************************************************************** Educational CyberPlayGround Community http://www.edu-cyberpg.com/ K12 Newsletters Mailing List - Subscribe - Unsubscribe - Set Preferences http://www.edu-cyberpg.com/Community/K12Newsletters.html Advertise on K12 Mailing List http://www.edu-cyberpg.com/Community/Subguidelines.html All Mailing Lists http://www.edu-cyberpg.com/Community/ ************************************************************** Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** IT TAKES MORE THAN CARING TO LIFT HARD-TO-REACH KIDS Certain schools are having success in dealing with formerly low-performing students, writes William Raspberry. But precious few school systems are showing much consistent improvement in educating the children we know to be hard to educate: children of low-income black and Hispanic households, children of single-parent school dropouts -- children, in short, for whose parents school didn't work. What is hard for us to get our minds around is that school improvement is fairly easy to accomplish for children whose parents were successful in school and are enjoying some success in their lives. Threats of retention, loss of privilege, even the prospect of embarrassment, can nudge such parents into more active participation in their children's schooling. But for parents who have not enjoyed success or seriously envisioned success for their children, it takes more than reorganization and parent coordinators and the like. It takes a consistent, nonjudgmental effort to reach and teach parents how to prepare their children for learning. http://seattletimes.nwsource.com/html/opinion/2002252721_raspberry26.html CURRENT ACCOUNTABILITY SYSTEMS WIDEN RIFT BETWEEN PUBLIC & PUBLIC SCHOOLS A new policy brief from McREL reports findings from the National Dialogue Standards-based Education, a four-year project that engaged hundreds of participants nationwide in community conversations about what it will take to help all children achieve high academic standards. Some key findings reported in the brief, titled "Fulfilling the Promise of the Standards Movement," are as follows: (1) Accountability based on test scores does not have the same value for the public as it does for policymakers; (2) Parents are considerably more tolerant of variance in outcomes for their own children than accountability policies allow; (3) The public appears to have a very different agenda for school reform than policymakers; and (4) Current accountability systems may be widening the rift between the public and public schools. The brief's authors, Laura Lefkowits and Kirsten Miller, note that, "the public no longer questions the wisdom of standards, assessments and accountability per se. But it is not only academic success that is on the minds of the public, especially parents. Dialogue participants expressed deep concern about students' civic mindedness, sense of caring for others, flexibility and adaptability, work ethic and creativity." Thus, they recommend that policymakers consider developing accountability systems based on multiple indicators and work with the public to reform the education "system in ways that will allow individual students to develop their own potential while holding the adults in charge accountable for creating the opportunities for them to do so." Free copies of the brief are available for download at: http://www.mcrel.org/topics/productDetail.asp?productID=204 WHEN QUIET KIDS GET FORGOTTEN IN CLASS There are many ways of being; however, "quiet" is one that is not always accepted in the classroom. For some children it's a problem that begins in nursery school and can continue on through college and even graduate school, reports Toni Weingarten. Those not comfortable jumping into the verbal fray are sometimes judged as fearful, less intelligent, or even uncooperative. The whole classroom loses out when such students are ignored or marginalized, says Lynne Henderson. "We cannot afford to have these kids not participate. They're smart." In fact, she says, the qualities that many quieter children express -- thoughtfulness, studiousness, conscientiousness -- are among those most needed for the complex problem-solving required by today's information-oriented economy. Yet instead of nurturing such students, teachers sometimes automatically assume something is wrong with a child who is quiet. "We negatively stereotype temperaments even as we stereotype races," she says. Such stereotypes can lead to poor classroom experiences for more reserved students. Ironically, it is sometimes the very pressure to keep a classroom quiet that causes a teacher to focus most on children who are more vocal. http://www.csmonitor.com/2005/0426/p11s01-legn.html ************************************************************** K12 Privacy Teachers: Does your district have a policy regarding students privacy? When it comes to your student's personal information, who's in charge? http://www.edu-cyberpg.com/Technology/PRIVACY_INFORMATION.html ************************************************************** ARMED FORCES RECRUITER ACCESS TO SECONDARY SCHOOL STUDENTS Did you know that NCLB Title IX, Section 9528 requires school districts that receive NCLB assistance to share student information such as names and addresses of students to military recruiters? Another provision in Section 9528 allows parents and students to protect this information by requesting that it not be