************************************************************** 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/index.html ************************************************************** Date: Thu, 6 Jan 2005 18:08:14 -0800 Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** EXPLAINING WORLD TRAGEDY TO CHILDREN A six-year-old child has just seen video of real children being washed out to sea. A teen sits transfixed watching images of people clinging to trees, mothers wailing as they discover dead children in an endless line of unclaimed bodies, and babies crying hysterically for their mothers. At the dinner table your 5th grader asks, "Can anything like that happen to us, dad?" How is a parent to respond? What should you say? What should you do? How do you deal with your child's fears without increasing them? Is it possible to reassure your child at a time when you, yourself, are horrified by the images of intense pain and grief you see in the hearts and on the faces of parents half way around the world? Chick Moorman and Thomas Haller provide useful tips for answering tough questions and honoring the feelings of children at: http://www.modernmom.com/content/1379 IS PUBLIC EDUCATION WORKING? HOW WOULD WE KNOW? It is a ritual incantation of American civic discourse that public education is critical to the future of our country. How, then, can we be so confused? How can we know if public education is working or not? Part of the problem is that over the last two decades an intense lobby has emerged that wants to turn public education over to private industry, make McStudents of the nation's youth. It has operated a not-so-stealth campaign to disparage public education and to try to convince Americans that it isn't working. This campaign has mounted a relentless, mantra-like vilification of public schools: schools are failing; teachers are lazy; education bureaucracies are unresponsive; students are being cheated; America is at risk. Sound familiar? Some of this lobby's motivation is ideological: they dislike anything that smacks of government control, the more so if the service is effective, for such examples repudiate the theological superiority of all things private. Some of its motivation is directed toward right-wing social engineering: they want to control the curriculum that future generations of American students must absorb. And much of it is simply economic: these "prophets of profit" want to get their hands on the $500+ billion that is spent every year in the U.S. on public K-12 education. But, writes Robert Freeman, the question of whether public schools can deliver should no longer be open for debate. The only question is whether we have the courage to now properly fund public education so that it can take our children and our society to even higher levels of achievement. Public education is not only the most important democratizing institution in America today. It is the foundation of our economic future as well. It never really went away. But still, it's good to have it back. http://www.commondreams.org/views05/0103-22.htm HELP CHILDREN BY CONTRIBUTING TO TSUNAMI RELIEF EFFORTS Hundreds of thousands of children are at great risk following the earthquake and tsunamis that hit coastal areas of six South Asian countries on December 26. Please help support UNICEF's emergency relief efforts. At least a third of those reported dead are children, UNICEF believes. Some of the hardest-hit populations were the fishing communities in villages scattered along all the affected coastal areas. Most families in these areas were already living in poverty -- housed in makeshift huts, with very low incomes and little financial security -- and this disaster is expected to increase their vulnerability. UNICEF is providing immediate relief and delivering emergency supplies from the UNICEF global supply hub in Copenhagen. Relief flights can be launched at any hour with essential survival provisions, including: (1) Emergency health supplies and medicines; (2) Oral rehydration therapies to prevent diarrheal dehydration; (3) High-protein biscuits to prevent malnutrition; (4) Basic shelter materials for displaced families; (5) Water purification tablets; and (6) Longer-term assistance will likely include educational supplies, additional health supplies and sanitation materials. You can make a secure donation over the phone by calling: 800-4UNICEF or: http://www.unicefusa.org/TR.asp?ID=M66574975850612710672265 For ideas on youth-led fundraising efforts and resources for parents and teachers to talk to young people about the tsunami disaster, visit: http://www.service-learningpartnership.org/teaching/tsunami.cfm QUALITY COUNTS 2005: FOCUS ON SCHOOL FINANCE Quality Counts 2005, the ninth annual report card on public education in the 50 states, focuses on changing school finance systems and the growing push to link funding to student performance. Education Week's study of the 50 states and the District of Columbia finds that 31 states are considering major changes in how they pay for education or allot money to school districts. Sixteen states are embroiled in litigation challenging the school finance systems they now have in place. The report includes finance snapshots for each state. It also examines how states raise revenue for education, support their "at risk" students, and compensate their teachers. The report also highlights the shift in focus from questions of "equity" to "adequacy," as states begin to explore what it would cost to meet the education goals spelled out in state constitutions. The report found that 30 states have had adequacy studies conducted, some of which are still underway. For this year's report, Education Week commissioned Bruce D. Baker, a finance