and proclaim several new initiatives aimed at supporting teachers, including a teacher training corps and a technology partnership for teachers in urban areas who focus on math and science. The corps will consist of teachers and practitioners who will provide on-site technical assistance to districts; for example, it could offer an in-service program for a district's high school math teachers. The partnership with TechNet, a group of technology companies, will create math, science, and technology workshops in urban centers. For more information, please go to

SAT Scores

The national average math score for the SAT exam increased from 518 (on a scale of 200 through 800) in 2004 to 520 this year—14 points better than 10 years ago and an all-time high—despite a record-number of test takers and the largest percentage of minority test takers to date. Not surprisingly, these gains have been accompanied by students taking more demanding classes like pre-calculus, calculus, and physics. Since 1995, there has been an 11 percentage point increase in the number of students taking pre-calculus (37%-48%) and a five percentage point boost in calculus (22%-27%) and physics (46%-51%). At the same time, average verbal scores remained unchanged from last year—at 508—and just four points better than a decade ago. One possible explanation? Although 85 percent of students had taken four or more years of English, only 65 percent had had course work in grammar, down from 78 percent 10 years ago, while 62 percent had had course work in composition, down from 73 percent 10 years before. For more information, please go to
. (The Secretary's statement is available at

Constitution Day

To mark the anniversary of the signing of the U.S. Constitution on September 17, 1787, Congress has mandated that every school and college receiving federal funds take a day to teach the document. (This year, because the 17th falls on a Saturday, schools will be observing Citizenship Day/Constitution Day on Friday, September 16, or Monday, September 19.) And, to assist students and teachers in their studies, the Department's Federal Resources for Educational Excellence (FREE) web site has posted an array of online resources. For more information, please go to

Quote to Note

"As the new school year begins, our thoughts and prayers are with the hundreds of thousands of school-age children and their families who have been displaced by Hurricane Katrina. President Bush has directed federal agencies to do everything in their power to support the victims of this heart-wrenching tragedy. At the U.S. Department of Education, we are committed to working closely with state officials all across the country to help them enroll students, including students with disabilities, displaced by the hurricane. Experts tell us these children will benefit greatly from the structure and normalcy provided by school."
— Secretary of Education Margaret Spellings (9/6/05)

Upcoming Events

At 12:30 p.m. ET on September 21, Secretary Spellings will deliver her first Back-to-School Address at the National Press Club. As in years past, it will be broadcast live over the Internet. Instructions for viewing the broadcast will soon be posted at

On October 20, communities around the country will celebrate Lights On Afterschool!, bringing attention to the need for afterschool programs that keep kids safe, help working families, and improve academic achievement. An Afterschool Alliance project, the rally is sponsored by JCPenney Afterschool and supported by the Department's 21st Century Community Learning Centers. For more information, please go to

Credits, Subscribe & Unsubscribe

Please feel free to contact the Office of Intergovernmental Affairs with any questions:
Special Assistant—Tom Bolvin, (202) 205-3809,
Program Analyst—Adam Honeysett, (202) 401-3003,
To be added or removed from distribution, or submit comments (we welcome your feedback!), please contact Adam Honeysett. Or, visit

This newsletter contains hypertext links to information created and maintained by other public and private organizations. These links are provided for the user's convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Furthermore, the inclusion of links is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these sites, or the organizations sponsoring the sites.

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Consolidated Annual Report (CAR) Network Site

Program Memorandum FY 2003-03
Consolidated Annual Report (CAR) Network Site

DATE:October 6, 2003
TO:State Directors of Career Technical Education
FROM:Sharon Belli
Director of State Administration and Accountability Group
Office of Vocational and Adult Education
SUBJECT:Consolidated Annual Report (CAR) Network Site

The Office of Vocational and Adult Education is pleased to announce the launch of the new and improved Consolidated Annual Report (CAR) which will allow you to easily enter, review, and submit all of your Perkins related reporting. As part of the Department’s ongoing effort to improve the reporting process, the CAR web-based and Excel reporting forms have been redesigned and upgraded. Using input from a number of state volunteers and the assistance of a new contractor, the web-based CAR is now easier to use than ever before for submitting your data. For those of you who prefer use the Excel approach, improvements have also been made, and the web-based and Excel approach are now more integrated than in the past.

The Excel and Web forms, as well as all related instructions and materials, are co-located at Each director will receive an email from our CAR contractor, DTI Associates, Inc., containing state login information and the Personal Identification Number (PIN) needed for data approval and attestation. Also included in the email will be your state’s performance targets for each indicator, negotiated as of June 30, 2002. If the numbers provided are not valid for your state, please contact your Regional Accountability Specialist by November 1, 2003.

Several significant changes have been made to the forms and the submission process. Attached are a list of the changes and a flowchart of the submission process. Excel users should note that all forms should be downloaded from the website, and when completed, should be uploaded to the website. Also, data attestation will occur electronically through the use of a PIN number.

