High-Performing Schools and High-Achieving Students. 2001 Annual Report to Members. INSTI TUT ION Northwest Regional Educational Lab., Portland, OR

DOCUMENT RESUME

ED 463 579 EA 031 578

TITLE Our Goal: High-Performing Schools and High-Achieving Students. 2001 Annual Report to Members. INSTI TUT ION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2001-00-00 NOTE 78p. AVAILABLE FROM Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204-3297. Tel: 503-275-9500; Fax: 503-275-9489; Web site: http://www.nwrel.org. PUB TYPE Reports - Descriptive (141) EDRS PRICE MFOl/PCO4 Plus Postage. DESCRIPTORS Academic Achievement; Educational Cooperation; *Educational Improvement; Elementary Secondary Education; Partnerships in Education; Programs

ABSTRACT This report describes activities of the Northwest Regional Educational Laboratory for 2001 as it works to improve education for Northwest regional schools. Following the year's highlights, topics are presented in four sections. The first section involves problems and potential: reengineering schools; quality teaching and learning; student assessment; literacy and language development; school, family, and community partnerships; and strategies to help schools solve problems and be high-performing learning communities. The second section focuses on programs and centers: the Assessment Program; the Child and Family Program; the Comprehensive Center; the Education, Career, and Community Program; the Equity Center; the Evaluation Program; the Mathematics and Science Education Center; the National Mentoring Center; the National Resource Center for Safe Schools; the School Improvement Program; and the Technology in Education Center. The third section discusses results and impact, including applied research and development, training and technical assistance, and information dissemination. The last section describes the various parts of the Northwest Regional Educational Laboratory, lists committee members involved in governance and policy, lists staff members, presents a statement of the financial position, and lists participating member institutions. (RT)

Reproductions supplied by EDRS are the best that can be made from the original dopment. 7. - 0 Minor changes have been made to ! -1 improve reproduclion quality jr+- ..

Points 01 view or ovinions stated in this document do not necessarily represent ..' < . ..& olficial OERl position or poiicy. ~, .s __ . . ._.I___ . \- I @J NORTHWJiST REGIONAL EDUCATIONAL LABORATORY

NWREL’s mission is to improve educational results for children, youth, and adults by providing research and development assistance in delivering equitable, high-quality educational programs.

Contents

4 rnlfunmmm 5 Re-Engineering Schools 6 Quality Teaching and Learning 7 Student Assessment 8 Lileracy and language Development 9 School, Family, and Community Partnerships 10 Strategies To Help Schools Solve Problems and Be €Ugh-Performing Learning Communities 08 14 Assessment Program 16 Child and Family Program 18 Comprehensive Center 20 Education, Career, and Community Program 22 Equity Center 24 Evaloation Program 26 Mathematics and Science Education Center 28 National Mentoring Center 30 National Resource Center for Safe Schools 32 School Improvement Program 34 Technology in Education Center

~~~ ~- 3% m(lau.Rm 37 Applled Research and Development 38 Training and Technical Assistance 39 Information Dissemination mmm 40 Governance and Policy 45 stall 50 Finance 68 Member Institutions lB?NmDw &. MichaelJaeger, Dean of Education 1 NWREL staff members and Business at Eastern Oregon Uni- Prom the wealth of information on include 130 long-temi professional versity, was elected NWREL Board educational needs in the Northwest, mfTmembers,33 with dodorates in Chairperson for 2001-02. Nine school NWREL began a new five-year plan for diverse aceas of education and related district s~perintendents,building prin- assisting Northwest schools to address cipals, teachers, and local school critical problems they face as they board members from the Northwest strive to be high-performinginstitu- became new members of the Board tions where all students achieve to totaled $20 don,derived fmm in September 2001. high levels. These problem areas are some 294 contracts and grants with re-englneering schools, quality teach- federal agencies, state agendes, local Elm ing and learning, assessment, literacy and intermediate education agencies, iSXI#IBassessment of educational and language development, and school, institutions of higher education, and needs in the Northwest shows that family, and community partnerships. other organizations, agencies, and state standards for student perfor- businesses. mance loom large in the minds of hu& educators, policymakas, and the pub six Training and Technid Assistance B@t hundred 6lIy-bNWREL lic. In both educator and public sur- Centers and five Research and Devel- member institutions are the primary veys, the most frequently identified opment Programs focusing on the cllenrs for NWREL sewices and collab- top issues were the need to align the areas of assessment, children and orate in carrying out education instructional program and student families, community partnerships, research and development work assessments to standards and to pre- educational equity, evaluation, mathe- pare educators to implement high- matics and science, mentoring, safe sudly teaching. schools, school iniproveinent, aid llkmim KDore than 75,000 people benefited from 2,732 activities conducted by NWREL in 2001 hat provided educators, policymakers, and the publlc with information, materials, knowledge, and skills to improve the results of education.