expert at the University of Kansas, to categorize various adequacy methods and their findings across state studies. Education Week also conducted an in depth analysis of adequacy studies in three states: Kentucky, Maryland, and New York. As always, the report grades the states on the health of their education systems based on indicators related to student achievement; standards, assessments, and accountability; efforts to improve teacher quality; school climate; and resources. http://www.edweek.org/qc05 LITERACY COACHES: AN EVOLVING ROLE Literacy coaching is a growing development in the field of American education. Like other educational innovations, from charter schools to enriched after-school programs, literacy coaching is protean, varying from venue to venue and even described by different terms in various regions of the country. On the West Coast, writes Barbara Hall, educators work with an instructional framework known as "reading apprenticeship," while an East Coast source calls literacy coaches "advisor/mentors." These terms have evolved over the years, with early studies on the subject often using the term "reading specialists." While the practice of literacy coaching continues to make inroads in schools across the nation, even its most dedicated advocates acknowledge that it can have drawbacks. In studying literacy coaching at the Boston public schools, for instance, educators candidly caution that there are sometimes turf battles between coaches and teachers -- and content teachers, who are deeply invested in the practice of imparting knowledge about a particular subject area, do not always welcome the idea of having to teach literacy and comprehension at the same time. Their feeling, often, is that by the time kids reach the middle grades, their elementary schools should have already taught them to read and understand the information in their textbooks. With the added pressure of having to ensure that students pass required tests -- so that not only can the student continue his or her educational career but also so that the school itself doesn't suffer the stigma of being a "failing school" -- literacy is not always the first subject on a middle or high school teacher's agenda. Ellen Guiney, executive director of the Boston Plan for Excellence in the Public Schools, a local education fund, admits that the challenges of developing a literacy coaching program have been many. "With coaching in the picture, teachers teach in entirely different ways than they used to... so one key is that we've got to find just the right teachers to participate." Some 80 percent of Boston's literacy coaches are former teachers, Guiney reports. She has a number of recommendations for schools that want to begin inculcating literacy coaching into their classroom. "I would start small," she counsels. "But don't wait too long to scale up." She also lists these points to focus on: invest in the development of professional coaches, work closely with school organizers, ensure that school leaders buy in, get the incentives right for the coach and carve out time for the coach and teacher to work together. http://www.carnegie.org/reporter/09/literacy/index.html WHEN IT COMES TO SCHOOL: GIRLS RULE What once was a playground taunt has turned out to be true: Girls are better than boys. Girls have eclipsed boys on state and national tests, reports Staci Hupp. They are more likely to stay in school and to graduate, and they demand less special attention than boys, data show. That marks a dramatic turn from the time when schools were urged to nurture girls' brains instead of their baking skills. School officials and experts now fear the effort to pull girls up to an equal footing had an unintended consequence. "Boys are lagging, and in my view we are seeing the tip of a very serious national problem," said Judith Kleinfeld, a psychology professor at the University of Alaska in Fairbanks. A U.S. Department of Education study last month noted the academic edge that boys once held has vanished, and "the issue now is that boys seem to be falling behind," said Education Secretary Rod Paige. "We need to spend some time researching the problem." http://www.indystar.com/articles/4/206881-6024-009.html WHERE SUGAR AND SPICE MEETS BRICKS AND BATS Two District of Columbia gangs continue to clash, swinging baseball bats and slinging bricks at rivals. Jaws have been broken. Arms slashed. Faces sprayed with mace, reports Clarence Williams. The gang violence is familiar to law enforcement officials, but the type of player is not. The Knockout Honies and the Most Wanted Honeyz are girl gangs, the District's largest, with about 200 members between them. Girl gangs have been on the rise for several years in the District and other cities, including Chicago, Philadelphia and New York, gang experts say. No one has been killed in girl gang confrontations in the District, but an escalation of gang-related violence in recent months has officials alarmed about the possibility, particularly during the city's school holiday break. District girl gangs are not affiliated with male gangs, as girl gangs are in some cities, and as far as police know, they are not typically involved in drug dealing, street robberies or other criminal acts. The gangs tend to pick only on their rivals, not on others in the community. Ego is a major motivator, experts said. Most girl gang members in the District do not seem destined for a life of crime, experts say. Some are honor-roll students. They band together for camaraderie and protection and sometimes to explore their sexual identity, members and experts said. http://www.washingtonpost.com/wp-dyn/articles/A29940-2004Dec27.html THE OBESITY EPIDEMIC: WHAT SCHOOLS CAN DO The epidemic of