Mailing List

IAES NEWS

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IAES NEWS

1) The IAES is getting ready to publish the second edition of the Essential Bulliten. We are looking for contributing writers. We would like to publish:
* Exciting news or happenings at your school
* Exemplary practices being demonstrated at your shool
* Lesson plans that you are willing to share with other essential teachers
* Information that you feel would be helpful for administrators or teachers

To contribute, email Jean Krysko at krysko@uiuc.edu with your name, school/district, and article.


2) Compaq is offering numerous grants for teachers. To find out more information, visit their web site at http://www.compaq.com/education/promos/devgrant.html.


3) Does your school have a teacher or program that is doing an outstanding job which should be recognized? Besides submitting an article to the bulliten (see above), you could ask the IAES to visit your school and videotape that teacher or program. We will do all the work, and we will also press the video onto a CD-ROM so that it may be shared with other teachers. This is a chance to show off the stars in your school or district!

Good News for School Reform

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Good News of School Reform!

The most complete guide to school reform ever written! "Reclaiming Our Nation at Risk" features:

*In-depth interviews with 44 of the nation's top school reformers and educational leaders.
*20 proven reform models
*35 proven "best practices" in 15 states and 18 cities
*Easy-to-read, engaging narrative
*Extensive research conducted by the late former U.S. Secretary of education Terrel H. Bell, along with co-authors Kent Lloyd and Diane Ramsey, of the Bell Knowledge Network.

To order or for more information, call 1-800-610-9120.

Upcoming Technology Conferences

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Upcoming Technology Conferences
ICE 1998

February
24-27 The Role of Technology in Education XVIII Conference-The Kids' Connection hosted by North Cook Intermediate Service Center at Pheasant Run Resort, St. Charles, Illinois. Questions concerning the Technology conference may be directed to the Technology Department, North Cook ISC. Phone: 847/419-5065.

March
5-8 Kentucky Education Technology Conference; Louisville, KY; Kentucky Department of Education, Office of Education Technology, 1932 Capital Plaza Tower, Frankfort, KY 40601; 502/564-7168; fax 502/564-6470; email: ketc98@kde.state.ky.us; http://www.kde.state.ky.us/ketc98/.

9-11 METC'98, St. Louis, Missouri. Midwest Education and Technology Conference sponsored by The Cooperating School Districts. The conference offers professionals throughout the United States an opportunity to meet and exchange ideas on the present and future of educational technology. The focus is on successful technological applications used in today's classrooms as well as the emerging technologies of the future. http://info.csd.org.

20 The Seventh Annual "Engaging the Future of Education" Technology Conference, Charleston High School, Charleston, IL. ICE Members will receive a $5 discount off registration fee. To find out more: call the ROE/School Assistance & Support 217/348-0151 or email: brichard@roe11.k12.il.us.

April
17-19 Teacher Education and Technology Conference (TETC); Indiana University, Bloomington, IN; Martha Zuppann, 812/856-8212; http://22NCRELSGI.ncrel.org/tet/tet.htm.

26-28 School Tech Exposition & Conference, New York City, New York. Participate in three days of high-impact workshops, speeches, demonstrations, and discussions sponsored by Technology & Learning magazine. For more information: Phone: 415/905-2200; Fax: 415/908-6604, or http://www.techlearning.com.

June
22-24 National Education Computing Conference, San Diego, CA, hosted by California State University, San Marcos California Computer Using Educators, Inc., and San Diego Computer Using Educators. Sponsored by the National Educational Computing Association, Inc. For up-to-the-minute conference details and to join our mailing and announcement service, please call us toll-free (1-800-280-6218) and visit our web site at http://necc98.csusm.edu.

October
29-31 TEL-Ed '98. ISTE's seventh international conference on telecommunications and multimedia in education will be held in New Orleans, Louisiana, U.S.A. and Victoria, British Columbia, Canada. Punch in the ISTE Web site (http://www.iste.org) or call toll-free (1-800-346-6218) for more information or participation, rates, and how you can finish your next year on a high note, too.

On-Line Service for Educators

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"On-Line Service to Offer Education News, Ideas for Classroom Teachers"
Article by Andrew Trotter
Education Week
September 3, 1997


Teachers who rely on the Internet for professional news and classroom ideas but dislike the drudgery of revisiting World Wide Web sites may soon get a boost from an on-line service scheduled to begin this fall.

The service-called Educast-will offer information from newspapers including Education Week and USA Today, the U.S. Department of Education, and other groups and publications. It will be published by Davidson & Associates, based in Torrance, Calif.

The service, which is currently available in a trial version, is an example of what is known as "push" technology.

Most Web browsers and search engines are "pull" technologies, in that the user must visit Web sites, type in key words, or consult indices and actively download-or pull-selected information onto the computer.

Push Web services perform those tasks for the user-and usually when he or she isn't even at the computer. Users must register for these services, install special software on their computers, and select information categories and on-line publications about which they would like to receive updates.

The software activates the computer's connections to the Internet at designated times and downloads requested information and Web links-in addition to topic-related advertising, which foots the publisher's bill for the free service.

The service also will deliver weekly lesson plans, grouped by grade and subject areas, and announcements of conferences and grants. Educators can download the trial version of Educast by going to the service's Web site at http://www.educast.com.

computers and teacher training

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ìComputers Have Little Use Without Teacher Training, Study Saysî
Article by Millicent Lawton
Education Week
July 9, 1997

If computer technology is to be a cost-effective aid to improving schools, educators must focus as much on supporting and training the people who use it as they do now on buying hardware and software, a private foundation concludes in a recent report.
Todayís high-tech innovations will have little effect on education if schools adopt them without building a ìhuman infrastructureî that includes adequate training for teachers, according to the study released June 25 by the Washington-based Benton Foundation.
The report, ìThe Learning Connection: Schools in the Information Age,î warns that ìtechnology alone is no panacea.î
The six-month study looks beyond initiatives to wire schools to the Internet ìto ask harder questions about how to make this effort work for kids, classrooms, and communities.î
The Benton report says that perhaps the biggest obstacle to the effective use of computers in the classroom is inadequate teacher training. Technology puts more demands than ever on undertrained teachers with little or no extra time on their hands, the study found.
Educators must address five issues when it comes to using computers in the classroom: the content of the Internet, curriculum reform, assessment of student learning, equitable availability of technology, and community involvement.
Efforts must continue to be made, the report says, to make the Internet more useful for teachers and students. The Internet is not necessarily the place to turn students loose. Students need to learn how to evaluate information and to have a structured research formula before they use the Internet.

Technology Spending

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ìSchool Technology Spending on the Rise, Survey Predictsî
Article by Kerry A White
Education Week
September 3, 1997


The nationís schools are projected to spend an estimated $5.2 billion on educational technology during this school year, up 21 percent from 1996-97 spending, a survey suggests.

That would be the largest such increase since 1994-95 when technology spending rose 29 percent over the previous year, according to the 1997-98 Technology Purchasing Forecast, a survey of school districts by the Denver-based research firm Quality Education Data.

The marked growth in projected school district spending comes from a political consensus that ranks technology a high priority for schools and a ìdramatic increaseî in cash from both government grants and bond issues. The expected increase reflects ìa bipartisan interest in school technology investments.î

The study also forecasts an increase from last year on software expenditures, with 49 percent of the districts surveyed reporting an increase, compared with 34 percent in 1996-97. Microsoft Corp. leads the list of companies that districts are planning to buy software from this school year.

A related article:

ìSurvey Finds Strong Public Support for More Technology in Schoolsî
Article by Andrew Trotter
Education Week
July 9, 1997

Most American voters would support a federal tax increase if it were earmarked for computers and other technology in the nationís schools, according to a survey released by the Milken Family Foundation National Education Conference. The survey, conducted in May and June by Dr. Peter D. Hart Research Associates, Inc., was paid for by the Santa Monica, Calif.-based Milken Family Foundation.

Among the findings is that over 90 percent of voters think schools that are well-equipped with technology have a major advantage over other schools in access to information and in preparing students for entering the workplace.

Sixty-one percent of voters polled said they would pay $100 more in federal taxes a year to meet schools' technology needs-more than twice the percentage who would not. More respondents supported using tobacco, corporate, or sales taxes to generate the needed revenue than favored using bond measures or property taxes.

hands-on physics

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ìNew Adventures In Hands-On and Far-Out Physicsî
Article by Bob Albrecht and George Firedrake
Learning and Leading With Technology
October 1997, Vol. 25, No. 2


Another school year brings another year of mentoring at C-TEC, a project-based learning community at Piner High School in Santa Rosa, CA. This article is about using computer power tools in math and science tasks, investigations, and projects-tools that help learners learn and teachers teach.

C-TEC is a project-based school. Ninth graders take an integrated science course in which they work in teams on six projects, each lasting five or six weeks. Sophomores, juniors, and most seniors are members of year-long project teams. The authors will work with the math teacher to develop and run Hands-On and Far Out Physics.

The authors discovered Rice Universityís Galileo Project on the Web. It will be their primary resource in developing and doing the class. This site reports on Rice University history students who are replicating some of Galileoís experiments. The Galileo Web site is http://es.rice.edu/ES/humsoc/Galileo/index.html/. Galileo did hands-on and far-out physics using rudimentary equipment. The students in the class will be able to use his ìequipmentî to carry out experiments of their own.

The power tools needed for these experiments are getting smaller, more powerful, and even more portable than ever before. The authors use Texas Instruments graphing calculators to perform several tasks. For information about Texas Instruments graphing calculators, visit http://www.ti.com/calc/.

The authors use several ìdata grabbersî to assist in their experiments. The CBL is a handheld, battery-powered instrument that connects to a T1 graphing calculator. Data-grabbing sensors are attached to the CBL, which is then connected to a graphing calculator. A program in the graphing calculator tells the CBL what to do. Data grabbed by the sensor is stored in the graphing calculator and graphed on its display. You can use a hardware and software package called Graph-Link to connect the graphing calculator to a computer and download the data stored in the calculator from the computer. The best place to get CBL information is at http://www.ti.com/calc/docs/cbl.htm.

An MBL consists of data-grabbing sensors attached to an inferface box that is connected to a computer. The interface box must also be connected to a power source. A program in the computer tells the interface/sensor package what to do. The data being captured is stored in the computer and can be graphed on the computerís display in real time or saved for later use. To process and graph data, you can use software written specifically for the MBL, or you can use general-purpose power tools such as Excel, Works, or ClarisWorks. MBL information can be found at http://www.sensornet.com, http://www.teamlabs.com, or http://www.vernier.com.

Bob Albrecht (one of the authors) can be reached at DragonFun@aol.com.

Memories in Living Color

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ìMemories in Living Colorî
Article by Ken Kwajewski
Learning and Leading With Technology
October 1997, Vol. 25, No. 2

Traditional yearbooks try to capture the passage of time and store images that can be reviewed in the future and evoke fond memories. The traditional yearbook is certainly worth keeping, but there is also another method of preserving those memories: multimedia yearbooks. This is a great activity for eighth graders, and these yearbooks can be distributed on disk or videotape. All you need is a digital camera, HyperStudio, or another multimedia authoring program, and a dash of creativity.

Using HyperStudio, each student designs his or her own yearbook card complete with a digital photo, layout backgrounds, graphics, text, clip art, and original artwork. This project should be started early in the year. The goal is to create a HyperStudio yearbook stack that has one multimedia card for each student in your graduating class as well as some candid photos. Link all of these together, and demonstrate this yearbook to your students at the end of the school year. Then you can save the yearbook to disk or videotape for students to take with them. If you use HyperStudio 3.0 on an AV computer, exporting the final stack to video is a snap.

You can use a digital camera to take computerized photos of the students. Save the photos as PICT files, and have the students paste them into their HyperStudio Stacks. Students also use the digital camera to take candid photos on field trips, assemblies, and other special events at school.

Ken Kwajewski of West Middle School in Andover, MA can be reached at kentheq@aol.com.

Recommendations for NCATE

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ìNCATE Told to Emphasize Technologyî
Article by Ann Bradley
Education Week
September 17, 1997


New teacher graduates arenít fully prepared to use technology, warns a report released that calls for the national organization that accredits education schools to take ìvigorous actionî to remedy the problem.

The report, ìTechnology and the New Professional Teacher: Preparing for the 21st Century Classroom,î was written by the task force convened by the National Association for Accreditation of Teacher Education. NCATE is a Washington-based coalition of 30 organizations that sets standards for education schools and accredits about 500 institutions. The 20-member task force included classroom teachers, professors, and education experts from consulting and testing companies.

The task force agreed that NCATE should revise its standards to require education schools to have a vision and plan for technology that fir with their overall model of teacher education. Institutions should spell out both how they will use technology to prepare new teachers and how those teachers will be expected to use it in their classrooms.

Currently, the report says, many colleges and universities are making the same mistake that was made by pre-K-12 schools: ìThey treat ëtechnologyí as a special addition to the teachers education curriculumÖbut not a topic that needs to be incorporated across the entire teacher education program.î

Technology Recommendations for NCATE:
1) Stimulating Effective Use of Technology in Teacher Education
* NCATE should require schools, college, and departments of education to have a vision and plan for technology that reinforces their conceptual model for teacher education.
* NCATE, working with other professional organizations such as the American Association of Colleges for Teacher Education, should encourage each school, college, and department of education to establish and explore the use of modern communications technology in carrying out its various functions and responsibilities.
* NCATE, working with other professional organizations such as AACTE, should identify and make available to all interested institutions exemplary practices of technology use in the preparation of teachers for the 21st century.

2) Improving the Current Accreditation Process
* NCATE should revise its standards to require institutions to articulate, as part of their conceptual model, the role they envision technology will play in the preparation of teacher candidates and how these candidates are expected to use technology when they assume teaching responsibilities in elementary and secondary schools.
* NCATE should establish pilot projects with a few institutions to implement and evaluate state-of-the-art uses of technology in the current accreditation process.
* NCATE should encourage the various principals in the accreditation process to use electronic means to communicate and to store and retrieve data.
* NCATE should continue to expand its Web site as it identifies additional functions and sources of information that can be made available through Web technology.
* NCATE should pilot the use of electronic folio reviews in the accreditation process.

Recommendations for NCATE

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ìNCATE Told to Emphasize Technologyî
Article by Ann Bradley
Education Week
September 17, 1997


New teacher graduates arenít fully prepared to use technology, warns a report released that calls for the national organization that accredits education schools to take ìvigorous actionî to remedy the problem.

The report, ìTechnology and the New Professional Teacher: Preparing for the 21st Century Classroom,î was written by the task force convened by the National Association for Accreditation of Teacher Education. NCATE is a Washington-based coalition of 30 organizations that sets standards for education schools and accredits about 500 institutions. The 20-member task force included classroom teachers, professors, and education experts from consulting and testing companies.

The task force agreed that NCATE should revise its standards to require education schools to have a vision and plan for technology that fit with their overall model of teacher education. Institutions should spell out both how they will use technology to prepare new teachers and how those teachers will be expected to use it in their classrooms.