We would like to remind you that OVAE is offering two conference call training courses on the CAR. Both calls will cover the same material, so please attend the one most convenient for your state. The calls will last about one and a half to two hours and participation in the training is voluntary. If you and other state staff decide to participate, plan to have access to the Internet so you may review the CAR website as it is being discussed. In an effort to ensure the most efficient and effective training, we request that participants review the site prior to the training. The dates and times of the trainings are noted at the end of this memo; please register for the training to the e-mail address provided no later than 2 days prior to the training.

Follow-up information, including an agenda and additional training materials, will be forthcoming in the near future. Please share this information with those in your state who may want to attend.

Thank you.

Conference Call Training Dates:
October 17, 2003, 10:00 A.M. EST
October 21, 2003, 2:30 P.M. EST

To Register For A Training Course:
E-mail Pete Lynch at with your name, state, and which call you will attend.

Enclosed Documents

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Elementary and Secondary School Counseling Programs

Current Section
 Office of Elementary and Secondary Education Home
FY2013 Grantee Award Abstracts

Fiscal Year 2013
Program Abstract

County of Maricopa Osborn School District #8 (AZ) $396,780
County of Maricopa Osborn School District #8 will implement the nationally recognized and science based model: Positive Behavior Intervention and Support (PBIS) as the primary theoretical foundation. Each school will build upon an established PBIS leadership team to expand implementation to all three tiers of the PBIS model within their specific school community.  School-based Counselors will provide individual and group therapy as part of the Tier II and Tier III components of a complete School-Wide PBIS program.  In an effort to focus on building strong behavioral skills early on, the project will utilize the child therapy program, Dinosaur School, for reducing disruptive and aggressive behavior and increasing pro-social behaviors.  The project will utilize both the classroom and small group therapy intervention to build a prevention component and respond to the needs of students requiring intensive behavioral and emotional intervention.  This evidenced Based program will be delivered by the school based counselors.

Alhambra Unified School District (CA) $396,657
Alhambra Unified School District (AUSD) will implement the Gateway to Success Elementary Counseling Program (Gateway) to address identified gaps and weaknesses in services and infrastructure.  Gateway will integrate Social Emotional Response to Intervention (SE-RTI), aligning with the RTI framework.  This framework is supported by the American School Counselor Association (ASCA) Gateway’s goal is to offer broad based prevention/early intervention services to all students currently enrolled in elementary schools (K-5).  Core to Gateway are six critical components that reflect the four quadrants outlined by the ASCA National Model. These components include: 1) Management Integration Team; 2) Elementary Counselor; 3) School Site Team; 4) Community Partnerships; 5) Training; and 6) Comprehensive Program Evaluation. To address gaps and weaknesses in the district, this program will focus on addressing:1) Inadequate counseling; 2) Fragmented availability of triage and crisis intervention services; 3) Violence related behaviors leading to disciplinary referrals; and 4) Student at risk behaviors linked to poor social, academic and emotional outcome.

Cajon Valley Union School District (CA) $399,304
Cajon Valley Union School District (CVUSD) will implement the Supportive Schools: Successful Students (4S) program to offer comprehensive counseling services with social emotional learning curriculum—Second Step and Positive Behavioral Interventions and Supports (PBIS). The goals of 4S are to reduce student to counselor ratio from 2071:0 to 628:1, reduce disciplinary referrals, increase student attendance, increase self-reported levels of school connectedness, and increase opportunities for parent involvement and education.  With close proximity to multiple military facilities in and around San Diego County, 4S will use grant funds to identify military connected students and families.  The data gathered will help inform the establishment of sustainable military-friendly school climates that improve students’ social, behavioral, and academic outcomes.

Cutler-Orosi Joint Unified School District (CA) $322,694
Cutler-Orosi Joint Unified School District project includes the following goals: (1) elementary schools will promote a culture of achievement in a safe, supportive environment; (2) an integrated continuum of research-based strategies will reduce the need for crisis intervention; (3) an effective management plan will achieve the objectives of the school counseling program and produce program practices with potential for replication and dissemination.  Goals include improving school climate, school connectedness, parent involvement, and student resiliency, social competencies, and student decision making skills. Grant funds will provide for a counselor at each elementary school site.  Counselors will implement the Second Step curriculum, in alignment with the district wide PBIS and RTI frameworks.

Desert Sands Unified School District (CA) $267,922
Desert Sands Unified School District, CONNECTIONS’ program’s overarching goal is to improve K-5 students’ psychological health, by increasing the numbers of Mental Health Professional’s at elementary schools to provide counseling at school and at students’ homes.  CONNECTIONS focuses on: creating more caring and connected schools through increased counselor presence at K-5 schools; training for most school personnel; emphasizing anti-bullying strategies; targeting students with chronic misbehavior (including truancy); and targeting students with adverse economic and psychological issues in their families.  CONNECTIONS will augment and expand counseling, in-service training, and other services performed by the district’s Student Assistance Program’s (SAP).  SAP will roll out CONNECTIONS at six of its 20 K-5 schools.

