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Aug.—Sept. 17
Pinal County School Superintendent’s
Office E–Newsletter
Welcome and Congratulations to the New District Leaders
in Pinal County
Volume 9 Issue 1
District/School 1-2
Federal Infor-
mation Impacting
3
AZ Information
Impacting Educa-
4
Teacher Resources 5
Technology
Resources
6
Parent and Student
Resources
7
Professional
Development News
8
Professional Links 9
Inside This Issue
Julie Dale-Scott Selected as Mammoth-San Manuel
Superintendent and San Manuel Jr./ Sr. High Principal What’s different about the newly appointed Superintendent of
Mammoth-San Manuel Unified School District? Julie Dale-Scott is
a true example of a “grow your own” administrator. Mrs. Dale-
Scott was born and raised in San Manuel, AZ and graduated
from San Manuel High School. In addition, she has lived in San
Manuel with her husband and two sons for many years. She is a
graduate of the University of Arizona holding a Bachelor’s
Degree in Nutritional Science and a Master’s in Education. She
also obtained a Master of Arts Degree in Education Leadership from Northern
Arizona University. Mrs. Dale-Scott has worked in the Mammoth-San Manuel Unified
School District for 17 years as a school teacher, lead teacher, reading
interventionist, grants manager, curriculum director, and administrator. Her
experience teaching and the experience gained through leadership positions have
allowed her the ability to have a larger influence on the education of students in
her district. Currently she holds a dual position of Superintendent and San Manuel
Jr./ Sr. High School Principal. Being a servant at heart, she always seeks ways to
improve the lives of those around her, especially the lives of children. Mrs. Dale-Scott
misses the classroom and always wants to remember that invaluable experience
when leading the district.
Ms. Cherryl Paul New Superintendent for Sacaton Elementary The Sacaton Elementary School District Governing Board has hired Ms. Cherryl Paul
as the Superintendent for the 2017-2018 school year. Most recently, Ms. Paul has
served as the Director of Organizational Improvement & Professional Learning in
Deer Valley Unified School District serving students in Phoenix, Glendale, Peoria,
Anthem, and other communities in northern Maricopa County. Ms. Paul has 22 years’
experience in public education, and has been with the Deer Valley Unified School
District since 2000 serving as a teacher, assistant principal, and principal. She is a
collaborative problem-solver who fosters lasting relationships to improve sustainable
results. She is also an Associate Instructor with the Arizona State University Mary Lou
Fulton College of Education, a National Baldrige Examiner, Advanced ED Examiner,
and a recent award recipient of the Southwest Alliance for Excellence for
Organizational Commitment. When asked about being hired as the new
superintendent for the Sacaton Elementary School District, Ms. Paul responded, “I
am truly privileged to be selected as the new Superintendent of the Sacaton
Elementary School District. It will be an honor to serve the children, parents/
guardians, and community members in the Gila River Indian Community. Together,
we will work to move our students forward and support them in our schools, homes,
and within the community.”
District News Page 2
New Casa Grande Elementary District Superintendent Dr. Jo Etta Gonzales Dr. Jo Etta Gonzales was selected to be the new School Superintendent for Casa Grande
Elementary District. Dr. Gonzales is a product of Arizona schools, graduating with a
Bachelor’s degree from Arizona State University in Special Education, earning an Adminis-
trative Credential and Master’s degree from Northern Arizona University, and earning a
Doctor of Education from Arizona State University in Educational Leadership and Policy
Development. She and her husband are both native to Pinal County, and have three
children. Superintendent Gonzales has extensive professional experience as an educator:
twenty-one years as a teacher, assistant principal, and principal in urban, suburban, and
rural school settings, and nine years of district and regional administrative experience.
Before taking on the role directing a national equity assistance center, The Equity Alliance
at ASU, she worked in the Maricopa Unified School District as Director of Curriculum, Instruction, and
Assessment. Most recently, Dr. Gonzales has served as Area Superintendent, supervising 18 schools in the
Reno-Tahoe area of Nevada. She looks forward to working with staff, community leaders, parents, and
students to continue the tradition of excellence established in the District. With a focus on equity,
quality, and family, Superintendent Gonzales’ pursuit of the superintendent position in Casa Grande
Elementary School District arises from her desire to contribute, inspire, and make a lasting positive
impact.