Currently, the report says, many colleges and universities are making the same mistake that was made by pre-K-12 schools: ìThey treat ëtechnologyí as a special addition to the teachers education curriculumÖbut not a topic that needs to be incorporated across the entire teacher education program.î

Technology Recommendations for NCATE:

1) Stimulating Effective Use of Technology in Teacher Education
* NCATE should require schools, college, and departments of education to have a vision and plan for technology that reinforces their conceptual model for teacher education.
* NCATE, working with other professional organizations such as the American Association of Colleges for Teacher Education, should encourage each school, college, and department of education to establish and explore the use of modern communications technology in carrying out its various functions and responsibilities.
* NCATE, working with other professional organizations such as AACTE, should identify and make available to all interested institutions exemplary practices of technology use in the preparation of teachers for the 21st century.

2) Improving the Current Accreditation Process
* NCATE should revise its standards to require institutions to articulate, as part of their conceptual model, the role they envision technology will play in the preparation of teacher candidates and how these candidates are expected to use technology when they assume teaching responsibilities in elementary and secondary schools.
* NCATE should establish pilot projects with a few institutions to implement and evaluate state-of-the-art uses of technology in the current accreditation process.
* NCATE should encourage the various principals in the accreditation process to use electronic means to communicate and to store and retrieve data.
* NCATE should continue to expand its Web site as it identifies additional functions and sources of information that can be made available through Web technology.
* NCATE should pilot the use of electronic folio reviews in the accreditation process.

Building Schools As Communities

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ìBuilding Schools as Communities: A Conversation with James Comerî
Article by John OíNeil
Educational Leadership
May 1997


What children need as much as computers or books, says James Comer, is relationships with caring adults. After a quarter-century, the School Development Program is continuing to model how educators can work with families to create caring communities in schools.

Below are quotes from James Comer as he spoke with John OíNeil:

ìMany people misunderstand what intelligence is. Intelligence is really the capacity to gain and use knowledge to solve problems and promote well being. It has several components: the cognitive, the affective or emotional, and the expressiveÖTo be successful, one needs a threshold level of cognitive ability. But many other things are just as important; creativity, personal discipline, the ability to relate to other people. I call this ëeffective intelligenceí-all the things that come into play in problem solving.î

ìIf you talk to employers, theyíll tell you they want employees who are able to think, take initiative, get along well with other people, solve problems, be disciplined and responsible. But schools are being influenced by another factor: the demand to produce high test scoresÖWe have overemphasized the cognitive-we think we can measure it, although Iím not sure we even do that very well.î

(In the late 60ís, the School Development Program began in New Haven. This is a description of the program)
ìFirst, we immersed ourselves in the schools and tried to understand what was wrongÖNext, we built a structure that enabled parents, educators, and other specialists, to develop a comprehensive school plan together. The plan had both a social-emotional and an academic component. As we created a good social climate in the school, we then were able to integrate academic learning and social emotional development.î

ìOur School Development Program contained the essential elements of school-based management. Parents served on the governance and management team, and they had their own parent team. The parents helped design a program to support the academic and social program that the school planning and management team came up with. The parents and the teachers worked closely together on those activities.î

ìOur idea was to bring all the adults together to support childrenís growth along the developmental pathways- the social interactive (how to interact well with other people), the psycho-emotional (how to control your emotions or handle your impulsively), the moral-ethical, the linguistic, the intellectual-cognitive, and the physical. It is growth along all those pathways that facilitates intellectual academic growth.î

ìSome people who want great change believe that test scores are important and that we need to teach for deep understanding. I believe that you can do both. If the school climate is supportive enough, you can teach in a way that will enable the young people to pass whatever exam is out there and still help them become deep thinkers and problem solvers.î

For more information, contact Cynthia Savo, School Development Program, 53 College St., New Haven, CT 06510; (203) 737-1020 (email: cynthia.savo@yale.edu). The SDP Web site is http://pandora.med.yale.edu/comer/welcome.html.

NYC Web Site

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N.Y.C. Internet Site Links City Schoolsí Wish List with Benefactorís Gifts
Article by Jessica L. Sandham
Education Week
October 15, 1997


Last spring, the New York city-based Public Education Needs Involvement in Learning, known by its catchy acronym- PENCIL, teamed up with the New York Daily News to launch a resource bank on the Newspaperís Web site. The service lets New York public school principals post wish lists for their schools. The Web site organizes the schools by location and grade level, and principals make requests ranging from scissors to air conditioners.

In 1995, Lisa Belzberg founded PENCIL, which uses corporate and foundation funding to run various programs designed to bring private sector involvement to the New York Public School system.

Recently, Veba AG, a large German conglomerate that opened on the New York Stock Exchange earlier this month, gave PENCIL a $50,000 grant to help various area schools acquire new art materials. PENCIL will use the money to buy art supplies for all the schools on the Web site that requested them.

PENCILís Web site is http://mostny.agt.com/most/pencil/

the NAC

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ìLittle-Known Center Offers Schools Its Video Gemsî
Article by Karen Abercrombie
Education Week
October 22, 1997

Itís home to countless hours of educational programming, yet the National Audiovisual Center remains a mystery to many of the nationís educators. The NAC, located in a suburb of Washington, D. C., disseminates federally produced videotapes, slides, and audiotapes of educational programs, as well as technical and engineering information.

The center houses 9,000 audiovisual products. Many of the programs come with teacherís guides that include question-and-answer sessions. Some of the films in the NAC vault have won Academy awards. The National Educational Film Festival and the American Film Festival have honored others.

To make the process as easy as possible, center officials will conduct free searches for schools looking for tapes and other materials. Schools and other organizations may purchase copies of most NAC tapes and slides for prices ranging from $20 to more than $100 for complete training packages. If teachers or librarians have heard about a particular program, they can call the NAC and have it tracked down.

Schools can request a free catalog from the National Audiovisual Center by calling (800) 553-NTIS. For a search by an audiovisual specialist, call (703) 487-4603. The NAC Web site is at www.fedworld.gov/ntis/nac/nac.htm.

Reports on Tech Usage

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ìFew U.S. Schools Use Technology Well, 2 Studies Reportî
Article by Debra Viadero
Education Week
October 15, 1997


Only 3 percent of U.S. schools are effectively integrating technology into all aspects of their educational programs, while most others fall short of that goal, a report from a group of 21 business and education leaders concludes.

Most schools - 59 percent- ranked at the lowest end of the scale developed by the CEO Forum on Education and Technology. ìSchool Technology and Readiness Report: From Pillars to Progress,î is one of two studies released this month that help fill in a national picture of schoolsí progress in integrating technology- an issue the Clinton administration and many state policymakers have emphasized.

The CEO Forum report is the first of four by the group, whose members include technology companies such as Apple Computer, nonprofit entities such as National Public Radio, and educational organizations such as the National Education Association and the National School Boards Association. The group derived its criteria from the ìfour pillarsî of school technology use articulated in 1996 by President Clinton: hardware, connectivity, digital content, and professional development.

Schools designated ìtargetî users of technology (the highest ranking) show strength in all four categories. They have at least one computer for every three students, on-site technical support, high-speed Internet access, and teachers with more than 71 hours of professional development in technology use. In addition, many of the computers must have multimedia and CD-ROM capabilities. In target schools, the teachers act more as guides to students rather than as traditional lecturers.

The other report was conducted by Cable in the Classroom, a public service initiative launched by the cable-television industry which analyzes the explosive growth over the past five years in schoolsí use of the Internet. Nearly 48 percent of the 400 teachers surveyed by Cable in the Classroom said they use the Internet in their teaching-most often to do research or access curriculum materials. But, of that number, only 37 percent could name three Web sites that they found particularly helpful. The report concluded that teachersí use of the Internet is still in the early stages of development.

For the report by the CEO Forum on Education and Technology, go to www.ceoforum.org. The Cable in the Classroom study is accessible through
www.ciconline.com. Also, individuals can find out how their schools rank in Quality Educational Dataís database by going to www.educationnetwork.com/teachmeas.html and sending an email query.

E-rate program information

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'E-Rate' Program Information
Provided by Andrew Trotter
Education Week
January 14, 1998


Authorized under the federal Telecommunications Act of 1996, the "education rate" program will offer up to $2.25 billion in discounts per year on a wide range of telecommunications services that schools and libraries plan to use for instruction.

Education Week put together some commonly asked questions about how the new program will work.

When can schools apply for an "E-rate" discount?
Once the World Wide Web site of the administering agency, the Schools and Libraries Corp., or SLC, has been activated. That is expected to occur shortly, possibly this week. Check the Web site: www.slcfund.org.

What does a school need to apply?
Application forms and instructions are available at the Web site of the National Exchange Carrier Association, at www.neca.org/funds.
To participate, a school or its district needs a three-year technology plan that shows how the requested telecommunications services and equipment relate to other technologies and educational objectives.
The plan, which doesn't have to be complete for the first application form to be submitted, must be approved by a state agency-in most states, the department of education-or have passed muster in one of several federal technology programs.

Which form should be filled out first?
The school-or a designated district or state official-should first complete Form 470, which summarizes its request for telecommunications services or equipment.
Form 470 may be completed on the SLC Web Site or mailed to the SLC's processing center, at PO Box 4217, Iowa City, IA 52244-4217.

Is it better to mail the form or complete it on-line?
SLC officials say they will not give preference to either method. But the Web site will offer "Help" screens, and on-line application may be posted a few days sooner on the Web site.

Where can a school go for more help?
In most cases, a few officials at the school district and state levels will be versed in E-rate rules and procedures and may be organizing informational meetings.
For general queries, a Help service offered by the Educational and Library Networks Coalition is available at 800-733-7870 or the Web site: www.eratehotline.org.
More detailed help is available over the SLC hot line at 800-203-8100, or by email at question@SLCfund.org.

Additional questions and answers are available on the Education Week web site at www.edweek.com.

conference web sites

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Conferences-Going a Step Further
By Beth Buchler
ICE Cube
December 1997/January 1998

Last month, numerous educators attended the Ice Breaker '97 Conference. The following is a list of sites that relate to some of the many topics presented at the conference.

ICE Web Site
www.iceberg.org

The Thornburg Center
www.tcpd.org

New Explorers
www.pbs.org/wttw/web_newexp

The Exterminator Mystery Project
http://pop.life.uiuc.edu/~meadow/exterminator.html

ClarisWorks
www.claris.com/support/products/ClarisWorks/index.html

ISBE Technology Information Plan
http://www.isbe.state.il.us/ncsa/k12/html

Maya Quest '97
http://www.mecc.com/mayaquest.html

Engaged Learning
http://www.ispin.k12.il.us/el.html
http://206.166.51.29/Engaged/

Lego Dacta
http://www.lego.com/products/dacta.html

HTML
http://www.dist214.k12.il.us/214homepage/technology/html.html (This page was developed by K. Wiseman of District 214 and can be accessed also through the DuPage ROE site at www.dupage.k12.il.us under Learning Technologies)

QTVR
http://qtvr.quicktime.apple.com/

That's a Fact Jack
http://www.fsc.follett.com/products/tfj/more.html (free demo offered)

FAQ on emates
http://www.training.apple.com/online/dave97/pages/ematefaq.html

PBL
http://206.166.51.29/LINC/

Stockmarket
http://www.katy.isd.tenet.edu/it/katyless/hudson/hudson.html

Lesson Plans
http://www.katy.isd.tenet.edu/it/katyless/index.html

Charities post web sites

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"As Schools Gain Internet Access, Charities Post Lesson Plans on Web Sites"
Article by Susan Gray
The Chronicle of Philanthropy
January 1998


As more and more schools and libraries gain access to the Internet, a growing number of non-profit groups are using the medium to get their messages across to schoolchildren around the world.

Environmental groups and museums have been among the leaders in the effort to develop educational materials for the Internet. Partly that's because those groups have historically had a strong educational component in their work.

The National Wildlife Federation in Washington, for instance, offers schoolteachers free lesson plans they can use to teach environmental science. The federation's curriculum called "Animal Tracks," is available through the Internet (http://www.nwf.org/nwf/atracks) and includes 55 lesson plans for elementary- or middles-school teachers to use to teach environmental science.

Amnesty International has posted lessons on teaching human rights to elementary- and secondary-school students on its World Wide Web site (http://www.mightymedia.com/EduNet/orgframe.cfm?CID=6).

By using the Internet, organizations are able to reach more widely in a geographic sense to schools in Alaska and Puerto Rico. Plus, the information is available 24 hours a day. Using the Internet is relatively inexpensive also. Organizations save thousands of dollars from publishing on the Internet rather than printing and mailing the materials.

Similarly, the Franklin Institute (http://www.fi.edu), a leading science museum in Philadelphia, has found that the Internet has been a low-cost way to deepen the public's understanding of science-and to introduce schoolchildren and others to the museum. It has posted science lessons which range from how the weather is forecast to a step-by-step illustrated guide to dissecting a cow's eyeball.

While many non-profit groups have developed their Web sites with good intentions for educating students, some organizations simply put up research results that are not rigorous and are often biased, experts say. What's more, too many organizations do not take academic requirements or other needs of educators into account. However, for those who can do right, the Internet presents an extraordinary opportunity.

Computer Donations Pose Dilemma for Educators

All@alliance.ed.uiuc.edu

"Computer Donations Pose Dilemma for Educators"
Article by Andrew Trotter
Education Week
January 28, 1998


Deciding whether to accept computer donations is likely to become a more common dilemma for educators. Companies and government agencies across the nation report plans to replace thousands of computers and related equipment over the next couple of years with the latest models. Much of the older equipment will be offered to schools.

The resale value of older technology is slight. Giving the equipment away saves the companies the cost of warehousing or dumping it. Plus, beginning this month, donors have another financial incentive. A federal tax break passed in the Tax Relief Act of 1997 lets anyone write off a portion of the value of a computer that is two years old or newer and is donated to a school. A number of states have, or are weighing, similar tax breaks. Tax breaks add fuel to the charge that recycling programs soak up funds that would be better spent on new equipment, training, and other essentials of good technology use.

The government launched a Web site last fall to consolidate and publicize requests for federal computers from schools and non-profit organizations. The address is www.computers.fed.gov/. So far, several hundred schools have posted requests, which will be considered by all federal agencies.

Schools' experiences with donated computers have been mixed. Education technology experts say a school should consider accepting used computers only if they are compatible with its technology plan, if the school can get adequate software that works on the machines, and if it has a way to keep them up and running. Some donations programs give a replacement guarantee for their computers.

A school should be cautious if it is required to put up money for the computers, experts say. Some foundations expect nothing at all, although those might provide computers that are not extensively upgraded. The experts also caution that hardware and software are only a portion of the cost of using technology as well; schools will also need an equal investment in staff training and ongoing upgrades.

Of course, where school leaders stand on the issue of accepting used computers depends greatly on where they sit financially. Many don't want to seem ungrateful, but so many computers have limited capacity and the district would have to spend extra money to upgrade or repair them. Many districts that don't have the funds to purchase new equipment don't have those funds either.

