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Why Prague
Prague, the capital of the Czech Republic, has served as a political, economic, and cultural center of Europe for more than 1,000 years. The "city of a hundred spires" on the river Volta is also home to a number of famous cultural attractions, many of which survived the extraordinary war-wrought destruction of 20th century Europe. Popular sites include: the Prague Castle, Charles Bridge, Old Town Square, the Jewish Quarter, and the Lennon Wall. With a growing and diverse population of more than 2.3 million, an extensive and lively history, and relatively easy access to the rest of Europe, Prague is, without a doubt, one of a kind.
"The programs in Prague offer students the opportunity to see the world from a different perspective," says Kristina Zvinakis, Prague International Accounting professor. "In their courses, students have the chance to discuss topics that may be familiar to them with faculty whose cultural background and worldview often differs from their own. Living abroad in an unfamiliar environment affords countless opportunities to step outside everyday comfort zones, to think about core beliefs, and to gain an appreciation for differences that impact how we, as citizens of a global community, work and interact. I think participation in these "global classroom" experiences provide a learning experience that is difficult to replicate in a traditional classroom setting."
Charles Bridge
The 13th century Charles Bridge throngs with people, but is none-the-less a top priority on the list of Prague attractions to visit. Try early morning for a less crowded walk, or go at night for a truly romantic stroll, with fairytale views of the Prague skyline, dominated by magnificent Prague Castle. Charles Bridge is not just a tourist attraction. This is the main pedestrian route linking the Old Town with the Lesser Town (Mala Strana), and then onto Prague Castle itself. During the day, souvenir stands and street musicians line the bridge; look out for the jazz band, who can be particularly entertaining.
Old Town Square
To step into the Old Town Square in Prague is to step back in time, 600 or 700 years. As you stand in awe, the dramatic history of Prague permeates the atmosphere. Dating back to the late 12th century, with its ancient buildings and magnificent churches, this is one of the most beautiful historical sites in Europe.
Jewish Quarter
The Jewish Quarter, known as Josefov, is located between the Old Town Square & the Vltava River. Its torrid history dates back to the 13th century. Entrance fees apply at several of the sights.
Wenceslas Square
Wenceslas Square is Prague's main boulevard. It is a centre for bars, restaurants, shops, banks, casinos, hotels and apartments. Wenceslas Square is one of the most popular places to stay in Prague, with tourists attracted by the nightlife and shopping. Most of Prague's sights and attractions lie within easy walking distance.
Hlavni Nadrazi
Hlavni Nadrazi is the biggest and busiest railway station in Prague, an Art Nouveau structure that represents Prague as the Mother of Cities. It is only a 5 minute walk from Wenceslas Square and has many convenient facilities to accommodate visitors.
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THOMAS SEELEY, Realtor Associate
Coldwell Banker Hunter Realty
344 West Turkey Foot Lake Road Akron, OH
Office: (330) 645-2960 , Mobile: (330) 338-3444 , Fax:
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- If your looking for real estate investment properties you found the right person.I specialize in selling reo investment properties and work for several banks such as Wells Fargo,Indymacbank,and Ocwen.Just contact me today and I can help you out whether its investment or any type of property you may be interested in.Houses,multifamily,retail,restaurants,commercial,vacant land......anything your interested in just give me a call or email.
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text: Starter bow @ 18 months ago was a 70 lb. Cheetah. Upgraded to the Firecat in @ Feb. and am amazed at its performance. Took this 202 lb. hog at 21 yds with my new 2011 Martin Firecat 400 (Black). June 25 - Fairfield, Tx. Also got a complete passthrough on a huge, mature Sitka an hour later. No photos on the Sitka, as the guide had to come get it & get it cleaned before the heat set in. It was 102 by Noon that day.


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6th Sense Crush 300DD Crankbait - $7.99
The 6th Sense Crush 300DD Deep Diving Crankbait has taken deep water cranking to the next level. Designed to dive quickly and efficiently to depths of 14-19 feet with less drag, the 300DD maximizes your time in the strike zone, while adding a fish-attracting turbulence trail. It's Deflecting Lip Geometry allows it to quickly rebound off thick brush, trees, rocks or any other type of cover, while maintaining position and trajectory. Its high buoyancy characteristics also allow it to back up and float out of snags. A faint rattle chamber creates a light knocking sound as well that provokes strikes without spooking finicky fish. Sharp VMC black nickel hooks and top-of-the-line paint schemes with realistic 3D gill plates, 3D eyes, and 3D scales differentiate the 6th Sense Crush 300DD Crankbait from all other deep diving crankbaits on the market.
|6th Sense
Comments: I am very impressed with these. The paint is phenomenal. They resemble a bomber deep fat free shad in shape, but they do not tumble during a cast the way most of my bombers do. They do not seem to reach the depth listed though. I could not hit bottom at 17'. Overall a bangin crank at a great price.
From: Tim: TX
Comments: Beautiful cranks! Great finishes and quality cranks. Very affordable. Doesn't dive as hard as Spros and Normans, but can hit 12-14' on 12lb line no problem.
From: Val: La Crosse, WI
Comments: Ran true out of the box and outfished my partner 3 to 1. Has a different knocker rattle than most. Very subtle. Easy to crank and never loses track of the bottom. Dug bottom at 16-17ft on 12 lb test. I deep crank year round (tournament fish) and may have found my new favorite deep diving crankbait. The colors are absolutely painted to perfection and I do not have to change to hooks which makes the price perfect for the quality you get.
From: Seth
Comments: I ordered a few of these, but have only thrown them for a couple of hours during a period when I was NOT "on fish." Still, I wanted to pass along a couple of observations. I was able to get the lure to run about 15' deep on 10 lb. fluorocarbon. These are virtually a copy of the BD7 Bomber Fat Free Shads. Same body profile, same lip design, etc. However, the 6th Sense baits have a slight scale texture above the lateral line and the paint schemes (particularly the shad patterns) are more realistic than those offered in the Fat Free Shad. I'll amend this review after I have more experience with this lure, but I'm reasonably certain that if you've done well in your waters with the Fat Free Shad, you'll also catch them with the Crush 300DD.
From: Steven: Santa Maria, CA, USA
Comments: I have been using these since they were released. Won quite a bit of money on them and get 17ft deep on 12lb Seaguar. Best deep diving crankbait on the market for the hooks, colors, depth and action in my opinion.
From: Rick
Comments: Great paint, good hooks and runs true out of the box. BUT... with 12lbs fluoro and long cast cant hit 14ft. Bomber runs 16-18 with no problems.
From: Diego: Mexico
Comments: Runs true out of the box. Great paint scheme. You gotta' have this bait if you plan on crankbait fishing!
From: Ron: Nacogdoches, TX
Comments: For those of you not familar with 6th Sense and Casey, prior to creating these baits, he was one of THE BEST custom painters in the country and he spent several years designing this 300DD crankbait, the 50 Crush and his jerkbaits. I regularly paid $17 - 25+ for his custom baits, and now everyone can get them at a bargain. 6th Sense is all about quality and craftsmanship. You will NOT be disappointed.
From: Patrick: Kansas City
Comments: Awesome Crankbait. I was real skeptical at first of the quality because the price was so low but I was suprised. This bait is totally amazing Best $9 dollar bait on the market
From: JP: LA
Comments: Sweetest DD made!
From: Rusty: TX
Comments: If you crankbait fish...you have to own these baits!!! There are no paint schemes on the market like these and they flat out catch fish! If you wanna win, THROW THESE BAITS!!!
From: Jason: Conroe, TX
Comments: These baits are the real deal. The cast excellent, paint jobs rival lucky craft, hooks are super sharp, and they all run true right out of the package. For nine bucks this is the best crankbait on the market.
Comments: These crankbaits are pretty incredible! I've been using them for a month now and catching good fish. Run true out of the box and the best colors ive seen. I just need to try more colors...I'de recommend them to anyone.
From: Mike: Kentucky Lake
***Note: If you have questions about this product or need assistance with an order please email your questions to firstname.lastname@example.com
15 Available Colors
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15 colors available
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- Antique Jewelry
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- So Much More
Fabulous Sapphire & 1.02 ct Diamond Ring
A superb high color and clarity old European cut diamond (G color; VS1 clarity) of an actual 1.02 carats with a round perimeter and open culet plays first chair in this orchestra of precious gems and platinum. Placed in a square platinum setting, the center diamond is surrounded by a series of eight (8) fancy cut natural sapphires situated in an octagonal bezel.
The open work mount is further enhanced with an even dozen (12) single cut diamonds with a total weight of .16 carats. Beautiful platinum elements with mille grain accenting adorn the shoulders which segue into a silken platinum band. Partially worn engraving to the interior reads "ABS to CME 4-29-49".
