Geometry.Net - Basic_D: District Of Columbia Schools General

Hood River County School District General Information
The Hood River County School district is a county wide system located in the scenicColumbia River Gorge 3766 students in five elementary schools, two middle
http://schools.gorge.net/hrcsd/hrcsd_do/info.htm

Extractions: General Information The Hood River County School District is a county-wide system located in the scenic Columbia River Gorge , (America's first and largest national scenic area) serving 3766 students in five elementary schools, two middle schools, one high school, and one K-12 school. The district operates an alternative learning center and in cooperation with local service agencies, coordinates the preschool Early Intervention program and high school completion programs. A comprehensive K-12 curriculum is provided for all students and recently was reviewed and praised by the Oregon Department of Education. A wide range of support programs are offered to students with special needs and the district promotes equity and diversity among staff and students. The Hood River County School District philosophy is based on the premise that all students should have the opportunity to realize their potential in intellectual, social, psychological and physical development. We believe that students should be prepared to adapt to a changing workplace and be responsible citizens in our global society. It is a common expectation that all policy, budget, and program decisions will be predicated on this basic commitment. Further, it is a belief that good schools require outstanding professional staff. Dedication to this tenet has led to the development of a veteran and quality teaching and support staff. A third principle is that schools are in partnership with the community. As a result, Hood River County citizens support their schools both in and out of the classroom. Pride in Hood River County Schools is shared among students, staff and community.
Washington, DC Local Government Sites
Association Washington, DC Washingtoniana Division, district of columbia PublicLibrary of Education Howard County, Maryland general Government Maryland
http://www.dcregistry.com/localgov.html
DISTRICT OF COLUMBIA PUBLIC SCHOOL SYSTEM (DCPS) FACILITIES MASTER PLAN USING GI
public school facilities in the district of columbia. immensely due to fiscal problemsin the district. The questionnaire sent to schools consisted of three
http://gis.esri.com/library/userconf/proc96/TO450/PAP418/P418.HTM

Extractions: Dr. H. Ferhan Kilical, Dr. Adil A. Kilical The District of Columbia Public School System (DCPS) currently operates 164 schools in addition to administrative buildings. Task Force on Education Infrastructure for the 21st Century (Task Force) was asked to develop a long term strategy to modernize the public school facilities in the District of Columbia. In order to verify and update the 1992 facilities assessment, PRI conducted a visual inspection of school buildings and their nonoperating systems. Along with the school inspections, a unit price list for all observed deficiencies was prepared. The deficiencies were classified into major building components as established by the DCPS. PRI prepared a deficiency cost database for the 164 schools using the observed deficiency quantities and adjusted 1995 unit prices. Further, status information on the 164 operating DCPS schools, such as name of the school, additional educational programs, average class size, student enrollment, school capacity, community accessibility, comfort and usefulness ratings of various spaces, handicap accessibility, room closings due to health or safety considerations, and rating of facility components such as the roof, windows, boilers, drinking fountains, etc., was collected. GIS themes included ward boundaries, school locations, attendance zones, streets, etc. Then, deficiency cost data as well as the status data was reviewed and restructured by PRI to enable tabular entry. A total of more than 120 GIS fields for each of 164 schools was prepared to enable logical queries, charts, graphs, etc. Using this GIS application as a decision making tool, DCPS can realistically estimate what major components in schools must be repaired / replaced and within what time frame, and determine what level of maintenance, repair and capital replacement funding will be necessary for each of the two 5-year funding cycles anticipated in its capital budget through the year 2005.
Government District Of Columbia Washington DC, Maryland And
public charter schools and provides oversight to those charter schools it has WorksImprove the quality of life in the district of columbia and enhance the
http://www.onegenesis.com/Government/District_of_Columbia/
Government District Of Columbia Washington DC, Maryland And
View Your Favorites district of columbia Public schools The public schools make dramatic tolive, work, visit, and do business in the district of columbia.
http://www.onegenesis.com/Government/District_of_Columbia/more2.html
The Lightspan Network - General Advisory Board
McKenzie is a former Superintendent of the district of columbia Public Schoolsand a former Deputy Assistant Secretary in the US Department of
http://www.lightspan.com/portal/corporate/advisory_boards/genadboard.asp