An Assessment Tool for Measuring the Impact of Technology

All@alliance.ed.uiuc.edu

"Good Tools are Hard to Find: An Assessment Tool for Measuring the Impact of Technology"
Article by Elizabeth A. Carlson
ICE Cube
December 1997/January 1998


When technology people get together, the conversation always comes to the point where they share useful ideas. As part of the conversation in this column, the author would like to pass along information about a tool she's discovered to be quite valuable. It's the National Study of School Evaluation's (NSSE) Technology: Indicators of Quality Information Systems in K-12 Schools. This 140-page publication has many potential uses and benefits for curriculum coordinators, members of technology or curriculum committees, along with superintendents and directors of both curriculum and technology programs, and evaluators of technology programs.

This book actually describes and explains a systemic approach for analyzing student performance in light of instructional and organizational factors. Instruments included in the book allow assessment not only of student performance, but also of the instructional and organizational capacity of the school to provide the conditions necessary for student learning. The book takes readers through a valuable and necessary process: assessing the status of current technology programs and creating goals for improving the program.

The assessment process is divided into three parts. Part one discusses assessing the current technology program using indicators for four goals, and identifying target goals for improving student achievement. The second part addresses the assessment of the capacity of the school's instructional system to support student learning goals, and the identification of target goals for increasing the capacity of the school's instructional system. The third part guides readers through the process of assessing the capacity of the organizational system to promote student learning and how to target goals in this area as well.

Subsidies for Internet Access: How They Work

All@alliance.ed.uiuc.edu

"Subsidies for Internet Access: How They Work"
Article by Susan Gray
The Chronicle of Philanthropy
January 15, 1998


Under the Telecommunications Act of 1996, schools, libraries, and rural hospitals are now eligible to get subsidies, provided through a program called "universal service," are designed to make sure that all Americans, especially children, can have access to the Internet.

Here is some basic information about the program:

Who is eligible:
Public schools, private schools with endowments below $50 million, public libraries, and public or non-profit rural hospitals.

How institutions qualify:
Schools and libraries must fill out applications furnished by the Schools and Libraries Corporations, a non-profit organization set up by the federal government.

Hospitals must fill out applications furnished by the Rural Health Care Corporation, another non-profit group set up by the government.

All applications must include a summary of an institution's technological needs, such as the installation of wiring and help with paying monthly Internet-access costs.

How discounts are determined:
For schools and libraries, the amount of a discount is based on an institution's need. Need is determined by two factors: the percentage of children (attending the school or within the library's circulation area) who qualify for the federal government's free or reduced-price school-lunch program, and how far the institution is from an Internet-service provider.

For rural hospitals, need is based on how distant they are from providers.

How much an institution can get:
The poorest schools and libraries will get 90% discounts on Internet access; the lowest discounts are 20%.

For hospitals, discounts will be limited to covering the additional costs they incur, compared with urban hospitals, because they are far from an Internet-service provider.

What the discounts cover:
Wiring, Internet connections, and other technology that is needed to link to the Internet. They do not cover the cost of a number of related needs, however, such as computers, modems, training teachers and librarians to use the Internet, or developing educational materials for the Internet.

How to get more information:
Schools & Libraries Corporation, P.O. Box 4217, Iowa City, Iowa 52244-4217; 888/203-8100; email: question@slcfund.org; World Wide Web sites: http://ww.fcc.gov/learnnet and http://www.slcfund.org.

Rural Health Care Corporation, Federal Communications Commission, 1919 M Street, N.W., Washington 20554; 888/225-5322; World Wide Web site: http://www.fcc.gov/healthnet.

Web Site for E-Rate Goes On-Line

All@alliance.ed.uiuc.edu

"Web Site for 'E-Rate' Discounts Goes On-Line"
by Andrew Trotter
Education Week
February 4, 1998


The launch last week of a Web site administered by the Schools and Libraries Corp. formally opened the filing period for "the E-rate," the new federal discounts for schools and libraries on telecommunications services for learning.

To apply, school officials must complete two forms-either online at the web site or on paper versions mailed to the SLC processing center in Iowa City, Iowa. The web address is www.slcfund.org.

Discounts for eligible projects will be handed out on a first-come, first-served basis-with the important exception that all applications received by April 14 will be given equal priority. The final $250 million of this year's fund is reserved for the poorest schools, if necessary.

Help is available on-line and via the SLC hot line at 888/203-8100.

On-Line Job Service for Students

All@alliance.ed.uiuc.edu

"NAASP to Offer On-Line Job Service for Students"
Article by Adrienne D. Coles
Education Week
February 11, 1998

A new on-line service offered by the National Association of Secondary School Principals will link students and graduates in search of jobs with potential employers. SCRIBE, or School and College Records on the Internet for Better Employment, will allow high school and college students to post a record of their education and work experience on a World Wide Web site. Employers seeking full- or part-time workers will be able to post job listing and monitor the site for candidates.

Students must pay a $10 fee to post their "employer friendly" transcripts which will include a summary of academic performance and work experience. The transcripts also include a section for commendations and honors, all of which can be updated as a student moves on to postsecondary education and work. Identification numbers, electronic "firewalls," and passwords will safeguard the personal information that students supply for their records.

The NASSP also asks that students include results from the ACT Inc.'s Work Keys assessment, a skills test designed to help employers identify qualified applicants. Work Keys testing is available across the country and cost $9.60 per test. The NASSP will encourage schools to provide waivers for students who cannot afford the fees.

Students will also be able to access jobs posted on the SCRIBE network. Job positions on the network will likely range initially from summer work to part-time positions.

High schools and colleges can join the service at no cost to help their students compile or update their records. The system will also enable the schools and colleges to use the service at no cost to alert students to scholarships. Companies that are part of a business or trade association that has signed up with the network can participate without paying a sign-up fee. Unaffiliated companies can sign up for $25.

The SCRIBE Web site is located at www.scribenet.org.

Web Site Home to Banned School Journalism

All@alliance.ed.uiuc.edu

"Web Site Is Home to Banned School Journalism"
Article by Andrew Trotter
Education Week
February 11, 1998


A principal now has something new to think about before spiking an article from a school newspaper: The story might appear on the Web. The "Bolt Reporter," which calls itself "America's Online High School Newspaper," is looking for solid journalism that has been censored from school papers, said the Web site's producer, Parker J. Stanzione. She hopes the publication will be a beacon to alert students to the perils of censorship and the power of careful journalism. The "Bolt Reporter," published by Concrete Media Inc., a company based on New York City, went on-line last fall. The Web address is www.boltreporter.com.

The "Bolt Reporter" boasts of a 100 percent-uncensored section entitled, "Banned on Bolt." Some of its articles, while not necessarily banned from school papers, push the edge of what some administrators might feel comfortable about publishing. Current articles on the main web site explore campus bias against gay students, teen suicide, and medicinal-cannabis clubs. The site also includes movie and music reviews.

On essay in the "Banned on Bolt" section is by Adrian S. Holovaty, the chief editor of the North Star student newspaper in Naperville, IL. Mr. Holovaty tried to publish an article last fall about a teacher at Naperville North High Scholl who was fired after being charged with having sexual contact with a female student. Principal Douglas F. Cameron told the newspaper staff it could not write about the incident because of his concern for the welfare of the student, who still attends the school, Mr. Cameron said.

But the students turned to the Student Press Law Center in Arlington, VA for advice, and the local and national media took up their cause. Eventually, after the teacher pleaded guilty to felony charges, the principal allowed the students to print an article on the situation. In his "Banned on Bolt" essay, Mr. Holovaty urges other student journalists to stand up to school censors. The Web site also includes the North Star's original article, a succinct, factual account that five reporters labored over.

Censored articles must pass careful legal and factual scrutiny before they are published in "Banned on Bolt," Ms. Stanzione said. For example, quotations are verified by reading them back to the people being quoted.

Mark Goodman, the executive director of the student Press Law Center feels that censorship by school principals has been on the rise since the U.S. Supreme Court affirmed school officials' right to prior review of official student newspapers in Hazelwood School District v. Kuhlmeier in 1988. But Mr. Goodman said the Internet's vast and widely accessible World Wide Web has practically repealed administrators' power to suppress student expression.

However, Linda J. Puntney, the executive director of the Journalism Education Association and an assistant journalism professor at Kansas State University, feels that the ability to publish on-line won't remove the intimidation factor of a disapproving principal, and that one of the greatest threats is self-censorship by students.

Beta Test: Investigating the Solar System

Alliance-Teachers@alliance.ed.uiuc.edu

Call for Beta Test Sites
Deadline: February 28, 1998

Astronomy Village: Investigating the Solar Systemô is recruiting teachers from schools throughout the U.S. to participate in its
Beta Testing program. Interested middle school science teachers may apply by completing the Online application form or by
sending for an application form.

Join the Astronomy Village: Investigating the Solar Systemô Project and Transform
Science Education!

The Center for Educational Technologies (CET) at Wheeling Jesuit University announces an opportunity for middle school science teachers and students (grades
6-8) to participate in the design and evaluation of a four-week multimedia curriculum supplement called Astronomy Village: Investigating the Solar Systemô. The
supplement involves students in a process that is based on what astronomers actually do when conducting research. The project is an extension of Astronomy
Village: Investigating the Universeô, developed by the NASA Classroom of the Future Program at the CET. Middle school students will use hands-on
experiments and computer simulations to conduct investigations that focus on current topics about our solar system while making use of software tools and data
similar to those used by real astronomers. The students will be supported by extensive multimedia and telecommunications resources. The CET invites you and
your students to join this exciting project and be at the cutting edge of science education reform.

How Can Your School Participate?

Schools that participate in this project must have a commitment to science education reform, to professional development, and to the integration of technology into
the classroom. Please read the project description thoroughly. Make sure you understand the commitments your school must make in order for you to join the
Astronomy Village: Investigating the Solar Systemô project. CET seeks to collaborate with schools whose organizational goals are well-matched with our own.
Your answers to Section IV in the application are of particular importance in determining this match.

How Can You Apply?

By U.S. mail, please send requests for applications to

Brigitte D. Gegg
Teacher Liaison
NASA Classroom of the Future
Wheeling Jesuit University
316 Washington Avenue
Wheeling, WV 26003

By World Wide Web, please fill out and submit the form.

http://www.cotf.edu/av2/

Questions?

Contact Brigitte D. Gegg

By Phone: 304-243-4306 or 1-800-WJC-COTF (1-800-952-2683)
By E-Mail: gegg@cotf.edu

Technology and learning Conf.

All@alliance.ed.uiuc.edu

Below is the Call for Presentations for the 1998 Technology + Learning
Conference in Nashville, TN next October 29-31, 1998. Note that they're
particularly looking for proposals from school districts.

TECHNOLOGY + LEARNING CONFERENCE
ISSUES "CALL FOR PRESENTERS"

ALEXANDRIA, VA, September 1997 -- The National School Boards Association's
Institute for the Transfer of Technology to Education (ITTE) invites
workshop session proposals from school districts interested in showcasing
innovative uses of technology in education at the 12th Annual Technology
Learning Conference, October 29-31, 1998, at the Nashville Convention
Center, Nashville, Tennessee.

The Technology + Learning Conference, sponsored by ITTE and
co-sponsored by more than 20 leading education organizations, is the
leading national event for education decision makers who select and
implement technology for teaching and learning in K-12 schools. Last year,
more than 2,000 school leaders throughout the United States and Canada
attended the event which is designed to highlight the many effective
strategies for responding to the nation's challenge for improved education
through the wise use of technology.

School districts are invited to share their experiences in using
technology with their colleagues from around the nation. Proposals are due
to NSBA by February 6, 1998. Workshops must serve the interests of
conference attendees and present information in a variety of formats.

Educators are encouraged to submit more than one proposal.
Applications for proposals are avail-able through NSBA's Technology
Department (Fax - 703/548-5560) and on the Internet at
http://www.nsba.org/itte. For additional information regarding school
district workshops at the Technology + Learning Conference, contact Cheryl
Williams, Director, Technology Programs, at 703/838-6213. Completed
proposals should be sent to ITTE, attention: Kristin Barnard, 1680 Duke
Street, Alexandria, VA 22314.

CyberFair 98

All@alliance.ed.uiuc.edu

Date: Wed, 11 Feb 1998 17:49:45 -0800
To: cyberfair@gsn.org
From: Yvonne Marie Andres (http://www.gsn.org) <yvonne@gsn.org>
Subject: CYBERFAIR> Calling All Schools! 18 Countries, 31 US States - , http://www.gsn.org/cf
Sender: owner-cyberfair@gsn.org
Precedence: bulk

Attention Education, Technology and Community Leaders!

Don't miss the chance to showcase your local community, learn about the
World Wide Web and win prizes for your school!


International Schools CyberFair 98
sponsored by Cisco Systems, GTE & the Global Schoolhouse
For complete details see http://www.gsn.org/cf


=>Schools must register by February 28, 1998
=>Projects must be completed by March 31, 1998
=>Peer review takes place April 6 - April 24
=>On-line Awards Event on May 13, 1998


What is CyberFair 98?
=====================
- CyberFair is a school-based, global learning project for all grade
levels (K-12)

- Students do research about their local communities in one of eight
different categories and then publish their findings on the world wide web

- Schools participate in a peer review, using a web-based evaluation rubric

- EVERY school that participates receives "thank you" for playing prizes

- Grand prizes are awarded the to best entries in each of the eight
categories (Note: the best entries will reflect the best
community-building projects)

- ALL schools are invited to one hour on-line Awards Ceremony, via audio
bridge, or Internet videoconferencing

Prizes
======
Grand Prizes Include:
-8 Apple eMates
-40 Cisco Microweb Servers
-24 $300 cash grants
-8 Alpha Smart Keyboards
-24 White Pine CU-SeeMe
-8 ten-packs of MovieWorks
-Adobe PageMill, Photo Deluxe, Acrobat
-plus more...

EVERY School will receive AT LEAST one of the following:
-Career Explorer Subscription
-Microsoft FrontPage
-Apple Web Construction Kit

<<<<<<<<<<<<<<<<<<<<<<<<<*>>>>>>>>>>>>>>>>>>>>>>>>>>>>

We are pleased to announce there are currently registrations from 18
Countries and 31 US States

CyberFair Registrations Listed By Country
=========================================
Argentina
Austria
Australia
Bosnia
Brazil
Canada
Alberta
BC
Manitoba
New Brunswick
Ontario
Ecuador
Germany
India
Japan
Latvia
Mexico
Singapore
Slovenia
South Africa
Spain
United Kingdom
USA

Alabama
Alaska
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Maine
Maryland
Massachusetts
Michigan
Mississippi
Missouri
Nebraska
Nevada
New Jersey
New York
North Carolina
Ohio
Oregon
Pennsylvania
Tennessee
Texas
Vermont
Virginia
Washington

<<<<<<<<<<<<<<<<<<<<<<<<<*>>>>>>>>>>>>>>>>>>>>>>>>>>>>
IMPORTANT! Currently there are NO schools who have registered from the
following states, so please help get the word out!