released. Schools must notify parents of their right to request that personal student information not be released, but many do not do so. NCLB requires school districts to provide military recruiters the "same access to secondary school students as is provided generally to postsecondary education institutions or prospective employers." Many states and school districts also have policies that regulate the privacy of student information, in addition to the NCLB requirements. With their parent's written consent to the school district, a student may request that their name, address and telephone not be released to military recruiters, institutions of higher education or both. At the link below are sample forms that can be submitted to school districts to request privacy protection of student information. http://www.publiceducation.org/portals/nclb/military/military_home.asp SCHOOL FINANCE LITIGATION & BEYOND Over the past 10 years a number of school funding court cases have produced major changes in state education policy around the country. These cases have drawn significant attention from both policymakers and the media. In a recent commentary in Education Week, Michael Rebell, executive director and counsel of the Campaign for Fiscal Equity, pointed out that school finance litigation has forced states to not only change the way they fund schools but to improve and update their states' assessment and accountability systems. As of February 2005, 45 states have been involved in some form of school finance litigation. These school funding lawsuits have addressed such issues as the state's role in assuring equitable spending among districts, providing suitable school facilities and adequate funding of programs such as those designed for special education and at-risk students. The most recent, and now most common, trend in lawsuits against states are those based on the adequacy of K-12 education spending. Thirty-two states have faced adequacy lawsuits and 14 states have lost such suits.3 In fact, the pace of decisions on adequacy cases is increasing with high courts in seven states ruling in favor of plaintiffs in the past two years alone. While school funding lawsuits have produced broad changes in some states, there are instances where the cost of litigation -- both financially and in terms of impacts on the education system -- may outstrip any benefits. While litigation can be a powerful tool to force change in school funding policies, it should be considered a last resort. This paper, by Michael Griffith, outlines some of the costs that school funding lawsuits pose to states and offers several strategies beyond litigation for policymakers and members of the education community. http://www.ecs.org/clearinghouse/60/26/6026.htm KINDERGARTENERS LACK BASIC SKILLS, TEACHERS SAY Despite a national trend that shows more children are attending preschool, it appears that fewer children are starting kindergarten with the basic skills needed to get them off to a good start. Kindergarten teacher Susan Ginsburg laments the fact that a growing number of pupils entering her class don't know how to write their own names. Kindergarten teacher Ann Vasconcellos is concerned that some of her pupils come to school never having cut with a scissors and having little practice in coloring. Teachers say they can tell which children have attended preschool, reports Jody Temkin. Those children, for example, are more likely to know rote skills, such as counting and letters. And they sometimes are better at listening and following directions. But even those children can be lacking skills, such as the ability to fully dress themselves. http://tinyurl.com/dkll5 INVESTING IN OUR FUTURE: EDUCATION & THE ECONOMY Prince George's County (MD) is positioned to be an economic dynamo in the next 25 years, but its promise can be fulfilled only if it significantly improves its public education system, says a new report. "Investing in Our Future: Education and the Economy in Prince George's County," calls for a countywide commitment to making the public schools and Prince George's Community College "among the best in the nation" and in the Washington, DC region. Creating a top-flight system of public education, from kindergarten through college, makes good business sense, the report says, and is needed "to ensure that our children have every chance to fulfill their potential." The report was prepared by the Prince George's Business-Education Alliance, a nonprofit research and policy analysis organization whose membership includes more than three dozen leading county businesses. It is based on presentations and discussions at the Prince George's Business-Education Summit, which was conducted by the Alliance in December. The Summit brought together business and education leaders, academic experts, public officials, community activists, and other invited guests for a daylong meeting. The report examines the potential for economic growth in Prince George's and the challenges facing the public schools and the community college. It also outlines trends in public education funding and explores and explains the sources of money used to finance the public school and community college budgets. In addition, it recommends steps that policy makers and business leaders can take to ensure that the county's children receive an excellent education. http://www.pgbea.org/SummitReport.pdf PROTECTING FUNDS FOR PHYSICAL EDUCATION The government tells people