Florence Unified Has Named
Chris Knutsen as Superintendent Mr. Knutsen, who most recently served as the Interim Superintendent for the
Florence Unified School district, was
named Superintendent this past June.
He graduated from Iowa State University
and took his first position teaching at
Apache Junction Junior High as an
English Teacher and Coach. From there
he went on to earn a Master's Degree in Educational
Leadership from NAU. With teaching experience he
went on to work in administration throughout Apache
Junction, Chandler and Tempe. Mr. Knutsen came to
Florence to serve as the Principal at Florence High
School in 2008. He was the principal there for 5 years
and was then promoted to Assistant Superintendent
where he served in that role for 4 years. Mr. Knutsen
quoted, "Our mission in Florence Unified is to put kids
first. Our "vision" is to build a district by design, not by
chance; our core values are High Quality Leadership,
Teaching and Learning, Technology, Culture of Con-
tinuous Improvement, Building Collaborative Rela-
tionships, and Vertically Articulate Extra-Curricular En-
gagement."
Dr. Krista L. Anderson, Selected as
Superintendent of Apache Junction Unified Dr. Anderson brings a long history of
servant leadership to her new role
as Superintendent of Apache
Junction Unified School District. She
has demonstrated leadership at
the district, school and classroom
levels, and has proven to be highly
successful in integrating multiple
systems to ensure an effective and
efficient school system. Prior to joining the Apache
Junction Unified School District, Dr. Anderson served
as the Executive Director of Special Education (K-12)
for the Scottsdale Unified School District in Phoenix.
Dr. Anderson quoted, “My vision is to lead a school
district that believes wholeheartedly in children and
their learning. My focus is to nurture an
organizational culture that embraces collaboration,
continuous improvement, and a steadfast
dedication to educating all children.”
Peter Dwyer Appointed District Administrator for Red Rock Elementary Red Rock Elementary has a new District Administrator, Peter Dwyer. Lillian Norris, who served
as District Administrator for the past several years, retired July 1, 2017. Mr. Dwyer served as
assistant principal under Ms. Norris’s leadership, and was offered the appointment for District
Administrator by the Red Rock Governing Board. He stated that he accepted the position
with humble appreciation. Mr. Dwyer quoted, “Under my leadership we plan to continue the
pursuit of excellence in facilitating the needs of our students and families. We encourage a
strong bond between parent/home and school.”
Page 3 Federal Information Impacting Education
Secretary DeVos Promotes More Local Control & School Choice Secretary Betsy DeVos blasted Washington, teacher’s unions and “defenders of the
status quo” July 20th as she pledged to shrink the role of the federal government in
U.S. schools and colleges. “This drives the big-government folks nuts, but it’s
important to reiterate: Education is best addressed at the state, local and family
levels,” DeVos said, winning applause from lawmakers gathered in Denver for the
annual meeting of the American Legislative Exchange Conference (ALEC), an
influential group known for promoting conservative policy goals nationwide. DeVos
has long been an ardent proponent of giving states more power over education. But in recent weeks some
conservatives have questioned her moves as the Education Department began reviewing state plans to
implement a far-reaching new federal law: Every Student Succeeds Act. State officials viewed some of the
department’s feedback as overreaching and the criticism nitpicking, seemingly out of line with DeVos’s
pledge to get Washington out of the way. In her remarks Thursday, she assured state legislators nationwide
that she had no intention of overstepping and that she is seeking ways to shrink the federal footprint in
education. For Full Article: Source: Washington Post, By Emma Brown, 7/20/2017 & Smart Brief
New Report Provides Education Leaders with
School Interventions That Work As state, district and school leaders begin work under the
Every Student Succeeds Act (ESSA) to identify and
intervene in low-performing schools and among under-
achieving groups of students, a new report released July
2017 by the Alliance for Excellent Education offers action
steps and research-backed solutions to guide their work.
Under the No Child Left Behind Act (NCLB), states and
districts chose from a handful of school interventions
approved by the U.S. Department of Education. ESSA,
which replaced NCLB, grants states and districts much
more flexibility, stipulating that states must identify schools
for improvement based on the performance of all
students as well as individual groups of students, but it
largely leaves the type of intervention up to schools and
districts. The report, School Interventions That Work: Target-
ed Support for Low-Performing Students, breaks out key
steps in the identification and improvement process,
focusing on (1) a diagnosis of school needs; (2) a plan to
improve schools; and (3) evidenced-based interventions
that work.