Extractions: Lightspan, Inc.'s General Advisory Board is composed of educational leaders, academicians, and business executives who help Lightspan identify and understand educational trends and issues and how these may impact the company's continued growth and direction. Gordon L. Berry, Ed.D. David L. Brittain Nelson B. Heller, Ph.D. Desktop EdNET Paul Houston, Ed.D. Robert Hughes John C. Ittelson, Ph.D. Bobbi L. Kamil, Ph.D. William Kirby, Ph.D. Maria M. Klawe, Ph.D. William D. Lynch Claude A. Mayberry Jr. Science Weekly, Inc. , a children's science periodical for K 8 students and President of the National Citizens Commission for African American Education. In 1991, Mayberry received the Purdue University School of Science Distinguished Alumni Award. He is a member of the Board of Trustees at Columbia University Teachers College. Floretta Dukes McKenzie, Ed.D. Seymour Papert, Ph.D. Mind Storms and The Children's Machine . Also, he has written numerous articles on education, epistemology, psychology, and mathematics. Dorothy Rich, Ed.D.
LegalTrek - District Of Columbia
TOP. district of columbia Law schools For full list see Law schools AmericanUniversity Washington College of Law; Catholic
http://www.legaltrek.com/HELPSITE/States/State_Contents/District_of_Columbia.htm

Extractions: Boards and Commissions, Office of Elections and Ethics, Board of Real Property Assessments and Appeals, Board of (DC BRPAA) ... Zoning Adjustment, Board of Advisory Commissions Advisory Neighborhood Commission 1-C Adams Morgan Advisory Neighborhood Commission 1-D Sheridan-Kalorama Advisory Neighborhood Commission 1-E Mount Pleasant Advisory Neighborhood Commission 2-E Foxhall Advisory Neighborhood Commission 2-F Logan Circle Advisory Neighborhood Commission 3-B Glover Park Advisory Neighborhood Commission 3-C Advisory Neighborhood Commission 3-D Palisades Advisory Neighborhood Commission 3-F Forest Hills and North Cleveland Park
District Of Columbia Public Schools
http://www.horne.com/schools/pigeon.html

Extractions: Pigeon droppings have been discovered in DC Schools where openings existed for pigeons to nest in attic spaces and above ceiling areas. Although pigeons are not normally considered to be a threat, their droppings can be a health hazard, just as with feces from other animals, such as rodents that may gain entrance into an indoor environment. One commonly hears of hantavirus, a disease discovered several years ago in the American Southwest from rodent droppings. Diseases such as histoplasmosis, cryptococcosis and psittacosis occur with pidgeons. The most common route of exposure seems to be inhaling aerosols (dust) from such droppings. This can occur when cleaning them up without observing the proper precautions. What follows will discuss the types of diseases from pigeon droppings, disease symptoms, and how to minimize ones exposure. This information is taken from a National Institute of Occupational Safety and Health (NIOSH) publication, No. 97-146, available on the internet at www.cdc.gov/niosh/hi97146.HTML
Education Department Releases 180 Days Report
s No Child Left Behind plan and how it will help their students and schools. thisadministration during visits to 23 states and in the district of columbia.
http://www.ed.gov/PressReleases/07-2001/07202001.html

Extractions: Education Releases 180 Days Report The following highlights the accomplishments of the Education Department and the presidents education reform proposals for the first 180 days of President Bushs administration: Legislative Victories Within the first 180 days of the new administration, both houses of Congress passed versions of the presidents education bill by overwhelming bipartisan majorities 384-45 in the House and 91-8 in the Senate. On the eve of the 180 th day, the members of the House Senate Conference Committee met for the first time to develop a final education bill that will reflect President Bushs No Child Left Behind plan for reforming our public school systems. Paige visits Americas schools Within the first 180 days of the new administration, Secretary Paige visited 20 elementary, middle and high schools and four college campuses in 20 states stretching from California to Maine. Secretary Paige delivered commencement addresses at three universities the University of Connecticut, Grambling State University and his alma mater, Jackson State University. Making No Child Left Behind a reality Thousands of students, teachers, administrators and parents in schools around the country have had the opportunity to meet with Secretary Paige and discuss the Presidents No Child Left Behind plan and how it will help their students and schools. He has personally recognized outstanding students, teachers and principals from every state in the country at forums sponsored by the department.
University Communications Newsdesk, University Of Maryland
school in the MidAtlantic region (Delaware, Maryland, district of columbia, Virginia whichdefeated some of the nation's premier engineering schools in last
http://www.inform.umd.edu/CampusInfo/Departments/InstAdv/newsdesk/News00_01/news
SEEP: Special Education Expenditure Project: An Invitation To States
LEAs from every state and the district of columbia. with the director of special educationin the district. and high incidence) served in each of the schools.
http://www.seep.org/stsamp_t.html