to cut the fat with fitness at the same time it is trimming fitness right out of the budget. In President Bush's budget proposal for fiscal year 2006, he would cut federal funds for physical education teachers and equipment from $74 million to $55 million. That is just the top of a crumbling pyramid. The budget crunches in the states, due in part to White House priorities for war and tax cuts to the wealthy, continue to result in physical education classes being stripped from schools all across the country. The percentage of high school students who participate in physical education dropped from 42 percent in 1991 to 28 percent in 2003, according to the Centers for Disease Control and Prevention. Similarly, only 25 percent of high school students report doing exercise that makes them breathe hard and sweat at least five days a week. A significantly higher percentage of high school students, 38 percent, watch television three or more hours a day during a school week. Everyone knows that lack of physical activity, combined with the proliferation of junk food, is fueling an obesity crisis among young people, writes Derrick Z. Jackson. The best first step, if the president and Americans are committed to physical fitness, is to send a message to America's children and parents that we are returning physical education to the schools. The classes were among the first to be cut during the mad dash toward standardized testing. http://www.boston.com/news/globe/editorial_opinion/oped/articles/2005/04/27/ the_crumbling_pyramid/ USING THE INTERNET FOR EFFECTIVE GRASSROOTS ADVOCACY The Internet is transforming the way nonprofits organize, energize and mobilize activists in support of a cause. It's a low-cost way to reach more activists quickly and inspire more of them to act. Using the Internet for grassroots advocacy -- or influencing the public to agree with an organization's opinion and to help influence policy makers through personal contact, phone calls, letters and the media -- can be highly effective. What organizations are realizing is that online grassroots advocacy is about more than just sending an email action alert. It's about building an ongoing relationship with a loyal network of constituents ready to support the issues most important to the organization. It's also about engaging constituents in a dialogue with their legislators on issues, not just on specific votes. This guide covers the key topics any organization should consider when planning an online advocacy program or strengthening an existing one. From trends in online advocacy to building an email list, creating compelling online advocacy campaigns, fostering loyalty to the organization and measuring online program results, it will help you to create and implement a successful, ongoing online advocate relationship program. http://mrss.ga1.org/Convio_guide.pdf MEDDLING PARENTS RUIN OWN HEALTH The fact that overinvolved parents can cause problems for their kids is well-known. Now, new research shows they can drive themselves nuts, too. In one of the first studies of this mental-health issue among parents, researchers found that parents who base their own self-worth on their children's accomplishments -- as measured by their answers to such questions as, "My daughter's failure can make me feel ashamed" -- have worse mental health than those who base their self-worth on other factors. Often called "helicopter parents" (they hover), these overinvolved moms and dads reported more sadness, crying and negative beliefs about themselves and less joy, contentment and life satisfaction, says the study. Worse yet, reports Sue Shellenbarger, there's no upside: Parents whose children did well, as measured by their college grades, showed no improvement in well-being, says Missa Murry Eaton, who co-wrote the study with fellow psychologist Eva Pomerantz. Instead, they continued to score lower than the other parents on measures of mental health. Apparently, Eaton says, the ever-present threat of a child's failure looms so large that it blots out any joy over the successes. Parental overinvolvement has increased markedly in the past 20 years, says Peter N. Stearns, provost of George Mason University. He cites a competitive frenzy over school success; guilt over mothers working, and growing parental distrust of schools and media as an influence on kids. Although there are benefits, including parents' spending more time with their kids, Stearns says, the emotional bottom line for parents isn't pretty: Parental worry and dissatisfaction is up sharply, he says, based on his own study of parent polls, sociological research and child-rearing materials. http://www.fortwayne.com/mld/journalgazette/living/11423870.htm INNOVATIONS IN EDUCATION The Office of Innovation and Improvement at the U.S. Department of Education has published the final two books in its Innovations in Education series. "Alternative Routes to Teacher Certification" looks at six programs that prepare people who already have content knowledge -- such as mid-career professionals, liberal arts graduates, retired military personnel, and other college graduates -- to teach. "Alternative Pathways to School Leadership" provides examples of successful strategies to prepare candidates for school leadership positions. To receive two copies of each new book, write to Courtney Phillips at Courtney.Phillips@xxxxxx, or visit: http://www.edpubs.org/webstore/content/itemDetails.asp?strItem=EU+0117P