Earlimart School District (CA) $249,738
Earlimart School District will implement the SECOND STEP Violence Prevention Curriculum – a K-8th grade research-based program designed to reduce aggression, promote positive social behaviors, and increase success in schools, at two of the district’s elementary schools.  The district will use grant funds to hire two fully qualified and certified fulltime counselors, one at each school – to implement group and individual counseling services for all students under the SECOND STEP Violence Prevention Curriculum.  The goals of the program is to improve the academic success of the students by helping them manager anger, improving their relationship skills, gain self-control in a classroom setting and learn to set positive goals.

Elk Grove Unified School District (CA) $398,498
The Elk Grove Unified School District will implement Project GROW “Getting Ready for our World”, an elementary school counseling program that will bring significant new resources to five of their most disadvantaged schools.  Project GROW includes  a systemic, public health model that is designed to positively impact the learning environment at multiple levels with strategies that will produce long-term, sustainable change.  “Project GROW”will increase the ratio of school mental health professionals to students at the targeted schools by creating a continuum of care that forges new linkages among school staff, parents and community-based agencies.  Project GROWwill impact every student using evidence-based universal  intervention programs that build resilience and strength, prevent mild to moderate behaviors from becoming worse, and direct intensive services where they are most needed.

Montebello Unified School District (CA) $395,768
Montebello Unified School District (MUSD) will implement the Project Safety Net program, which will transform the structure and process for counseling in their schools and ultimately result in a comprehensive system for addressing the counseling and educational needs of all students.  Starting with five elementary schools, MUSD will ensure that each student has on-campus access to highly qualified clinical social workers who will play a key role in instituting a screening and detection system followed by targeted interventions that work in conjunction with school-wide prevention strategies to improve mental health and well-being, student engagement and achievement.

Mountain Empire Unified School District (CA) $397,320
Mountain Empire Unified School District (MEUSD) will implement project RISE UP, a data management system which will allow counselors increased access to current data for instructional improvement and policy practices in an effort to compel a change with behavior referral rates, truancies and suspension.  Project RISE UP has three goals that intersect to provide a comprehensive multi-level, data driven and systematic approach to supporting students, teachers and administrators in helping to remove barriers that impede student progress toward achievement.  The goals of project RISE UP include; establishing a school counseling program in the elementary schools; enabling more decision-making through the collection, analyzing and use of high quality and timely data to improve instructional practice and policies and to positively impact student outcomes.  MEUSD plans to use grant funds to hire mental health professionals for project RISE UP.

Sierra Sands Unified School District (CA) $200,000
Sierra Sands USD will implement a sustainable and effective early intervention mental health support service that will meet the student’s social and emotional needs to support academic achievement.  The project will focus on the enhancement and expansion of existing counseling services at the elementary level.  The district will utilize the “Steps to Success, Second Step and Sense of Self” curriculum with a focus on disruptive, aggressive and bullying behaviors.  Delivery of services will be done through classroom-based lessons, small group sessions and individual services for more intense intervention.  The integration of data and data-based decision-making into the counseling services program and instructional design is the overall goal of this project.

Summerville Elementary School District (CA) $340,547
Summerville Elementary School District will implement a “Public Health Framework” for the delivery of mental health services and support for school aged children in three of their elementary schools.  The collaborative project entitled “Linked to Kids” will remove barriers for learning through an integrated comprehensive and cohesive continuum of support that promotes healthy and positive youth development through early intervention.  Student outcomes for the project will be 1) improved academic performance as evidenced on State mandated testing, and 2) improved soci-emotional status as evidenced on the Healthy Kids Survey.

Willits Unified School District (CA) $396,373
Willits Unified School District (WUSD) proposes to strengthen WUSD’s counseling program to increase the healthy development of the district’s elementary students. The grant funds will be used to hire mental health professionals to improve the counseling infrastructure in the district.  The project will build counselor and staff capacity by providing professional development trainings such as International Institute for Restorative Practice’s “Safer Saner Schools” and “Community Boards Conflict”.  The project will provide support to improve the school climate through implementing “Safer Saner Schools.  The project will provide individual and group counseling services for students and provide guidance to parents and family members.

Bloomfield Public Schools (CT) $308,740
Bloomfield Public Schools (BPS’s) will implement a K-6 integrated school counseling and mental health program project designed to introduce or expand school counseling approaches and strategies.  The project district will create and test a strong infrastructure for elementary student and family support that can be replicated with other district schools.  The district will use grant funds to hire three elementary school counselors that will provide direct counseling services to students through evidenced-based programming and to provide intervention and prevention counseling services.  Operation of the project will be in keeping with the Connecticut Comprehensive School Counseling Program Standards, aligned with the American School counselor Association’s National Standards and adopted by the Connecticut Education Department and the Connecticut Association for Counselor Education and Supervision.