obesity among school children and youth in the United States threatens to obscure the goal all state education policymakers share to prepare students for a full and productive future. Consequently, writes Brenda Welburn, state boards have no choice but to examine their policies on health and physical education to help reverse the growing overweight problem. Failure to do so decreases the chances of educating all children to high standards and amounts to negligence of the duty to assure that students are prepared to lead healthy lives and make good decisions once they leave our schools. As the articles in this issue of the "Standard" clearly show, the statistics demonstrating the extent of childhood obesity are overwhelming. And because children model the behavior of their parents, the escalating obesity rate among adults looms as another indicator that the number of children who are obese will continue to increase. Without comprehensive intervention and education, the problem is destined to deteriorate further. The harms associated with obesity are physical, social, and emotional. The social and emotional problems often impede classroom adjustment and performance. Changing the way students eat and exercise is not an easy task, but there are policy levers available. http://www.nasbe.org/Standard/index.html NCLB FLUNKS ON 3RD-ANNIVERSARY REPORT CARD The federal "No Child Left Behind" (NCLB) education plan fails by its own standards, according to a "Report Card" issued to mark Saturday's third anniversary of President George Bush signing the controversial plan into law. NCLB earned two grades of "F" for failing to stimulate "Real Improvements in Educational Quality" and discouraging the use of "High-Quality Assessments" on the scale used by the National Center for Fair & Open Testing (FairTest). A grade of "D" was awarded for the law's confusing and contradictory system of school "Accountability" based on the arbitrary "adequate yearly progress" requirement. Top grade on the Report Card, an "A-," came in the category "Public Relations" with a comment noting the Bush Administration's effort "to name and promote the law with high-sounding rhetoric." The Administration earned a mixed grade of "C" for "Focusing Attention on Children Left Behind" without providing adequate resources to close learning gaps. The grades are based on a detailed analysis of NCLB in FairTest's recent report "Failing Our Children." FairTest and 32 other education, civil rights and children's advocacy organizations recently sent Congress a joint statement recommending more than a dozen changes to overhaul NCLB. http://www.fairtest.org/nattest/Year%20three%20Report%20Card.html CHARTER SCHOOLS: A LESSON IN LIMITS In the past five months, three major reports have been released showing that charter schools performed more poorly than public schools on the same tests. The most recent of them, issued by the U.S. Department of Education, presented a re-analysis of data from the National Assessment of Educational Progress comparing outcomes for charter and public school students on these national exams. It echoed the NAEP findings released in August by the American Federation of Teachers. Yet another report, released reluctantly by the Education Department this fall, looked at state exam data in five states and came to the same conclusion. What are we to make of this? Proponents of charter schools say that we don't have enough data and that the schools have not existed long enough to be judged. Opponents say three strikes and you're out. According to Amy Stuart Wells, there are important public policy lessons to be learned from a reform movement that was promoted as the answer to a failing public school system, and that cannot, 14 years later, keep pace with that system. As a researcher who has studied charter school reform in six states, she believes we should not interpret the recent reports as an indictment of individual charter schools. Rather, they should alert policymakers to the hazards of building an educational reform movement on top of untested rhetoric about market forces and public schools. http://www.washingtonpost.com/wp-dyn/articles/A32611-2004Dec28.html STOP THE INSANITY: IT TAKES A TEAM TO LEAVE NO CHILD BEHIND What has happened to common sense in this era of No Child Left Behind? What makes anyone believe that talking louder makes a deaf man hear? Albert Einstein reputedly defined insanity as doing the same thing over and over and expecting different results. Yet that is what some see happening in elementary schools today. In response to high-stakes testing and higher standards for even the most challenging students, schools have responded by talking louder. They haven't changed the way they teach. Instead, they push more papers in front of the kids, keep them off the playground, and take away music and art. In Florida, they make kids repeat third grade if they can't keep up (an estimated 43,000 failed in 2003) and send them to summer reading "camps" to cram in a little more knowledge. Everything we know about human nature and child development should tell us to pause. Children need time to play and time to develop at a natural pace. Every parent knows that not all infants learn to walk by age 1 and talk by age 2. Neither do all first-graders learn to read at the stroke of midnight on their sixth birthday. Young children need security and encouragement, not pressure and humiliation if they can't keep up. Yet at the same time, there is a legitimate need for rigorous academic standards, high expectations, and reliable assessments to gauge each child's progress so that he or she is not left behind. The stakes are indeed high. Children of the 21st century absolutely need much higher literacy