Arizona
Arkansas
District of Columbia
Iowa
Kansas
Kentucky
Louisiana
Minnesota
Montana
New Hampshire
New Mexico
North Dakota
Oklahoma
Rhode Island
South Carolina
South Dakota
Utah
West Virginia
Wisconsin
Wyoming

<<<<<<<<<<<<<<<<<<<<<<<<<*>>>>>>>>>>>>>>>>>>>>>>>>>>>>



PS. Please help spread the word about the fantastic NEW Global Schoolhouse
membership program. Membership is open to all educators for **FREE**
To register and learn more visit http://www.gsn.org/join

____________________________http://www.gsn.org_____________________________
Yvonne Marie Andres President/Curriculum Director
http://www.gsn.org/who/team/ya.bio.html
Global Schoolhouse/Global SchoolNet Foundation
7040 Avenida Encinas 104-281, Carlsbad, CA 92009
yvonne@gsn.org Voice 760/433-3413 or 760/721-2972 FAX 760/721-2930
__________________We Give You a Reason to be Connected______________________





---------------------------------------------------
International Schools CyberFair 98 (http://www.gsn.org/cf)
*featured project of Community Share Web (http://www.gsn.org/csw)
*sponsored by Cisco Systems, GTE and Global SchoolNet
---------------------------------------------------
Email questions to cyberfair-mod@gsn.org. To unsubscribe
send "unsubscribe cyberfair" to majordomo@gsn.org.

Discipline issues and grant opportunities

All@alliance.ed.uiuc.edu

From the Educational Resources newsletter:

Educators often ask for information on discipline issues. Research is
difficult to find, but we have found a recent list of articles
describing discipline programs that have worked for some schools and
districts. See http://landmark-project.com/CGIs/lasso.acgi


================

U.S. MATH REPORT

================

The report "Math Equals Opportunity," published this week by the U.S.
Department of Education, summarizes the importance of mathematics for
college, course-taking patterns in middle schools, parent and student
attitudes about math and science, international comparisons, and
promising practices. The full report is available at
http://www.ed.gov/pubs/math/


In brief, it reports that mastering math is one of the factors that
contributes significantly to students' going to college, and that this
is especially true for for students from low-income families. The key
appears to be taking algebra by 8th grade to be ready for rigorous math
and science classes in high school. Currently only 25 percent of U.S.
students take algebra in 8th grade. Achievement depends on the courses
the student takes, not on the type of school the student attends.
Middle-school mathematics may be a weak link in the U.S. education
system. The middle-school math curriculum in the U.S. is less
challenging than the curriculum in other countries.


The reports recommends six things that educators, policy makers and
communities can do to improve this situation:

1. Give all students the opportunity to take algebra I in 8th grade and
more advanced courses in math and science during high school.

2. Build the groundwork for 8th-grade algebra with a rigorous math
curriculum in grades K-7.

3. Make sure all parents, teachers, counselors and students understand
the importance of early study of algebra.

4. Provide professional development to teachers of mathematics to
increase their knowledge and skills.

5. Support math achievement outside of class through math clubs,
tutoring and job shadowing for students who need extra help.

6. Support parent involvement.

=============================

GRANT APPLICATIONS AVAILABLE

=============================

Information and applications for the following grants can be found at
http://ocfo.ed.gov/fedreg/announce.htm


Visiting Scholars Fellowship Program: For individuals engaged in
educational research to work at one of the five Office of Educational
Research and Improvement national research institutes for up to 18
months.


The Bilingual Education Graduate Fellowship Program: Fellowships for
graduate students studying instruction of limited-English-proficient
children and youth.


Bilingual Education Comprehensive School Grants: Grants to implement
school-wide bilingual education programs or school-wide special
alternative instruction programs in schools serving all limited English
proficient children and youth.

e-rate survey

All@alliance.ed.uiuc.edu

Subject: [RURAL:152] The e-rate people want to know who will apply

This is from the Schools and Libraries Corporation (SLC), which administers
the U.S. telecom discount program (e-rate) for schools and libraries.
**********

SLC NEWSFLASH
1/20/98

Schools and Libraries Corp. Seeks Early Indicators of
First-Day, First-Week Application Flow

As a gauge of schools and libraries plans to apply for the Universal Service
Program at the earliest available opportunity, the Schools and Libraries
Corporation is conducting an informal survey of entities who intend to submit
their applications within the first day and first week of the application
period. If you plan to apply (either electronically or on paper) on the day
the SLC web site opens or within the first week after its opening, please send
an e-mail message ASAP to VP for Outreach Mickey Revenaugh at
MREVENA@slcfund.org. Your response to this informal survey will in no way
affect consideration of your application and is not binding in any way. Many
thanks for your help!

------------------------------------------------------------------
Bill Wright, Exec. Director Tel: (202) 466-0533
Int'l Telecomputing Consortium (ITC) Fax: (202) 466-0523
1250 24th St. NW, Suite 300 E-mail: wright@itc.org
Washington, DC 20037 URL: http://www.itc.org
------------------------------------------------------------------

more e-rate info

All@alliance.ed.uiuc.edu

Subject: [RURAL:158] e-rate services eligible for discounts
Status: U

This is news from the Schools and Libraries Corp. (SLC)
(To subscribe to or leave the rural online mailing list see below.)
******

SLC NEWSFLASH
2/3/98


UPDATED LIST OF E-RATE ELIGIBLE SERVICES
NOW AVAILABLE FROM SCHOOLS AND LIBRARIES CORP.


To help educators and librarians through the E-rate application process,
the Schools and Libraries Corp. has just released an updated list of
services eligible for discounts under the Universal Service Fund. The list
includes more than 50 items under the broad categories of telecommunications
services, Internet access, and internal connections.

The Schools and Libraries Eligibility List (CC Docket No. 96-45) clarifies
the status of a wide array of technology services and equipment in terms of
eligibility for Universal Service discounts, which can range from 20% to
90% depending on a school or library's concentration of low-income children
and its rural or urban location. Many items on the list were brought to the
attention of SLC and the Federal Communications Commission through
inquiries by schools and libraries to the SLC| customer service hot line
(toll-free 888-203-8100) and through scores of local, regional, and national
workshops.

The new list does include some items for which FCC decisions about
eligibility are still pending. These include Channel Service Unit
(CSU)/Data Service Unit (DSU) and satellite dishes. Final determination on
these items is
expected within the next month.

One item originally declared ineligible -- the conduit that may house
internal wiring in a local area network -- has been certified as eligible
under specific conditions: if the wiring itself is eligible and if the conduit
is located inside an eligible building or between eligible buildings on a
single campus. Several other items, such as multiplexing and firewalls,
are also eligible only under certain conditions specified on the list.

Schools and libraries are urged to check this list of eligible equipment
and services before completing their applications for Universal Service Fund
discounts. The list is available at http://www.neca.org and via the
toll-free SLC customer service line (888-203-8100).

Later this week, the SLC expects to release two other clarifying
documents to support schools and libraries in the application process: a
fact sheet on billed entities and guidelines for figuring aggregated
discounts. A
document relating to Wide Area Networks is also under development.

Reforming America's schools

All@alliance.ed.uiuc.edu

Subject: EDUCATIONAL RESOURCE NETWORK E-LETTER # 50 January 18,1998
Mime-Version: 1.0
Precendence: bulk
Sender: ern_eletter-owner@mailhost.ernweb.com
Status: U
.
=============================
REFORMING AMERICA'S SCHOOLS
=============================
The Annenberg Institute for School Reform at Brown University promotes and
advocates the redesign of American schooling. Its goal is to assist in
creating and sustaining schools that - in collaboration with their
communities - help all students reach high levels of learning. The
Institute is committed to the belief that all students can and must be
successful in school, and works to develop and support reform strategies
that include schools serving urban, minority and low-income youth.
For information about ongoing projects in schools and districts, a list of
meetings and conferences and a library of information, see:

http://www.aisr.brown.edu


===================
E-RATE INFORMATION
===================
EdLinc, a coalition of more than 35 national education and library
organizations, has established an E-Rate Hotline. Lines are open weekdays
from 10 am to 9 pm (EST). To call the E-Rate Hotline, dial 1-800-733-6860.

===========================================
FAMILY INVOLVEMENT IN CHILDREN'S EDUCATION
===========================================
This 150-page book describes strategies that 20 Title 1 schools are using

to involve parents in school planning and governance and as volunteers.
Topics include:
Parents as educational partners in a rural setting
Overcoming time and resource constraints
Home visits that target hard-to-reach parents
Providing information and training to parents and school staff
Support for learning at home
Training for volunteers.

The complete book is available online at: http://www.ed.gov/pubs/FamInvolve

funding listserv

All@alliance.ed.uiuc.edu

From: ALEXANDER DYANNE <DALEXAND@smtp.isbe.state.il.us>
To: sandy-levin <sandy-levin@uiuc.edu>
Subject: FW: Special News Brief: FEDIX OPPORTUNITY ALERT
Date: Wed, 28 Jan 1998 14:49:00 -0600
X-Priority: 3
MIME-Version: 1.0

We are currently conducting a major drive to expand
the number of people at your institution
who benefit from FEDIX Opportunity Alert and we need your help.

Please take just a few moments to forward the following description
of our free email service to any and all colleagues whom you feel
would benefit from receiving research and education funding
opportunities.

Thanks for your assistance in this important effort.
_______________________________________________________
To better compete for research and education funding, subscribe to FEDIX
Opportunity Alert!!! (FOA), our free e-mail service that automatically
delivers targeted research and education funding opportunities within
your specific areas of interest.

The Federal Government is funding this free resource, and thousands
of educators and researchers nationwide are taking advantage of it.
Since March 1996, FEDIX Opportunity Alert has grown to a total of
more than 55,000 subscribers who have received over 15 million
opportunity alerts.

Don't be left behind! To participate in FEDIX Opportunity Alert!!!
simply:

1. Register for FOA on FEDIX at location:
http://www.rams-fie.com/opportunity.htm

2. Select the keywords that identify your areas of interest.

Beginning with the next business day, a daily search of new federal
opportunities will be conducted on your behalf and those that match
your areas of interest will be automatically e-mailed to you.

Don't miss out on a great opportunity that thousands of your colleagues
have found to be an enormous and timely help in today's competitive
funding environment. Importantly, surveys show that by a 6 to 1 margin
our subscribers find FEDIX Opportunity Alert to be better than
searching the Internet for opportunities themselves. Please, take just
a few moments to register for FOA and begin taking advantage of this
valuable resource.

Sincerely,

Paul Carton, Ph.D.
RAMS-FIE

funding for rural communities

IAES-Center@alliance.ed.uiuc.edu

From: David Bruce <dwbruce@mta.ca>
To: Multiple recipients of list <rural@itc.org>
Subject: [RURAL:155] Funding Available for Communities

The funding program described below is a 50/50 cost share approach between
the program and the community for professional/technical services, with the
program covering all of the administrative and travel costs.

--------------------------------

The Community Economic Development Technical Assistance Program

-CEDTAP-

Empowering Communities and Building Technical Assistance Capacity


The Community Economic Development Technical Assistance Program or CEDTAP is
a four-year, national initiative to promote high-performance community
economic development (CED) among local organizations and professionals
across Canada. Funded by The J. W. McConnell Family Foundation and operating
out of CSTIER (the Centre for Study in Training, Investment and Economic
Restructuring) at Carleton University in Ottawa, CEDTAP will support small
and medium-sized technical assistance assignments (worth $5,000 to $25,000)
for and with local organizations that are building community as a means to
economic development. These assignments are intended to strengthen
communities that are organizing themselves to create and retain jobs,
develop local enterprise, and enhance local self-reliance -- especially
those communities and groups that have been economically or socially
disadvantaged. The program aims to assist 125 communities across Canada by
2001.

Empowering Communities

The CEDTAP approach enables communities to select the planning, technical
assistance (TA) and training that they decide is most timely and suitable.
The program empowers communities to design and manage customized
interventions which suit their own needs, and which draw on proven CED
expertise and tools from anywhere in Canada. Professional resources will be
selected from a pre-established directory, and a mix or "hybrid" of TA
providers may be proposed by communities for assignments. Communities will
participate as full partners in planning, implementing and evaluating
specific technical assistance assignments and they will share costs with
CEDTAP for technical assistance and training.

Program Approach

Assignments at the community level may involve face-to-face consultations
with providers, "distance consultation" via telephone, fax, or e-mail,
training workshops, study-tour exposures to other communities and projects,
and other approaches. Activities could include community and business
planning, marketing, financing, enterprise management, investment
mechanisms, institution-building, human resource development,
board development, trade opportunities, information technology, and other
areas.

CEDTAP's role will be to maintain the provider directory, initiate or
facilitate discussions between providers and communities when necessary, act
as a clearing house for lessons learned and good practice, track and
disseminate innovations generated by program participants, and monitor the
achievement of project results. All of this is intended to strengthen and
mainstream CED nationally and to promote a positive policy environment for
CED in the longer term.

How to Get Involved

Communities and groups across the country are invited to send expressions of
interest, beginning in mid-January 1998. Eligible proponents include
non-profit community development corporations, community loan funds, social
sector agencies, women's organizations and other not-for-profit associations
and groups. Groups need not be legal entities to submit an expression of
interest, although they will need a reference or "guarantor".

There is no deadline for community proposals. They will be considered on a
continuing basis throughout the year, based on the extent to which they show
potential for significant employment, economic and social impacts in regions
and communities that have traditionally been marginalized. Other criteria,
such as participation and financial contribution, are also key.

If you are a CED technical assistance provider there are a number of ways in
which you can become involved in CEDTAP. If you would like to submit a
proposal for the provision of TA services in future, please contact the
CEDTAP Secretariat for more information on program requirements and criteria
for providers. Not only should providers have a proven track record, but
CEDTAP seeks to ensure representation from each region of the country, as
well as a range of sectoral and technical expertise, institutional structure
and language capability. In the interim, we can register you as a CEDTAP
associate, and invite you to stay involved with the program through
contributing to and receiving our bulletin, sharing lessons learned and
innovations with other providers, and participating in provider meetings.

