41. Public Education Network School Community Services for curriculum development related to health education. In rhode island, schoolsare awarded $1000 grants to pay for expenses (chiefly staff time) related to http://www.publiceducation.org/health/tools/component4.htm

42. SOCIAL AND POLITICAL ADVOCACY rhode island Project AIDS is a communitybased and services such as Prevention education(staff the AIDS Program), Administration and development (assist with http://department.rwu.edu/~cad/FSL/advocacy.htm

SOCIAL AND POLITICAL ADVOCACY 2 to 1: Coalition to Preserve Choice P.O. Box 5863, Providence, RI 02904 2 to 1 is a pro-choice community organization active in clinic escorting, lobbying at the State House, and voter education. 2 to 1 publishes a newsletter several times per year, organizes several fundraising events as well as collaborate with other statewide, pro-choice agencies. There are many volunteer opportunities available. AIDS Project Rhode Island Website 232 W. Exchange St., Providence, RI 02903 (401) 831-5522 ext. 113 Rhode Island Project AIDS is a community-based organization established to help cope with all aspects of the AIDS crisis in RI. Volunteers are needed to work in a variety of programs and services such as Prevention Education (staff the AIDS hotline, act as School Community Educator or Hepatitis Vaccine Educator), Client Services (work as computer trainer, Computer/Database Developer, assist in the Buddy Program), Administration and Development (assist with bulk mailings and administrative duties including working as graphic designer or receptionist). Volunteers are also needed to help organize and implement fundraisers and organize workshops and educational programs RI Coalition Against Domestic Violence Website 422 Post Road, Suite 202, Warwick, RI 02888

43. New Talent Development Program Director Named at the Community College of rhode island and a of community members, faculty, students,and staff; stressing the his master's degree in adult education on May http://advance.uri.edu/pacer/june2000/story4.htm

WHAT'S NEW URI HOME ADMISSIONS ATHLETICS ... A Message from your University ... New Talent Development Program director named Retired professor establishes endowment Peter August appointed as Coastal Institute director Commencement 2000 Alumni Weekend 2000 ... Alumni Summer Events Gerald Williams New Talent Development Program director named "We're all here because we have a passion to serve students," said Gerald Williams, who will become the third director of the enormously successful Talent Development program on July 2. He replaces Leo DiMaio who retired last fall. The program, with the official name of Special Programs in Talent Development, recruits minority and economically disadvantaged Rhode Island high school seniors and offers them a range of support services throughout their four years at URI. "My watch has just begun. Talent Development is fortunate to have the support and the commitment of President Robert Carothers. I can't fill Mr. D.'s or Rev. Hardge's shoes. It's not in the plan. Rather I want to walk alongside those shoes. I know I can call on Mr. D. for insight and suggestions. As Mr. D. always says 'TD forever.' I know that is true," said the soft-spoken 35-year-old. Williams knows the program well. He was a Talent Development student while earning his undergraduate degree in speech communications and, since 1995, the former URI football player has been an academic adviser for the program. He has also helped administer the University's College Readiness Program that assists people to meet the University's admission requirements.

44. East Bay Chamber Of Commerce • Rhode Island Chamber's ongoing economic development and education programs. Council (EBTC) participateswith rhode island's six tourism of Law students, staff and faculty. http://www.eastbaychamberri.org/benefits/plan2001.html

About the Chamber Membership Benefits 2002 Program of Work 2002 Board of Directors 2002 Business Plan Each year, the Chamber develops a plan setting forth short and long-range goals. This plan, developed by active volunteers with input from the general membership, guides the work of the Chamber's committees and staff. ADVISORY COMMITTEE Daniel Kubas-Meyer, Chair-elect The East Bay Chamber's Advisory Committee is composed of active past Chairmen of the board and is advisory to the Chamber's Board of Directors. The Committee will focus on sucession planning, statewide issues and issues involving other Rhode Island Chambers. INTERNET TECHNOLOGY COMMITTEE Samuel W. Adams, Chairman The Internet Technology Committee provided Internet marketing and business development opportunities for Chamber members. Provide educational opportunities through a series of seminars and/or workshops Facilitate improved technology support throughout the East Bay, particularly with respect to high-speed internet access

45. Focus On Basics - June 2002 community’s system of adult education and training Arkansas (hosted on rhode island’sweb site html An outline of various staff development activities that http://ncsall.gse.harvard.edu/fob/2002/expanding.html