For More Information Source:
Alliance for Excellent Education
Supreme Court Sends Clear Message
that Religious Discrimination Cannot Be
Tolerated In July 2017 the Supreme Court of the United
States announced its ruling in Trinity Lutheran
Church of Columbia vs. Comer, holding that
the government may not deny a generally
available benefit on account of religious
identity. After the ruling, U.S. Secretary of
Education Betsy DeVos released the following
statement: “This decision marks a great day for
the Constitution and sends a clear message
that religious discrimination in any form cannot
be tolerated in a society that values the First
Amendment. We should all celebrate the fact
that programs designed to help students will
no longer be discriminated against by the
government based solely
on religious affiliation.”
Secretary of Education Betsy DeVos Delivers on Promise of Year Round Pell Grants and
Increased Flexibility for Students July 19th, U.S. Secretary of Education Betsy DeVos announced Year Round Pell Grants will be available to
students beginning July 1, 2017. This policy change will ensure hundreds of thousands of college students
have the resources needed to finish their coursework in a timeframe that meets their individual needs. "This
decision is about empowering students and giving them the flexibility and support needed to achieve their
goals," said Secretary DeVos. "Expanding access to the Pell program, so that students who need additional
resources can graduate more quickly and with less debt, is the right thing to do."
Page 4 Arizona State Information Impacting Education
Save the Date! Great Arizona ShakeOut Arizona is Earthquake Country! Arizo-
nan’s need to know that. So the Geo-
logic Extension Service and Arizona
Dept. of Emergency & Military Affairs
are kicking off the 2017 promotional
efforts on behalf of the Great Arizona
ShakeOut 2017. This year’s ShakeOut is
scheduled for Thursday, October 19th
at 10:19 a.m.; perfectly timed for par-
ticipation of Arizona’s K-12 school
children and teachers. This is the 6th
consecutive year that Arizona has
joined this national and global effort to
raise awareness on how to behave
during ground shaking that accompa-
nies moderate to large earthquakes.
The 2-minute ShakeOut Drop, Cover, &
Hold-On exercise is simple - easy to
practice and learn -, saves lives and
reduces serious injuries.
Are Arizona’s Rural Schools in a State of Emergency? Why Rural Matters, a 50-state report released June 14th by the
nonprofit, nonpartisan Rural School and Community Trust,
describes inequities in funding and opportunity that are leading
to significant gaps in opportunity and achievement. The report
urges state and federal leaders to make rural students and their
communities a far greater priority. Along with a state snapshot,
the report also provides analysis of STEM, early education, English-
language learner programs in rural school districts and offers
solutions. Approximately 135 of Arizona’s 223 school districts are
considered rural by the Arizona Rural Schools Association. They
serve about 35 percent of all students in the state, according to
Don German, ARSA’s executive director. German said legislators,
particularly those from rural areas, need to focus more on policy
that will help students in rural schools, and stand up against those
that are inequitable and disproportionately favor districts in
metropolitan areas. He cites as examples Empowerment
Scholarship Accounts, the voucher-style program that was
expanded this year and allows parents to receive state funds for
private schools, and results-based funding, which rewards high-
performing schools with additional state dollars. Results-based
funding was touted by Gov. Doug Ducey and passed by the
Legislature in the state budget for fiscal year 2018. “ESAs are not
beneficial to rural Arizona because there is no other choice for
most students than their local public school, so funding to make it
the best possible place for an education should be a priority,”
said German. “Results-based funding only works in a totally even
playing field for all students and rural students are already starting
behind.” Source: Arizona Education News Service, 7/14/2017
Teacher Survey Reveals Supportive School Environments, but
Unreasonable Class Sizes Arizona educators said in a recent survey that school leaders earned a B
for creating trusting, supportive environments and addressing teacher
concerns, but gave them an F for class size, and use of teachers’ time to
plan, collaborate and eliminate barriers to instruction. School leadership
and use of time were the two most important conditions that factor into
educators’ decisions whether to continue teaching at their schools, according to results from the 2017
Teaching, Empowering, Leading and Learning (TELL) survey. The results of the statewide survey, which was
administered this spring and open to every public school district teacher in the state, were revealed in June
at the Arizona K12 Center’s 12th Annual Teacher Leadership Institute in Tucson. Survey results became availa-
ble June 21st and can be viewed at the state, district and individual school level on www.TELLArizona.org.