The ring is accompanied by a Gemological Institute of America (GIA) certificate stating that the main diamond is a brilliant cut. Please be advised that GIA and other laboratories often categorize old European and transitional cut diamonds under the umbrella term of "brilliant cut" as the those diamond cuts are indeed each a form of the brilliant cut.
Date: Circa 1949 for the mount; diamond is earlier 20th century.
Measurements: ½ of an inch (1.3 cm) in length north to south on the hand and rises 5/16 of an inch (0.8 cm) in height off the finger. Weight of 4.7 grams (3.0 dwt).
Ring Size: US 6-1/2 (UK M-1/2; Euro or Int. Circum. 53.1 mm; Int. Dia. 16.9 mm; Japan 13) and easily can be sized to fit most. Ring sizing information.
Hallmarks: 10% Irid Plat.
Condition: Excellent; diamond has been removed and reset; sapphires may be replaced.
Origin: American.
Note: The main diamond has been removed for accurate weight and grading. The other stones were not removed to preserve the integrity of the setting. All weights are approximated by measurement and formula and may vary from actual weights.
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February 14, 2005
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Everyone knows of that one band that everyone talks about - but you have no idea who they are. So when they come up in conversation you just nod and smile, pretending you know what's going on until you slowly fade yourself out of the conversation or change the topic before they find out you have no idea who they are. For me, Strike Anywhere were one of those bands. Whenever anyone talked about them I just nodded and smiled and pretended to know what I'm talking about when in fact I had only really heard one song from them (which was the music video on a compilation). So when it was revealed that Strike Anywhere were set to release a new CD, I figured it's about time I got to actually know the band.
Before I mislead you anymore, let me tell you that To Live In Discontent is NOT a new album by Strike Anywhere. It is a B-side collection. The first two tracks were previously released as the "Bread or Revolution" seven inch on Fat Wreck Chords. Tracks 3 through 8 were previously released as "Chorus of One" CD EP on Red Leader Records, and vinyl on No Idea. Track 9 was from Exit English while track 10 was from their demo. The last three songs are cover songs: Two Sides by Gorilla Biscuits, Values Here by Dag Nasty and Where Are They Now? by Cock Sparrer.
So really, this "new" CD gives you a great feel off the band throughout their entire career; and it is safe to say that they have stayed incredibly consistent. Fast paced hardcore punk rock anthems laced with sociopolitical lyrics all across this release, making it fun and energizing. The lyrics come flying at you somewhat reminiscent of Kevin Seconds and you soon find yourself shouting along with the infectious and furious choruses. They are highly political, without coming off trite and forced. It is an album full of fist pumping anthems with a select few that are able to really blow you away. All in all, it adds up for one solid release of B-sides.
So now when people start talking about Strike Anywhere I'll finally be able to pitch in a few opinions here and there rather then just nod and smile like the ignorant fool I was. But I should probably look into getting a copy of Exit English if I really want to join the conversation because although To Live In Discontent gives you a good background of the band, there's still more to hear from them, and Exit English was their break through release. It is a great release for any fan or person wanting to hear more from these Richmond, Virginia boys nonetheless.
The Punk Site
Bobby Gorman


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Financial aid
Applying for Financial Aid
The FAST (Financial Aid for School Tuition) service provides a need-based financial aid analysis that includes an income verification process. FAST is a service provided by Independent School Management, Inc. (ISM). All information from FAST remains confidential and is reviewed by the Financial Aid Committee only. You must apply for financial aid each school year.
Before applying for financial aid, a student must have received an enrollment packet through the admissions process. Current families' accounts must be in good standing. Current families' commitment to MMS through volunteerism, participation in school events and active engagement in your child's education may be considered. MMS is committed to making partial tuition grants available to as many eligible applicants as possible, subject to enrollment capacity, school resources, and the number of qualified applicants.
- The online application process is self-guided and accessed by clicking the FAST logo below. You can partially complete an application and go back to it a later time. (**Important Note: when beginning the application, enter your name on the application exactly as it appears on your tax return.)
- After you complete your application, you will mail copies of your tax return, W-2's and any other needed financial information to FAST. Do not send originals. (See mailing details below.)
- There is a non-refundable application fee of $38, payable by Visa, MasterCard, or American Express. The application fee will be billed as Independent School Management (ISM). Do not mail your financial documents until you have paid the FAST application fee.
- Once you have completed the application and submitted payment, use the "FAST Quick Processing System" to print a bar code page and mail it with your tax documents. (You can log back into your application and click on the link "Quick Processing for Tax documents to be sent.")
- Prior to mailing your documents, write "Mountaineer Montessori School" under your return address on the envelope. Pre-addressed envelopes are available upon request in the school office. The mailing address is:
- Call the FAST Call Center at 1-877-326-FAST (3278), open 24/7 if you have any questions about the application process.
<<< Begin the application by clicking the FAST logo.


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Midwood, Thomas Claude Wade Playing cards - ace of hearts. Drawn by Thomas Claude Wade Midwood, Hobart, Tasmania, 1854-1912. [Image] (Unpublished)
Playing cards - hand illustrated by Thomas Midwood - two versions of 'the ace of hearts' in pencil and ink from a private collection of 80 of his cards.
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Easton Table Bases End Table Base Only
Timeless and elegant, the Woodard Easton Table Bases End Table Base Only has luxurious design elements that will add beauty and charm to any outdoor room. This table is very durable, yet lightweight. It can be used anywhere outside with little maintenance.
The Woodard name has been synonymous with fine quality, luxuriously appointed patio furniture for more than one hundred and forty years.
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text: Hi everyone! I am looking to plan a trip from North Jersey to come hike Mount Washington! At home I am surrounded by the AT so getting out and hiking to prepare myself hasn't been an issue. I have been watching the forecast at the top and I know it's ever changing but it seems to be getting warmer. I am looking to hike mid June or early July. What do you guys think condition wise what to expect. We are also looking to do about 10 miles, 5 up 5 back, what do you suggest is a good trail route with some technical spots and nice views. We plan to hike up, camp, then return back down the next day. Any tips I would really appreciate.


text: GamesBids.com http://www.gamesbids.com/eng/ ©2007 Spoonlabs d.o.o. Vivvo CMS 4.0 2014-11-01T09:49:13-04:00 Joint Norway-Sweden 2026 Olympic Bid Suggested http://www.gamesbids.com/eng/winter_olympic_bids/future_winter_bids/1216136997.html 2014-10-31T10:07:00-04:00 2014-10-31T10:07:00-04:00 GB Staff A Norwegian College of Elite Sport top official told Norwegian outlet Nationen that a joint Norway-Sweden bid for the 2026 Winter Olympic Games would be Should Queenstown Bid For 2026 Winter Olympics? http://www.gamesbids.com/eng/winter_olympic_bids/future_winter_bids/1216136996.html 2014-10-30T08:16:00-04:00 2014-10-30T08:16:00-04:00 GB Staff Bruce McGechan, a marketing consultant from Queenstown, New Zealand, who has had snow sports marketing experience, believes the resort should bid for the 2026 Winter Sweden Regrets Withdrawing 2022 Winter Olympic Bid http://www.gamesbids.com/eng/olympic_bids/1216136995.html 2014-10-29T10:52:00-04:00 2014-10-29T10:52:00-04:00 GB Staff The Associated Press reports that Swedish Olympic Committee president Stefan Lindeberg said Sweden would not have withdrawn its bid to host the 2022 Winter Olympic Germany To Bid For 2024 Summer Olympic Games http://www.gamesbids.com/eng/olympic_bids/1216136994.html 2014-10-28T19:40:00-04:00 2014-10-28T19:40:00-04:00 GB Staff The German Olympic Committee's board approved unanimously Tuesday to present a bid from Germany for the 2024 Summer Olympic Games. The board will now hear Boston 2024 Unveils Website And Video Amid Local Opposition http://www.gamesbids.com/eng/olympic_bids/future_bids_2016/1216136992.html 2014-10-28T08:27:00-04:00 2014-10-28T08:27:00-04:00 GB Staff Although the United States Olympic Committee (USOC) is expected to decide in January whether it will make a bid for the 2024 Summer Olympic Games, IOC Chief Proposes Sweeping Olympic Bid Changes; Rules Out Bid City Visits http://www.gamesbids.com/eng/other_news/1216136991.html 2014-10-23T10:19:00-04:00 2014-10-23T10:19:00-04:00 Robert Livingstone The International Olympic Committee (IOC) will propose sweeping changes to the Olympic bid process hoping to attract larger fields of candidates. Consultations with invited Beijing 2022 Looks For Bid Slogan http://www.gamesbids.com/eng/winter_olympic_bids/2022_olympic_bid/1216136990.html 2014-10-20T11:49:00-04:00 2014-10-20T11:49:00-04:00 GB Staff Members of the public have been invited to submit ideas for a slogan for Beijing's 2022 Winter Olympic bid.China Daily reports the ideas should reflect Kazakhstan Wants Investors To Partially Fund Almaty 2022 http://www.gamesbids.com/eng/winter_olympic_bids/2022_olympic_bid/1216136989.html 2014-10-19T11:16:00-04:00 2014-10-19T11:16:00-04:00 GB Staff Should Almaty Kazakhstan be selected to host the 2022 Winter Olympic Games, Tengrinews reports that the Ministry of Culture and Sports of Kazakhstan has decided France May Still Bid For 2024 Summer Games http://www.gamesbids.com/eng/olympic_bids/future_bids_2016/1216136988.html 2014-10-14T11:26:00-04:00 2014-10-14T11:26:00-04:00 GB Staff The Associated Press reports that French authorities are still considering a possible bid from Paris for the 2024 Summer Olympic Games, even though Prime Minister Decision Delayed On German Candidate For Future Olympics http://www.gamesbids.com/eng/olympic_bids/future_bids_2016/1216136987.html 2014-10-13T15:19:00-04:00 2014-10-13T15:19:00-04:00 GB Staff The Associated Press reports that the German Olympic Sports Confederation (DOSB) won't decide until next year whether to present either Hamburg or Berlin as a


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I am asking for your prayers and support A wonderful lady passed away last night. She was 98 years old, born July 4th 1914. Raised on a farm in North Dakota. She told me stories about the barn dances and things she did with friends and family. She lived life to the fullest and always reminded us God is all around us and he wants you to be happy. My grandmother was everything to me and my family. She cared for everyone by taking time to counsel them and quide them toward Christ. As a young person I was lucky to have her as my mentor, and teacher. On a certain level I feel as if she acted as a mother. One of the things she wish asked for is that everyone pray and not just for her,but everyone who needs it. One of my oldest boys just broke down into tears. I explained she is with us through the holy spirit. Please pray for my grandmother as she passes through the gates of heaven.