FOCUS ON BASICS Vol 5, Issue D • June 2002 STAFF DEVELOPMENT Masthead Welcome by Editor Pathways to Change Teachable Moments: Videos of Adult ESOL Classrooms by Reuel Kurzet Using a Learning Organization Approach to Enhance ABE Teachers' Professional Development Study Circles Challenge the Intellect and Strengthen the Professional Community by Tom Smith PDK Couples Web Resources with Peer Interactions by Shelly Ratelle Indicators of Engaged Adult Learning The Professional Development Kit New Directions for Professional Development by Sandra Kestner A Conversation with FOB Three States Share Advice on Staff Development Expanding Access Focus on Basics ListServ Blackboard Editorial Board All About NCSALL ... NCSALL Home Expanding Access Web Resources for States Interested in Improving and Expanding their Professional Development Systems by Lennox McLendon For more than 30 years, as a teacher, program director, state director, and now director of the National Adult Education Professional Development Consortium (NAEPDC), Dr. Lennox McLendon has provided professional development opportunities to adult basic educators that respond to their varied needs and time constraints. For this issue of Focus on Basics , Dr. McLendon compiled a list of web-based resources, predominantly posted by states, that he has used successfully in building a staff development system. Only a sample of the rich resources available to states interested in exploring professional development options,they are organized in sections based on six interrelated components that Dr. McLendon has identified as key to creating an effective professional development system. State policy, pre-service training, systems training, responsive professional development, opportunities for each practitioner to share, and self-evaluation and program evaluation combine to create an atmosphere in which all educators are accountable to learn and develop as professionals.

46. NAESP - 2000 National Distinguished Principals been instrumental in introducing staff development opportunities that her holisticphilosophy The education process is and MEd from rhode island College, an http://www.naesp.org/SpecialProjects/00ndp/00bios11.htm

National Association of Elementary School Principals Serving All Elementary and Middle Level Principals Home Members Only What's New Site Map ... Jobs 2000 National Distinguished Principals Ann Jean Shelden Northern Hills Elementary School, Edmond Public Schools, Edmond, Oklahoma Juanita M. Fagan Williams Elementary School, Three Rivers School District, Williams, Oregon Richard L. Bonnar Hillview Intermediate Center, Grove City Area School District, Grove City, Pennsylvania Janice E. DeFrances Narragansett Elementary School, Narragansett School District, Narragansett, Rhode Island About Us Conventions Corporate Partners EDMarket ... naesp@naesp.org

47. Lucy Miller - Bios net and provided numerous staff development programs. in special education and elementaryeducation and has and public schools in rhode island, Idaho, New York http://www.swatweb.net/lucy_bios.html

Welcome Overview Newsletter Teams in Action ... Presentations Lucy Miller, Founder of the SWAT Team Program Lucy Miller, President of Students Working To Advance Technology, Inc. Directs and Deploys the National SWAT Team Program. (6th year) via www.swatweb.net She was nationally recognized for SWAT (Students Working To Advance Technology) project of which Technology and Learning Magazine and Microsoft named her the 1997 National Technology Teacher of the Year for founding this concept. The SWAT Program provides a structured environment for students to develop Digital Literacy skills. Lucy travels to provide on-site consulting and teacher, student, and parent training for school districts and home-school programs. She provides mentoring and online support to the National SWAT Outreach and SWAT Leadership Teams. She is also a National Trainer/Educational Consultant for LeapFrog SchoolHouse.

48. RIDE- Teacher Preparation, Certification, And Professional Development - Introdu Support staff cannot answer technical certification questions. and of student performance,rhode island schools need career – long professional development. http://www.ridoe.net/teacher_cert/Default.htm

Teacher Certification and Teacher Quality Expect Delays - Summer Construction During the months of July and August, staff in the certification office will be conducting training and testing of our automated state-of-the-art teacher certification system. This will have a significant impact on our ability of process certification requests in a timely manner. It is necessary that we implement the following policies to expedite the processing of applications: All Inquiries concerning your certification must be put in writing for review by a certification consultant. Consultants are not available to answer questions. Please don't ask to see a consultant. The certification counter is for accepting applications only. Your file will be treated as mail received that day. Support staff cannot answer technical certification questions. You may have your central office administrator call this office if there is an employment issue.