/jaw can schools be re-engineered to plan, implement, and sustain the capacity to become high-performing learning communities? parents, the legislllture, and the public keep asking our schools to provide more: more and better curriculum and instruction, more accountability, more technology, more parent involvement, and more student and family support senices. dorthwest schools are aught in a dilemma They must respond to the learning needs of an increasingly diverse and needy student population, while at the same time aligning their instructional programs to a set of performance standards that, in effect, encourage uniformity in curriculum materials and instructional practiceSi Re-engineering is the fundamental building block for school reform. 'Illrough re-engineering, schools, districts, and their communities implement the structures, processes, programs, and tMining necessq to renew themselves based on a shared \ision, changing context, student population, proven successful practices, and community expectations and requirements. The process of implementing educational reform is as important as the reform itself. Restructuring initiatives, by definition, introduce substantial departures from conventional practice. Structural change involves organizing schools for learning by utiliz- ing new roles and relationships, scheduling time differ- end%and reallocating resources. Mure than 30 years of educational research has identified school and classroom-level practices that foster superior student performance. Re-engineering must capitalize on thus body of knowledge and use the best practices known for motivating and preparing students to learn, engaging them actively, imparting learning content and strategies, pro\iding incentives and recoption, monitoring quality of instruction and learning, remediating deficits, and providing extra support for slower, lower-ability, and ESL learners. Bective leadership on the part of the school principal is an essential requirement for school success. Though leadership styles will alwa\s dilfer, researchers have identified some core principal behaiiors that link to positive student achievement and behalior. Furthermore, districts must establish improvement as a top priority and implement successful school-based management, providing clear standards, benchmarks. and assessments.

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..-...... B . ,.r . .: . . .. --.... * -,~?-'* .. ..d...._.. .-. ._ ...... ,. :, ,. (dow can schools more effectively plan, implement, and sustain qudty teaching and learning? rhequality of classroom instruction is key to student achievement sand is dependent on the qualie of the school stdT (teachers, pmeducators. principals). Professional development of teachers is increasingly viewed as the centerpiece for chmge. Changes solely to curriculum, organizational structure, or piecemeal training in new strategies will not bring about the changes needed to create high- performing schools. Planning must be focused on several aspects of system, culture, student needs, and quality improvement. Teachers must deepen their understanding of the subject matter and skills-related content, determine the best way of teaching the content, and understand how students lcm the content. /#or areas of concern related to quality teaching and leaning e~ne~gcdfrom h%”s regional needs assessment. First, developing a standards-based instructional program requires aligning standards, assessment, instruction, and professional development. Devel- opmentally appropriate instruction must be applied and the curriculum must be integrated across sub ject areas, phcularly reading, writing, matliemat- ics, and technology. second, all students must be engaged in learning. Effective strategies must be found for students not succeeding, and students must be encouraged to take responsibility for their own learning. Third, students must have supporrive :md chdleng- ing learning eniironments. This in\olves using effective classroom management practices, establishing clear expectations for behmior, developing schoolwide discipline policies, impiementing violence prevention programs, and developing a cli- mate of mutual respect among students, teachers, and families. Fourth, support must be ensured for the instructional proom. There must be increased opportunities for professional dewlopment: pmeducators must be prepared to prolide additional support for some snidents: and adequdte time must be allocated to dewlop expertise *andimplenient school improvements. moW can schooIs more adqudyassess students' progress in achieving high performance standards? Esrandards are intended