The survey had a 31 percent response rate. “The TELL survey results serve mostly to validate what most of us
who serve the education community already know: Far too many teachers feel undervalued, and leader-
ship at schools matters greatly,” said Bobbie O’Boyle, executive director of Arizona Educational Foundation.
Dr. Heather Cruz, president of Arizona School Administrators, said, “Research tells us that leadership truly
makes a difference with students and student achievement and is second only in magnitude to the teacher
in the classroom.” The TELL survey was the first in a series of educator surveys over several years sponsored by
the Arizona K12 Center, Arizona Education Association, Arizona Educational Foundation, Arizona Association
of School Business Officials and the Arizona School Boards Association. Source: Arizona Education News
Service, By Lisa Irish, 7/ 21/2017
Teacher Resources & Funding Opportunities Page 5
Shift to Continue Supporting the Most Frustrating Kids Below, Alex Shevrin’s blog discusses the challenge about challenging kids and how to work with them.
My most challenging student is not inherently challenging as a human being — but I need to own that it’s
challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position
to transform them. It’s not about not feeling hopeless, defeated and powerless in the face of challenging
student behaviors. These are normal responses we can expect to have as humans in relationship with other
humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This
means taking the time to dig into questions like:
Why am I feeling this way?
Could this feeling give me insight into how my student is feeling?
What does it mean about me that I feel so frustrated, lost or hopeless?
Does it change my conception of myself as a teacher, as a person?
What do my students’ challenges bring up for me? How does my own history
influence my responses? For Full Article, Source: Mind/Shift How We Learn, By Alex Shevrin, 4/24/2017
Chan-Zuckerberg to Push Ambitious New Vision for Personalized Learning Pediatrician Priscilla Chan and Facebook founder and CEO Mark Zuckerberg are gearing up to invest
hundreds of millions of dollars a year in a new vision of “whole-child personalized learning,” with the aim of
dramatically expanding the scope and scale of efforts to provide every student with a customized
education. The emerging strategy represents a high-stakes effort to bridge longstanding divides between
competing visions for improving the nation’s schools. Through their recently established Chan Zuckerberg
Initiative, the billionaire couple intends to support the development of software that might help teachers
better recognize and respond to each student’s academic needs—while also supporting a holistic approach
to nurturing children’s social, emotional, and physical development. For Full Article, Source: Education Week, By Benjamin Herald
How to Make the Upcoming Eclipse an Incredible STEM Lesson There are many ways that teachers across the country can incorporate various hands-on,
technology-enabled lessons before and during the viewing experience to help students make
the most of this phenomenon, known as the Great American Eclipse. The eclipse takes place
on August 21, 2017. For More Information, Source: eSchool News, 7/17/2017
K-12 Grants Central K-12 Grants Central is an educator’s resource to simplify the grant application process and improve the
success of obtaining grants for their districts. The content includes a monthly update on tips for creating and
submitting grant applications, links to educational grant offerings and useful online grant creation tools. An
interactive calendar includes upcoming grant deadlines, and site goers can download it to their individual
Outlook or Gmail calendars. Website Lowes Community Partners Program
Fri Aug 25th
Toshiba America Foundation Science and Math Grants For Grades 6 – 12
Fri Sep 1st
Foundation for Rural Service Annual Grant Program
Fri Sep 15th
Lowes Toolbox for Education
Fri Sep 29th
Captain Planet Foundation Grants
Sat Sep 30th
Project Learning Tree Greenworks Grants
Sat Sep 30th
Toshiba America Foundation Science and Math Grants For Grades K-5
Sun Oct 1st Source: Teach and Learning
Page 6 Technology Resources
The Benefits of Digital Journaling By Francesca Perrone-Britt Journaling is a great way to measure students’ reading comprehension. When I first began teaching seven
years ago, I had students record their thoughts about what they read in traditional composition books. It was
simple and effective. We recently transitioned to a digital format and it’s been a positive experience. Our
school uses digital-library software myON for reading and journaling. Here are the benefits I’ve seen: More meaningful responses. Today’s students are digital natives. They grew up with a device in their hands.
As such, when they record their reflections in their journals, they are comfortable and their responses are
more thoughtful and meaningful.