Southington Public Schools (CT) $389,789
Southington Public Schools will implement a project that will focus on the expansion of the district’s current elementary school counseling program.  The project will involve the collection, analysis, and use of high-quality and timely data to improve instructional practices, policies, and student outcomes.  The project activities are designed to fulfill five project objectives: 1) provide students with the knowledge, attitudes, and skills that lead to effective, appropriate, and respectful behavior.  2) provide students with efficient learning strategies that decrease social and emotional interference and lead to improved student achievement 3) increase the capacity of the school district to design and deliver a comprehensive school counseling program for all elementary level students. 4)  improve parent-child interactions, parental functioning, and parental social support, and 5) develop and expand partnerships with local social service agencies and community groups to advance student learning and assist schools and families.

Calhoun City Board of Education (GA) $394,458
The Calhoun City Board of Education will implement a project that will expand and improve the counseling services for students in grades K-5.  The main goals of the project include:  1) improving the quality of the School Counseling Program for students; 2) increasing the quantity of comprehensive school counseling services; and 3) decreasing the number of discipline referrals.  The project will reduce ratios of students to counselors and school social workers and make the overall counseling services more comprehensive in scope by fully implementing the American Counselor Association (ASCA) National Model.

Geary County Unified School District #475 (KS) $399,940
Geary County Unified School District will implement a project that focuses on personal growth, educational development, and emotional well-being of their elementary students.  The district will use the grant funds to develop a system designed to address the number of disciplinary referral.  The district will provide professional development and asset development based models for all K-5 staff, and will work with site councils, parent and teacher organizations during the implementation of the project to ensure counseling services are improving student outcomes.

Harlan County Board of Education (KY) $400,000
Harlan County Public Schools will implement Project HOPE, “Harlan students Overcoming Poverty and drugs through Education” a program designed to expand counseling services and create a collaborative approach to promote students’ social, emotional, and behavioral development in all seven Harlan County elementary schools. The projects goals include:  expanding student access to counseling and behavioral support services; reduce the district’s counselor to student ratio; increase availability of behavioral support services; provide ongoing professional development and training for school counselors, teachers and other key Project HOPE personnel regarding best practices and the latest evidence-based strategies for effective school-based counseling programs.  The district will use grant funds to hire 3.5 certified counselors to conduct individual and small group guidance; drug abuse prevention education activities and activities to encourage family involvement in their children’s education while supporting their emotional health and well-being.

Northern Kentucky Cooperative (KY) $371,377
Northern Kentucky Cooperative will implement a project that will meet the needs of students by expanding counseling services in district elementary schools by providing counselors to establish comprehensive programs where services have been minimal.  The project will provide support that will allow the schools to use a developmental preventive approach to provide school counseling and increase early identification and intervention services.  Support will also be provided that will improve data-based decision making within the district and to improve student outcomes.  The project is designed to meet the needs of all students and will provide more intensive support as student needs increase.  The implementation of this project will also enable schools to approach the recommended ratio for school counselors, bringing the project ratio to 1:412 from the baseline of 1: 907

Terrebonne Parish School District (LA) $397,386
In an effort to expand on innovative, research-based reform efforts, the Terrebonne Parish School District will implement the Integrating Positive Approaches to Counseling (IPAC) program. This project will contribute to broad reform efforts already occurring in the district by using a comprehensive approach to expand counseling services and implement data-driven intervention programs at four elementary school sites.  The goal of the project is to increase counseling services for 1763 students at four elementary schools and the objectives for the four elementary schools are to provide a network of services, supports and activities that promote: 1) data-driven intervention treatment, 2) improved learning conditions and academic achievement, 3) resistance to alcohol, tobacco, and drug use, and 4) pro-social skills in youth and their families.

Everett Public Schools (MA) $382,900
Everett Public Schools proposes to implement a comprehensive mental health framework for their school counseling program that is designed to best suit the needs of all students at the grant sites.  The project is modeled after the Massachusetts Model for Comprehensive School Counseling Programs (MA Model) which follows the American School Counselor Association (ASCA) framework for school counseling programs.  The premise of the project is the development of a comprehensive array of services that will provide opportunities for academic, behavioral, experiential, and social growth for all students.  The goals of the program include:  1) expanding the capacity to provide counseling services by hiring more mental health professionals and developing better data-driven methods of identifying students who are at-risk and require more intensive services in order to succeed in school; and 2) decreasing the number of behavioral referrals and disciplinary interventions for all students.

Harford County Public Schools (MD) $382,037
Harford County Public Schools (HCPS) will address the mental health needs of students and increase student academic success and social competence by expanding counseling services at three elementary schools in the district.  The project will use grant funds to provide expanded counseling services for students whose behaviors impede their achievement and to hire an additional school counselor to provide mental health services for over 1,600 students. Through this project, HCPS will partner with Loyola University Maryland’s School Counseling Program faculty to provide professional development for the district’s elementary school counselors on the use of data-based decision-making when planning and implementation of preventive and responsive counseling services.