49. RISD : Rhode Island School Of Design : FOR TEACHERS participate in K12 school-based reform — most notably through professional developmentprogramming for practicing teachers. The education staff of The RISD http://www.risd.edu/for_teachers.cfm

Through the Center for the Advancement of Art + Design Education, housed in the Department of Art Education The Education staff of The RISD Museum offers workshops and exhibition previews developed for teachers . These programs make suggestions for integrating art into the classroom, for preparing a class for a Museum visit and for personal enrichment.

50. Northern Rhode Island Collaborative - Grants And Initiatives school supplies bidding, staff development and health relationships with special educationdirectors, business the Northern rhode island Collaborative seeks to http://www.ri.net/NORICO/grants.html

The Northern Rhode Island Collaborative has undertaken a number of special studies and projects designed to enhance the overall effectiveness of the Collaborative and its member districts. Past and present topics include: interactive video/distance learning, transportation, fuel oil bidding, Xerographic paper bidding, art and general school supplies bidding, staff development and health care study. Through on-going relationships with special education directors, business managers, and library media personnel, the Northern Rhode Island Collaborative seeks to improve communication and overall efficiency. ORS (Office of Rehabilitation Services)/RIDE Cooperative Agreement Initiative Diverse Learning Needs Team Grant Over the past several years, school communities throughout Rhode Island have demonstrated a renewed commitment to the goal of educating students with disabilities, ages 3-21, with their non-disabled peers to the greatest extent possible (least restrictive environment). They have worked to refine and enhance their capacity to provide appropriate supports and services in regular classrooms and other natural settings. This commitment has been exhibited in various ways: planning committees, collaborative teaching arrangements, classroom supports, accommodations and services, community partnerships, professional development, peer support systems, and other strategies and approaches. Those programs include such characteristics as learning environments that are flexible, strategies

51. AISR: Community-Centered Education Reform instruction for professors of higher education from several driven curriculum forten rhode island school districts. with school and district staff to position http://www.annenberginstitute.org/work/accountability_program.html

OPPORTUNITY AND ACCOUNTABILITY Our Work Program > Background Partners Staff Current Work Accomplishments ... Meetings Opportunity and Accountability PROGRAM Background and Purpose Accountability begins with high standards, which offer direction to curriculum and instruction; provide benchmarks for measuring student progress; and make explicit the goal of reducing disparities in expectations for different groups of students. But experience and research show that high standards, even coupled with rigorous testing, are not enough to guarantee success for all students. For this to occur, accountability systems must not simply quantify student achievement, but also improve it. In keeping with our belief that all students can achieve high standards, the Institute's work in accountability focuses on the alignment of accountability practices with curriculum and instruction. Effective accountability systems are not a once-a-year testing battery or a once-every-five years accreditation process. They are ongoing and data-driven; the outcomes of one accountability cycle become new data that are fed back into a continuous accountability process. The Opportunity and Accountability work focuses on three major areas: identifying, developing, and supporting innovative accountability models

52. Choices Education Program Workshops For Teachers on the World Sarah Cleveland Fox (Choices staff) Bill Velto rhode island. ChoicesEducation Program Watson Institute for International Studies Brown University http://www.choices.edu/edschedule.html

53. Practitioner Research As Staff Development Adult Literacy staff development Project, Department of Adult of page Websites AdultEducation Teacher Inquiry of the Literacy Resources rhode island web site. http://www.aelweb.vcu.edu/publications/research/intro_references.htm

References and Resources for Practitioner Researchers Print Resources Websites Print Resources Teachers Investigate Their Work: An Introduction to the Methods of Action Research . London and New York: Routledge. Teacher as Learner: A Source Book for Participatory Staff Development . Knoxville: Center for Literacy Studies. Available online at: http://cls.coe.utk.edu/pdf/teacher.pdf Qualitative Research For Education: An Introduction to Theory and Methods . Boston, MA: Allyn and Bacon, Inc. Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher . San Francisco, CA: Jossey-Bass. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms . San Francisco, CA: Jossey-Bass. Cockley, S. (1993). The Adult Educator's Guide to Practitioner Research. Dayton, VA: The Virginia Adult Education Research Network . ERIC Document ED362713. http://www.vcu.edu/aelweb/resguide/resguide1.html