Personalized goals. My class and I use the dashboard in myON to make groups based on the students’
literacy goals. Those who wish to focus on reading fluency or vocabulary can personalize their project to
reflect that and emphasize those skills in their journal responses.
More ways to be creative. Digital journaling is a good way for students to flex their creative muscle. Most
journaling platforms support the use of images, video, and audio. Some allow users to draw and color. These
are all fun ways for students to reflect and personalize insights from their reading.
Improved confidence. Some students read at a lower level than others. The
privacy and autonomy of the digital platform has helped these students grow. I
see it in their journal entries. Their responses show a boost in confidence and
deeper comprehension of the content.
Reduced grading time. Digital journaling has improved not only my students’
learning experience, but it has also improved assessments and grading. I can
now look at everyone’s work without having to bring home 15 journals a night.
Source: SmartBrief on EdTech, Blog By Francesca Perrone-Britt 7/18/ 2017
Discover Free Resources That Can Help You Stay on the Cutting Edge Without Financial
Stress
Common Sense Education - Free Educator Resources Innovate in your classroom with resources and advice from educators like you.
Enhance Digital Learning · Discover Top Apps & Games · EdTech Reviews & Guides
Free Quality Apps Rated by Educators
National Geographic Education GRADES 2-10 PLATFORMS Mac, Windows
Literacy Center Education Network GRADES Pre-K - K
Common Core Quest GRADES K – 12 PLATFORMS Android, iPad, iPod Chromebook
Touch
Smithsonian Education Students GRADES 3 - 12
Discovery Education (Free Resources) GRADES K - 12
Parent & Student Information and Resources Page 7
This Social Media Platform is the Worst for
Cyberbullying While social media is a great way to socialize with
friends and family, it can also be a magnet for heck-
lers. Unfortunately, Instagram has more cyberbullies
than any other platform, according to new research.
Scientists from Ditch the Label, an anti-bullying
charity, conducted a study to determine how social
media can cause anxiety among youth. By surveying
more than 10,000 people aged 12 to 20, they
examined cyberbullying on Facebook, Snapchat,
Twitter, YouTube and Instagram. Overall, 68 percent
of people had been sent a nasty private message
and 39 percent of people said they had a nasty
comment posted on their profile. But Instagram was
the most concerning. They found that 42 percent of
Instagram users had been bullied on the platform
compared to 37 percent for Facebook, 31 percent
for Snapchat, 10 percent for YouTube and 9 percent
for Twitter.
For Full Article: Source: The Atlanta
Journal-Constitution, By Najja Parker,
7/20/2017 National/World News
Family Literacy on Your
Smartphone For years, we've been talking
about how adult English language
learners (ELLs) make up a
significant part of the estimated 36
million adults in the U.S. who read
at a 3rd-grade level or below. Only 10% of adult ELLs
are able to take advantage of federally funded
programs. So what about the forgotten 90% who are
severely underserved? It's time to stop talking about
teaching adults English reading and start taking
action. Recent data shows that adult ELLs engaging
in a blended model of in-person and at-home
smartphone-based learning improved at an
average of 7.8 points on the CASAS scale. (CASAS is
an assessment designed to test language
proficiency and mastery.) These are significant gains
achieved in just 10 weeks. This tells us that the
blended approach works. Now, we have to scale it
up. For More Information: Source: Education Week, By
Matthew Lynch & Vinod Lobo 7/19/2017
The Top 10 Tips for Being the Best Parent You Can Be
1. There are no perfect parents – mistakes are chances to learn.
2. Take care of yourself so you have energy to care for your children.
3. Don’t live through your kids – meet your needs through your own efforts.
4. Support and give your children the skills to solve their own problems – avoid
being a “helicopter” parent.
5. You have many years to raise your children – focus on one or two concerns at a time.
6. Pick and choose from your upbringing how you want to parent.
7. Create family traditions to pass on memories and values.
8. “Get on the same page” for larger parenting decisions with those who share in your children’s care.
9. Seek support when you need it.
10. Maintain a sense of humor.
All parents are making the best decisions they can about their children’s needs, given their past
experiences, the information they have, and the circumstances they face.
There are no perfect parents and often when parents do strive for perfection, they become exhausted and
can feel inadequate.