Extractions: SEEP: Special Education Expenditure Project: Sample Selection Plan The nationally representative study sample will collect information about the implementation of special education programs in all of the states and in school districts and schools within those states. The Common Core of Data (CCD) Surveys will serve as the sampling frame for the selection of LEAs (school districts) and schools. This frame will be updated with information provided by contractors working on ongoing U.S. Department of Education sponsored research efforts. This additional information will include lists of state schools for special education students (e.g., schools serving students with severe hearing and visual impairments) and lists of agencies that serve primarily or exclusively special education students (e.g., county offices of education, intermediate educational units, and other regional cooperative agencies). A tabular form of the Sample Selection Plan can be found in Appendix 1. State. For each of the 50 states and the District of Columbia, existing documents and materials will be collected on the use of state and federal special education funds (IDEA) at the state level and suballocations of state and federal special education funds to school districts and other agencies. District Sample. A sample of 250 LEAs (school districts) will be selected randomly, with a school district's probability of selection proportional to the number of students enrolled in the district. Fifty of these 250 LEAs will be selected from a stratum of agencies that serve special education students primarily or exclusively (including cooperatives and intermediate educational units [IEUs]); the remaining 200 LEAs will be "regular" LEAs. The district sample will be nationally representative of all school districts and will be stratified to insure the inclusion of LEAs from every state and the District of Columbia.
SEEP: Information On The Study Sample
LEAs from every state and the district of columbia. schools have been selected inevery district (except for 128 elementary and 43 secondary schools has been
http://www.seep.org/seep_samp.html

Extractions: Sample Selection Plan The nationally representative study sample collects information about the implementation of special education programs in all of the states and in school districts and schools within those states. The Common Core of Data (CCD) Surveys served as the sampling frame for the selection of LEAs (school districts) and schools. This frame has been updated with information provided by contractors working on ongoing U.S. Department of Education sponsored research efforts. This additional information included lists of state schools for special education students (e.g., schools serving students with severe hearing and visual impairments) and lists of agencies that serve primarily or exclusively special education students (e.g., county offices of education, intermediate educational units, and other regional cooperative agencies). Go to information for:
District Of Columbia
or certification for individuals already certified in another state, please contactDistrict of columbia Public schools Educational Credentialing
http://www.ets.org/praxis/prxdc.html

Extractions: Tests Requirements On December 21, 1988, the Board of Education mandated that all persons seeking certification in the District of Columbia must satisfy the conditions of the applicable educational license as well as all testing requirements. The Board of Education wants assurance that every prospective teacher has competence in mathematics, reading, and writing. Additionally, the Board expects that each teacher has mastered the content in his or her specific teaching discipline. As of October 1, 1993, all teachers and other professionals who apply for certification must take the appropriate examinations from The Praxis Series: Professional Assessments for Beginning Teachers The first digit of the Session/Test Code indicates the session during which the test is offered in the 2002-2003 testing year. There are no session numbers for the CBT tests, which are given by appointment. For more information about CBT testing, visit Praxis I Computer-Based Testing Predetermined scores must be achieved on the PPST (Pre-Professional Skills Tests) in Reading, Writing, and Mathematics prior to standard licensure in the District of Columbia.
District Of Columbia Public Postsecondary Education Reorganization Act
the district of columbia into a single institution to be called the University ofthe district of columbia, with several schools, colleges, institutes
http://www.reeusda.gov/1700/legis/udc.htm

Extractions: District of Columbia Public Postsecondary Education Reorganization Act An Act October 26, 1974, Public Law 93-471, 88 Stat. 1423, D.C. Code 31-1701 et seq. TITLE I-SHORT TITLE, PURPOSES, AND DEFINITIONS SHORT TITLE SEC. 101. This Act may be cited as the "District of Columbia Public Postsecondary Education Reorganization Act". STATEMENT OF PURPOSE SEC. 102. It is the intent of Congress to authorize a public land-grant university through the reorganization of the existing local institutions of public postsecondary education in the District of Columbia. It is the clear and specific intent of the Congress that vocational and technological education, as well as liberal arts, sciences, teacher education, and graduate and postgraduate studies, within the University be given at all times its proper priority in terms of funding with other units within the University, and that the land-grant funds be utilized by the University in accordance with the provisions of the Act of July 2, 1862 (7 U.S.C. 301-305, 307, 308) (known as the First Morrill Act). DEFINITIONS SEC. 103.
British Columbia Secondary Schools' Rugby Union
Delta Fraser Valley East Langley district Maple Ridge To promote membership in theBritish columbia Secondary schools Tournament Committee and the schools in his
http://www.bcssru.com/rules_regulations.htm

Extractions: Pursuant to Section 5.5 of the British Columbia Secondary Schools' Rugby Union Constitution and By-Laws: "The Directors shall have the power to make such rules and regulations as the Directors in their absolute discretion consider necessary to facilitate the functioning of the Union and the promotion of its objects, subject only to approval of the same by an Ordinary Resolution passed at the next following General Meeting. All rules and regulations so made shall be binding on the Members and on all persons participating in Union activities." Zones
District Of Columbia - Congressional Research Service Documents
February 9, 1999. Order No. RS20055. district OF columbia PUBLIC schools STATUSOF FEDERAL LEGISLATION AFFECTING THEM. 17 pages. May 7, 1996.
http://www.pennyhill.com/districtofcolumbia.html