and for you as well :rose: :rose: :rose: :rose: :rose:


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Washington Monument didn't sink after earthquake
Tuesday - 8/21/2012, 8:15pm EDT
Associated Press
WASHINGTON (AP) - The Washington Monument did not sink any further into the ground as a result of last year's 5.8-magnitude earthquake, government surveyors said in a report released Tuesday.
The upper portion of the monument sustained several large cracks during the quake on Aug. 23, 2011, and the iconic obelisk will likely be closed for repairs until 2014. The repairs, estimated to cost at least $15 million, will require a massive scaffolding to be built around the 555-foot monument.
The monument was built on land that used to be underwater and has sunk about 2.2 inches since 1901. Surveyors expected at least some modest settling as a result of the earthquake, but in a report released Tuesday, the National Geodetic Survey said the quake had made no discernible difference.
Dave Doyle, the project manager for the survey, said he was surprised and pleased by its findings.
"We're talking about a rather huge object _ 90,000 tons," Doyle said. "It sits on a base that is constructed mainly of sand and gravel and clay. With a 5.8-magnitude earthquake, you sort of thought that there might be a little bit of motion."
Doyle said the lack of settling was a credit to the engineers who shored up the monument's foundation in the 1880s. The monument was completed in 1884 and was the world's tallest structure until 1889, when the Eiffel Tower was built. It remains the tallest structure in the nation's capital, which has restrictions on building heights.
The survey was conducted in March. A previous survey was conducted in 2009, which meant that any measurable sinking since then could likely be blamed on the earthquake. But the measurements were unchanged from the earlier survey.
"If there was any movement, it was at the sub-millimeter level, and that's just not reasonably detectable," Doyle said.
The NGS has also recommended using global-positioning technology to determine whether the earthquake caused the monument to tilt, although there is no evidence to suggest it did. That work would be done while the monument is covered in scaffolding.
Most of the National Mall was created with soil dredged from the Potomac River. That's one reason why the structures on the mall are prone to settling in the ground, leading to problems that required major renovations of the Jefferson Memorial plaza and the reflecting pool in front of the Lincoln Memorial.
The monument was one of a few buildings in Washington to sustain significant damage from the rare earthquake. The National Cathedral was also damaged.
Besides the cracks, the quake caused chunks of stone to be shaken loose on the interior and exterior of the monument. Visitors were inside the monument when the earthquake struck and fled down the stairs. No one was seriously injured.
The monument has been closed to visitors ever since. It normally gets about 700,000 visitors a year who take turns riding an elevator or climbing stairs to the top.
Last September, engineers rappelled from the top of the monument to conduct a damage assessment. They found that scaffolding would be necessary to provide repair workers access to the top of the structure. The monument was previously covered in scaffolding in 1999 and 2000.
Washington Monument: http://www.nps.gov/wamo/index.htm
National Geodetic Survey: http://www.ngs.noaa.gov/
(Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)


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SuhmATNE REPORT
Dr. R i r d D. Packard, Director
Dr. Mary L Dereshiwsky, Statistical Research Specialist
Tbe CEE - R & D Partnership
Center for Excellence in Education - Nwtbern Arizona University
Box 5774 - Flagstaff, Arizona - 86001
Pb: (602) 523-5852
Document presented to the
Joint Legislative Committee on Career Ladders Task Force
State Capitol, Senate Caucus Room
September 14,1989
Table of Contents
Summative Report and Recommendations for Program Mflication of the
Arizona Career Ladder Research and Evaluation Project .................. 1
Overview ............................................... 1
Organization of the Task Force. ..................................... 1
Task Force Directives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
A . Organizational Environment and Readiness Levels . . . . . . . . . . . . . . . . . 2
1 . Policy Uniformity vs . District Diversity . . . . . . . . . . . . . . . . . . . 2
a) Related Legislative Guidelines. .................... 2
b) General Research Findings ....................... 3
c) Recommended Program Continuations and Modifications . . 3
2 . Recommendations for Career Ladder Models ................ 4
a) Effective Schools Career Ladder Model . Level IIl (ESCLM) . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
b) Transition Schools Career Ladder Model . Level II (TSCLM) . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
c) Developing Schools Career Ladder Model .
Level I (DSCLM) . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
B . Task Force Program Goal Priorities. .......................... 7
1. Student Achievement. ............................... 7
a) Related Legislative Guidelines . . . . . . . . . . . . . . . . . . . . 7
b) General Research Findings ...................... 7
c) Recommended Program Continuations and Modifications . . 8
2 . Teacher Evaluation and Placement . . . . . . . . . . . . . . . . . . . . . . . 10
a) Related Legislative Guidelines .................... 10
b) General Research Findings . . . . . . . . . . . . . . . . . . . . . .1 1
c) Recommended Program Continuations and Modifications . . 12
3. Job Enlargement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
a) Related Legislative Guidelines . . . . . . . . . . . . . . . . . . . . 14
b) General Research Findings . . . . . . . . . . . . . . . . . . . . . . 15
c) Recommended Program Continuations and Modifications . . 1 6
4. Salary, Finance and Budgetary Considerations . . . . . . . . . . . . . . 17
a) Related Legislative Guidelines . . . . . . . . . . . . . . . . . . . . 17
b) General Research Findings . . . . . . . . . . . . . . . . . . . . . . 18
c) Recommended Program Continuations and Modifications . . 19
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
List of Figures
Figure 1 - Mapping the Developmental Process for Effective
School Reform: Designs and Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Figure 2 - Assessment Model for Projected District Readiness Levels . . . . . . . . . . . . 23
Figure 3 - District Readiness Profile of Strengths and
Weaknesses - Support Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Figure 4 - District Readiness Profile of Strengths and
Weaknesses - Focus Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Summative Re~oratn d Recommendations for Prom- am Modification
of the Arizona Career Ladder Research
pnd Evaluation Proiect
Final summative evaluation reports related to the Arizona Career Ladder Research
and Evaluation Project began on July 20, 1989 with a morning presentation to the JLCCL
of an "Executive Summary" and "A Chronology of Research and Evaluation Procedures
for Assessment of the Pilot-Test Career Ladders Teacher Performance and Incentive
Programs." Initial recommendations for study were presented to the Committee's Task
Force that afternoon in the form of a report entitled, "A Preliminary Planning Document
Based on Long-Range Research and Evaluation." Documents presented prior to this time
were quantitative and qualitative research reports and formative summaries depicting the
progress and development of career ladder district plans and project evaluation results.
The summative nature of this report does not imply that formative research and
evaluation has ended. The 1989 data is still in the process of being analyzed and
summarized for reporting to participating districts, so that they may continue to develop and
improve their individual programs through the approved and funded cycle.