to drive changes ia instruction and c)assfoom pmce~.StaMbrds-based asses~ment~, whtch de6ne wlut is important to learn, m motivate changes in teaching and student learning. Assessments d&e what educators and the community want students to know and be able to do. Assessment mks translate academic srandad into speak meaning for students and teachers. Well-aligaed,authentic, and continuous feedbackis neededtolnform teachers,students,md parents of their progress in meeting state standards. moweVer, asxsmnb do not always have the positive impact that is desired The misuse of assessmentsd eady childhood development, the narrow focus of some asses~usedtogaugeo~schooiW~, and assesmats that ate poorly aligned with desired out- comes and slimdards are examples of negative in8uences. inaccurate assessment Infomation can mislead Instruc- tion; narrowiyfocused assessmenfs can lead to a narrow- ingofinstruction. Fhere is an increasing impemthe for teachers and school administrators to have the SMUS to evahnte the qualicyof assessments and to effectively use the results of assessments to guide student lemhg botb in the breadth of content and the depth of inquiry into content areas. Teachers need to understand key CODceptE of assessmetlt to be effectiveconsumers of assessment models, to implement assessments with accut;lcy and fidelity, to use aSSeSSment information to guideioshucrion and school pianmg, and to errsure the abgment of standards and cumculm with Monand a~~e~~ment iXEEQ,has for several years fdon increasing the abiulyofteachen and school administrarorstousechs- room assessment to guide instruction 2nd student learning.NWREL'strait-basedassessmentm&inwriting, reading, oral commuaicaUon, mathematics problem solving, and bilingual language development provide teachers with powerful tools to assess students' leaming and to orgHlze instnachlon. t4 ow can schools achieve high levels of literacy and language development among all of their students? puring the early elemenmy years. learning to rad is the top priority; school success depends, in luge part, on how successful children are in learning to read. Literacy remains the key to school success throughout a student’s school years and is critical for full social and economic parhcipation in our increasingly knowledge-dependent, technological society. Although middle and high school teachers may view their primary responsibility as convey- ing the content of their subject area, it is increasingly understood by educators that reading in middle and high school is a critical issue to be addressed. We almost all students can decode and understand words at a “basic” level, many students cannot read and comprehend the types of higher level texts essential to success in an infomtion-based economy. These difficul- ties often persist throughout a student’s school years. Wuators need access to research-based practices in language development and the ability to make wise choices from the wealth of resource materials and programs that exist to address the leaming needs of their students and meet challenging literacy standards. Teachers must not only b’e knowledgeable about best practices in early literacy instruction, but also must be skiled in teaching and motivating children from econom- ically disadvantaged Mesand fiom linguistically and culturally diverse families. pltrerences in both the quality and quantity of children’s spoken and written language environments in the preschool years often translate into substantial differences in the ease with which children learn to match print to sound and to make sense of what they read. These di8ii- dties often are compounded by poverty, low lev& of parental education, and lack of access to preschool Programs. Effective teachers acknowledge and build on cultural differences, while at the same time preparing children to live successfully in both their home culture and the larger society. [Ibw can schools develop and sustain school, family, and communitypaFcnershipsthatclearlycontributeto~ levels of student pedormance? Qchools must work with families and communities in new and Merent ways if every student Is to meet cbkqing standards. In addition, communities must work with schools to create and extend learning opportunities for children and adults in safe and engaging environments. Pa 100 manycases, the current relatonship between schaolsandfamillescanbe~a~aslacldngin trust, mutual support, and a commitment to a partnership for the benefit of the children. EuniIy and communily pamretship actMtles are central to meeting student standards. EIkcdve scbnd,w, and communitypartnershipsexteadthereachofthe~g and learning $lea. tlfgh-pebormins schods indude sud components as providing human sendces at the school for families, suCCeSSfUUy educating Wted English profi- cient students, integrahg academic and workplace learning, providing family literacy programs, cteatlag after-school programs, developing parenting skills in families, and preparing children Iiom lafancy to school age to be ready for laming. byschools have a StudenVEmily popularioa that dlf- fers CUftWayrfrom the schod norms, whether Native American, Hispanic, African American, or Eastern Euro- pean. Assessments ofchll- tend to Ignore cultural and family considerations, attributes, goals, and strategies. Mdging the cultural gap through intenshe and mmpre- hensiw partnerships is arhievableand resuItsinsjgni6- cantgainsiasludentleam@ Bedts~alsoextend beyond improved &dent leamiug to include better par- enVchild relations, more hds comtng into schools, more &ective conununityservi~aad lower dropout rates. other events brings together educators and poliqmakers-by state and community, including practitioners, :icross stares, cultural settings, and poliqmkers, parents, community role groups. These events are con- members. :md senice providers. ducted to explore and gain perspec- .Awareness aid outreach result from tives on policy issues (e.g., charter \isits to \X%Ls Web site, djsseniina- schools, teacher testing, instructional tion of resource materkds. participa- time allocations); practitioner issues tion in tnining and conferences, and (e.g., h&sh language acquisition, direct technical assistance from school leadership, aligning curriculum to standards);and patron issues (e.g., community learning centers, parent support of standards, student voice). stiruents to access more intensive ser- \ices md assistance. 3Wmaintains cal summaries of research and prac- its toll-free ielephone number and tice, research-based products, and Web site ;md databases to receive ud other materials to assist both educa- respond to rccluests for dormation tors und policymakers. These include md assistance from the field. the n'orthtuest Report newsletter, the quarterly award-winninghbrthest Education nwe,and the@ Request series of publications providing useful syntheses and brief, easy- to-read s>nopses that clearly define educational issues, summarize their research evidence, high!& specific examples from the region, and esplore implications for both policy and practice. tioners xross die Sorthwest i\$despread assistance to help 15 partner schools- Kwethluk School. Lower Kuskokwim School District ;ICC~SSto practices, took. md sp~te- three in each of the five Northwest states- KO&& IIigli School. KO&& Island School District sics for cducntiond inlprovement. .At the create classrooms that rue high-performing Sorth Star Elementar). School, Anchorage School wnc time, development and testing of new learning communities. The intent of these f&D-h;wd products and senices. ;LS nell high-intcnsi? partnerships is to: as adaptation of existing resources, are I Actively engage school personnel, stu- ds. dents, and community members in chart- lakeside Middle School, Plummer-Worley School are ing their come of action for becoming District conducted at strategic locations ~LTOSSthe high-performing learning communities Holmes Elementary School, Wilder School District region to provide indepth training and p Coherently apply and demonstrate tools technicd assistance in the implementation and strategies for improving schools with Riverside Middle School, Billings School District of new or existing procedud knowledge, diverse contexts Rocky Boy High School, Rocky Boy School District tools, uid strategies for improvement lead- 3 Systematically evaluate the effectiveness Whittier Elemenmy School, Great Falls School District ing to high perfonnance. of this comprehensive approach to edu- 0 .t cationd improvement and capture the Madras High School, Jefferson County School District , include turnkey training and technical resulting procedural knowledge to bene- Whitaker Middle School, Portland School District wiistance to enhance and develop needed fit and guide other schools Siletz Elementary School, Lincoln County School capaci?: within other organizations- District professional associations, state agencies, education senice districts, and institutions Chief KamiAin Elementary School, Sunnysidc School of higher educationenabling them to District better assist schools to improve student Mt. Tahoma High School, Tacoma School District achievement. Shaw Middle School, Spokane School District

is provided to schools engaged in improvement efforts so that all students meet challenging standards.