Parents and their children are better off when moms and dads:
take care of themselves,
give themselves credit for all the good things they are doing,
have people in their lives who will offer them support and appreciation for their efforts.
Parenting is the most important job that any of us ever have: raising children to become responsible, caring,
compassionate, and resilient. It is also one of the most challenging and frustrating. Parents need and
deserve support and information to help them do the best they can in this critical task.
Source: The Center for Parenting Education
P r o f e s s i o n a l De v e lo p m e n t Ne w s
Page 8
Classes Offered by the Pinal County ESA Professional Development
Division
Three‑Dimensional Learning in Science
Participants will learn how to implement the three-dimensions outlined in the
Framework for K-12 Education for increasing student scientific reasoning.
Presenter: Tonya Ogle Fee: Consortium $15/Non-Consortium $30
Sept. 14, 8:30 a.m-3:30 p.m. Location: Mary C O’Brien Training Room
Student Engagement with Executive Functions
Participants will understand the 3 domains of student engagement and how to
integrate Executive Function skills to increase student learning.
Presenter: Julie Niven Fee: Consortium $15/Non-Consortium $30
Sept. 15, 8:30 a.m-12:30 p.m. Location: Mary C O’Brien Training Room
Teaching Math for Conceptual Understanding
Participants will learn strategies that lead to deeper conceptual understanding
of important math topics.
Presenter: Kelly Cota Fee: Consortium $15/Non‑Consortium $30
Sept. 26, 12:30 p.m.–3:30 p.m. Location: Mary C O’Brien Training Room
ACEs/Trauma Informed Practice ‑ Helping Traumatized Children Learn
Participants will learn about the ACE study, understanding implications of the
ACE score; understanding how Arizona compares to the rest of the United
States when it comes to the number of children who are experiencing Trauma.
Presenter: Julie Niven Fee: Consortium $15/Non-Consortium $30
Oct. 9, 8:30 a.m.-12:30 p.m. Location: Mary C O’Brien Training Room
Resilience
This is a 3 hour course where participants will learn the role of being resilient in
the educational setting, how educators can help a child become more resilient
and will give an overview of the research behind resilience.
Presenter: Julie Niven Fee: Consortium $15/Non-Consortium $30
Oct. 10, 8:30 a.m-11:30 p.m. Location: Mary C O’Brien Training Room
Arizona Department of Education Professional Development
Opportunity High Quality Teacher Professional Development Pilot Program NOW ACCEPTING APPLICATIONS!
Apply now to receive up to $2,000 in professional development scholarship
money over three years. Professional development must support the certifi-
cated teacher in gaining additional credentials and/or certifications in math,
science, technology, engineering or career and technical education
Scholarship applicants must:
1) Be an Arizona certified teacher with a current contract at an Arizona
public school;
2) Pursue professional development at a regionally or nationally accredited
public or private postsecondary educational institutions in Arizona
3) Agree to teach in a public school in Arizona for three years after the
completing coursework or program. For More Information,
Location of
Mary C.O` Brien
Training Room
1400 N. Eleven Mile
Corner Rd.
Casa Grande, AZ 85194
To register for classes
contact Amy Dickerson,
520-450-4504 or
P r o f e s s i o n a l L i n k s
(To access Hyperlink press control and click) Page 9
Pinal County School Office URL: http://www.ecrsc.org/pinalesa/
Arizona Department of Education URL: www.azed.gov
Arizona School Administrators URL: http://www.azsa.org/
Arizona School Boards Association URL: http://www.azsba.org/
Arizona Association of School Business Officials URL: http://www.aasbo.org/
US Department of Education URL: http://www.ed.gov/
1 Government Procurement Alliance URL: http://www.1gpa.org
Pinal Teach 21 URL: http://www.pinal teach21.org
Editor: Yvonne Corley, [email protected]
Pinal County School Office URL: http://www.ecrsc.org/pinalesa/
Arizona Department of Education URL: www.azed.gov
Arizona School Administrators URL: http://www.azsa.org/
Arizona School Boards Association URL: http://www.azsba.org/
Arizona Association of School Business Officials URL: http://www.aasbo.org/
US Department of Education URL: http://www.ed.gov/
1 Government Procurement Alliance URL: http://www.1gpa.org
Pinal Teach 21 URL: http://www.pinal teach21.org
Editor: Yvonne Corley, [email protected]