Academy for Business and Technology (MI) $395,267
The Academy for Business & Technology will implement a school-based academic and mental health counseling program for students by establishing a counseling program in each of their elementary schools designed to facilitate student data-based decisions.  The project is designed to facilitate more data-based decision making by collecting data throughout the project period to help provide the specific services need for students and to implement an effective school counseling program that will improve instructional practices and policies.  The project will use grant funds to hire three school counselors to assist students with prevention, intervention and social skills.  The goals of the program is to:  (1) reduce the student/professional mental health ratios; (2) decrease student disciplinary problems and referrals; (3) increase student achievement and improve behavior; (4) implement an effective school counseling program which will increase student promotion rates; (5) improve parenting skills, home support, and reduce risk factors; (6) increase agency collaboration and enhance inter/intra-agency functioning; and (7) increase provision on ongoing professional development.

Eastern Upper Peninsula ISD (MI) $372,944
Eastern Upper Peninsula will implement the 4S for Change project “Student Success through School Support” counseling program in three of the district’s elementary schools.  The goal of the project is to improve behavior and academics by providing adequate and effective supports that are desperately needed by the students.  The project will work with the region’s PBS (Positive Behavior Supports) effort and will provide counseling services for students using the American School Health Association’s guidelines for a model counseling program.  The project aims to decrease mental health professional to student ratios, decrease discipline referrals, and provide resources that improve the use of PBS in the district’s schools.

Eastern Suffolk Board of Cooperative Educational Services (NY) $365,590
The Eastern Suffolk Board of Cooperative Educational Services – “ESBOCES”, will implement a model comprehensive elementary school counseling program in the Central Islip Union Free School District. The project will be implemented in the districts’ grade 5 and 6 schools with the potential to expand to other elementary schools in the district and throughout Suffolk County.  The project will hire and support two full time School Counselors to expand counseling services consistent with the American School Counselor Association and the New York State Counselor Association models for these students and families.

Imagine Me Leadership Charter School (NY) $317,305
Imagine Me Leadership Charter School will implement the BUILDING RESILIENT BOYS OF COLOR (BRBC) project to address the social-emotional and mental health needs of elementary students at the Charter School.  The goal of the project is to develop a comprehensive program that makes school mental health services an essential element in improving educational outcomes and supporting healthy development.  Using a positive youth development approach, BRBC will build protective factors to develop all students’ long-term capacity for positive behavior, social competence, academic achievement, and emotional well-being. It will also strengthen both internal capacity and external links to increase Imagine Me Leadership’s ability to respond to mental health needs through prevention, detection, intervention and treatment.

Salamanca City Central School District (NY) $312,009
Salamanca City Central School District will implement the project Counseling Outcomes Leading to Student Success (COLtSS). The project will address the needs of K-6 students and families at two of the districts elementary schools.  Funds awarded by this grant will be used to hire mental health professionals that will minimize the gap between the students and mental health professional ratios to serve the students with mental health needs.  The project will also implement Tiers Two and Three of the Positive Behavioral Interventions and Supports along with targeted classroom programming “Project Wisdom”, “Bully-Free Classroom” and “Why Try”.  The project will utilize data for early identification as an on-going monitoring of students in need of intervention counseling services.  The goals of the program 1) to build an elementary foundation (grades kindergarten through six) to provide a safe environment that is conducive to learning and positive development for all students; 2) to expand and enhance infrastructure protocols and student services to identify and provide early interventions for at-risk students; and 3) to expand and enhance infrastructure protocols and student services to provide intensive interventions for chronically troubled students.

Bellaire Local School District (OH) $169,173
As a member of a partnership that will serve four Appalachian Ohio school districts, Belmont Local School District with implement the Belmont Elementary Counseling Program (BECP).  The mission of the BECP is to develop a comprehensive and intricate plan that will enable schools to utilize innovative approaches for initiating and expanding elementary counseling programs in the four districts and improve instructional practices, policies and student outcomes through data-based decision-making. The project will use the “Public Health Framework” model which encompasses a multi-layer approach to address the development of a continuum of student supports through the project design while it strengthens the district’s collaboration with community programs to promote integration of services for students and their families.

Columbus Preparatory Academy (OH) $399,160
To meet the needs of students, the Ohio Charter School Consortium project will expand the current elementary school counseling program at eight K-8 schools which are limited to only social workers and contracted school psychologists. The expanded program will provide school counselors to the eight K-8 schools and reduce the student to counselor ratio to 293:1 from 2056:1. The Consortium will adopt and implement the ASCA National School Counseling Model at each school in order to address the needs of the students.  The program will build capacity in each of the eight K-8 schools by adding qualified elementary school counselors; providing professional development opportunities; and acquiring the curriculum and materials needed to implement a comprehensive school counseling program.
The expansion of the elementary school counseling program will result in system change by providing counseling services to address the academic, emotional, and career needs of all of the students in the Ohio Charter School Consortium.

Meigs Local School District (OH) $379,397
Meigs Local School District will collaborate with a variety of community agencies to implement a comprehensive, school and community response to address the mental health needs of youth and families in the community.  The project is a multi-level, multi-strategy initiative that seeks to reduce risk factors and enhance protective factors based on a public health framework.  The proposed interventions are evidenced-based model programs and incorporate a strong evaluation and quality improvement components.  The goals of the project are to address mental health needs of students by: implementing the Ohio Collaboration Model for School Success; implementing the SAMHSA model program Project SUCCESS; implementing the SAMHSA model program Creating Lasting Family Connections; implementing the SAMHSA model program Positive Behavior Intervention Support.