54. 1995-96 RI Higher Educ. Eisenhower Projects University of rhode island Gender Equity, Mathematics and and university faculty membersin education, natural resource Over 120 teachers, staff and preservice http://www.ribghe.org/epdp9596.htm

1995-96 Rhode Island Higher Education Eisenhower Professional Development Projects Background on the 1995-96 Eisenhower Higher Education Grant Program The 1995-96 Eisenhower Professional Development Program (EPDP), which was authorized in the federal Improving America s School Act of 1994, places increased emphasis on offering sustained and intensive professional development activities; reserves 94.5 percent of the funds specifically for mathematics and science education; opens the remainder of the program to projects in any of nine core subject areas (mathematics, science, English, civics and government, foreign languages, history, art, geography and economics); and permits non-profit organizations, with documented records of effective professional development programs for teachers, to be grant recipients. In response to the call for proposals that was released in September of 1995, thirteen proposals from five institutions of higher education and two non-profit organizations were received with requests totaling $576,736. On December 1, 1995, three external reviewers reviewed the proposals, made recommendations on those that should be selected for funding, and recommended funding levels. In all, five proposals were granted awards for a total $210,000. Four institutions of higher education received grants: two public institutions (University of Rhode Island and Rhode Island College) and two independent institutions (Brown University and Providence College). A grant was also made to one non-profit organization (Roger Williams Park Zoo, working in conjunction with the University of Rhode Island, Rhode Island College, the East Bay Collaborative, and NYNEX). The projects awarded funding are described below:

55. Rhode Island State Profile The rhode island STC director uses the influential Joint staff Committee economics,labor, education departments - as a sounding board for STC http://www.ed.uiuc.edu/sped/tri/rhodeislandprofile.htm

State Profile Rhode Island School-to-Work Grant Funded 1996-2001 Transition Systems Change Initiative Funded 1996-2001 Putting Practice into Writing: Legislation, Policy, and Regulation School-to-Career (STC) language was in state education regulations before the STC implementation grant began. RI Skills Commission Report, High Skills or Low Wages, formed action steps for linking schools to workplace. Unified Resource Management forms the basis for one STC system for ALL students. Regional education collaboratives assist in facilitating school districts working together and sharing/consolidating resources. The Transition Planning Council is legislatively mandated and includes state departments that offer services for youth with disabilities. The accountability system for statewide school improvement involves STC initiatives. Winning Combinations: State and Local Leadership and Partnerships State leadership has focused on making Regional Transition Centers integral to STC partnerships. Career portfolio development is a joint effort by the Rhode Island Transition, Independence, and Employment Project (RITIE) (the Transition Systems Change Initiative), and STC.

56. BACKGROUND OF RHODE ISLAND are available to offer K12 staff-development workshops on to school law to law-relatededucation methodology. for pre-service teachers at rhode island College http://www.rilep.org/RILEP_background.htm

BACKGROUND OF RHODE ISLAND LEGAL/EDUCATIONAL PARTNERSHIP The Rhode Island General Assembly, the Rhode Island Department of Education, and the Rhode Island Bar Foundation have provided support to the Partnership and its programs since the agency began. Recently, the agency has received major funding from Textron and support from the American Board of Trial Advocates, CVS/pharmacy, IBM Corporation, the Providence Journal Company, and a series of large and small donations from individuals. Past funding from the Bar Foundation supported the writing of various publications: Lawyers with Class: Legal Partners in RI Classrooms Goldilocks Goes on Trial; Drugs and the Law in Rhode Island; Rhode Island Classrooms and the Law; and, Rhode Island and the Constitution: U.S. Supreme Court Cases Originating in Rhode Island. OVERVIEW OF SERVICES The Rhode Island Legal/Educational Partnership joins professionals from the legal and educational fields to promote a greater public understanding of the law and legal processes. The Partnership works closely with teachers, administrators, lawyers, judges, and law enforcement officials to develop and disseminate appropriate lesson plans, curricular guides, resource listings, and legal and constitutional publications for use in classrooms. Materials developed by the Partnership are augmented by an extensive print and audio-visual resource library housed in the Partnership office.