ORGANIZATIONAL STRUCTURE nheAssessment Prograni develops effective, practical, and useful tools and methodology for guiding and assessing student learning. methodological skills of assessment and rescarch are blended to develop, validate, report, and use student assessment information to guide improved st tiden t learni ii g , enhance classroom inst ru cti o nit1 practices, and guide scliool reforiii and comniiinitv improvement. Inherent in this work is the buildin; of the local school and coinniunity capacity neces- say to sustain continuous irnproveinent in classroom teaching and student learning through training, technical assistance, aiid partnership activities with clients. much of the program's work is conducted directly with teachers through training opportunities and technical assistan ce . Interactions with teachers have -. ' taken on increitsiiigly broader forms, including .*%- .*% -- ..;@'I -___I5 -I - training workshops ;in d ins tit 11 tes, t raini ng vi dcos , -. contracted technical assistance, telephone consults- -& :\* 'i ti ons, and Internet reso ti rces. -b mraining of trainers models have been highh SLIC- cessfiil with NWWL's 6+ 1 Writing Assess- 5~i ment model, tlie Traits of Effective Readers, and z Creating Readers-Spanish, which have been siic- cessfdly implemented in hundreds of classrooms 0i across the nation. k%ndk?m me third-year evaluation of the Washington Reading Assessment services provided to dents involve the devel- Corps was completed, showing the positive effects read- opment and implementation of applied research study ing tutoring has on student reading achievement. designs, measurement and information tools, and infor- Boise School District (Idaho) hculty were assisted in mational analyses and reporting methods for document- developing end-of-course assessments in dght content ing student learning and effective instructional pmcti ces areas. Q basic assessment literacy training workshop for tach- and technical assistance are provided to develop ers was developed and pilot tested. the capacity of teachers, educational and commudg PIhe Senior Reading 'lbtoring Project was initiated, focus- policymaken, and school managers to improve student ing on recruiting and training strategies for establishing teaming and classroom instruction, to effectively use effective reading tutoring services by senior citizens. assessment information to understand school com- and Wve 6+1 Traitm Writing Assessment training munity change, to guide planning and monitoring of institutes and workshops were conducted the country program effects, and to provide reliable and valid 73 across for more than 2,300 teachers and accountability information for reporting to school school curriculum SpeCidifSts. burTraits of an Hective Reader assessment model developed and disseminat- training institutes and 30 workshops were conducted ed for assessing student performance in language arts. across the country for more than 1,OOO teachers. The 6+1 "rajtm Writing Assessment Model encompasses Q training institute that combines the trait-based assess- ideas, organizahlon, voice, word choice, fluency, and con- ments for reading and writing was developed and piIot ventions, plus presentation. Expeilenced Six-Trait Writing tested. Assessment scorers provide comprehensive scoring and Wie of Effective Writing model reporting of student witj.tig samples. The Traits of me0 Traits Spanish assessment tive Spanish Wri'ting is a similar model for assessing was introduced in two bilingual conferences and present- writhip in Spanish. The Traits of an Effective Reader ed to teachers in Eve workshops. assessment model increases the development of reading RiVZDBb writing assessment scoring dceteam scored skills by encouraging students to read not only the lines more than 54,000 student papers for 40 schools and of a text, but to read between and beyond the lines of the diSafCts. A iiew 6+ 1 TraitsfM Writing Assessment training video set and trainers guide were developed for conducting profes- are conducted to eilhance the sional development workshops. quality of hformatioion systems to assess students' achievement, behavior and attitudes, and the quality of classroom

Work with education and community partnes'focuses on aligning sd~ooland community goals including acadenuc and teaching standards, objectives, activities, and mea- sures to achieve continuous, effective change. (Ti- " , CHILD AND FAMILY PROGRAM