Organization of the Task Force
The primary purpose of the first formal meeting of the Task Force was to determine
the processes and procedures to be followed in its operation. Discussion centered around
several questions to be addressed and the way in which participants planned to review and
study the complex and extensive amounts of information which has accumulated from
several sources during the past four years. The committee decided that the next meeting
would be scheduled for September 14, 1989, in order to receive reports from the districts
represented on the Task Force and from the "outside" or "third-party" evaluators at
Northern Arizona University's Center for Excellence in Education. Each district is required
by legislation to conduct its own yearly program evaluation. Third-party "total-program
evaluators" at NAU were established by law and directly approved by the JLCCL to
provide objective assessment, review and evaluation/interpretation of data. This model has
proven effective for informed decision making by policy leaders.
Task Force Dlrec~ . . v s
Through the Senate Chair of the JLCCL, the Task Force requested that the districts
and NAU separately develop and present evaluative information related to two major
concept areas: (1) the type of organizational environment (or district readiness levels)
required for successful integration and implementation of operational career ladder models;
and (2) provision of evidence of the impact of the intervention program on identification
and improvement in levels of effectiveness of four major areas considered to be key
elements to the success of the career ladder concept. The four career ladder goal areas
which the Task Force identified as essential for immediate consideration are as follows: 1)
student achievement; 2) teacher evaluation; 3) job enlargement; and 4)jinunce and funding.
A. Organizational Environment and Readiness Levels
1. Policy Uniforrnitv vs, District Diversitv. A major consideration for Task Force
analysis relates to the question of whether more than ont program model is required
in order to attain the desired goals of improved teacher performance and student
achievement by means of the career ladders concept. This is part of the more
general issue of program effectiveness in influencing recruitment, retention and
motivation of high-quality professionals.
a) Related Le~islativeG uidelines. In 1988, S. B. 1 195 essentially included the
original policy guidelines of S. B. 1336 (developed in 1985) and S. B. 1384
(revised in 1986). It also extended the pilot program stipulations providing
funding for the districts through 1990-91.
[S. B. 1195 (Section 9, A.) states, in part,
"If the recommendation of the joint legislative
committee on career ladders is to allow continuation
or statewide participation in the career ladder
program, the recommendation shall include recommended
requirements for career ladder plans to replace the
requirements prescribed in section 5 of this act."
b) ckneral Research Flndlngs
. . . Research and evaluative evidence has indicated
extreme diversities among districts with respect to readiness to support change
and improvement programs such as career ladders. These diversities, as
reflected within organizational profiles and corresponding diflerences in
individual assessed needs, require determination of the types of career ladder
model programs which would support such differences in developmental levels
- or readiness stages. Some districts have made considerable progress toward
success with the present legislative guidelines and standard structures and
design models, while several others are experiencing dificulties with program
implementation within the short time period allowed for change. On the
average, change theory indicates that it takes a minimum of six years for the
efSects of major intervention and change phenomena to be realized. (Please see
Figures 1 and 2, pp. 22-23, for an example of some of the interrelated support
and focus factors to be assessed for district model placement.)
c) Pecommended Prosram Continuations and Modifications. Based on the
legislative guidelines and the research and evaluation findings, the following
recommendations are in order:
(1) Present pilot-test districts should be placed on a continuation
basis; that is, they should be provided with the authorized
level of funding for a three-year period to enable them to
reach an "Effective Schools Level" of operation. This would
involve such activities as meeting program requirements of curriculum
development; validation of all evaluation systems for students, teachers and
administrators; making realistic adjustments in salary plans based on
financial capabilities of the district and state; and improving other key
interrelated organizational support and focus factors. If these pilot-test
districts are unable to achieve needed changes within a three-year period of
time, then they should be placed on a "transition" or "developing" level,
which would constitute a continuing assessment and profiling cycle. After
another three years of developmental effort, a determination would again be
ma& regarding the district's appropriate career ladder placement level.
Depending on state funding capabilities, planning for
statewide participation is presently warranted. If statewide
implementation is forthcoming, a plan for assessing and approving new
districts would need to be devised and the total state program should be
subject to review and modifications every three to six years. New districts
would voluntarily apply and be phased into one of the model levels, based
upon the state's ability to generate adequate revenue to support their
(2) A minimum of two to three types of program models are
required to meet the developmental stages of school districts.
During the initial planning stage, each approved district, based on state
funding potential (please see the section on salary and funding), would be
assessed and profiled (Figure 2, p. 23, illustrates examples of assessment
and placement levels; Figures 3, p. 24, and 4, p. 25, show sample profiles
of strengths and weaknesses related to support and focus factors). Each
district would then be placed into one of the three categories described
(a) Effective Schools Career Ladder Model - Level III (ESCLM)
The ESCLM would essentially meet the intent of career ladder
legislation and district plans, designs and structures presently in
operation. Districts would be supported at a maximum approved level
based on the funding formula. They would be placed in this category
as a result of being assessed and profiled as effective operational
systems which clearly provide accountability in meeting program
goals. These districts should be assessed and profiled on a cyclical
basis every three to six years; in addition, they should continue to
work on needed improvements and other modifications identified as
being desirable. Teachers would have the opportunity for competitive
placement within any one of the maximum number of approved career
levels in their district, i. e., Levels I, II or 111.
(b) Transition Schools Career Ladder Model - Level TI (TSCLM)
The TSCLM would be funded at a transitional level for a period of
three to six years, as a means of attaining the following purposes: (1)
developing and improving organizational weaknesses with the
assistance of teacher leaders qualified for identified job enlargement
functions; and (2) refinement of a district system which can validly
account for the impact of district, school and teacher performance on
student achievement.
Teachers would have the opportunity to compete for placement in
the lower number of approved career levels in their district, i.e.,
Levels I and 11. The maximum number of teachers recruited for this
program model should not exceed 50% of the total teacher population.
(c) Qeveloping Schools Career Ladder Model - Level I (DSCLM)
The DSCLM would be funded at a minimum level for a period of
three to six years, for the purposes of changing and improving
organizational weaknesses with the assistance of teacher leaders
qualified for job enlargement functions. These functions would be
determined through the organizational needs assessment and profiling
procedure. Examples of such components include cumculum, student
learning and assessment, and job enlargement assignments related to
social and demographic requirements of the unique district
environment (i.e., culturarnanguage needs; retention programs and
assisting with the correction or improvement of other social/behavioral
conditions which affect student progress). A Level I position would
be the maximum career opportunity level for teachers in this type of
district. The number of district teachers recruited for program
development should not exceed 20-25% of the total teacher
(3) Due to the extreme diversities in school organizations, it is
important that the policy allow for flexibility in the required
amount of time to plan, implement and improve the program at
all levels, based on individual district stages of development
and local conditions for change.
(4) In 1985, the Center for Excellence in Education at NAU was
designated to evaluate the pilot-test program; however, there
was a critical oversight with respect to the usual provisions of
funding the research efforts. An objective "third-party" research
and evaluation operation is necessary in order to insure district
accountability for meeting program specifications and for efficiency and
effectiveness in expending state funds. Districts require unbiased
evaluations and profiling of strengths and weaknesses in order to be placed
at the appropriate model level and to meet individual developmental needs.
B. Task Force Program Goal Priorities
1. Student Achievement. The primary goal of the career ladder programs is to enhance
student achievement. Therefore, program requirements related to progress in
demonstrating accountability for improving student achievement were given a high
priority by the Task Force.
a) Related Legislative Guidelines. Section 5. "Requirements for career ladder
plan," essentially remained the same with respect to student achievement for
Senate Bills 1336, 1384 and 1195.
"Sec. 5. Peauj&anents f o r career ladder wlan. To
receive approval t o budget f o r a career ladder program
as provided i n s e c t i o n 4 of t h i s a c t , a school
d i s t r i c t ' s c a r e e r l a d d e r plan must c o n t a i n t h e
1. . . .