Rattan Public Schools (OK) $254,042
Rattan and Moyers public schools will collaborate with outside agencies to implement a comprehensive school counseling program.  This program will feature Social Emotional Learning for Life approach to improving student behavior and academic performance. The schools will share four mental health experts who will spend a majority of their time in small group or one on one counseling sessions.  The Department of Human Services, the Choctaw Nation of Oklahoma, and the Rattan City Police will serve as major partners in the project.  The project will be constructed to include extensive and constant feedback and evaluation.  The plan will lead to a year by year improvement in student academic performance, decrease in behavior referrals, increase in community collaboration, and increase in parental involvement in children’s development.

Navasota Independent School District (TX) $399,922
Navasota Independent School District proposes “Counseling in the Early Years”.  The project will create a unified counseling program based on the American School Counseling Association's (ASCA) National Model.  The grant funds will be used to hire two full time counselors to provide counseling services focused on preventative and developmental appropriate curriculum, addressing bullying, substance abuse, refusal and resistance skills, social skills, etc.  Funds will also be used to provide content rich, continuous, and sustained professional development.  The goal of the program is to create learning environments that ensure every student has equal access to a quality learning opportunity that promotes social and emotional development, provide for a lower student to counselor ratio and increase the percentage of time counselors are able to provide direct services by hiring three full time counselors.

Waco Independent School District (TX) $399,584
The main goals of the Waco Counseling Project are to: 1) to build a district-wide foundation to provide a safe environment that promotes learning and positive development for all students; and 2) develop individual, classroom-based and family involvement interventions that meet student needs. These goals are accomplished through implementation of prevention and early intervention programs that promote effective counseling practices, foster and expand in-service training and skills development, and encourage greater parent and community involvement in school support services.  The program objectives used to achieve these goals focus on improving youth social/behavioral and academic skills; increasing healthy behaviors; and improving teachers’ knowledge and skill in developing social-emotional competency in students.  While introducing evidence based curriculum to the students at the five target schools will provide an increase in building resiliency, building infrastructure through the development of procedures, protocols, data collection, training, and referral linkages will provide much needed wrap-around services to the families of Waco ISD.  The goals of the program include: improving social and behavioral skills; increasing use of healthy behaviors; improving academic performance; increasing teachers’ knowledge of mental health issues; and creating a lasting infrastructure for mental health and student support services.

Kershaw County School District (SC) $394,372
The Kershaw County School District will implement the “Compass Project:  Positive Direction for Our Students and Our Schools” program for the purpose of improving student behavior likely to lead to disciplinary action and to increase the availability, range, quality and quantity of the district’s elementary (PK-8) counseling services.  Kershaw County School District’s project is based on an extensive planning process that included a comprehensive needs assessment and demonstrates strategic alignment between identified needs, gaps, existing infrastructure and resources.  The strategies chosen by the district were selected to meet the specific needs of their diverse target population.

Tooele County School District (UT) $399,649
Tooele County School District will implement an elementary school counseling program designed to promote personal growth, educational development, and the social-emotional well-being of students through expanded, comprehensive, best-practice counseling programming.  Project goals and outcomes address closing the gap in student-counselor ratios as recommended by ASHS; decreasing number of yearly disciplinary referrals; decreasing Risk Factors and increasing Protective Factors of students; improving the school environment; and the development, implementation, and accountability of a standardized school counseling model.  The program will be implemented as part of a coordinated community-wide prevention effort and, as such, will be embedded in a Communities That Care (CTC) framework – a proven public health approach to prevention.   Within this framework, the developmental preventative counseling program entails multi-layered coordinated approaches addressing the continuum of student needs; strategies are culturally, linguistically, and developmentally appropriate and evidence-based.

Milton Town School District (VT) $204,143
Milton Town School District proposes a counseling program designed with four main goals and objectives.  Goal 1 is to improve data collection and analysis to support timely decisions and policy actions.  Goal 2 is to improve counseling and community outreach to students and families to help mitigate the effects of outside factors on students.  Goal 3 is to improve student to mental health professional ratios and develop practical curriculums that address mental health issues.  Goal 4 is to provide faculty and staff training and support services.  The project is designed to build a comprehensive and timely data collection and analysis plan that will assist with more responsive and effective data-based decision making at the school and within the community with regards to the counseling needs of students and families.

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Friends from Tokyo travel to Kansas for Wakarusa

Hiro Honzawa, 26, and her friend Yukako Fujita, 23, flew to Kansas from Tokyo to check out Wakarusa Festival.

Yukako Fujita, 23, left, and her friend Hiro Honzawa, 26, take advantage of a shady creation station at Wakarusa Festival Saturday to make clay sculptures. The friends traveled from Tokyo for the festival.

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How long does the flu shot last? If someone got the flu shot now, would he be protected in February or March or later?

A flu shot received in October will last through the spring, according to officials with the Lawrence-Douglas County Health Department.