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4 Early Development. D By Request booklet was published, Tiwhology in Eurb Cblhbod Ebthnb: finding tbe Wnm. -party evaluations of program e8leCtivene.s are A Spslnish donof Eay Pamllles conducted using sound and rigorous research strategies. Wqsfor to He@ CM- dm,!em was developed. Journal articles ''Learning Evaluations include the Idaho State Library Association's to Read and Write: A Place to Start" and "Learning to Red Read to Me early literacy campaign, Oregon Crisismelief the Hurt: Nurturing Emotional Literacy" were published Nurseries for the Commission on Children Oregon and in the OqpnEhl;ary Scboo1,Iourrtal and Urban Enterprise Community Technol- Young Families, Portland Cbildm. ogy Center, Even Start Family Literacy programs, and rojects. A training and resource manual, Connmtitg &book, Families, and Contiitunitiesfir Yaith S~ccescPh- Recommendations, guidelines, and resources for appro- nitagfir Youth Success was developed for publication. priate and effective use of technology with young children fRaining ;md tethical &S&W re)ated to early child- are developed and disseminated through written mat&- hood education and strengthening school, family, and als, workshops, and NwRELs Web site. Products fiiclude community partnerships, were provided for thousands the Early Connections Web site and the By Request book- of educators in the Northwest let, Teclmologv in Ear& Chihihood Educatkn: Finding the Balatm. ,ludwmn-ftDw-- A variety of strategies are used to assist families and the stail of early childhood programs to be more effective in supporting the growth and development of young children. These include electronic newsletters, Region X Head Start Association, and assessing school readiness for the Alas- ka Department of Education and Early Development COMPREHENSIVE CENTER Q meeting of ~presentativesof Northwesf state education agencies on standards and assessment focused on identi- trators and mcliers implement state content and perfor- fvlng accountability Issues and efforts of the respective mance standards for dl children, wllile encouraging the states to support training in a standards-based envtron- cultural congnience of assessments for Native Americans, ment (e.g., curriculum alignment, assessmeat tools, Hispanics, Asians, African Americans, and students from professioilal development, teacher education, etc.). 65 training workshop on school improvement strategies was conducted with the Oregon Department of Education nt and implementa- for teams of teachers and admlnlstrators from 20 Oregon tion of Title I schoolwide programs include parental Comprehensive School Reform schools. School stories involvement, creaUng a safe environment free of violence were shared with leadership teams from Oregon's Title 1 and drugs, combining federal and local resources, using Schools of Merit. data to focus instructional change, standards and assessment, oiigofng and sustained professional development A keynote presentation on public relations and communi- for student academic achievement, and educatlonal pro- cating standardized test results to the school community d, and hdian students. was presented to 70 admintstrators at the Wjvning Ele- mentary School Principals annual conference. Network tralners provides Ckwn trainers from the region were prepared to provide teacher/coach training in peer coaching, assessment, and technical assistance workshops and consultation services instructiond strategies at the K-3 level. Selected schools on Title lX Indian Education Program apphcations. are participating in a national evaluation of the program. W.ainlng based on the Assessment Matrix for Classroom Instruction was conducted in Spokane, Washington, for components of compre- participants in Washington, for rep- hensive school reform plans and evaluation is provided Northwest and D.C., resentatives of the U.S. Department of Education, Title I, to schools eligible for Comprehensive School Refon and Native American Indian Education. Demonsvation (CSRD) funding. Assistance is provided A teclinology tMining strand was conducted for 750 participants at the National Indian School Board Association An NWREL guidebook provides practical infomiation on (MISBA) summer instilute in Portland. evaluation of CSRD and other whole-school reform e8orcS. bining on the use of data to plan instruction was con- Training in the use of this guide is provided to CSRD Sites, ducted for 19 teachers and prinqah at Arapaho School as well as other whole-school reform schools. in Wyonhig. .. EDUCATION, CAREER, AND COMMUNITY PROGRAM Ah activities toolkit, Yim Working Tming&ming ce are provided