2. How t h e plan is designed t o improve student
academic achievement."
b) General Research Findings. While all participating districts have met
the stated legal requirements of the plan (point #2, above), few of
them have actually been able to demonstrate tangibly the effects of
the program on improved student achievement. In particular, several
districts have been unable to develop adequate scientific and technological
support required to do the following: 1) establish a valid curriculum and
student assessment program based on that curriculum; 2) relate process
evaluation of teacher skill levels to product evaluation of student achievement
gains; 3) develop teacher capability to pre- and post-test students' learning and
determine the signijicance of related achievement gains; and 4) reliably associate
teaclzer pelformance levels with student achievement based on state or national
standardized and nonned tests. Those districts which have valid and reliable
reacher evaluation systems are beginning to &mnstrate a connection between
teacher performance levels and student achievement. To the researchers'
knowledge, this has not been accomplished before in education on such a large
Recommended Program Continuations and Modifications. Based on the
legislative guidelines and the research and evaluation findings, the following
recommendations are in order:
(1) Districts should continue to show "how the plan is designed
to improve student academic achievement." At the same time,
legislative guidelines need to be expanded to include
requirements for demonstrating accountability for student
achievement. Districts should be placed at their appropriate
stages of "developing," "transitional," or "effective schools
levels," based upon their current operational capabilities,
analogous to teachersf placement on career-ladder levels
according to their demonstrated accountability for student
(2) Districts placed on the DeveloDinr Schools Career r,;L1Ldder~
Model (Level I) should devise a long-range plan of improving
accountability for student achievement throughout the total
system (district, school and teacher). In particular, this plan
should contain a detailed description of procedures for developing valid
and reliable measures within each unit of the entire system. Before being
eligible for the transitional model, all teachers within the district should
have received professional development in pre- and post-assessment and be
able to demonstrate individual student and group gains with respect to
curricular objectives being taught in their classrooms.
Those districts using the DSCLM are not yet capable of directly
connecting teacher performance with student achievement. Therefore, their
career ladder teachers should be assigned to "Placement Level I," applying
their extended time and responsibilities in providing leadership to develop
and validate curricular objectives, teaching methodologies and school
programs which are closely associated with student achievement.
(3) Districts placed on the Transitional Schools Career Ladders
Model (Level 11) should continue to develop their teachers by
means of extensive job-enlargement assignments. In addition,
they need to refine and validate a curriculum to track assessment of student
learning on the classroom, school and district levels over a long-range
period of time.
(4) Districts would be eligible for the Effective Schools Career
Ladders Model (Level 111) when the system is able to
implement a program which can validly and reliably account
for student achievement based on at least two types of
measurement. The two measurement requirements to be monitored on
the district, school and teacher levels are identified and described below:
(a) In order to account for student improvement throughout the long term,
a sound and well-developed curriculum (including content objectives)
which is designed for students within the local community would be
validated and normed on quantitative and qualitative measures which
can be reliably tracked. Districts would then be able to assess and
compare improvement in student achievement more equitably within
the local environment. Local districts should not be held
accountable to an unrealistic standard in comparison to
other schools with different curricular needs, or to
communities which have environments that may be
extremely divergent from their own.
(b) At least one other standardized state or national measure for district
accountability should be required. Appropriate nonning should occur
on the local level in order to prevent unfair or misleading comparisons
across diverse districts, as well as to enhance accountability.
Specifically, this means that each district (and the schools contained
within it) should norm the state-approved or accepted standardized
tests. Each district should also be able to assess teacher, school and
district improvement throughout an extended time period, in order to
determine the local impact of its particular career ladders program on
student achievement.
2. Teacher Evaluation and Placement Teacher evaluation andplacement was
identified by the Task Force as another key program consideration. The purpose of
the career ladder concept is to reward teachers based on levels of performance.
Therefore, such components of teacher evaluation as improvement of classroom
skills and related extended job responsibilities (requiring greater time commitments
and higher levels of expertise) which directly impact student achievement were a
logical focus of immediate attention.
a) Related Legislative Guidelines. Section S., Paragraph 4 of the career ladder
legislation states, in part,
"The c r i t e r i a f o r advancement s h a l l be challenging
enough t h a t not a l l teachers are expected t o advance
t o the highest l e v e l . Movement, e i t h e r upward or
downward, on t h e career ladder s h a l l be conditional
and based on the evaluation procedures as provided i n
paragraph 6 of t h i s section."
Paragraph 6 relates to the evaluation procedures contained within the career
ladder program for teachers. It states that,
"the evaluation procedures shall be based on the
evaluation system as provided in section 15-537,
Arizona Revised Statutes, and shall include at least
the following:
(1) More than one measure of teacher performance
including performance in relation to student
academic progress.
(2) An explanation of the procedures used to determine
that the measures of teacher performance are fair
and objective.
(3) Opportunities for improvement of teacher
b) General Research Findings. Research indicates that most districts are doing an
excellent job of building on past evaluation procedures of assessing teaching
input and process. At the same time however, few of them have attained the
primary objective of validly connecting teaching pe~ormance levels to the
content product (or output) of student academic achievement. Pe~ormance-based
systems require multiple and specific criteria which are appropriately clear
and developmental in nature and scientifically connected to student achievement.
The criteria in most evaluation systems are "challenging enough," but they
deal to a greater degree with evaluating teachers' adherence to lesson-plan
procedures and "cook-book" methodologies, rather than with the level of
academic content and accountability demonstrated in student learning. Several
districts appear to have ''measures of teacher performance" which are 'Ifair and
objective," but most have not conducted reliability and validity studies on their
evaluation systems in order to demonstrate clearly the connection between
classroom pelfonnunce and achievement.
A particularly notable success of the career ladder teacher development and
incentive program has been the expanding variety of professional "opportunities
for improvement of teacher pelforrnance." Teachers have been found to be
extremely dedicated to professional development; they have expended extensive
amounts of time and effort in support of district and state guidelines and
directives for improving education.
While teachers are very enthusiastic and professional about following
requirements, a major problem has developed with respect to district self-monitoring
of program success. Several districts are not yet able to apply or
assess thz eficacy of evaluation and improvement programs systematically and
objectively in the short implementation time allowed.
Recommended Pro~ram Continuations and Modifications. Based on the
legislative guidelines and the research and evaluation findings, the following
recommendations are suggested:
(1) The career ladder program should continue to require districts
to meet the specifications of Section 15-537 of the Arizona
Revised Statutes, as well as the more specific policy of
connecting "teacher performance in relation to student
academic progress."
(2) The law needs to require more than "an explanation of the
procedures used to determine that the measures of teacher
- performance are fair and objective." Individual districts' evaluation
systems need to be assessed to determine their current levels of readiness
for effective placement of teachers on the ladder. More specifically, this
should be accomplished by districts progressing through the developing,
transitional and the effective schools model levels based upon objective
validation of their systems.
Extreme diversities with respect to districts' readiness
levels require that teacher evaluation and improvement
systems be modified within a time frame which would support
the unique change conditions affecting each district. That is,
districts have experienced differences in change conditions which affect
their ability to develop with respect to required time and technological
sophistication. Such differences in ability to adjust to change should
therefore be directly incorporated into recommended programs.
(3) Career ladder policy should provide for the establishment of
an objective and effective evaluation system, which would
include the following components:
(a) establishment of a valid curriculum, including educational
objectives, which meet local needs;
(b) validation and norming of tests to be used to determine
student progress with respect to content being taught,
which in turn is based on local curricular objectives;
(c) local norming of a state or national standardized test
within each district, school, subject and grade level; and
(d) validation of the teacher evaluation system through
determination of the relationship between levels of
assessed teacher performance (process evaluation) and
results of student progress (product evaluation).
Those districts capable of progressing through the foregoing
developmental phases would warrant placement in the "Effective Schools
Career Ladders Model." In order to merit this placement, it is necessary
for districts to re-allocate their efforts; that is, to spend proportionately &
time on process evaluation and more time on product evaluation.
Furthermore, teachers are devoting too much time to the technicalities of
classroom performance. They need to concentrate more on the
development of a cumculum, with related testing and evaluation of content
which is linked to differences in developmental levels of their students.
As districts move from the developing career ladder model to the
effective school model, the evaluation system should progress from
process to product evaluation. Developing schools which are not yet
capable of reliably assessing student achievement based on valid
procedures would rely on process evaluation to a greater degree. Effective
schools, in contrast, would balance evaluation systems by using more
product evaluation procedures. Advanced teachers in effective schools
should have an evaluation system which would allow for creative and
imaginative varieties of teaching methodologies, rather than having to
follow a more rigid "cook-book process of instruction. Creative and
unique methods of teaching have in fact been found to result in greater
student progress and achievement.
(4) Since research has shown that teacher input into change systems is of
utmost importance, it is crucial that the evaluation system be assessed and
refined on a continual basis, with teacher leaders playing a major role in all
stages of its improvement.
3. Job Enlargement. The Task Force was very astute in recognizing the importance of
the influence teachers could have in assisting districts through extended time
involvement and greater instructional responsibilities. The principle of job
enlargement, or delegation of expanded duties, has been found to be as workable
and intrinsically motivating in education as in private industry.
Related Lgg . . islative G u m . Section 5. Requirements for career ladder plan,
paragraph 3, relates to provisions for job enlargement.
" (b) Improved or advanced teaching skills combined
with one of the following:
(i) Other skills.
(ii) Additional responsibilities.