57. The Rhode Island Center For School Leadership a strong partnership with the rhode island Department of Elementary and SecondaryEducation in that from curriculum to staff development to community http://www.ricsl.org/aboutus.htm

ABOUT US General Information About Our Organization General Information About Our Professional Development Offerings The RICSL Executive Board Directions to the CSL Rhode Island Center for School Leadership Mission Statement: The Rhode Island Center for School Leadership is committed to collegial, sustained, and reflective collaborations that promote and encourage the best in educational leadership practices. The RICSL will achieve our mission through: Serving as a catalyst to encourage cooperation among members Building leadership capacities and competencies Identifying, encouraging, and supporting school leaders Providing comprehensive professional development services for school leaders About the RICSL: Back to Top The Rhode Island Center for School Leadership (RICSL) is a dream and a vision that was made into goals, and has now been a thriving reality for three years. Spearheaded by the Rhode Island Association of School Principals, thirteen leadership organizations in the state have joined together to provide a variety of opportunities for professional growth: from traditional classes to job embedded, on-site work; from workshops to seminars and lectures; and from reading seminars to on-site, in-school assistance through our Leadership Corps. Because school leaders have unique and overlapping professional development needs, and these needs are usually met in fragmented ways by individual professional organizations and higher education, the RICSL brings school leaders together for collaborative professional development based on Rhode Island's Quality Standards for Professional Development and the Interstate School Leadership Licensure Consortium (ISLLC) standards for leadership in schools at all levels.

58. Our Staff to school staff, parents, and RIDE staff on Medicaid and issues and represents theDepartment of education on the from rhode island College and a BA from rhode http://www.ric.edu/ritap/our staff/Our-Staff.html

Judth Saccardo Director jsaccardo@ritap.org Dr. Saccardo holds an Ed.D. from Boston University, an M.Ed. from Bridgewater State College, and a B.A. from Boston University. As Director of RITAP, her role is to provide leadership and direction to Rhode Island's statewide resource center to facilitate its goal of sharing knowledge from research, policy and best practice for the purpose of increasing the capacity of educators, practitioners and parents to improve results and enhance life-long outcomes for all children including those with disabilities. She comes to RITAP with over twenty-five years of successful teaching and administrative experience in the public and private school sectors as well as in the university arena. Dr. Saccardo may be reached at (401) 456-4600. Bill Eyman Behavior Support Specialist weyman@ritap.org

59. Nonprofit Education Jobs In New England: Massachusetts, Rhode Island, New Hampsh profit education organization in Providence, rhode island, dedicated to a vital changesin American education by generating main office with its 20 staff is at http://www.opnocsne.org/classifieds/Education.htm

Mark J. Matluck Program Director Executive Service Corps 87 Summer Street Boston, MA 02110 Phone: (617) 357-0849 Fax: (617) 423-2510 mmatluck@escne.org www.opnocsne.org Education Organization: Career Connections Collaborative Title: Senior Employment Specialist: Job Club Leader Description: Overview of Position: The Senior Employment Specialist collaborates with employers to help our clients get and retain good jobs. The Specialist understands employers' needs and refers appropriate job candidates to them. Good job referrals lead to long-term, continuous employment and career growth. Key Responsibilities: *Build and maintain collaborative relationships with high quality employers. Understand employers' needs and employment criteria. Help them hire and retain qualified candidates for entry-level jobs. Consistent outreach to employers during job search and after. *Lead "Job Clubs" for candidates in search, and provide one-on-one counseling. Help them understand employers' points-of-view.

60. The Education Alliance At Brown University Where We Work Services staff and Offices February 27, 2003, Brown University,Providence, rhode island. Lives of Children Through education Research and Category Reference education Brown University Research http://www.lab.brown.edu/

@import url("http://www.alliance.brown.edu/css/hp_adv.css"); OUR WORK TOPICS SITE TOOLS OUR WORK Mission Areas of Work Programs Where We Work ... News What's New: [other news] New Publication: The 2002 Annual Report of the Regional Educational Laboratories, . The report highlights the RELs' accomplishments in using research and development to improve schools. New Publication: Personalized Learning: Preparing High School Students to Create Their Futures . Drawing on Alliance work on Student-Centered Learning this book describes efforts, from the classroom to the state house and beyond, to personalize the learning experience of high school students. Mission: The Education Alliance promotes educational change to provide all students equitable opportunities to succeed. We advocate for populations whose access to excellent education has been limited or denied. For more than twenty-five years, we have worked directly with the education community to effect and sustain long-term improvement of student performance [more] Areas of Work: All of our projects share a common focus on applied research and technical assistance that reflects equity and diversity issues within schools. We have further organized our work around three major themes:

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