Staying in Touch

For further information on the program, or to receive the directory of
technical assistance providers and guidelines for submitting an expression
of interest, please contact:

Ms. Barbara Levine
Coordinator
Community Economic Development Technical Assistance Program
Centre for the Study of Training, Investment and Economic Restructuring
Carleton University
1125 Colonel By Drive
Room 214 Social Science Research Building
Ottawa, Ontario K1S 5B6
Phone: (613) 520-2600-1588
Fax: (613) 520-3561
E-Mail: cstier@carleton.ca



David Bruce
Senior Research Associate
Rural and Small Town Programme
Mount Allison University
76 York St
Sackville NB Canada
E4L 1E9

tel 506-364-2395
fax 506-364-2601

dwbruce@mta.ca
http://www.mta.ca/rstp

Dept. of Ed. Initiatives

All@alliance.ed.uiuc.edu

**************
ED Initiatives...
*************************************************************
A biweekly look at progress on the Secretary's priorities
*********************************************************
October 3, 1997

> Helping All Children Read Well by the End of 3rd Grade
> A Talented, Dedicated, Well-Prepared Teacher in
Every Classroom
> Charter Schools -- Making Every School Strong, Safe,
Drug-Free & Disciplined
> New American Consensus About How to Improve Education
> Satellite Teleconferences
> Star Schools Awards
> Budget
> U.S. Nonprofit Gateway Announced
> New Online

------------------------------------------------------
HELPING ALL CHILDREN READ WELL BY THE END OF 3rd GRADE
------------------------------------------------------
Nearly 100 organizations have joined the President's
Coalition for the America Reads Challenge, and each is
deciding how it can help ensure that every child reads well
& independently by the end of 3rd grade. The American
Booksellers Assoc. has partnered with Scholastic & the
Assoc. of Booksellers for Children to provide 100,000 free
copies of Rosemary Wells' new book, "Read to Your Bunny."
These copies will be distributed by participating bookstores
to parents & guardians of young children as part of
"Prescription for Reading Partnership" promotion, beginning
in November. Phi Theta Kappa, the International honor
society of 2-year colleges, will provide members with
background materials on the America Reads Challenge, ideas
for implementing programs at the chapter level, a Q&A sheet
about why the America Reads Challenge is needed, and a list
of national organizations & programs with whom they can
partner. For more information on the America Reads
Challenge, please see:
http://www.ed.gov/inits/americareads

------------------------------------
A TALENTED, DEDICATED, WELL-PREPARED
TEACHER IN EVERY CLASSROOM
------------------------------------ More than 100 State
Teachers of the Year & other award-winning teachers will be
asked *5 questions* during focus group sessions next week in
the Nation's Capitol at the 5th annual National Teacher
Forum, "Making Teaching a True Profession." Teachers &
other education-minded Americans are invited to respond to
those 5 questions -- & read others' responses, as well as a
background paper -- at:
http://www.ed.gov/comments/nationalforum97/

--------------------------------------
CHARTER SCHOOLS -- MAKING EVERY SCHOOL
STRONG, SAFE, DRUG-FREE & DISCIPLINED
-------------------------------------- Last month the
President announced $40.4 million in grants to help meet the
growing demand for starting public charter schools. "These
funds will continue our plan to help America create 3,000
charter schools by the next century," the President said.
Two states, Pennsylvania & South Carolina -- and 2 schools
in Hawaii -- are receiving 1st-year grants (under the 3-year
grant program) to support start-up & development of
additional charter schools. Nine states are receiving 2nd-
year grants (AK, CT, DE, FL, IL, KS, NJ, NC & WI, plus DC,
Puerto Rico & a school in NM) while 10 states are receiving
their 3rd & final year of support under the program (AZ, CA,
CO, GA, LA, MA, MI, MN, OR & TX).

Under the Public Charter Schools Program, passed in 1994 as
part of the Improving America's Schools Act, states conduct
competitions & award subgrants to provide start-up funds for
new or recently established charter schools. These funds
help pay for planning, design & start-up costs. Secretary
Riley noted that more than 420 charter schools receive
support from the program.

For more information, including state contacts, please see:
http://www.ed.gov/PressReleases/09-1997/chart97.html
For general information about charter schools, please see:
http://www.uscharterschools.org/

-----------------------------------------------------
NEW AMERICAN CONSENSUS ABOUT HOW TO IMPROVE EDUCATION
-----------------------------------------------------
Secretary Riley described "a new American consensus about
how to improve education" in a speech last month at the
National Press Club. He also released "What Really Matters
in American Education," a report that discusses vouchers &
their impact on schooling, the effect of private & public
school choice programs on student achievement, the impact of
course-taking & standards on student achievement,
improvements needed in public schools, trends in education
gains, exemplary efforts at comprehensive school reforms in
urban school districts & more. The report & speech are at:
http://www.ed.gov/Speeches/09-1997/index.html
http://www.ed.gov/Speeches/09-1997/970923.html

----------------------------
FATHERS & FAMILY INVOLVEMENT
---------------------------- Children do better in school
when their dads are involved in their schools, and this holds
true regardless of family income or race, parents' level of
education, whether their fathers live with them, or whether
their mothers are also involved in their schools, according
to a report released by the National Center for Education
Statistics & highlighted Vice President Gore & Secretary
Riley on October 2. Among the findings, which are based on
parent interviews: children in 2-parent families where both
parents are highly involved get better grades, enjoy school
more & are less likely to repeat a grade, compared with those
where only mothers are highly involved. The report, "Fathers'
Involvement in Their Children's Schools," is available at:
http://www.ed.gov/NCES/pubs98/fathers/index.html

-------------------------
SATELLITE TELECONFERENCES
------------------------- The Department is offering 4 live,
interactive teleconferences via satellite in the next 2
months on:
* the E-rate & how schools & communities can integrate
technology into learning (Oct. 21, 8:00-9:00 p.m. ET).
* preparing teachers to involve families in children's
learning, with special guest Vice President Gore
(Nov. 5 at 2:00-4:00 p.m. ET).
* financial aid -- practical information about everything
students & families need to know about federal student
financial assistance. Registered sites will receive
materials & financial aid applications
(Nov. 10 at 8:00 -8:45 p.m. ET).
* Teacher recruitment & making sure there is a talented,
dedicated & well-prepared teacher in every classroom
(Nov. 18 at 8:00 -9:00 p.m. ET).

For information, please call 1-800-USA-LEARN or e-mail
Satellite_Town_Meeting@ed.gov All events are free, but
registration is required in order to receive materials.

WHAT IS THE KEY to establishing quality before- & after-
school enrichment programs? *Strong partnerships* with
organizations & government agencies that can help provide
resources & people to make the programs work, panelists told
Secretary Riley during last month's Satellite Town Meeting.
Panelists described various approaches. In Washington
Heights (NYC), Intermediate School 218 partnered with the
Children's Aid Society & others to keep the school open from
7 a.m. until late evening, offering academic tutorials,
enrichment courses, arts & sports activities. The
Children's Aid Society supplies resources & staff for many
services & courses offered at the school. In the small town
of Murfreesboro, Tennessee, every elementary school is open
from 6 a.m. to 7 p.m. year round. Through flex-time
scheduling & partnerships with local colleges, parents &
state government, Murfreesboro has been able to offer
education programs after school taught by certified
teachers, without significantly increasing costs or demands
on staff. For a videotape of the September Satellite Town
Meeting, send an e-mail to: Satellite_Town_Meeting@ed.gov

-------------------
STAR SCHOOLS AWARDS
------------------- Last month, Secretary Riley announced 9
Star Schools grants to help improve teaching & learning
through the use of satellite, cable, fiber optics, and
multimedia technologies. Eight 5-year grants (totaling $15
million) went to education organizations in 8 states (CA, FL,
HI, IL, MA, SC, WA, WY) to help them acquire, develop &
produce programs to teach students & train teachers, as well
as pay for facilities & purchase equipment. One
*dissemination* grant (to WestEd in CA) will help state
departments of education & school districts plan & implement
technology-based distance learning systems. For more
information, please see:
http://www.ed.gov/PressReleases/09-1997/starsc97.html
For information about other Star Schools projects, see:
http://www.ed.gov/EdRes/EdFed/Star.html

------
BUDGET
------ This week the President signed a "continuing
resolution" (CR) that had been passed by the House & Senate
allowing the Department to operate at current 1997 spending
levels while the House & Senate work in conference committee
to resolve differences in their respective appropriations
bills. The CR will no longer affect the Department of
Education when that law expires on October 23, or when a 1998
Labor-HHS-Education appropriations bill has been agreed to by
both chambers & signed by the President. Conferees on the
Department appropriations bill are not expected to meet until
October 7. As previously reported, the Senate passed last
month as part of its appropriations bill an amendment that
would fold most elementary & secondary education funding
administered by the Department into block grants to be
distributed to local education agencies (school districts).
The House education appropriations bill includes no such
amendment; however, it would halt funding for the development
of voluntary national tests. The President said on September
16 that he would veto any legislation that includes the
Senate block grant provision or the House bill effort to stop
voluntary national testing
(http://www.ed.gov/PressReleases/WhiteHouse.html).

--------------------------------
U.S. NONPROFIT GATEWAY ANNOUNCED
-------------------------------- Last month, Vice President
Gore unveiled a one-stop website developed by 15 federal
agencies for non-profit groups. The U.S. NonProfit Gateway
serves as a directory to more than 300,000 government
webpages on grants, budgets, volunteer opportunities &
agency partnerships. At the announcement, the Vice
President mentioned the Department's Partnership for Family
Involvement for Education & other efforts, including...
* The Environmental Protection Agency's "EnviroFacts,"
which offers maps displaying air pollution levels &
Superfund clean-up decisions.
* The Department of Health & Human Services'
"HealthFinder," which provides consumer health
information.
* The Department of Labor's "America's Job Bank" -- a
service for job seekers & employers that was created in
conjunction with the 50 state employment services.

The U.S. NonProfit Gateway is at: http://www.nonprofit.gov/
The Department of Education's NonProfit Gateway is at:
http://www.ed.gov/NPAdvisor

----------
NEW ONLINE
----------

"Topics A to Z" -- an alphabetical list of links to the best
starting points for major topics addressed at the U.S.
Department of Education's website & at other
Department-sponsored websites.
http://www.ed.gov/topicsaz/

"Families' Guide to the 1997 Tax Cuts for Education" --
describes the HOPE Scholarship tax credit, the Lifetime
Learning tax credit & other benefits provided by the August
(1997) balanced budget law for adults returning to school &
families sending children to college.
http://www.ed.gov/budget/97918tax.html

September 18 testimony by Acting Deputy Secretary Marshall
Smith on the William D. Ford Direct Loan Consolidation
Program before the House Subcommittee on Postsecondary
Education, Training & Life-Long Learning.
http://www.ed.gov/offices/OLCA/msmith.html

An "interactive budgeting worksheet & calculator" where
students can key in their expenses & income -- education
(tuition, books, fees), housing, transportation, financial
aid, employment & more -- and estimate their budgets for the
academic year.
http://www.ed.gov/DirectLoan/calc.html

-----------------------------------------------------------
ED Initiatives is made possible by many contributors,
including Cindy Balmuth, Dan Bernal, Mary Beth Blegen, Carla
DeWitt, Terry Dozier, Terri Ferinde Dunham, Marty Jacobs,
Diane B. Jones, Peter Kickbush, Melinda Kitchell Malico,
John McGrath, Tony Orr, Joyce Rice, Narric Rome, Keith
Stubbs, David Thomas, Donna Timm, Nancy Weaver, Susan Wiener
& others. Please send any comments to Kirk Winters in the
Office of the Under Secretary, U.S. Department of Education
(kirk_winters@ed.gov).
-----------------------------------------------------------
===========================================================
To subscribe to (or unsubscribe from) EDInfo, address an email
message to: listproc@inet.ed.gov Then write either SUBSCRIBE
EDINFO YOURFIRSTNAME YOURLASTNAME in the message, or write
UNSUBSCRIBE EDINFO (if you have a signature block, please turn it
off). Then send it!
============================================================

US Dept. of Ed. Information

All@alliance.ed.uiuc.edu

Date: Thu, 22 Jan 1998 16:43:22 -0500
Reply-To: Kirk_Winters@ed.gov
Sender: owner-edinfo@inet.ed.gov
Precedence: bulk
From: Kirk_Winters@ed.gov (Kirk Winters)
To: "Information from & about the U.S. Department of Education publications & more ." <edinfo@inet.ed.gov>
Subject: Update -- ED Initiatives (January 22, 1998)

**************
ED Initiatives...
*************************************************************
A biweekly look at progress on the Secretary's priorities
*********************************************************
January 22, 1998

> Helping All Children Read Well by the End of 3rd Grade
> Helping All Children Master the Foundations of Mathematics
by the End of 8th Grade
> All Classrooms Connected to the Internet; All Students
Technologically Literate
> Information Technology Workers in Demand
> Family Involvement in Children's Learning
> Year 2000 Webpage
> New Online

------------------------------------------------------
HELPING ALL CHILDREN READ WELL BY THE END OF 3rd GRADE
------------------------------------------------------
More than 100 chapters of the Brandeis University National
Women's Committee are participating in the America Reads
Challenge by volunteering in various mentoring programs,
including...

* The Literacy Coalition of Palm Beach County, where
members read year-round as partners with children
living in a migrant workers' community that was a
READ*WRITE*NOW! summer pilot site.

* Stars for Children, a Retired Senior Volunteer Program
(RSVP) for children who need assistance in reading.

* Rocking Readers, a program designed to encourage
students to read, obtain a library cards, and build
their own home libraries.

-------------------------------------------
HELPING ALL CHILDREN MASTER THE FOUNDATIONS
OF MATHEMATICS BY THE END OF 8th GRADE
------------------------------------------- Secretary Riley
called on mathematics professors, teachers, & other
mathematics professionals to "make the importance of
mathematics for our nation clear, so that all teachers teach
better mathematics *and* teach mathematics better" in his
January 8 State of Mathematics Education address. He also
called for a cease-fire in the current "math wars" about how
& what math should be taught. The full text of his speech
is available at: http://www.ed.gov/inits.html#2

-----------------------------------------
ALL CLASSROOMS CONNECTED TO THE INTERNET;
ALL STUDENTS TECHNOLOGICALLY LITERATE
----------------------------------------- The Schools &
Libraries Corporation (SLC) announced last week that its E-
rate application website is now being tested with librarians
& educators. When operational, the website
(http://www.slcfund.org) will provide updates & allow
schools & libraries to file their Universal Service Program
forms electronically (for telecommunications discounts).

Applicants' descriptions of required services will be posted
at the site so that providers can competitively bid for
them. The opening of the site will trigger a 75-day window
during which all applications received will be treated as if
they had arrived on the same day. Applications are
currently accepted via regular mail at: Schools & Libraries
Corporation, P.O. Box 4217, Iowa City, IA 52244-4217.
Application forms, frequently asked questions, & other
program information are available at:
http://www.neca.org

A document designed to help schools & libraries develop
technology plans (in order to apply for E-rate discounts),
"Technology Policies & Procedures," is available by calling
the National Exchange Carrier Association at 888-203-8100.
Schools & libraries that already have an approved technology
plan -- including clear goals & realistic strategies for
integrating technology, professional development &
evaluation -- (such as plans developed for Goals 2000 or
state technology initiatives) need not create new plans.

----------------------------------------
INFORMATION TECHNOLOGY WORKERS IN DEMAND
---------------------------------------- Last week Vice
President Gore announced a plan to help meet the growing
demand for computer scientists, engineers, system analysts &
technicians, which, according to Department of Labor
projections, will double over the next 10 years. Currently,
many employers report difficulty in finding workers with the
skills to fill these jobs. The plan includes...