to national innto Lmmitzg, was developed to show young people the service projects focusing on tutoring, mentoring, and lit- connection between work and school. eracy. Services are provided in partnership with Bank Q resource glide, EtmLGui& to Stmiiq+@lptofecd Street College in New York Volunteers In Service Lo to Plbnnhg: Toolsfor YmtbIwas developed on planning of America and other education and literacy-related (VIsrtl) projects tied to academics. rpomtion for National Service. me 2001 summer Menucha Topical Forum examined ces and training in commu- how teacher preservice education pmgran~can imple- nity partlienhip strategies are provided for middle grades ment contextual teaching and learning strategies. and high schools, including sndler learning communities flb8 IWr quarterly newsletter was developed and dissemi- and COntexhlal teaching strategies to help students learn nated to assist pmctitioners in national service projeds. solving. PIhe first multimedia National Service symposium was AmericOrps community serviceu activities focused on liter- conducted for more than 200 partidpants. acy, enviroiiment, public safeiy, and the efIects of poverty (he hundred twenty-he AmeriCorps program staff from are assisted to strengthen statr competencies and gauge six states attended the Network Northwest. Prom Kllore than 1,000 technical assistance sessions and nearly 50 training workshops were conducted on literacy, men- Evaluations are conducted of innovative programs aimed toring, and tutoring issues in schools. More than 25 -at helping stafl members improve their teaching skills training events were conducted on youth development. in newways, Work with middle schools included evaluation of the Model standards-based instructional materials are created Seattle Middle School Support grant and support for the to help students coilfront real-life situations. Albertson’s Middle School Reform conference in Idaho. sltandards-based curriculum materials were developed to help teachers reach rigorous standards using safely and health content that working teens face in wotJrplaces. Workshops were coordinated around the nation to orient high schools to faires of the New American High Schools (NAHS) initiative. ‘ ~aluadonswere conducted of innovative projeds: Uni- versity of Washington Consortium for Contextual Teaclring and Learning, three Technology Innovation Challenge Grants, three Preparing Teachers for Tomorrow’s Tech- nology projects, seven 2 1st Century Learning Communi- ties grants, and Tech Prep programs in Hawaii, Oregon, .l ...... and California. :: . 4 1.. -‘ $7 EQUITY-CENTER W.aining and technical assistance services were provided assroom and curricular strategies, to more than 5,000 K-12 personnel, parents, and com- legal responsibilities, and self-assessments are provided munity members in the center’s service area. to school staff, students, and to families, communities me Pa& Equity Academy was convened for teams from ol-based harassment. Gum, American Samoa, Republic of Palau, and the Com- monwealth of the Northern Mariana Islands, who were Information, trahiing, and technical assistance focused assisted in developing equity plans. on the educational needs of immigrant students are provided within the context of instruction, materials, cunlcu- 65 Charter Schools listserv was activated to provide opportunities for networking and sharing of information among the charter schools in the region. strategies enable Qh Equity Institute was convened at the U.S. Department practitioners to develop and identlfy programs and tech- of Education Improving America’s %hods annual confer- nology practices to provide students with equitable access ence in Sacramento. to equipment and instruction aud to ellmfnate inequities. Q he-day national EDEQW online discussfon on Edu- mm- cation and Immigrant Girls was in Resources and training assist schools and communities moderated collaboration with the Educafional Equhy Act Program. to develop a comprehensive approach to planning, imple- Women’s menting, and evaluating mentor programs for diverse Q monthly online newslelter, Look@&pf& was produd Young odhhgcurtent and upcoming events adregional top- m@! ics of Interest. Resources, training, and a Vrainqon gender-specific programming was provided awareness of equity issues embedded in operating a to members of the Federal Work Group for the U.S. OBce charter school. of Juvenile Jusdce and Delinquency Prevention. assistance help administrators and mStrid bilingual plans were reviewed and follow-up teachers design and implement