CITIZEN CAMPAIGN TO STOP PROPOSAL TO ELIMINATE ENVIRONMENTAL EDUCATION In keeping with this year's international Earth Day theme of protecting our children and our future, the Campaign for Environmental Literacy announced a petition to restore $14 million in funding for environmental education (EE) that was completely eliminated by the White House Office of Management and Budget (OMB) in the FY 2006 federal budget proposal. "The federal government currently spends less than an estimated $.48 per person per year on this essential education," said James L. Elder, coordinator of the Campaign for Environmental Literacy. "Unless the government makes a greater investment in environmental education, Americans will remain unable to achieve an improved environment, a more vibrant economy, better-planned communities, and even optimal human health -- a frightening reality given that our children's future is inextricable from the vitality of our environment." For example, childhood asthma is dramatically exacerbated by air pollution, which in turn is largely caused by emissions from engines such as car engines. Therefore, the driving habits and choices Americans make greatly affect the health of millions of children. Wide-spread environmental education can significantly influence such choices, and thus make children's (as well as adults') lives safer and healthier. "Despite its obvious importance, the environmental education field is consistently under attack from special interest groups," said Elder. "That's why we're asking citizens to use our website to fight back and demand restoration of $14 million in funding for environmental education. It's time for the 95% of the American public who consistently tell pollsters we want environmental education in our classrooms to stand up and be counted by Congress." The campaign's website allows individuals to quickly and easily send an email to their Members of Congress, ask a friend to take action, and find talking points about the issue. http://www.fundEE.org/ ABOVE AVERAGE ENROLLMENTS SEEN IN PROFESSIONALLY MANAGED CHARTER SCHOOLS Leading Education Management Organizations (EMOs) tend to focus on managing charter primary schools and on enrolling relatively large numbers of students in those schools, according to the seventh-annual "Profiles of For-Profit Education Management Organizations 2004-2005," released by the Education Policy Studies Laboratory at Arizona State University. Above-average enrollments are found most frequently in charter primary schools managed by the 14 largest EMOs. Nearly two-thirds of the charter schools managed by these firms are primary schools. By focusing on charter primary schools and enrolling relatively large numbers of students, EMOs appear to have found a built-in cost advantage because primary schools are less expensive to run than secondary programs. The majority of students attending charter primary schools managed by 10 of the 14 largest EMOs are enrolled in schools with enrollments above the average U.S. charter school enrollment including: Victory Schools (100 percent; Edison Schools (98 percent); and National Heritage Academies (96 percent), among others. "These data reveal the large EMO business model: run charter schools, focus on the primary level, and enroll a lot of students in those schools," said Alex Molnar. http://www.asu.edu/educ/epsl/CERU/Documents/EPSL-0504-101-CERU.pdf COVER THE UNINSURED WEEK Today, 45 million Americans have no health insurance, including more than 8 million children. Eight out of 10 uninsured Americans either work or are in working families. Being uninsured means going without needed care. It means minor illnesses become major ones because care is delayed. Tragically, it also means that one significant medical expense can wipe out a family's life savings. The problem is getting worse. As the price of health care continues to rise, fewer individuals and families can afford to pay for coverage. Fewer small businesses are able to provide coverage for their employees, and those that do are struggling to hold on to the coverage they offer. It is a problem that affects all of us. That's why Americans are coming together for "Cover the Uninsured Week." From May 1- 8, 2005, individuals and organizations from every sector of society will join together to tell our leaders that health care coverage for all Americans must be their top priority. The Week will mobilize thousands of business owners, union members, educators, students, patients, hospital staff, physicians, nurses, faith leaders and their congregants, and many others. For more information on planning or attending an event: http://covertheuninsuredweek.org/whatyoucando/ |---------------GRANT AND FUNDING INFORMATION--------------| "Broad Superintendents Academy" The Broad Superintendents Academy is a rigorous, ten-month executive management program designed to prepare the next generation of public school chief executives. They are seeking: (1) Outstanding senior executives from business, government, the military, higher education and nonprofit organizations who have successfully managed large, complex organizations; (2) Educators with a proven track record of success: superintendents from non-urban communities; deputy, associate and area superintendents from medium and large-sized urban districts; and executives from private school and charter school systems; and (3) Dynamic entrepreneurs and risk takers who challenge the