* up to $6 million in grants from the Departments of
Education & Labor to expand employer involvement in
school-to-work programs (see http://www.stw.ed.gov/).

* $3 million in Department of Labor demonstration
projects, in partnership with employers & training
providers that train dislocated workers for high-tech
jobs.

* 4 town hall meetings sponsored by the Department of
Commerce to showcase best practices & successful
models.

For more information, please see:
http://www.ed.gov/PressReleases/01-1998/wh-112.html

-----------------------------------------
FAMILY INVOLVEMENT IN CHILDREN'S LEARNING
----------------------------------------- Strategies used by
20 local Title I programs to overcome barriers to parent
involvement are featured in an idea book recently added to
our website, "Family Involvement in Children's Education:
Successful Local Approaches." Among the many approaches...

* Ferguson Elementary, a schoolwide program in
Philadelphia (PA), uses Title I funds to compensate
teachers who conduct evening & weekend parent
workshops. Title I funds also support a parent
involvement coordinator & a school-community
coordinator who together operate a Parent Network that
helps teachers tell students & parents about upcoming
events. An open house drew 350 parents, compared with
30 parents 6 years earlier. In addition, about 50
parents volunteer as classroom aides each week.

* At Buhrer Elementary, a schoolwide program in Cleveland
(OH), teachers hold parent conferences off-campus in
places that are closer to the homes of parents &
students. The school also sponsors Block Parent
Meetings for families who cannot attend school events
because they live on the outskirts of the community &
lack transportation. Block meetings are scheduled
every 2-3 months in a parent's home or a nearby
library, and they address parent concerns & offer an
opportunity to share school-related information. A
typical meeting attracts 18-20 parents, & the principal
reports a continuing increase in the number of block
parents attending school functions since the program
began.

The full text of this 150-page idea book is at:
http://www.ed.gov/pubs/FamInvolve

Note: A *schoolwide* program school may use Title
I funds combined with other federal education
funds to upgrade the school's entire educational
program rather than to deliver federally supported
services only to identified children. Under the
Improving America's Schools Act of 1994, Title I
requires that schools & districts adopt specific
strategies for developing school-family
partnerships.

-----------------
YEAR 2000 WEBPAGE
----------------- The Department has created a webpage on
the "Year 2000 problem" for use by Department customers &
the entire education community, all of whom can expect to be
affected. Information about what the Department is doing to
become Year 2000 compliant & what Department customers &
partners can do is provided at the site:
http://www.ed.gov/y2k/ Background: The Year 2000 problem
is caused by the fact that many computer applications &
systems were programmed with a 2-digit year (instead of a 4-
digit year). These applications & systems may stop working
or produce inaccurate data at the turn of the century. This
problem also affects personal computers, local area
networks, telecommunications systems, and other devices with
embedded technology (chips) such as heating & cooling
systems, safety alarms, building security systems,
elevators, and telephone switching equipment.

----------
NEW ONLINE
----------

The "Digest of Education Statistics 1997" (December 1997) is
a compilation of statistical information covering American
education from kindergarten through graduate school. It
includes statistical information on the numbers of schools &
colleges, teachers, enrollments, and graduates, in addition
to educational attainment, finances, federal funds for
education, employment and income of graduates, libraries,
international education, population trends, attitudes on
education, education characteristics of the labor force,
government finances, economic trends & more. The Digest is
produced by the National Center for Education Statistics
(NCES) & is currently available in PDF only (HTML to come).
http://nces.ed.gov/pubs/digest97/98015.html

----------------------------------------------------------
ED Initiatives is made possible by many contributors,
including Julie Anderson, Cindy Balmuth, Norris Dickard,
Diane B. Jones, Peter Kickbush, Mitch Laine, John Luczak,
Ollie Moles, Keith Stubbs, Carole Wacey & others. Please
send any comments to Kirk Winters in the Office of the Under
Secretary, U.S. Department of Education
(kirk_winters@ed.gov).
-----------------------------------------------------------

===========================================================
To subscribe to (or unsubscribe from) EDInfo, address an
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SUBSCRIBE EDINFO YOURFIRSTNAME YOURLASTNAME in the message,
or write UNSUBSCRIBE EDINFO (if you have a signature block,
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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Search: http://www.ed.gov/MailingLists/EDInfo/search.html
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Clinton's & Riley's Ed. Initiatives

All@alliance.ed.uiuc.edu

Date: Mon, 26 Jan 1998 18:55:22 -0500
Reply-To: Kirk_Winters@ed.gov
Sender: owner-edinfo@inet.ed.gov
Precedence: bulk
From: Kirk_Winters@ed.gov (Kirk Winters)
To: "Information from & about the U.S. Department of Education publications & more ." <edinfo@inet.ed.gov>
Subject: Four Initiatives Announced by President & Secretary


FOUR INITIATIVES were announced today by President Clinton &
Secretary Riley. They're aimed to help modernize schools,
reduce class size, strengthen urban & rural schools, and
improve the availability & quality of after-school programs.

Specifically, in his fiscal year 1999 budget, the President
is proposing...

* federal tax credits to pay interest on nearly $22
billion in bonds to build & renovate public schools.

* class size reductions in grades 1-3 to a nationwide
average of 18 students, by providing $12 billion over 7
years to help school districts hire & pay salaries of
an additional 100,000 teachers.

* 3-year grants -- $10-25 million per year to urban
school districts & $250,000 to $3 million to rural
school districts & consortia -- to support standards-
based, district-wide reforms.

* $200 million per year (for 5 years) for creating or
expanding quality before- & after-school programs.

NOTE: The President also announced one of the
largest private donations ever made to public
education: $55 million over 5 years from the C.S.
Mott Foundation for before- & after-school
programs. With Mott's support, the Department is
offering regional conferences, beginning next
week, to help communities nationwide learn about
quality after-school care & take advantage of
these new federal funds. For information on the
workshops & for this year's 21st Century Community
Learning Center Program application, please see:
http://www.ed.gov/offices/OERI/21stCCLC/

Below are descriptions of 2 of the initiatives.
Descriptions of all 4 will be on our website tomorrow:
http://www.ed.gov/redesign/

============================================================
A National Effort to Reduce Class Size: Smaller Classes With
Qualified Teachers (January 26, 1998)
============================================================

**************************************************************
Reducing Class Size in Grades 1-3 to Nationwide Average of 18.
**************************************************************

In his State of the Union address, President Clinton will propose
a $12 billion initiative over 7 years ($7.3 billion over 5 years)
to help local schools provide small classes with qualified
teachers in the early grades. This will help make sure that
every child receives personal attention, gets a solid foundation
for further learning, & learns to read independently by the end
of third grade. The new initiative will reduce class size in
grades 1-3 to a nationwide average of 18, by providing funds to
help local school districts hire & pay the salaries of an
additional 100,000 teachers. States will receive funds for
teacher training, & new teachers will be required to pass state
competency tests.

Small Classes Make a Difference. Studies confirm what parents
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ & teachers know from experience
-- small classes promote effective teaching & learning. In a
landmark 4-year experimental study of class size reduction in
grades kindergarten through 3 in Tennessee, researchers found
that students in smaller classes earned significantly higher
scores on basic skills tests in all 4 years & in all types of
schools. The effects of smaller classes were largest for
students in inner-city classes. Follow-up studies have shown
that these achievement gains continued after the students
returned to regular-size classes after third grade. Teachers in
the study reported that they preferred small classes in order to
better identify student needs, provide more individual attention,
& cover more material effectively.

A Competent Teacher in Every Classroom. To master the basics &
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ learn to read well,
students need teachers who are qualified to teach. President
Clinton's class size reduction initiative will help provide
qualified teachers in grades 1-3 by:

* Requiring State Basic Skills Testing for New Teachers:
States would be required to implement basic skills testing
for new teachers, to ensure parents that new teachers have
basic reading & math skills. Each state would select the
tests it determines is most appropriate for this purpose.
Most states have such tests. Participating states & school
districts would also be required to ensure that individuals
hired to fill these new positions be either fully certified,
or making satisfactory progress toward full certification.
School districts could use funds to provide teachers with
the additional training needed to meet certification
requirements.

* Providing Funds for Teacher Training & Testing: 10% of the
funds in this initiative can be used to promote high quality
teaching by (1) training teachers in proven practices for
teaching reading & in effective practices in small classes;
(2) providing mentors or other support for newly hired
teachers; (3) providing incentives to recruit qualified
teachers to high poverty schools; & (4) testing new teachers
before they are hired & developing more rigorous tests for
beginning teachers.

* Encouraging States to Adopt Rigorous Professional Tests &
Upgrade Teacher Certification Requirements: Teachers should
be able to demonstrate that they know the subject to be
taught & have the necessary knowledge & skills to help their
students reach challenging state academic standards. States
would be encouraged to use a portion of their funds to
toughen teacher certification requirements & to require new
teachers to demonstrate competence. For example, states
could use these funds to develop rigorous tests of subject
matter expertise & professional knowledge that prospective
teachers would be required to pass before they start
teaching.

Holding Schools Accountable for Results. School districts
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ receiving these funds
would be required to show that each school is making measurable
progress in improving reading achievement within 3 years, or take
necessary corrective actions -- such as providing additional
teacher training, revising the curriculum, or implementing proven
practices for teaching reading. School districts could lose
funding if there is no subsequent improvement in reading
achievement in those schools. School districts would also be
required to publish an annual school report card, providing
parents & taxpayers with clear information on student
achievement, class size, & teacher qualifications.