(iii) Other skills and additional responsibilities."
b) General Research Findings. Practical experience has sbwn that improving
those aspects of district organizational structure which relate to teacher skills
development and accountability for student progress is a very complex and
time-consuming endeavor. As is the case for top-level management in the
private sector, administrators are faced with numerous pressing responsibilities,
such as those related to personnel, budgets and facilities, all of which place
excessive demands on their time. Delegating increased responsibility to teacher
leaders would not only help to alleviate this problem, but would also improve
the overall instructional program of the school as a result of wider professional
- participation and input.
In order to be maximally efficient and effective, job enlargement
responsibilities must be systematically planned to meet local district profiled
needs related to both the social and academic concerns of the community and
school system. The following is a brief explanation of the parameters of these
two major areas:
(1) Individuals' potentials for learning are greatly influenced by the particular
environment in which they live. As a result, there is a great deal of
digerence in the types of expertise and programs which require directed
assignments for teacher leaders. More specifically, schools and
communities are quite diverse with respect to social conditions such as the
following: culture, ethnic majorities, retention rates, drug use, family
structures, nutritional habits, values, economic sufliciency and stabilit),,
neighborhood housing arrangements and crime rates. Schoollbusiness
partnerships are types of supportive programs which have attempted to
recognize these social and academic concerns explicitly; they would lend
themselves well to job enlargement assignments.
(2) Academic assignments which are associated with the goals of the career
ladder program include areas such as curriculum development,
measurement of student progress, mentoring, classroom coaching,
modeling, clinical supervision, and evaluation of peers. Job enlargement
also requires explicit consideration and task assignments regarding
psychological, physical, and emotional variables, since these factors are
closely related to individuals' ability to achieve.
c) Recommended Program Continuations and Modifications. Based on the
legislative guidelines and the research and evaluation findings, the following
recommendations are in order:
(1) The requirement for "additional responsibilitiestt should
continue to be a key element in changing and improving
school operations which have the greatest positive effect on
the development of teaching skills and student progress.
(2) As districts progress through the developing, transitional and
effective schools models, job enlargement assignments should
be refined to meet the ongoing identified and profiled
improvement needs. For example, preliminary instructional
assignments may consist primarily of curriculum development and
validation of student measurement procedures, while corresponding social
assignments at this stage may involve working on retention or
parent/school programs. Once the dismct qualifies for an effective schools
model, greater attention would be focused on activities such as mentoring
novice teachers, as well as refining internal programs designed to connect
teacher performance with student achievement by applying the latest
technological innovations.
(3) The extended time involvement which is necessary for
implementing effective job enlargement should be explicitly
incorporated into legislative policy. Teachers at the top levels of
the ladder who are receiving executive salaries should be awarded contract
extensions equivalent to those of other professions.
(4) Legislation should be modified to require administrative and
governing board approval of all job enlargement assignments.
Neither the career ladder steering committee nor any other single internal
organizational unit should be held totally responsible for developing or
implementing job enlargement assignment decisions. The requirement of
approval at the district level would insure that the local governance
procedures would continue to meet both community and school needs
which have been openly and publicly identified and approved.
4. Salary. Finance and Budgetary Considerations. The issue of program funding
warranted special attention fiom the Task Force for a number of key reasons. The
total amount of available funds for educational improvement, as well as the
motivational aspects of salary as a teacher incentive, are instrumental factors in
energizing and mobilizing this educational reform movement.
a) Related Leyislative Guidelines. Teacher salary and "restructuring of the salary
schedule" was included in Section 5, paragraph 7 of the legislation and states,
in part, the following:
"7. A compensation system which is based on a
completely r e s t r u c t u r e d s a l a r y schedule i n which a
s a l a r y range is set f o r each l e v e l on the career ladder
and t h e s a l a r y f o r a t e a c h e r within t h e range is based
on objective performance evaluation or other objective
f a c t o r s . The s a l a r y schedule s h a l l not be t h e
t r a d i t i o n a l schedule based on experience and education
with a d d i t i o n a l stipends added on for higher l e v e l s .
I f p a r t i c i p a t i o n i n t h e c a r e e r ladder program is
o p t i o n a l , t h e t r a d i t i o n a l s a l a r y schedule may be
r e t a i n e d f o r t h o s e t e a c h e r s who choose not t o
p a r t i c i p a t e i n the program."
Through Section 6, paragraph A of the policy, accepted school districts
were provided the "approval to budget for career ladder programs," as follows:
"1. For f i s c a l year 1986-1987, 2.5 p e r c e n t .
2. For f i s c a l year 1987-1988, 3.7 per cent.
3. For f i s c a l year 1988-1989 and 1989-90, 5.0 per cent."
b) General Research Findings. The Center's ongoing research studies have
consistently identified the motivational impact of higher teacher salaries as a
significant extrinsic incentive for reachers to assume expanded responsibilities
and extended time commitments. The absolute dollar amount of the increase is
not the critical factor. Rather, it is the establishment of some basis of monetary
recognition of teachers for increased competency and performance. In other
words, there needs to be a systematic means of meaningful differentiation in
monetary rewards given to teachers. Provided that such a policy is in place, it
has been found tlzat there are also several intrinsic factors, such as professional
recognition and satisfaction with the work environment, which may be as
strong an incentive as pay itself. Large salary increases, in fact, have been
. . atremelv negative and Be-motwatzo& in those districts which currently lack
objective and valid procedures to determine the hierarchical expertise of their
teachers with respect to curricular content and student progress.
The process of budgeting for the career ladder program has
been very beneficial to all of the districts. However, the practice
of planning for yearly increases has not proven to be
economically or financially effective. Participating districts
should instead be funded based on their respective developmental
stages or readiness levels. Automatically providing large amounts
of funds to those districts which lack readiness can, in effect,
serve to perpetuate existing organizational weaknesses, instead of
fostering positive change and improvement efforts.
mmended Prog- ram Continuations and Modifications. As a result of
budgeting and funding, most districts and teachers have made tremendous
advancements toward meeting Career Ladder program goals. However, certain
modifications of existing practices are essential in order to attain even greater
economic and financial advantages. Based on the legislative guidelines and the
research and evaluation findings, the following recommendations are suggested:
(1) As established by current legislation, the compensation
system should continue to follow a "completely restructured
salary schedule;" in addition, teachers should continue to be
rewarded for "objective performance evaluation or other
objective factors." However, instead of explicitly stating a
dollar amount for the "salary range," it is recommended that a
differentiated percentage be used in order to reallocate total
available program funds more equitably among the
(2) The decision as to whether the career ladder program should
be required or optional for teachers should be made by each
district on a local level. Furthermore, if the program is
expanded statewide, it should be voluntary. That is, only
those school systems wishing to participate would adopt a
procedure of rewarding teachers based on performance, rather
than solely on years of experience and accumulated college
credit hours.
(3) A certain percentage of program funds should be earmarked
for recognition of participation in inservice programs (i.e.
leave of absence for personal study), as well as for
differential performance levels. The primary purpose of such a
policy would be to attempt to alleviate the problem of teacher burn-out.
That is, teachers have tended to over-extend themselves in their drive to
earn recognition for their work efforts. The proposed corrective policy is
designed to address this problem by capitalizing on the positive nature of
intrinsic rewards.
(4) Career ladder districts should be funded based on their model
level of organizational performance; i.e., placed in
developing, transitional or effective levels determined
through a three-year cycle of evaluation and improvement.
It is recommended that the Task Force review modifications to the
current budget formula. The following are offered for committee
(a) Funding Base x Special Factors x ADM x CL Base
(b) Funding Base x Special Factors x ADM x (CL Model Base x CL
Teacher Proportion)
(c) Funding Base x Special Factors x ADM x (CL Model Base x CL
Teacher Proportion x Experience Factor)
(d) Funding Base x Special Factors x ADM x (CL Model Base x CL
Teacher Proportion x Experience Factor x Resource Factor)
Letter (a) above depicts the present budgetary formula for career ladder
districts, while (b) through (d) add factors which should be studied and
considered for mWications. A brief definition of new terminology is provided
CL Model Base represents the maximum limits of funding available within
the three levels of developing, transitional and effective model assignment
(i.e., ranges of 2 to 3%, 4 to 5%, and 6 to 7%).
CL Teacher Proportion is the percentage or participation rate of teachers
within each district. This should onlv be a ~ ~ l iteo dth e Effective Schools I I - - ~- ~ -
- - - - - . - - -
Model if limitations are placed on th; percentage of teachers allowed into
developing and transitional models.
Experience Factor is a weighted adjustment factor for districts which have a
large number of teachers with relatively few years of experience but who
are performing at high levels.
Resource Factor is an adjustment for districts which suffer from an unequal
financial base and lack the resources of other, more affluent communities.