status quo. Do you know of leaders who fit this profile? Public education needs them. Applications are accepted on a rolling basis and are reviewed each month. The final application deadline is September 15, 2005. To submit a nomination or find more information about the application process, contact Mollie Mitchell, Director of Recruitment at 310-954-5082 or mm@xxxxxxxxxxxxxxx or visit: http://www.broadacademy.org/ "ADAF Foundation Issues Request for Proposals" The American Dental Association Foundation (ADAF) has issued a request for proposals, helping to improve children's oral health under its Samuel Harris Fund for Children's Dental Health. The RFP is for 2006 projects. The ADAF, charitable arm of the American Dental Association, established the Harris Fund as a permanent endowment dedicated to the prevention of childhood tooth decay. It awards competitive grants of up to $5,000 to applicants, whose oral health promotion programs seek to improve and maintain children's oral health through community education programs. Proposals considered will request up to $5,000 and are from community-based, nonprofit organizations in the United States or its territories. In addition, the postmark date must be on or before July 8, 2005. http://www.ada.org/ada/prod/adaf/prog_access_harris.asp "Scientific and Religious Perspectives on the Love of Neighbor" The Institute for Research on Altruism, Compassion, and Service has announced the "Unto Others: Scientific and Religious Perspectives on the Love of Neighbor" course competition for secondary school faculty. The competition encourages academically rigorous secondary school courses that focus on unselfish love of neighbor as a spiritual and practical ideal. The winning courses must combine the study of unselfish love as understood within (a) spiritual traditions and (b) scientific frameworks, such as physics, cosmology, evolution, biology, political science, the social sciences, and health. Maximum Award: $5,000. Eligibility: Secondary School Teachers. Deadline: July 15, 2005. http://www.unlimitedloveinstitute.org/competition.html "National Association for Gifted Children" The National Association for Gifted Children has announced the NAGC-Nicholas Green Distinguished Student Award Program for students who have distinguished themselves in academic achievement, leadership, or the visual or performing arts. Maximum Award: $500. Eligibility: one student in every state from the third, fourth, fifth, or sixth grade. Deadline: Various. http://www.nagc.org/Awards/green/greenawd.html#intro "Captain Planet Foundation" The Captain Planet Foundation funds hands-on environmental projects to encourage youth around the world to work individually and collectively to solve environmental problems in their neighborhoods and communities. Maximum Award: $2500. Eligibility: Schools and non-profits. Deadlines: June 30, September 30, and December 31. http://www.captainplanetfdn.org/aboutUs.html#policies_grant_guidelines "Jack Kent Cooke Foundation Young Scholars Program" The Jack Kent Cooke Foundation Young Scholars Program selects high-achieving youth in the Unites States with financial need and provides them, throughout their high school years, with individualized educational services that enable them to develop their talents and abilities. Award: funding and support services. Eligibility: students entering the eighth grade in the fall of 2005 and planning to enter a U.S. high school who also demonstrate financial need. Deadline: May 2, 2005 http://www.jackkentcookefoundation.org/jkcf_web/content.aspx?page=YounSch "Presidential Freedom Scholarships" The Presidential Freedom Scholarships are designed to promote student service and civic engagement and honor outstanding service to the community. Maximum Award: $1000. Eligibility: High School Students. Deadline: July 1, 2005. http://www.nationalservice.gov/scholarships/ "Humane and Environmental Education" The National Association for Humane and Environmental Education KIND Award recognizes an outstanding teacher who consistently incorporates humane and environmental education into his or her curriculum. Maximum Award: various. Eligibility: Teachers K-6. Deadline: February 15, 2006. http://www.nahee.org/awards/default.asp "National Science Foundation Teacher Professional Continuum" The National Science Foundation Teacher Professional Continuum (TPC) Program is aimed at improvement of the infrastructure for K-12 STEM teaching and learning. This will be accomplished through the development of research-based knowledge and resources and their broad dissemination, particularly to those charged with impacting policy and practice. TPC projects will provide the foundation for making evidence-based decisions and the professional resources for implementing improvement efforts. Maximum Award: for Research Studies, $100,000-$500,000; for Professional Resources, $300,000-$1,500,000; for Conferences and Symposia, $200,000. Eligibility: state and local agencies, school districts, professional societies, research laboratories, informal science education centers, private foundations, or other public and private organizations whether for-profit or not-for-profit. Deadline: May 31, 2005. http://www.nsf.gov/pubs/2005/nsf05580/nsf05580.htm#pgm_desc_txt "U.S. Dept. of Education Integration of Schools and Mental Health Systems" U.S. Dept. of Education Integration of Schools and Mental Health Systems Program provides grants for the Integration