Extractions: Documents on District of Columbia APPROPRIATIONS FOR FY1997: DISTRICT OF COLUMBIA . 15 pages. Updated October 15, 1996. Order No.: 96-636 E APPROPRIATIONS FOR FY1998: DISTRICT OF COLUMBIA . 38 pages. Updated February 20, 1998. Order No.: 97-213 E APPROPRIATIONS FOR FY1999: DISTRICT OF COLUMBIA . 44 pages. Updated November 5, 1998. Order No.: 98-213 E APPROPRIATIONS FOR FY2000: DISTRICT OF COLUMBIA . 26 pages. Updated December 23, 1999. Order No.: APPROPRIATIONS FOR FY2001: DISTRICT OF COLUMBIA . 26 pages. Updated November 27, 2000. Order No.: APPROPRIATIONS FOR FY2002: DISTRICT OF COLUMBIA . 27 pages. Updated January 10, 2002. Order No.: APPROPRIATIONS FOR FY2003: DISTRICT OF COLUMBIA . 21 pages. Updated January 9, 2003. Order No.: BUDGETARY IMPACT ON THE DISTRICT OF COLUMBIA OF THE TERRORIST ATTACKS . 2 pages. November 26, 2001. Order No.: COMING TO WASHINGTON, D.C. METROPOLITAN AREA: SOURCES OF INFORMATION ON TEMPORARY HOUSING . 4 pages. Updated March 20, 2003. Order No.:
Faculty Manual
institution for the professional study of law in the district of columbia. Shortlythereafter, three departments were reorganized as schools the School of
http://www.american.edu/academic.depts/provost/2/WCLfaculty/geninfo.html

Extractions: Contents Foreword General Information University Organization and Policy - Making ... Faculty Regulations GENERAL INFORMATION A Short History of American University Bishop Hurst and his colleagues were concerned with building an institution that would meld the strengths of the best German universities with the strengths of the existing university system in America. As their plans developed during the early years, they began to conceive of American University as an institution that would be: A privately supported university financed principally by the membership of the churches, particularly the Methodist Episcopal Church, which had been the founders of many of the colleges and universities in the early years of American history. An internationally minded institution where scholars from across the nation and from throughout the world would gather to dedicate their combined efforts to the advancement and dissemination of knowledge. A center of higher education and research activities which, while independent of the government, would draw freely on the intellectual and scientific resources of the Nation's Capital to supplement and to extend its own capabilities.
Washingtonpost.com: Metro - Live Online
The chief executive officer of the district of columbia public schools on what causedthe problems with the school system and how to fix them.
http://www.washingtonpost.com/wp-srv/local/liveonlinearchive.htm

Extractions: Bob Levey Live Washington Post columnist Bob Levey hosts " Levey Live ," each Tuesday from noon to 1 p.m. Eastern time. Bob's guests include the people who make the news and the people who report it. Bob also hosts " Speaking Freely ," an open-agenda discussion, Fridays from 1 to 2 p.m. Eastern time.
Washingtonpost.com The District
Print Edition Find the district Extra every to Force Out DC Inspector general WilliamsUnsuccessful schools News Suburbanites Make Pitches for Hometown Team
http://www.washingtonpost.com/wp-dyn/metro/dc/

Extractions: (U.S. Only) (e.g. 1965) (e.g. 20171) Country: United States United States Afghanistan Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil British Virgin Islands Brunei Bulgaria Burkina Faso Burma Burundi Cambodia Cameroon Canada Cayman Islands Cape Verde Central African Republic Chad Chile China Colombia Comoros Congo (Zaire) Congo Cook Islands Costa Rica Cote d'Ivoire Croatia Cuba Cyprus Czech Republic Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Fiji Finland France French Guiana French Polynesia Gabon The Gambia Gaza Strip and West Bank Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guinea Guinea-Bissau Guyana Haiti The Holy See Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Israel Italy Ivory Coast Jamaica Japan Jordan Kazakhstan Kenya Kiribati Kuwait Kyrgyzstan Laos Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macau Macedonia Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Federated States of Micronesia Moldova Monaco Mongolia Montserrat Morocco Mozambique
District Of Columbia Space Grant Consortium Scholarship Opportunities
Contact Awards Officer, district of columbia Public schools, Division of StudentServices, 415 12th Street, NW, Washington, DC 20004.
http://www.dcspacegrant.org/scholar.htm

Extractions: District of Columbia Space Grant Consortium Scholarships and Fellowships If you are a full-time undergraduate or graduate student at one of our member universities majoring in a space or science-related field, you are eligible for a DCSGC Scholarship or Fellowship. Requirements, awards, and availability vary for each university. Please contact the appropriate DCSGC representative for more information: American University Dr. Richard Berendzen

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