If the career ladder program continues as recommended by the evaluators, and if it
is expanded to allow an application and approval process for other Arizona school districts,
the present Career Ladder districts should continue to be funded at current levels for a
- three-year period. At the end of that period of time, those districts not meeting the
requirements of the Effective Career Ladder Schools Model would be placed at a
developing or transitional level and receive appropriate funding for that particular stage of
development. Additional schools would be admitted to the program at an approved rate
based on the state's funding capabilities and according to their respective assessed model
Dr. Richrd D. 1988
Figure 1
CURRlCULUM I INSl'RUCI1ON /
INPLUEh'CE OF
RES WNSIBILfllES CONDITIONS ON
AND PrQS FOR EDUCATION &
EDUCAllONAL IMPROVEMENT & SUCCESS
A Model of Interrelated Components of Program Support and Focus
for Effecting Change and Reform in Education
Figure 2
Assessment Model for Projected
District Readiness Levels
I LEGISLAnVE GUIDELINES H STATE BOARD OF EDUCATION
(Department of Education)
Assurance of
Accountability -
Assessment of
Student Achievement
(Production & Outcomes) District
I I \ Readiness Level t Teacher Skills
Development & Leadership
Development & Leadership
(Teacher & Administrator)
I 1 b I Local Finance & Funding
(Salsry W e )
District R & D
1 (Program Evaluation)
I Professional Input
r I I
Program Designs
and Structures
Local Governing Board
(Understanding & Support)
I Organizational Factors
Application of
Needed Change
Development of
Level I
District Model
Placement Level Level II
Based on
Assessment and
hfiled Needs . "
Level I
Developing Schools
Career Ladder Model
4 4
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as with the rest of our home, the pool had been ignored for several decades. it was a black pit full of snakes and frogs when we moved in since it had been left uncovered and uncared for for at least 15 years. We did a lot of work to clean i up and make it functional again, and then embarked on the process of making it beautiful. Now - it's a space we entertain in all the time. My kids don't know how lucky they are!!!
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HOME Jacksonville Jaguars Gear Jacksonville Jaguars Kids Jacksonville Jaguars Kids T-Shirts Cold Weather Gear (30 items) Product ID: 671065
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There's no doubt that your young fan would bend over backwards for the Jags, so let them show off their team-spirited devotion in this Arched Horizon long sleeve tee by Reebok. Featuring arched "Jacksonville Jaguars Football" lettering and a vibrant team logo across the chest and the team logo with "Football" lettering down the left sleeve, this tee will have their favorite football team feeling privileged that they have a fan who'd do anything to keep the focus on the field!
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"Caffe D'arte Gourmet Espresso and Drip Coffees; Taste the difference…"
Founded in 1985, Seattle-based Caffe D'arte specializes in creating classic Italian espresso in the artisan tradition. The company's internationally renowned blends have earned several prestigious distinctions including 5 out of 12 awards at the NorthWest Coffee Tasting event. Caffe D'arte's coffees exemplify the very best of the Seattle espresso scene.
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This one's for the drip coffee enthusiasts. The Pre-Ground Dark Roast Drip Coffee Sampler includes premium blends from Caffe D'arte, Illy, Lavazza and Aloha Island. You'll get a 1lb. bag of Caffe D'arte Gourmet Drip Dark Roast, an 8.8oz can of illy Cafe's celebrated Dark Roast, an 8oz brick of Lavazza's intense 100% Arabica Gran Filtro, as well as an 8oz bag of the USDA-certified organic Aloha Island Bonzai Pipeline ground coffees. With such a diverse...
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BRP Triple Clamp SX 00-14 KTM 125-530 Models
Price: $219.95
Product Details
NOTE: 03 125/200/250 & 04 125/200 SX Need to use 18mm Upper & Lower Clamps. These models came with a 14mm offset and require the use of our upper and lower 18mm offset kit.
The BRP Pro SX Triple Clamp is offered with a one piece SX style top bar clamp "SX" and is a great setup for Motocross, Supercross and mini applications. Most models are available with rubber mounted bar mounts that help reduce vibration.
BRP triple clamps offer a wide range of options to accommodate different rider ergonomics. In most cases BRP triple clamps offer a bar position with a greater "RTS" (Relative to Stem) distance than stock triple clamps. Our bar mounts are reversible and available in 3 different heights and in some cases different offsets increasing your bar position options. [ RTS Chart ]
BRP triple clamps are manufactured to the highest quality standards from 6061-T6 billet aluminum which is far stronger than the OEM unit and comparable in weight. Our precision machined fork bores feature a 2 pinch bolt design that increases the clamping surface on the forks which in turn will help prevent fork twist in the event of a hard landing or crash. Finished in our signature black anodize the BRP triple clamp will give your machine that factory look.
This is an easy bolt on assembly which requires basic hand tools and can be performed by the novice mechanic.
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Elderberries are shipped from Mid-March through early May. At the time of your order, you may request a shipping date. All Spring orders should be placed prior to March 14th. After that, stock is limited. Orders received by March 14 are shipped southern states first - moving north as we are able. Orders received after March 15 will be shipped at the end of April. None of the items are available after May. Please order early.
***Sorry we cannot ship Elderberries to: AK, ID, HI, & FOREIGN COUNTRIES***
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101.5 Seconds of Sports Jan. 10, 2013
Thursday, January 10, 2013
The Syracuse Men's Basketball team defeated Providence 72-66 last night on the road. C.J. Fair led the Orange with 23 Points, 11 rebounds and four blocks. Michael Carter-Williams netted 17 with 6 assists and 6 boards and Rakim Christmas added 15 points, 8 rebounds and 3 blocks. Up next is Villanova at the Dome this Saturday at noon. Orange Pregame starts at 11:30. 'Nova beat South Florida 61-53 last night.
Elsewhere in Big East Men's Basketball last night, Louisville beat Seton Hall 73-58 and Rutgers edged St. Johns 58-56..
In High School Sports Yesterday, Boys Basketball: Tully Over Weedsport 65-43, Lafayette over Port Byron 73-54, and Fabius-Pompey edged Faith Heritage 55-53. Girls Basketball: Cincinnatus over Otselic Valley 49-18 and Fabius-Pompey over Onondaga 55-23. In Wrestling it was Mexico over Homer and Port Byron over Tully,
SUNY Cortland's Athletics Department has announced that admission will be
to 10 upcoming home games/events ... which include Men's and Women's Basketball vs. Buffalo State (Friday night at 6 and 8) and Fredonia State (Saturday afternoon at 2 and 4), Men's Hockey vs. Utica College (Friday night at 7), Manhattenville (Saturday night at 7) and Hamilton (next Tuesday 1/15 at 7pm), Women's Hockey vs. Neumann (Friday and Saturday afternoons at 3) and Women's Gymnastics vs. Wilson (Sunday afternoon at 1).
Three SUNY Cortland " Spring " teams have been picked in the Top 5 in preseason polls. The Men's Lacrosse team has been picked # 1 by Lacrosse Magazine. Defending Champion Salisbury is picked # 3. The Women's Lacrosse team has been picked # 4 by Lacrosse Magazine, behind defending Champion Trinity, Salisbury and TCNJ. Senior Midfielder Maria Di Fato has been tabbed the Division III Women's Lacrosse Preseason Player Of the Year. Also, the Baseball team is picked # 3 in the Collegiate Baseball Newspaper preseason poll.
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The Riverside, Mo.-based distributor will carry Allergy Technologies ActiveGuard Mattress Liners, the firm announced.
AMBLER, Pa. – Allergy Technologies announced that its ActiveGuard Mattress Liners will be available through the Riverside, Mo. distributor Pest Control Supplies.
The Scotts Miracle-Gro Company announced that its subsidiary EG Systems, Inc., doing business as Scotts LawnService, has signed a definitive agreement to acquire the assets of Action Pest Control, Evansville Ind., which ranked 56th on the 2014 PCT Top 100 list, with annual revenues of $11.6 million. The transaction, which is expected to close by January 2015, would mark Scotts' first acquisition of a structural pest control business.
Trade group Wildlife Control Business Builders (WCBB) is raising funds to help ECO Wildlife Solutions' Susan Sims, who suffered serious injuries as a result of a ladder fall.
Columbia University researchers spent a year collecting 133 rats in Manhattan. They found that the specimens were carrying food-borne illnesses like salmonella, as well as fever-inducing illnesses.
More than 3,000 industry professionals from 80-plus countries have traveled to Orlando, Fla., for PestWorld '14. The Opening Ceremony, sponsored by Bayer, featured musical act Rhythm Extreme.
Fortson, longtime president of Terminix Service, Columbia, S.C., was announced as recipient of the NPMA Pinnacle Award, NPMA's highest honor.