of Schools and Mental Health Systems will provide funds to increase student access to high-quality mental health care by developing innovative approaches that link school systems with the local mental health system. Eligibility: State educational agencies (SEAs), local educational agencies (LEAs), and Indian tribes. Maximum Award: $150,000-$350,000. Deadline: May 16, 2005 http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov /2005/05-6744.htm "U.S. Dept. of Education Community Parent Resource Centers" U.S. Dept. of Education Community Parent Resource Centers program to ensure that parents of children with disabilities receive training and information to help improve results for their children. Maximum Award: $100,000. Eligibility: Local parent organizations, which must involve individuals with disabilities or parents of individuals with disabilities, ages birth through 26, in planning, implementing, and evaluating the projects. Deadline: May 20, 2005. http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov /2005/056747.htm "Toshiba America Foundation" Toshiba America Foundation makes grants for projects in math and science designed by classroom teachers to improve instruction for students in grades K-12. Maximum Award: $5,000. Eligibility: Grades K-12. Deadline: Decisions about grants under $5,000 are made on a rolling basis and applications are accepted throughout the year. http://www.taf.toshiba.com "Best Buy Children's Foundation" The Best Buy Children's Foundation supports programs that connect kids, technology and education. Best Buy's tech program was created to recognize and reward schools that are integrating interactive technology into the curriculum. Maximum Award: $2,500 Gift Card. Eligibility: Public Schools. Deadline: Ongoing, beginning April 2005. http://communications.bestbuy.com/communityrelations/teach.asp "Allen Foundation" The Allen Foundation supports educational nutrition programs, with priority given to training programs for children and young adults to improve their health and development. Maximum Award: Past grants have ranged from $2,000 to $1 million. Eligibility: Schools and school districts should partner with local nonprofits to form nutrition education programs. Deadline: Ongoing. http://www.allenfoundation.org/ "Intel Model School" The Intel Model School Program provides equipment for a school or district to enhance their technology by using advanced technology. The Intel Model School Program identifies schools that desire equipment or have a unique project to complete by using Intel products, and can show the improvement in the quality of the education experience for both the teacher and the student by using high-end technology. Award: Seeding of Intel equipment. Eligibility: K-12 schools or school districts. Deadline: Ongoing. http://www.intel.com/modelschool "Target Local Giving Program" This effort promotes a love of reading and encourages children to read together with their families. Awards recognize programs that inspire young readers (birth through third grade); and programs that bring arts to schools or schoolchildren to the arts. Maximum Award: $1,000-$3,000. Eligibility: Based on quiz. Deadline: May 31, 2005 http://target.com/target_group/community_giving/local_giving.jhtml "NEA Foundation Grants" The NEA Foundation provides grants for the purpose of engaging in high-quality professional development or implementing project-based learning and break-the-mold innovations that raise student achievement. Maximum Award: $5,000. Eligibility: public school teachers, public school education support professionals, and faculty and staff in public higher education institutions. Deadline: June 1, 2005. http://www.nfie.org/grants.htm "Fund for Teachers" Fund for Teachers provides funds for direct grants to teachers to support summer learning opportunities of their own design. Maximum Award: $5,000. Eligibility: teachers who work with students from pre-K through 12th grade, with a minimum of three years teaching experience, full time, spending at least 50% of the time in the classroom at the time grants are approved and made. Deadline: varies by state. http://www.fundforteachers.org/how.html "Goldman Sachs Foundation Prizes for Excellence in International Education" The Goldman Sachs Foundation and Asia Society are seeking applicants for the 2005 Prizes for Excellence in International Education. Five prizes of $25,000 each annually recognize schools, higher education institutions, states, and media/technology organizations that are working to "put the world into world-class education." The Goldman Sachs Foundation Prizes were created in 2003 to raise awareness of the growing importance of other world regions to U.S. economic prosperity and social well-being, and to promote international knowledge and skills in American schools. Applications are due May 10 for higher education institutions, states, and media/technology, and May 17 for elementary, middle and high schools. Full eligibility and application instructions, along with information on past winners, are now available at: http://www.internationaled.org/prizes "National Dairy Council 3-A-Day of Dairy Nutrition Education Grants" This grant program is designed to address America's low calcium intake and support the philosophy of the nutrition-based marketing and consumer education program, "3-A-Day of Dairy," and to help empower kids to be advocates for healthy eating, including three servings