Flu season generally starts in October and peaks in December, January and February. After someone gets a flu shot, it takes about two weeks to become effective.

For more information about flu shot clinics, call the health department at 843-0721.

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Mijanou Cackler, a para professional at Southwest Junior High carries her lunch as she hurriedly makes her way from the portable classrooms to the main building Wednesday.

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Blue Stream Laboratories Debuts Cutting-Edge Mass Spectrometry Methods for In-Depth Protein Analysis
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Airport Upcoming Projects

The following is a description of upcoming projects that will go out to bid.

Parking Lot Capital Improvements (Re-Bid)

BP #0515-14

Project Completion: 2014

Access Road Improvements

BP #0510-14

Project Completion: 2014

Airfield Lighting Upgrade

BP #0406-14

Project Completion: 2014

ROC Baggage Handling System Inspection & Emergency Service

BP #0309-14

Project Completion: 2014

4 x 4 All Wheel Drive Dual Engine Cab Forward Chassis with Rotary Snow Blower & 18' Runway Broom

BP #0409-14

Project Completion: 2014

Surface Parking Lot Capital

BP #0407-14

Project Completion: 2014

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The City of Plattsburgh

Contains information on and links to local schools, government and businesses as well as information on the Champlain Valley, tourism and the local economy. Read more.

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Formerly known as the SUNY Plattsburgh Federal Credit Union, UFirst was started in 1971 on the campus of SUNY Plattsburgh to serve the needs of the faculty and staff of SUNY Plattsburgh.  Today, UFirst Federal Credit Union continues to serve the needs of the college and the community from its new building located on Rugar Street in Plattsburgh.  Representatives are available in the Campus Bookstore, Saranac Hall, on Mondays and Wednesdays from 9am to 1pm.  24 hour ATM's locally and around the country.  Read more.

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Holiday emergencies: Food preparation

Wash hands often when handling uncooked meat.

Keep uncooked meat separate from other foods.

Make sure turkey is thoroughly thawed.

Use an oven temperature of at least 325 degrees.

Use a food thermometer to make sure the inside of the roasted turkey and stuffing is at least 165 degrees.

Refrigerate leftovers quickly.

Ask guests about food allergies.

Be careful when using knives to slice turkey. It's best to allow someone with experience to carve the turkey.

Allow yourself enough time for food preparation. Most burns occur when things are rushed.

Burns also are more likely to occur when a turkey is deep fried, so research proper methods and use extreme caution if you do it.

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PSYC 501: Research Design and Analysis II

The design and analysis of experimental and quasi-experimental research designs are covered. Included are between- and within-subjects approaches to single-factor and factoral designs and their corresponding statistical tests for data analysis.
3 credit hours

  • PSYC 500
  • graduate status
  • or consent of department chair

Page last updated: October 2, 2006


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Southeastern Louisiana University
of the Faculty Senate, 2000-2001

Faculty Senate Resolution 00-01#5
Adopted Nov. 29, 2000

Parking Down

WHEREAS students and other non-faculty continue to park in faculty/staff designated spaces, and

WHEREAS insufficient parking spaces on the SLU campus continues to be a problem, and

WHEREAS faculty/staff parking in designated faculty/staff spots is becoming increasingly more difficult, and

WHEREAS some faculty/staff are unable to get to class on time due to unavailable faculty/staff parking,

BE IT RESOLVED THAT the Faculty Senate of Southeastern Louisiana University endorse faculty/staff parking in student parking zones until additional faculty/staff spaces become available, and

BE IT FURTHER RESOLVED THAT administration develop a plan to address insufficient faculty/staff parking.

Return to [Senate Resolutions]

Return to [Senate Agendas]

Return to [Senate Main Page]


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THE SQL Server Blog Spot on the Web

Welcome to - The SQL Server blog spot on the web Sign in | |
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  • Sometimes it’s the little things...

    The easiest way to convince someone to use SSMS 2008 over SSMS 2005 was to right-click on a results grid. They’d see “Copy with Headers” in the context menu and be sold immediately. I’d happily show them that they could configure this option in SSMS 2005, but to have it immediately available in SSMS 2008 was enough to convince many people to ...
    Posted to Rob Farley (Weblog) by rob_farley on August 30, 2011
  • Denali’s Management Studio for CTP3 playing nice with others (almost)

    Until recently, I’d only done stuff with Denali on a dedicated box. But this weekend, I took the plunge and installed SSMS on a machine that has older versions of SQL Server installed on it. You can download Denali from this link. I’ve only installed the tools – I haven’t installed the Database Engine, Analysis Services, and so on. It’s more that ...
    Posted to Rob Farley (Weblog) by rob_farley on August 29, 2011
  • SQL Server Denali Wallpaper

    The SQL Server team today tweeted (on their @SQLServer account) a SQL Server Denali Desktop Background, a.k.a. Wallpaper – and they were kind enough to let me post it here. Here is the regular version: And here is the Widescreen version: Enjoy!
    Posted to Argenis Fernandez (Weblog) by Argenis on June 9, 2011
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 Suffolk University - The Urban Forum: "Downtown Crossing at a Crossroads"

The Urban Forum: "Downtown Crossing at a Crossroads"

Wednesday, March 6, 2002
5:30 - 8:00 PM
Hosted by: Suffolk Law School

Free for all HN members,
$25 for the Downtown Business Community
$15 for all others

With several developments either completed or on the way, Downtown Crossing is poised for a comeback. In the interest of broadening public understanding of this area at a very important time in its history, the HN Downtown Committee has organized a series of three events culminating in the March 6th Urban Forum.