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Oooooohhhh yeeeeeaaaaaah…I love pancakes. Fluffy, yummy, and stacked up on my plate. Tuesday is always grocery shopping day for me, so sometimes dinner on Monday night is a scraping together of random ingredients (if I stray from my meal list), or…it's breakfast! This particular pancake recipe is adapted from one that was written into a children's book I read, but the name of the book escapes me. I am not allowed to make these however, because according to my boyfriend, I am unable to achieve "golden perfection". That's cool. I'd rather sit back and watch the master at work anyways!
Tasty Pancakes
*Makes about 6 pancakes if using 1/2 cup batter per pancake. This seems to be enough for two people. *
1 cup all-purpose flour (unbleached)
1/4 cup unrefined sugar (or dry sweetener of your choice)
1 generous teaspoon baking powder
1 teaspoon baking soda
1/4 teaspoon cinnamon
1 cup non-dairy milk (plain)
1/4 cup vegetable oil
1 egg replaced (I use Ener'G Egg Replacer)
1/2 teaspoon vanilla extract
Maple syrup, fruit, or other toppings of your choice
Combine the dry ingredients in a bowl. Combine the wet ingredients in another bowl. Stir together, careful not to over mix. Ladle about a 1/4 cup (or more for bigger pancakes) of batter into a hot skillet over medium-high heat (or whatever temperature suits your stove, my stove is very unreliable). Cook, flip, and eat up. Or, make someone else do the hard part while you demand your pancakes.


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- Hot Animes This Season
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For Sale: 2012 Martin Saber takedown recurve. Next Vista riser with Hunter black limbs, 45#@28". Brand new, never been shot. Comes with standard flipper style rest and stringer. 175.00 TYD lower 48 only. Paypal or money order. The Saber riser is setup to accept all standard rests, sights and stabilizers and makes an excellent bowfishing rig.
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Nelson D. Schwartz
Nelson D. Schwartz has covered the economy and economics for the business section of The New York Times since August 2012.
His articles have included a look at how the rise in Social Security taxes has affected low-income workers, the increasingly prominent role played by internal referrals in landing a job, and regular coverage of the latest data on unemployment and economic growth.
He is interested in how broader economic shifts play out on a human level, as well as the changing landscape for housing, manufacturing and employment in the United States.
Before moving to the economics beat, Mr. Schwartz covered Wall Street, banking, and finance for two and a half years, and also served as European economics correspondent in Paris from 2008 to 2010. He joined the Times as a Sunday Business feature writer in June 2007.
From 1997 to 2007, Mr. Schwartz was a senior writer for Fortune, where he reported from New York and more than a dozen foreign countries, including Russia, Britain, Iraq, Libya, Kuwait, Argentina and Brazil. He received an honorable mention from the Overseas Press Club in 2006 for his interview with Hugo Chávez and his portrait of Venezuela's oil industry in Fortune.
He began his career in the Washington bureau of The Baltimore Sun, and also worked for Smart Money magazine in New York covering personal finance. A keen bird watcher, he has made time for bird watching during reporting trips in Iraq and Kuwait, as well as South America.
A 1995 graduate of the University of Chicago, where he studied Russian and American history, Mr. Schwartz grew up in Scarsdale, N.Y. He lives on the Upper East Side of Manhattan with his wife, Annalise Carol.
Boom in Energy Spurs Industry in the Rust Belt
Once-decayed steel towns and desolate rural regions are rising anew, their economies bustling as domestic oil and gas production surges.
September 9, 2014, Tuesday
Job Growth Is Sluggish, Raising Fear of Malaise
With only 142,000 jobs added, August was the first month since January in which the economy failed to add at least 200,000 jobs. Unemployment fell slightly to 6.1 percent.
September 6, 2014, Saturday
MORE ON: United States Economy , Unemployment , Labor Department (US)
Economic Data Points to Upward Trajectory
The Commerce Department said the economy grew at a 4.2 percent rate, but businesses still seem to be benefiting more than consumers.
August 29, 2014, Friday
MORE ON: United States Economy , Unemployment , Commerce Department
Demand Up, U.S. Economy Shows Gains
New data suggests an increased demand by businesses for manufactured goods in July, as well as rising consumer confidence.
August 27, 2014, Wednesday
Rival Bids for Family Dollar Stores as Retailers Fight to Sell to Working Poor
Dollar General offered to buy Family Dollar Stores for $8.9 billion, hoping to break up its fellow deep-discount retailer Family Tree's agreed-upon $8.5 billion merger with Family Dollar.
August 18, 2014, Monday
Fed Official Warns 'Disappointing' Growth Could Foretell Future
The Fed vice chairman, Stanley Fischer, told a conference in Sweden that growth had been disappointing, possibly reflecting a structural shift in the global economy.
August 12, 2014, Tuesday
U.S. Budget News, and Fed Minutes Due
The Treasury Department will release its estimate of federal spending and tax receipts for June, and the policy-making committee of the Fed releases notes of its meeting.
July 7, 2014, Monday
Hiring Is Strong and Jobless Rate Declines to 6.1%
Hiring topped the 200,000 mark for the fifth month in a row as industries as varied as health care, manufacturing, financial services and retailing all added workers.
July 4, 2014, Friday
MORE ON: Labor and Jobs , Unemployment , Hiring and Promotion , United States Economy
James Gorman of Morgan Stanley, Going Against Type
Forgoing Wall Street flash, Morgan Stanley's chief executive is finding safer ways for the firm to make money.
June 29, 2014, Sunday
217,000 Jobs Added, Nudging Payrolls to Levels Before the Crisis
Employers hired 217,000 workers in May and the unemployment rate remained flat at 6.3 percent.
June 7, 2014, Saturday
MORE ON: Unemployment , Labor and Jobs , United States Economy , Labor Department (US)
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More importantly, animal rights cannot be connected to the pursuit of vegetarian or quasi-vegetarian dietary choices. As Parandekar noted, "Vegetarianism is a personal choice and not a moral obligation. We can try to put ourselves on a moral high ground and say that because we have the ability to behave morally we shouldn't eat animals, but that doesn't change the basic biology of humans."
She added that in developing countries people don't have the choice of whether to be veggies or not. Their goal is survival, since they do not have the luxury of people in the developed world who benefit from centuries of technological advancement such that a vegetarian diet is a choice we have the luxury to make. "They [meaning the other five billion people in the world] take what they can get," Parandekar wrote, "and often animal products are the most readily available. I've seen meat markets in Southeast Asia that would appear gruesome to many Westerners but are completely necessary for the livelihoods of the people there."
Me too, and yes, they are.
I'll let her words provide a conclusion.
"I do respect the viewpoints of animal rights activists, even if I don't agree with them; I think the existence of radical extremes in our society is important to keep us living in a happy medium."
True, but I'm not sure how happy anybody is who's caught up in the ceaseless arguments stirred up by the animal activists. And I know for a fact that it's pretty lonely for anyone who classifies themself as "medium."
In this debate, you've got to know which side of the fence you're on.
Read Nikhita Parandekar's column online.
The opinions expressed in this commentary are solely those of Dan Murphy, who is a veteran food-industry journalist and commentator.


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You need gear that not only broadcasts your love of the Ravens to the world, but is also long lasting and comfortable. If this sounds like you, the Run and Shoot camp polo shirt is right up your alley. The Run and Shoot camp polo shirt has a thick and durable cotton shell with a soft and breathable mesh lining. This shirt features large embroidered "Baltimore Ravens" wordmarks and team helmets on both the front and back, color contrast panels, and snap buttons for easy adjustment. Whether you're headed to a Ravens tailgate and want to make sure everyone knows who you're rooting for or taking off to the great outdoors to rough it for the weekend, the Run and Shoot camp polo shirt is just what you need.
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Such an occasion arose in our coverage of the Sept. 7 car accident that took the life of Michael Robles, a 22-year-old Patterson resident (see "Highway 33 crash kills local man" Page 2, Sept. 13). It was a terrible accident that has grieved many people in this community.
While some have questioned our use of a photograph of Robles' crashed vehicle to accompany that report, the role of a newspaper is to portray reality, even when that reality is unpleasant.
That does not mean, however, that we seek to print gratuitous images for shock value.
When considering photographs for publication in the newspaper, we want to display images that tell the story without being exploitive. The Irrigator has a policy of never photographing bodies of people killed in vehicle accidents or homicides, unless they are concealed.
In the case in question, the victim was out of the vehicle when the photo was taken. The picture was of a car that had landed on its top in a dirt area dozens of yards from the intersection of Rogers Road and Highway 33, where the California Highway Patrol said the accident began.
While living crash victims are not always removed from all accident scenes we photograph, we certainly seek to avoid imagery that is needlessly graphic, though we recognize that some people will debate what is acceptable and what is not.
We hope that Robles' life and legacy will be remembered above and beyond the crash itself, but also that people will remember to practice safe driving habits on the West Side's rural roads.