Targeting Funding. Funds for the President's class size
~~~~~~~~~~~~~~~~~~ reduction initiative will be distributed to
states on the basis of the Title I formula. Within the state,
each high-poverty school district would receive the same share of
these funds as it received under Title I, & the remaining funds
would be distributed within the state based on class size.
Matching funds would be required from participating school
districts, on a sliding scale ranging from 10-50%, with high-
poverty districts contributing the least. Once a state has
reached an average class size of 18 in grades 1-3, it could use
these funds to further reduce class size in the early grades, or
it could extend its efforts to other grades.

Providing Facilities for Additional Classrooms. In order to help
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ school systems
meet the need for additional classroom space, the President is
(1) proposing a $10 billion school modernization initiative over
10 years, that will provide incentives for communities to invest
in local school facilities by leveraging $22 billion in bonds
during 1999-2000; (2) ensuring that changes to facilities in
order to accommodate class size reductions is an allowable use of
school modernization funds; (3) allowing for phased-in
implementation of class size initiative to enhance state/local
planning.

Building on Successful Reforms in Arkansas. As part of his
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ comprehensive
education reforms while Governor of Arkansas, Bill Clinton
reduced class size in Arkansas to 20 in kindergarten & 23 in
grades 1 through 3. His 1983 education reform plan also included
a statewide intensive training program for elementary teachers &
principals to improve teaching of reading, as well as basic
skills testing for new teachers & basic skills & subject matter
testing for experienced teachers.

================================================================
Education Opportunity Zones: Strengthening Urban & Rural Schools
(January 26, 1998)
================================================================

Helping Raise Achievement for
Students in High Poverty Communities.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ President Clinton's
Education Opportunity Zones initiative will strengthen public
schools & help students master the basics where the need is the
greatest: in high poverty urban & rural communities where low
expectations, too many poorly prepared teachers, & overwhelmed
school systems create significant barriers to high achievement.
The Education Department will select approximately 50 high
poverty urban & rural school districts that agree to: (1) use
high standards & tests of student achievement to identify &
provide help to students, teachers & schools who need it; (2)
prevent students from falling behind by ensuring quality
teaching, challenging curricula, & extended learning time; & (3)
end social promotion & turn around failing schools. Added
investments in these communities will accelerate their progress &
provide successful models of system-wide, standards-based reform
for the nation. The President's initiative will invest $200
million in FY99, & $1.5 billion over 5 years, to raise
achievement & share lessons learned with school districts around
the country.

Ending Social Promotion & Giving Schools the
Tools to Help Every Child Meet High Expectations.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To be selected
as Education Opportunity Zones, school districts will have to
demonstrate that they are using their existing funds effectively
to raise student achievement by: holding schools accountable for
helping students reach high academic standards, including
rewarding schools that succeed & intervening in schools that fail
to make progress; holding teachers & principals accountable for
quality, including rewarding outstanding teachers, providing help
to teachers who need it, & fairly & quickly removing ineffective
teachers; ensuring students don't fall behind, by providing a
rich curriculum, good teaching & extended learning opportunities;
ending social promotions & requiring students to meet academic
standards at key transition points in their academic careers; &
providing students & parents with school report cards & expanded
choice within public education.

Extra Resources to Improve Teaching, Learning, & Leadership.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
School districts will use Education Opportunity Zone funds to
support standards-based, district-wide reforms such as:
rewarding schools that make significant gains in student
achievement; turning around failing schools by implementing
proven reform models, or closing them down & reconstituting them;
providing extra help to students who need it to meet challenging
standards, through after-school, Saturday, &/or summer school
programs; building stronger partnerships between schools &
parents, businesses, & communities; implementing sound management
practices & accountability systems; providing intensive
professional development to teachers & principals; helping
outstanding teachers earn master teacher certification from the
National Board for Professional Teacher Standards & giving them
bonuses when they do; & implementing programs to identify low
performing teachers, assist them to improve, & remove them if
they fail to do so.

Competitive Grants to Support Promising Models.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Districts will be
selected as Education Opportunity Zones under a competitive,
peer-review process. A mix of large & smaller urban areas will
be selected to participate, as well as rural school districts &
consortia. Each urban Education Opportunity Zone will receive a
3-year grant of $10-25 million per year (depending upon size &
proposed activities), & each rural Zone will receive from
$250,000 to $3 million (for consortia). Zones will be selected
in two rounds, the first in FY 1999, & the second in FY 2001.
Successful applicants will have broad-based partnerships to
support their reforms -- including parents, teachers, local
government, business & civic groups, institutions of higher
education & other key stakeholders. Successful applications will
show how the district will use all available resources --
federal, state, & local, as well as any business or foundation
funds -- to carry out its reform strategy & maintain it once
these federal funds are no longer available.

Rewards for Demonstrated Student Achievement Gains.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Each
Education Opportunity Zone will agree to specific, ambitious,
benchmarks for improved student achievement, lower dropout rates
& other indicators of success, for districtwide performance &
specific student subgroups. Districts may receive further
support in years 4 & 5 only if they have demonstrated success in
reaching those benchmarks.

Greater Flexibility in Using Other Federal Resources.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ All schools
in an Education Opportunity Zone school district -- regardless of
poverty level -- will become eligible for schoolwide flexibility
in the use of federal education funds. Requirements pertaining
to school accountability, as well as special education, health,
safety, & civil rights, will continue to be met.

Assistance to Help Districts Find & Share What Works.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The Department of Education will offer technical assistance, use
technology to help districts consult with each other, &
disseminate lessons learned to communities nationwide. Special
attention will be given to helping school districts design &
implement strategies for providing students who need it with
early intervention & extra help to enable them to meet promotion
standards. In addition, a national evaluation of the Education
Opportunity Zones will be conducted, with the results helping to
inform the next reauthorization of the Elementary & Secondary
Education Act.

Bold Action to Help Children in Our Cities & Rural Areas.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Education Opportunity Zones are part of a broader set of
initiatives to help strengthen high-poverty urban & rural
schools. President Clinton is also proposing new initiatives to
reduce class size in the primary grades, modernize school
buildings, recruit & prepare teachers for underserved urban &
rural areas, & dramatically expand the availability & quality of
child care & after-school learning opportunities. These & other
proposals will have a powerful impact on improving the prospects
of children in some of our poorest communities.

===========================================================
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Information Technology Worker Shortage (Commerce Report)

All@alliance.ed.uiuc.edu

The full report is available in PDF only at:
http://www.ta.doc.gov/otpolicy/reports.htm
http://www.ta.doc.gov/reports/itsw/itsw.pdf

The report is also available in hardcopy, although
quantities may be limited, from the Office of Technology
Policy's Publications Request Line at (202) 482-3037.
(Please leave your name & mailing address on the recording.)

Below are excerpts from the report.
***********************************************
Excerpts from "America's New Deficit:
The Shortage of Information Technology Workers"
Office of Technology Policy,
U.S. Department of Commerce, September 1997
***********************************************

==========
The Demand
==========

The Office of Technology Policy analyzed Bureau of Labor
Statistics' growth projections for the three core occupational
classifications of IT workers -- computer scientists & engineers,
systems analysts, & computer programmers -- to assess future U.S.
demand.

BLS projections indicate that between 1994 & 2005, the U.S. will
require more than one million new IT workers in these three
occupations to fill newly created jobs (820,000) and to replace
workers who are leaving these fields (227,000) as a result of
retirement, change of professions, or other reasons.

Of the three occupations, the largest job growth is accounted for
by systems analysts, which are projected to increase from 483,000
in 1994 to 928,000 in 2005, a 92% jump. This compares to a
projected increase of 14.5% for all occupations. The number of
computer engineers and scientists is expected to grow by 90%,
from 345,000 to 655,000 over the same period, while the number of
computer programmer positions is expected to grow at a much
slower 12% rate, from 537,000 in 1994 to 601,000 in 2005.

==========================================================
COMPUTER SCIENTISTS generally design computers & conduct
research to improve their design or use, and develop & adapt
principles for applying computers to new uses. They are
distinguished from other computer professionals by the
higher level of theoretical expertise & innovation they
apply to complex problems & the creation or application of
new technology....

COMPUTER ENGINEERS work with the hardware & software aspects
of systems design & development. They may often work as
part of a team that designs new computing devices or
computer-related equipment. Software engineers design &
develop both packaged & systems software....

SYSTEMS ANALYSTS...study business, scientific, or
engineering data processing problems & design new solutions
using computers. This process may include planning &
developing new computer systems or devising ways to apply
existing systems to operations still completed manually or
by some less efficient method.... They work to help an
organization realize the maximum benefit from its investment
in equipment, personnel & business processes.

COMPUTER PROGRAMMERS write & maintain the detailed
instructions, called "programs" or "software," that list in
logical order the steps that computers must execute to
perform their functions. In many large organizations, they
follow descriptions prepared by systems analysts who have
studied the task that the computer systems is going to
perform....
=========================================================

==========
The Supply
==========

Education Pipeline for IT Workers
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Over the last ten years, there has been a decline in the number
of students receiving university degrees in computer science.
These graduates come from four-year degree-granting universities
which focus on computer theory; that is, operating systems,
languages, distributed systems, computer architecture &
compilers. According to the U.S. Department of Education, the
number of bachelor-level computer science degrees awarded by U.S.
universities declined more than 40% between 1986 & 1994, from
42,195 to 24,553. The significant decline in bachelor-level
computer science degrees is, however, an imperfect indicator of
declining labor supply, given that many IT workers acquire their
skills through alternative education & training paths.

While there have been some increases in the award of computer
science masters & doctoral degrees, overall computer science
degrees awarded have dropped from a high of 50,000 in 1986 to
36,000 in 1994.

In addition, foreign students make up a significant share of U.S.
computer science graduates. Of the 36,000 individuals awarded
graduate & undergraduate computer science degrees in 1994, about
18% were foreign nationals. For advanced degrees, the proportion
of foreign nationals increases, reaching more than 50% for
doctorates. The Computer Research Association estimates that
foreign nationals comprise nearly 50% of computer engineering
students in the U.S. The high proportion of foreign nationals in
the graduate population would indicate that American industry
cannot count on capturing all new graduates.

===============
Global Shortage
================

As in the U.S., data limitations make it difficult to assess &
compare the supply & demand for IT workers in foreign countries.
Nevertheless, executive surveys & anecdotal evidence suggest that
IT workers are in increasingly short supply in other countries as
well.

A survey of some 1,500 chief information officers in 21
countries, conducted by Deloitte & Touche Consulting Group,
suggests that IT managers throughout the world are experiencing a
difficult combination of unprecedented demand for IT workers &
high turnover rates. According to the survey, companies are
finding it especially difficult to retain employees in four key
areas -- client/server architecture, data modeling, distributed
databases, & particular packaged software applications such as
SAP. Turnover rates in these areas range from 35 to 45%.

======================
Competitiveness Issues
======================

Information technologies are the most important enabling
technologies in the economy today. They affect every sector &
industry in the U.S., in terms of digitally-based products,
services, & production & work processes. Thus, severe shortages
of workers who can apply & use information technologies could
undermine U.S. innovation, productivity, & competitiveness in
world markets.

Industry Growth
~~~~~~~~~~~~~~~
In the ITAA survey ["Help Wanted: The IT Workforce Gap at the
Dawn of a New Century" from the Information Technology
Association of America], 50% of the information technology
company executives cited lack of skilled/trained workers as "the
most significant barrier" to their companies' growth during the
next year -- a problem viewed as significantly greater than
economic conditions, profitability, lack of capital investment,
taxes, or regulation. An additional 20% of the IT company
executives identified the shortage of these workers as "a
barrier" to their companies' growth during the next year.

Innovation
~~~~~~~~~~
The U.S. is a leader in the development of new products &
services, and many important consumer & industrial innovations-
from computers, consumer electronic products & telecommunications
services to automotive electronics, aerospace products & advanced
industrial systems-have been made possible by information
technologies. Information technologies are expected to continue
to form the basis of many of the most important products,
services & processes of the future. For example, it is expected
that in less than a decade, electronics will account for about
one-fifth of an automobile's value. Shortages of IT workers
could inhibit the nation's ability to develop leading-edge
products & services, and raise their costs which, in turn, would
reduce U.S. competitiveness & constrain economic growth.

Trade
~~~~~
The shortage of IT workers could undermine U.S. performance in
global markets. The global market for computer software &
computer services reached $277 billion in 1994. The U.S. is both
the predominant supplier of & the primary consumer for these
goods & services. Ranked in terms of global market share in
1994, eight of the world's top ten applications software vendors
& seven of the top ten systems software vendors are U.S. firms.
Both of these markets are growing rapidly, with the computer
software market growing 12% annually, & the computer services
market growing 11% annually, reaching $420 billion by 1998, a 50%
increase just between 1994 and 1998. Aerospace, another IT
worker intensive industry is also a global market leader for the
U.S., & is the Nation's leading net exporter of manufactured
goods. An adequate supply of IT workers is essential to
America's continued strength in these markets.