On March 6, the Historic Neighborhoods Downtown Committee is bringing together several well-known panelists to discuss residential and commercial development as well as the future of cultural organizations in the district.

Panelists include:
Rebecca Barnes, Chief Planner for the BRA.
Steve Cecil, renowned urban designer and President of the Cecil Group.
Ron Druker, President of the Druker Company, which owns The Corner Mall and several other properties in the Downtown Crossing area.

David Marks, owner of Stoddards, a cornerstone of the Downtown Crossing area for 140 years.

The distinguished planner, Catherine Donaher, will moderate the discussion.

The HN downtown Committee annually convenes the Urban Forum to bring together people with disparate points of view to discuss urgent questions of Boston's future. The committee's goal is to create awareness of downtown and its relationship to the city. Historic Neighborhoods is a non-profit educational organization celebrating 25 years of teaching children and adults about their neighborhood heritage.

HN would like to thank State Street Corporation, Suffolk University Office of Public Affairs, and Emerson College for their generous support of the Forum.

For more information about the Urban Forum, please call Ian Adams or Vanessa Cerillo at HN at 617.426.1885
or email programs@historic-neighborhoods.org

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Bruce Rauner, Governor

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October 11, 2000

Ryan: $330,000 in Illinois FIRST Projects for Kendall, Kane Counties

SPRINGFIELD -- Governor George H. Ryan announced today that he is releasing $330,000 in Illinois FIRST funding for projects in Kendall and Kane counties, including $130,000 to the Troy Fire Protection District for the purchase of a new ambulance that will replace outdated equipment.

The District serves the residents of Troy Township and other parts of Kendall County. The new ALS ambulance will be more compatible with other modern emergency equipment now used by the District.

Other Illinois FIRST grants announced by Ryan:

  • $100,000 to the City of Plano to help construct a storm sewer system in the Rock Creek Subdivision. The homes in this area were constructed in the 1950s when no storm sewers were required, and as a result, the subdivision is plagued by frequent floods and standing water. The project is also receiving a $75,000 grant from state capital funds.

  • $100,000 to the City of Yorkville to install an early warning weather system with sirens that will reach the entire community. In addition, a lighting protection system will be installed at all recreational areas and schools.

All of these Illinois FIRST projects were initiated by State Rep. Tom Cross, R-Yorkville.

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Curriculum Proposal System
Proposal Summary: AS-01-17

[Update Proposal] [Program Information] [Course Information] [Download this proposal as text for printing] [Proposals List]
TitleGraduate Sociology-Program Changes in MA Degrees
Submitting DeanRoger Creel
Submitting CollegeArts & Sciences -- Charles Monroe x8033
Departments Generating the ProposalSociology
Objection DeadlineJanuary 18, 2001
Proposal StatusFinal Approval Granted
Proposal Last UpdatedMarch 06, 2001 by PR Nishant Awasthi
Effective DateFall 2001
Brief Summary of ProposalDuplication in MA and PhD programs is reduced and a better progression of course requirements between the MA and PhD programs is developed.
Type of ProposalProgram changes
Graduate School Endorsement StatusApproved
Graduate School Endorsement UpdatedNovember 21, 2000 by GS asst to dean Dolli Markovich
Institutional Research StatusApproved
IR Status UpdatedNovember 16, 2000 by IR Dolores Bezilla
Library StatusNot required
Library Status UpdatedNovember 15, 2000 by UL Joe Larose
Distance Learning Review Committee StatusNot required
DLRC Status Updated
Resource RequirementsNo additional resources
Resource Requirements UpdatedJuly 21, 2000

Explanation of Proposal Statuses

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Real Estate Finance

Fall 2012 MBA Course

B8314-001: Real Estate Finance

M - Full Term, 05:45PM to 09:00PM
Location: URI 142

Instructor: Christopher Mayer

The course focuses on the set of concepts and techniques used to analyze and finance income-producing real property. It starts with the characteristics that make real property different, including cash flow uncertainties, debt sources and tax features. It then considers the available strategies and structures of real estate finance, including capital structure choices for construction and permanent financing. Extensive use is then made of cases to illustrate the range of choices and outcomes.


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Rethink productivity

HP consultants are mobility experts, here to assist you with your transformation journey. We’ll help you realize the range of mobility benefits, from better utilization of your applications, to connecting people and communities.

Du Slyuan, Mary Kay China, states “HP demonstrated the strength and vision of its Technology Services team” in this customer case study

Mary Kay builds a successful mobility platform in China
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