of dairy a day, and an active lifestyle, which contribute to a healthy weight. Maximum Award: $5,000. Eligibility: Individuals and organizations. Please note California, Wisconsin, Hawaii and Puerto Rico are not participating in the 2005 grant program. Deadline: May 13, 2005. http://nationaldairycouncil.org/health/resources/grant.asp "Show Me the Money: Tips & Resources for Successful Grant Writing" Many educators have found that outside funding, in the form of grants, allows them to provide their students with educational experiences and materials their own districts can't afford. Learn how they get those grants -- and how you can get one too. Included: Practical tips to help first-time grant writers get the grants they need. http://www.educationworld.com/a_curr/profdev/profdev039.shtml "Department of Education Forecast of Funding" This document lists virtually all programs and competitions under which the Department of Education has invited or expects to invite applications for new awards for FY 2005 and provides actual or estimated deadline dates for the transmittal of applications under these programs. The lists are in the form of charts -- organized according to the Department's principal program offices -- and includes previously announced programs and competitions, as well as those planned for announcement at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. They expect to provide regular updates to this document. http://www.ed.gov/fund/grant/find/edlite-forecast.html "Information on Grants for School Health Programs & Services" http://www.cdc.gov/healthyyouth/funding/index.htm "Grantionary" The Grantionary is a list of grant-related terms and their definitions. http://www.eduplace.com/grants/help/grantionary.html "GrantsAlert" GrantsAlert is a website that helps nonprofits, especially those involved in education, secure the funds they need to continue their important work. http://www.grantsalert.com/ "Grant Writing Tips" SchoolGrants has compiled an excellent set of grant writing tips for those that need help in developing grant proposals. http://www.schoolgrants.org/tips.htm "FastWEB" FastWEB is the largest online scholarship search available, with 600,000 scholarships representing over one billion in scholarship dollars. It provides students with accurate, regularly updated information on scholarships, grants, and fellowships suited to their goals and qualifications, all at no cost to the student. Students should be advised that FastWEB collects and sells student information (such as name, address, e-mail address, date of birth, gender, and country of citizenship) collected through their site. http://www.fastweb.com/ "Federal Resources for Educational Excellence (FREE)" More than 30 Federal agencies formed a working group in 1997 to make hundreds of federally supported teaching and learning resources easier to find. The result of that work is the FREE website. http://www.ed.gov/free/ "eSchool News School Funding Center" Information on up-to-the-minute grant programs, funding sources, and technology funding. http://www.eschoolnews.com/resources/funding/ "Philanthropy News Digest" Philanthropy News Digest, a weekly news service of the Foundation Center, is a compendium, in digest form, of philanthropy-related articles and features culled from print and electronic media outlets nationwide. http://fdncenter.org/pnd/ "School Grants" A collection of resources and tips to help K-12 educators apply for and obtain special grants for a variety of projects. http://www.schoolgrants.org NEWSLETTER May 2005 Vol. 3, No. 3 http://www.k12grants.org/200505BIMONTHLY.pdf QUOTE OF THE WEEK "No one disputes the purpose of NCLB: ensuring that no child is lost in a public school system that is not performing up to par. However, three years since it went into effect, its flaws are apparent and exemplified by the legal actions taken by the states, local school districts across the country, and the National Education Association. I supported NCLB, and will continue to ask, vote, and fight for funding at the levels necessary to properly implement the law. However, I also support the plaintiffs in these lawsuits. School districts should not face punitive damages or be forced to find money to pay for unfunded mandates." -Harry Reid (United States Senator for Nevada/Democratic Leader) ===========PEN NewsBlast========== The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN NewsBlast is the property of the Public Education Network, a national association of 87 local education funds working to improve public school quality in low-income communities nationwide. There are currently 47,565 subscribers to the PEN Weekly NewsBlast. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts. Some links in the PEN Weekly NewsBlast change or expire on a daily or weekly basis. Some links may also require local website registration. Your e-mail address is safe with the NewsBlast. It is our firm policy never to rent, loan, or sell our subscriber list to any other organizations, groups, or individuals. **UPDATE OR ADD A NEWSBLAST SUBSCRIPTION** PEN wants you to get each weekly issue of the NewsBlast at your preferred e-mail address. We also welcome new subscribers. Please notify us if your e-mail address is about to change. Send your name and new e-mail address to PEN@xxxxxxxxxxxxxxxxxxxx Be sure to let us know your old e-mail address so we can unsubscribe it. 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