High-Wage Jobs
~~~~~~~~~~~~~~
A shortage of qualified IT workers could also prevent the U.S.
from taking full advantage of high-wage job creation. Many
information technology jobs are high-wage jobs. Workers in the
software industry earn more than twice the national average. A
William M. Mercer compensation study shows that the average
hourly compensation in 1996 for an intermediate customer support
technician was $40.80; software development architect, $77.70;
operating systems software architect/consultant, $85.60, and
operating systems/software programming analyst manager, $92.20.
Even if shortages ease & upward pressure on salaries is reduced,
the IT professions have traditionally been high-wage jobs.

1999 Budget for Education

All@alliance.ed.uiuc.edu

From: Kirk_Winters@ed.gov (Kirk Winters)
To: "Information from & about the U.S. Department of Education publications & more ." <edinfo@inet.ed.gov>
Subject: President's 1999 Budget Released Today


THE PRESIDENT released his 1999 budget today. Secretary
Riley said that it "represents a greater increase in the
federal investment in improving elementary & secondary
education than any budget in the last 30 years."

The text of the Secretary's statement, which includes
highlights of the President's budget for the Department,
is below. Additional information -- including the budget
summary, background & tables -- can be found at:
http://www.ed.gov/offices/OUS/Budget99/

===================================================
Statement by Secretary Riley on President Clinton's
1999 Education Budget Request (February 2, 1998)
===================================================

Good afternoon everyone. I am pleased today to be able to
announce the details of President Clinton's 1999 budget request
to improve the very foundation of America's schools & help
families pay for college. Last week, in his State of the Union
Address, the President reaffirmed his commitment to better
education as our nation's highest priority. This budget request
reflects that commitment.

I am particularly delighted to note that this budget represents a
greater increase in the federal investment in improving
elementary & secondary education than any budget in the last 30
years. We have, undeniably, a higher education system that is
the envy of the world. Our increasing commitment to elementary &
secondary education which reaches record levels this year, will
help us raise the standards in the critical K-12 years so that we
can match the world-class quality of our colleges & universities.

If Congress approves this budget it would help reduce class size,
modernize schools, improve teacher quality, target new assistance
to poor urban & rural schools, help bring technology into the
classroom, & give all Americans the financial support &
information they need to go college.

To begin with, the 1999 budget will help States & communities
cope with classroom overcrowding & unsafe school buildings. We
know that students learn more when they are in smaller, more
orderly learning environments where teachers & students alike are
not distracted from the job at hand. Our budget includes the
first year down payment of $1.1 billion for a Class Size
Reduction Initiative that will help get students increased
personal attention from teachers in the earliest years.

This investment includes funds that would help recruit & train
100,000 new teachers over the next 7 years. With these new
teachers, school districts nationwide would be able to reduce
first-, second-, & third-grade class sizes to an average of 18.
Reducing class size will help build a strong foundation in the
basics -- especially reading. As Governor Bob Miller of Nevada
says, "Give our teachers a class size they can manage -- not
projects for 35 nameless faces."

To meet the challenges of record student enrollments & crumbling
school buildings, the President is proposing tax-credits that
would pay all interest costs on more than $20 billion in school
construction bonds that would be issued in 1999 & 2000. This
will work hand in hand with the President's class size reduction
effort.

The President's proposed federal investment of $10 billion over a
10 year period more than doubles the construction dollars
proposed last year. I should note that these initiatives are
designed to strengthen the educational opportunities of all
students.

The focus on early grades, with special emphasis on reading, will
be of particular help to children who have difficulty learning.
Not only will they be able to get help early on to keep up with
their classmates, but their teachers will be able to deal with
them -- & every other child in their classes -- on a more
individual basis. In addition, initiatives like the school
construction & modernization proposal will help schools provide
better access to buildings & all learning resources.

Of course, one of the best ways to increase what students learn
in school is to make sure that the rest of their time is spent
safely & productively. That is why this budget includes a $200
million major expansion of the 21st Century Community Learning
Centers program, which would support keeping approximately 4,000
schools open as after-school extended learning safe havens. And
$50 million for Safe & Drug-Free Schools Coordinators would help
almost half of all middle schools develop & implement effective
strategies for keeping our kids away from drugs.

This budget continues the emphasis on helping children master the
basics. We know that early competence in reading & math is
critical for all children, but especially for disadvantaged &
limited English proficient students, who often fall behind early
& find it difficult to catch up in the later grades.

This budget request includes $260 million for America Reads,
which supports local programs that provide tutoring & help
improve reading instruction in our schools so that every child
can read well by the end of the 3rd grade.

We also are asking for $32 million in new funding to support an
Action Strategy -- developed jointly by the Department & the
National Science Foundation -- aimed at improving math
instruction and achievement, especially by the 8th grade & in
high school.

And to help increase the number of teachers qualified to teach
the basics to Hispanic & other limited English proficient
students, the 1999 request would double funding for Bilingual
Education Professional Development -- from $25 million to $50
million.

A third priority in the Department's 1999 budget is to support
fundamental change in America's urban schools, where promising
efforts to turn around low-performing schools are starting to
take hold. While the investment I have already mentioned will
help support these efforts, the primary vehicle for raising
educational performance in high-poverty urban areas remains the
Title I grants to local schools. For 1999, we are asking for an
increase of $392 million for Title I, & we are proposing to
distribute the entire increase to high-poverty urban & rural
schools.

In addition to Title I, the request includes $200 million for the
President's exciting proposal for Education Opportunity Zones,
which would make approximately 50 grants to poor urban & rural
districts to improve accountability, raise teacher quality, &
expand public school choice. This plan will help strengthen
public schools & help students master the basics where the need
is the greatest -- in high poverty communities.

America's students will also benefit from a $30 million increase
in the Comprehensive School Reform program. The $175 million
request for this program -- often called Porter-Obey -- would
help some 3,500 schools accelerate educational improvements &
turn around failing schools.

This budget also increases by 25 percent -- to $100 million --
the federal investment in Charter Schools, to enhance public
school choice through the start-up of up to 1,400 new or
redesigned schools.

Our proposal to reauthorize the Higher Education Act would create
a $67 million Teacher Recruitment & Preparation program. This
initiative would recruit & train new teachers for urban & rural
areas that have the most difficulty in attracting & retaining a
high-quality teaching force.

As the President has said, this Information Age we are in is
first & foremost an Education Age. That is why the Department's
1999 budget increases support for educational technology -- not
only to prepare students to use computers & other tools of the
Information Age, but also to help improve teaching & learning in
all subjects.

The budget provides $475 million for the Technology Literacy
Challenge Fund, an increase of $50 million (or 12 percent), to
help more schools buy hardware, train teachers to use technology,
& develop & buy software. The $106 million request for
Technology Innovation Challenge Grants would support 24 new
awards to develop or adapt cutting-edge technology for America's
classrooms.

And a new $75 million Teacher Training in Technology initiative,
announced this past weekend by Vice President Gore, would help
make sure that all new teachers can use technology effectively in
the classroom.

I also want to remind you that schools will be able to greatly
expand their use of technology through the education rate or E-
Rate, created under the Telecommunications Act of 1996. The E-
Rate program gives schools & libraries discounts of up to 90
percent on Internet services & internal wiring. Even the poorest
or most rural schools can now have access to the world's best
libraries, museums & other learning resources because of the
discounted E-rate.

I am pleased to note that as of this past Friday the FCC's web is
now up & running & for the next 75 days is taking applications
for school districts who want to take advantage of the E-rate.

Finally, our 1999 request builds on last year's historic
achievement in helping students & families pay for college, which
included a $300 increase in the maximum Pell Grant award & the
creation of the HOPE Scholarship & Lifetime Learning tax credits.
In 1999, these tax credits will provide an estimated $6.7 billion
to help more than 12 million students & families pay
postsecondary education costs.

For 1999, the Administration is proposing to further reduce
student borrowing costs by cutting student loan origination fees
from 4 percent to 3 percent for all borrowers.

The President's budget includes $7.6 billion for the Pell Grant
program, an increase of $249 million that would raise the maximum
Pell award from $3,000 to $3,100. A $70 million increase for
Work-Study would allow that program to reach the President's goal
of giving one million recipients the opportunity to work their
way through college, while also supporting additional Work-Study
tutors for America Reads.

We are asking for $583 million for the TRIO programs, a $53
million increase aimed at expanding the number of Upward Bound
projects -- especially in under-served areas with heavy
concentrations of Hispanic students. TRIO's efforts to encourage
low-income students to prepare for & enter postsecondary
education would be reinforced by another exciting new initiative
we are announcing later in the week.

I think it is clear that this is an extraordinarily ambitious &
important agenda from a President who is focused on education
like few presidents before him. President Clinton & Vice
President Gore understand that education is the food for building
a successful democracy.

We are in a time of extraordinary possibilities in education.
This budget, I believe, will help us & our children fulfill them
if we all work together & leave politics at the school house
door.

=============================================================
To subscribe to (or unsubscribe from) EDInfo, address an email
message to: listproc@inet.ed.gov Then write either SUBSCRIBE
EDINFO YOURFIRSTNAME YOURLASTNAME in the message, or write
UNSUBSCRIBE EDINFO (if you have a signature block, please turn
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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Search: http://www.ed.gov/MailingLists/EDInfo/search.html
Past ED Initiatives: http://www.ed.gov/pubs/EDInitiatives/
==========================================================

Sec. Riley's Ed Initiatives

All@alliance.ed.uiuc.edu

Date: Fri, 6 Feb 1998 17:30:29 -0500
Reply-To: Kirk_Winters@ed.gov
Sender: owner-edinfo@inet.ed.gov
Precedence: bulk
From: Kirk_Winters@ed.gov (Kirk Winters)
To: "Information from & about the U.S. Department of Education publications & more ." <edinfo@inet.ed.gov>
Subject: Update -- ED Initiatives (February 6, 1998)

**************
ED Initiatives...
*************************************************************
A biweekly look at progress on the Secretary's priorities
*********************************************************
February 6, 1998

> President Releases 1999 Budget
> Two Years of College & Lifelong Learning for All Students
> High Standards for All Students; Hispanic Education Action
Plan
> All Classrooms Connected to the Internet; All Students
Technologically Literate
> State of American Education Webcast
> Workshops on After-School Programs
> NEH Schools for a New Millennium Program
> Millennium Evenings at the White House
> Fleming Nominated for Legislative Post
> New Online

------------------------------
PRESIDENT RELEASES 1999 BUDGET
------------------------------ This week the President
unveiled his 1999 budget, which, said Secretary Riley,
"represents a greater increase in the federal investment in
improving elementary & secondary education than any budget
in the last 30 years." Initiatives proposed in the budget &
in the President's State of the Union Address last week
include:

* tax credits to pay interest on bonds to build &
renovate public schools.
* class size reductions in grades 1-3 to a nationwide
average of 18 students, by helping school districts
hire & pay an additional 100,000 teachers.
* grants to urban & rural school districts to support
standards-based, district-wide reforms.
* grants for creating or expanding quality before- &
after-school programs.

For information on these & other initiatives, please see:
http://www.ed.gov/updates/inits98/ Budget tables, a summary
& Secretary Riley's statement on the budget are at:
http://www.ed.gov/offices/OUS/Budget99/ The text of the
President's State of the Union Address is at:
http://www.whitehouse.gov/WH/SOTU98/

---------------------------------------------------------
TWO YEARS OF COLLEGE & LIFELONG LEARNING FOR ALL STUDENTS
---------------------------------------------------------
An initiative to inspire more young people to set high
expectations, stay in school & study hard, and go to college
was announced by President Clinton on February 4. The
President's 1999 budget includes $140 million for the
initiative, "High Hopes for College," to promote
partnerships between colleges & middle or junior high
schools in low-income communities. These partnerships will
give children support, starting in 6th or 7th grade &
continuing through high school graduation. The aim is to:

* tell families early that college is within reach.
* provide children with mentoring & other support.
* reach 3,000 middle schools & serve over 1 million
students over 5 years.

For more information, please see:
http://www.ed.gov/offices/OPE/PPI/highhopes.html

--------------------------------
HIGH STANDARDS FOR ALL STUDENTS;
HISPANIC EDUCATION ACTION PLAN
-------------------------------- On February 2, Vice
President Gore announced the Administration's $600 million
Hispanic education action plan. It is based on high
standards & research-based school reform & includes:

* a $393 million increase for Title I funding -- 32% of
those served under Title I are Latino.
* $66 million to train 20,000 teachers to teach students
English & help adults learn English.
* $30 million to transform schools with high dropout
rates.
* $69 million to prepare disadvantaged youth for success
in college. One program, Upward Bound, has been found
particularly helpful to Hispanic youth.
* $60 million to improve education programs for migrant
youth & adults.

For more information, please see:
http://www.ed.gov/PressReleases/02-1998/wh-022.html

-----------------------------------------
ALL CLASSROOMS CONNECTED TO THE INTERNET;
ALL STUDENTS TECHNOLOGICALLY LITERATE
----------------------------------------- The Schools &
Libraries Corporation (SLC) opened its website January 30.
Its opening triggers a 75-day window during which all
applications for E-Rate discounts will be treated as if they
arrived simultaneously. To qualify during this window, 2
forms must be submitted by April 14 -- Forms 470 and 471.
After April 14, funds will be disbursed on a first-come,
first-served basis. To date, more than 5,700 applications
have been received.

All U.S. K-12 schools & public libraries qualify for
discounts under the E-Rate, or Universal Service Fund, which
was created as part of the Telecommunications Act of 1996 to
help U.S. schools & libraries have affordable access to
modern telecommunications & information services. Discounts
range from 20 to 90%, based on the percentage of students
eligible for the national school lunch program. For
details, visit the SLC website at http://www.slcfund.org,
send e-mail to question@slcfund.org, or call the SLC
hotline, 888-203-8100.

Technical assistance is being provided by the Department's
Regional Technology in Education Consortia. Contact names &
information can be provided by visiting http://rtec.org/ or
calling 1-800-USA-LEARN.

----------------------------------------
STATE OF AMERICAN EDUCATION TO BE WEBCAST
----------------------------------------- Secretary Riley's
5th annual State of American Education Address will be
webcast live (audio & video) on February 17 beginning at 2
p.m. Eastern time. His speech, which will be delivered at a
Seattle (WA) middle school, will include a focus on the role
middle schools play in preparing today's students for the
demands of the 21st century. That evening, the Satellite
Town Meeting on "Raising Student Achievement" (8:00 Eastern
time) will also be webcast live. These webcasts are made
possible by NASA's Quest Project. To participate, see:
http://quest.arc.nasa.gov/ltc/stm/

----------------------------------
WORKSHOPS ON AFTER-SCHOOL PROGRAMS
---------------------------------- Several workshops are
ahead for helping potential applicants to the 21st Century
Community Learning Centers program plan & implement high-
quality after-school programs: Feb. 9 in Los Angeles &
Chicago, Feb. 11 in Seattle & Flint (MI), & Feb. 13 in
Denver. To register for the workshops, which are supported
through a donation from the C.S. Mott Foundation, please
contact the National Community Education Association at
(703) 359-8973. For information on the workshops & for this
year's 21st Century Community Learning Center Program
application, see: http://www.ed.gov/offices/OERI/21stCCLC/
Congress appropriated $40 million for the program this year,
& the President requested $200 million for fiscal year 1999.

----------------------------------------
NEH SCHOOLS FOR A NEW MILLENNIUM PROGRAM
---------------------------------------- The National
Endowment for the Humanities (NEH) is launching a 3-year
initiative, Schools for a New Millennium, to strengthen
schools & teachers' competence & creativity with new
humanities materials & technologies. Projects to be
supported will:

* involve a whole school.
* leverage public-private funding partnerships to support
"extended year" professional development for a critical
mass of the school's instructional staff.
* focus on challenging, substantive humanities topics.
* support hands-on training for a school's teachers over
a significant time period (4-6 weeks), so that teachers
develop confidence with the technology & create
challenging & engaging classroom uses that enrich the
school's curriculum.
* establish links with parents, as well as local colleges
& universities, to provide ongoing support, evaluation
& improvement.
* use the Internet to disseminate their work.

Applications must be received by April 1, 1998 (or by April
1, 1999, for next year's program). Guidelines & application
forms are at: http://www.neh.gov/html/guidelin/schools.html
For other information, e-mail education@neh.gov or call
(202) 606-8380 (TDD 606-8282).

-------------------------------------
MILLENIUM EVENINGS AT THE WHITE HOUSE
------------------------------------- The first of a series
of Millenium Evenings at the White House (lectures &
performances) will be broadcast via the web & satellite on
February 11 at 7:00 Eastern time. It will feature Harvard
University professor emeritus Bernard Bailyn discussing "The
Living Past -- Commitments for the Future," including core
*American ideas* that shaped the nation & that must be
preserved in the next millenium. Bailyn won Pulitzer &
Bancroft prizes in 1968 for his book "Ideological Origins of
the American Revolution." More information will be
available soon at:
http://www.whitehouse.gov/WH/New/

--------------------------------------------
FLEMING TO BE NOMINATED FOR LEGISLATIVE POST
-------------------------------------------- Last month the
President nominated Scott Fleming to serve as Assistant
Secretary of the Department's Office of Legislation &
Congressional Affairs (OLCA). Fleming is currently Deputy
Assistant Secretary & Acting Assistant Secretary of
Legislation & Congressional Affairs. He began in the
Department in 1995 as Director of Congressional Affairs.
Before coming to the Department, Fleming was Chief of Staff
for Representative Nita Lowey (NY) & worked for former
Representative Dan Glickman (KS)& former Senator Stuart
Symington (MO).

----------
NEW ONLINE
----------

An overview of progress since the 1997 State of the Union
Address & a look at proposals in 1998 State of the Union
Address are featured in "President Clinton's Call to Action
for American Education in the 21st Century: Ensuring
Educational Excellence in 1998 & Beyond."
http://www.ed.gov/updates/inits98/overview.html

"U.S. State & Local Gateway" offers information on hundreds
of federal programs under 11 subjects -- education,
environment/energy, families/children, health, housing,
money matters, transportation/infrastructure, public safety,
workforce development & others. It was developed through a
federal interagency project in collaboration with the Vice
President's National Performance Review (NPR) to provide
easy access to federal information.
http://www.statelocal.gov/

ACCESS ERIC (Educational Resources Information Center)
recently added to its collection of research-based brochures
for parents & teachers online:

* "How Can I Support My Gifted Child?"
* "Getting Online: A Friendly Guide for Teachers,
Students & Parents"
* "How Can I Support My Daughter in Early Adolescence?"
* "Why, How & When Should My Child Learn a Second
Language?"

These & more than 30 other parent brochures are at:
http://www.aspensys.com/eric/resources/parent/parent.html

----------------------------------------------------------
ED Initiatives is made possible by many contributors,
including Julie Anderson, Cindy Balmuth, Ralph Canevali,
Catherine Connor, Bill Cordes, Peter Kickbush, Andrea
McCurdy, John McGrath, Narric Rome, Lynn Smarte, Bob
Stonehill, Keith Stubbs, Carole Wacey & others. Please send
any comments to Kirk Winters in the Office of the Under
Secretary, U.S. Department of Education
(kirk_winters@ed.gov).
-----------------------------------------------------------

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ALERT-Stop the Gorton Amendment

All@alliance.ed.uiuc.edu

Subject: Alert---Stop the Gorton Amendment to Block grant federal
>education funds
>
>As you all probably know by now, the Senate adopted an Amendment offiered by
>Slade Gorton ( R,Wa) that would block grant almost all federal education
>money and give it to local school boards to use as theys see fit. While the
>House did not vote on the Amendment, and the President has said he will veto
>the Labor Health and Human services bill if the amendment is included, there
>is enormous support for the idea among many Republicans whi see the "local
>control " issue as a way to define themselves on education policy. It is
>critical that the conferees on the bill hear both that the amendment is
>terrible educaiton policy and that education technology programs in the Labor
>HHS bill should be fully funded. Here is a list of the likely conferees.
>Please call, write , email or fax and pass this alert along to others.
>Messages to the Republicans and to Moderate Republicans off the Committees
>are very important. Pls. Email me if you need further information.Leslie
>Harris
>Senate
> Arlen Specter (PA)
>Thad Cochran(Miss)
>Slade Gorton(Wa)
>Christopher Bond (Misssouri)
>Judd Gregg (NH)
>Lauch Faircloth(NC)
>Larry Craig ( Idaho)
> Kay B. Hutchison(Tx)
> Tom Harkin (Iowa)
>Ernest Hollings(SC)
>Daniel Inouye(Hawaii)
>Dale Bumpers ( Ark)
>Harry Reid ( Nevada)
>Herb Kohl ( Wisc)
>Patty Murray (Wa.)
>
>House-
>John Porter(Ill)
>Bill Young ( Fl)
>HenryBonilla(( Tx)
>Ernest Istook(Ok)
>Dan Miller(Fl)
>Jay Dickey(Ark)
>Roger Wicker(Mississippi)
>Anne Northrup(Kty)
>David Obey ( Wisc)
>Louis Stokes( Mich)
>Steny Hoyer(Md)
>Nancy Pelosi (Cal)
>Nita Lowey (NY)
>Rosa DeLauro(Ct)

Win $1,000 Grant for Your Classroom

All@alliance.ed.uiuc.edu

>Date: Mon, 22 Sep 1997 10:52:53 -0400 (EDT)
>Reply-To: GSolomon@aol.com
>Sender: owner-cosndisc@list.cren.net
>Precedence: bulk
>From: GSolomon@aol.com
>To: CoSN Discussion List <cosndisc@list.cren.net>
>Subject: Reminder
>
>If you use computers in your classroom or know someone who does, this grant
>program is for you. But the deadline is October 10.
>
>Win $1,000 Grant for Your Classroom
>
>Compaq's Teaching with Computer Technology Grant Program
>http://www.compaq.com/education/alliances/contest.html
>
>Do you have a success story about how you have used computers in your
>classroom? Then fill out Compaq's on-line form and tell about it. Compaq is
>rewarding the best three entries from each state with a $1,000 each. Winning
>entries will be posted to the Compaq Web site to inspire other schools around
>the country. So power up your computer and tell how you're using technology
>to nurture and challenge the minds of tomorrow's leaders. The deadline is
>October 10.