and mathematical skills than their grandparents. The world has been transformed through technology and global competition. So how do you lay a foundation for solid academic skills without killing childhood? Sarah Butzin, the founder of the Institute for School Innovation, proposes "triangulated learning" as a way to give children time to play and develop, even as they pursue high standards. http://www.ifsi.org/Butzin%20Article%20PDK.pdf TEACHERS UPSET OVER CHRISTMAS EVE PINK SLIPS Union officials and teachers in Detroit reacted with anger and disbelief in response to reports that some teachers found layoff notices among the holiday greetings in their mailboxes on Christmas Eve. The layoffs, which affect 372 Detroit Public Schools teachers, will be effective Feb. 25, after students take the MEAP tests. When school begins after February's winter break, the teachers, who are assigned to subjects that don't have teacher shortages, will be gone, according to the notices. The cuts are expected to save the district about $8 million and are in response to declining enrollment, reports Chastity Pratt. The district lost 9,300 students this fall, said district spokesman Ken Coleman. While teachers are reeling from the layoff notices, officials estimate that the district could lose as many as 5,800 more students by February. The cuts come just days before the Dec. 31 deadline that the state superintendent set for the district to come up with 2-year and 5-year deficit-reduction plans for what experts have called the most gruesome urban school budget crisis in the nation. The district has to figure out how to cover a $48-million deficit from last year in addition to a $150-million shortfall for this year. About 5,400 of the district's 21,000 jobs could be cut and as many as 40 schools closed. http://www.freep.com/news/education/dps28e_20041228.htm GREAT TEACHING: A LESSER FORM OF IMMORTALITY? Do we ever stop craving the approval of our teachers? In this heartwarming article, Sam Swope reflects on the influence of two key teachers whose magic led Swope to pursue a teaching career. http://www.msnbc.msn.com/id/6693989/site/newsweek/ SUPERMATH: IMPROVING MATH PERFORMANCE IN GRADES 4-9 Stanley Pogrow shares a decade's worth of experience in developing an approach to teaching math to upper-elementary and middle school students that simultaneously increases basic skills, improves problem solving, raises test scores, and sparks student interest in math. Supermath represents a new curricular approach that combines the best of traditional and progressive techniques in a data-driven balance that enhances both. It shows that it is possible to design a progressive approach that can substantially raise test scores while also transforming how teachers and students come to view the process and value of learning mathematics. If it can be done in mathematics, Pogrow writes, it can probably be done in other content areas. What we need are more creative, powerful, and synergistic forms of curricula. http://www.pdkintl.org/kappan/k_v86/k0412pog.htm TESTS ARE HISTORY AT THIS SCHOOL The 9-year-old Met School, in Providence, RI, defies convention, with no letter grades, no required classes, and "advisors" instead of teachers who work with the same small group of students for four consecutive years. Instead of taking tests, the 580 students present "exhibitions" of their work, reports Elizabeth Mehren. With 100% of its seniors accepted each year to college, the Met's "one student at a time" approach to learning has caught the attention of educators around the country. The success of the school also prompted the Bill and Melinda Gates Foundation to fund a nationwide network of similar schools known as the Big Picture. Awards of about $15 million made the Big Picture Company "our largest alternative school grantee," said Tom Vander Ark, executive director of education for the Gates Foundation. "There simply are kids that are wired differently or have had different life experiences. They need schools that are highly individualized and highly supportive," Vander Ark said. "The Met certainly is both. We take people there just to blow apart their preconceptions of how a school ought to work." Among the 18 Big Picture campuses established in the last two years are schools in Oakland, San Diego, Sacramento and rural El Dorado, Calif. Dennis Littky, founder of the Met School and co-director of the Big Picture Company, said a school in Santa Monica also was under discussion. The conventional U.S. high school, Littky said, is little more than an early 20th century assembly line. "The word most kids use when they talk about high school is 'boring,' " Littky said. "What a shame." http://www.latimes.com/news/education/la-na-met27dec27,1,4307014.story?coll= la-news-learning REVIVING INNER-CITY COMPETITIVE SPORTS The majority of New York City's nearly 1,000 middle and elementary schools have not had formal interschool athletic play for two decades, reports Bill Pennington. That is about to change, leaders of the city's Department of Education say. They intend to create a new framework for competitive athletics in middle and elementary schools, and they hope the city will be at the forefront of an athletics renaissance, offering more supervision and, in some cases, financing for teams. The teams and the formal competition disappeared in the wake of the city's fiscal crisis of the 1970's, a whitewash of a system that had once sponsored citywide leagues in sports like soccer, track and field, baseball and basketball. But the desire to play, and to compete, is hard to arrest. Over the years, the vacuum left by the budget cuts has been filled by myriad community groups, ad hoc organizations, corporate partners, parents and teachers who have formed hundreds of teams. This bred an unsanctioned sports network in elementary and middle schools that has operated largely under the radar of the city's Department of Education, even though the games are played in city schools, endorsed by local school officials and frequently supplemented by other city-financed services. This vast subculture, a confusing quilt of advocates directing after-school activities as diverse as tennis and tai chi, has existed for years, mostly unsupervised by the city's education administrators. "There hasn't been oversight and accountability in this area for many, many years," said Lori Benson, who was hired last year as the Department of Education's director of fitness and physical education. http://www.nytimes.com/2004/12/26/education/26schools.html AIDES PLAY GROWING ROLE IN CLASSROOMS There are roughly 1 million people in the nation's classrooms -- who are not teachers -- who strive for breakthrough moments with students. They are teacher's aides, a job that's become such a major part of instruction that Congress is ordering aides to prove their quality and experience -- just as teachers must. Since the 1950s, when aides were recruited for clerical work, their role has become a hybrid of teaching and lesson planning along with supervising the playground and cafeteria. Often assigned to help students with disabilities and limited-English learners, reports Ben Feller, aides also have quietly gained a big presence in mainstream classes. They work with students individually and in groups, reinforce the teacher's lessons and help keep class in order. Three decades ago, schools used to have 35 teachers for every teacher's aide. The ratio is now lower than 5-to-1, as the number of full-time and part-time aides has almost doubled. Yet aides still lack clear identity, right down to the various names they go by, including paraprofessional and paraeducator. Walk into some classrooms and it is not obvious which instructor is in the lead role and which one likely does not have a teaching degree. "There's little understanding about the level of intricacy of the work that they do," Tish Olshefski, a paraprofessional expert at the American Federation of Teachers, said about instructional aides. "There is this misconception that all they do is shuffle papers." http://www.washingtonpost.com/wp-dyn/articles/A29179-2004Dec27.html |---------------GRANT AND FUNDING INFORMATION--------------| "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 include programs and competitions we have previously announced, as well as those they plan to announce 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 QUOTE OF THE WEEK "A significant piece of accountability must come from within each of us. Each of us must ask, "What promises have I made to people? What claims can I make about my work? Does it have integrity? What about my organization? Is it truly and consistently serving the public good -- and if not, why not?" Asking such fundamental questions helps nonprofit leaders to focus on what they can realistically achieve in their work. It reminds them of their responsibility to the communities they serve. And it's a powerful way to reveal an organization's capacity to create change and encourage each member of the organization to examine his or her own personal capacity. Ultimately, we are all in the business of change. But what are the implications of accounting for ourselves? I believe there are four important factors about which we must be forever conscious: the rhythms of community life; definitions of progress versus success; notions of time; and legacy. Of course, there are other factors. But these four affect every change effort, even though they may sometimes be forgotten or hidden among more common measures of accountability. When we are aware of these factors, we invariably make our efforts more sustainable because we become more accountable -- to both our community and ourselves." -Richard C. Harwood, "Accountability and the Sustainable Nonprofit" http://www.theharwoodinstitute.org ===========PEN NewsBlast========== The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN Weekly NewsBlast is the property of the Public Education Network, a national association of 90 local education funds working to improve public school quality in low-income communities nationwide. There are currently 47,340 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. If you know anyone who is interested in receiving the NewsBlast, please forward this e-mail to them and ask them to e-mail us and put "subscribe" in the subject field or visit: http://www.publiceducation.org/subscribe.asp To view past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/newsblast-past.asp To subscribe or unsubscribe, visit: http://www.publiceducation.org/subscribe.asp To read the NewsBlast submission policy, visit: http://www.publiceducation.org/newsblast_submission_policy.htm If you would like an article or news about your local education fund, public school, or school reform organization featured in a future issue of PEN Weekly NewsBlast, send a note to: PEN@xxxxxxxxxxxxxxxxxxx Howie Schaffer Media Director Public Education Network 601 Thirteenth Street, NW #900N Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> EDUCATIONAL CYBERPLAYGROUND http://www.edu-cyberpg.com Net Happenings, K12 Newsletters, Network Newsletters http://www.edu-cyberpg.com/Community/index.html FREE EDUCATION VENDOR DIRECTORY LISTING http://www.edu-cyberpg.com/Directory/default.asp HOT LIST OF SCHOOLS ONLINE http://www.edu-cyberpg.com/Schools/default.asp Educational CyberPlayGround Services http://www.edu-cyberpg.com/PS/Home_Products.html <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>