ef€ective plans and pro- technical assistance provided in collaboration with die Western Regional Office of Civil Rights and Idaho Depart- ment of Education. ter assist policy- Pfhree workshops were conducted at the Annual Pacific maken, -rs, and program staffin designing and Educational Conference in Guam. implementing gender-specific progrants for within girls Wle center collaborated with the Oregon Department of 8 the jweni tem or those at of offending. risk Education to plan and coordinate the 2001 Oregon Sum- mer Bilingual Institute. Tralnlng and resources develop principal leadership -skills based on the key components of educational equity and strategies to manage an equitable teaching and learn- f’i . * ing environment. 530 ....:t,... .. Muation services were provided to 30 organizations, Project evaluation assistance Is provided 011 a contract including federal agencies, universities, state education basis to local school districts, educational service districts, agencies, regional educational service districts, school state education agencies, and other public and private districts, schools, and private organizations. w~C~S, Praia are on a wide range of to pi^^, ~porty-hemajor evaluation repom were developed h a including reading instruction; school improvement; drug, wide range of areas, hdudingreading i"dio,,, alcollol, and violence prevention; technology integration; improvement, teclraology, edu- mahematics and science educatlon; at-risk student popu- cation,at-.,sk sa,dentpopulations, vocationddudon, On; and fIon&&hXLI1-g. and nontr&onal l-ng,

dies are conducted of research and develop- ht-Year data cohth Were Completed for menl activities implemented by WlREL under the Region- Oregon a Rag~Ceh~ce Acf (m) Profa al Mucatlonal laboratory (REL) Propun contract with implemented bY the ~~l~tOf E&atiOn in the U.S. O5ce of Educational Research and Improvement bbOVq~&~ls. (OEFU). These activities indude O~lreaChand awareness, &comprehensiveAMon design and in-. regional training institutes, intensive work conducted with were &yp~opedfor \1p&npn R&, a R- 15 partner sites in the region, and national leadership Exdace ~ct(REA) pmject implemented by the Wash- 001s for Success. ington Office of Superintendent of Publlc Instruction in 32 schools. Jivaludtion~is~ce fsProvided other Pro- muonof~ology focused on ~e use of grams and centers to meet funding and accountability- technology to support reform, professional requirements in areas of comprehensive assistance, equi- educational development, and instructional improvement. ty, math aad scieiice education, mentoring, safe schools, and technology in education. Utance learning studies were expanded to include inno- vations in K-12 classrooms,adult education opportunities, and access for incarcerated youth populations. A coinprehensive evaluation design was developed for research and development activities conducted under the Regional Educational Laboratory contract with the U.S. Officeof Educatlonal Research and Improvement (OERI). 65 framework and rekited data collection and malysis yro- cedures were established for documenting the don and use of ''procedural knowledge" in implementing various school reform dotts in tow-pedormlrag schools. Wuation assfstance was provided to other NWREL progmms and centers, including the Technology in Edu- cation Center, hMi aid Science Education Center, Com- .. . prehensive Center, Equity Center, and National Resource

'0- Center for Safe Schools.

'€bee issues of North& TBaCber were produced on cation and video series the following topics: In an Era of Reform: Standards in focuses on topics related to high-quafity sdence and the Classroom; lesson Study: Teachers Learning Togetheq mathematics programs to help K-12 teachers implenient and Taking It Outside: Science Inquiry. proven successful practim. Ten topical booklets summa- &re than 19,400 copies of publications and videos from rize current research, highlight dective smtegtes, and the It's Just Good Teaching series were disseminated to identify useful resources. Three videos provide a class- educators across the region, as well as neady 14,650 room glimpse of effective instruction In mathematics copies of No~~tTwkand more than 3,000 problem solving and science inquiry. Northest Teacher copies of PructicuI Inquhy. is a themebased journal devoted to rigorous and imagi- cs and science. 'iffie Resource Lending Collection expanded to nearly 1,800 titles, with more than 260 clientr borrowing nearly -Solving Model provides 770 items. Staff researched and responded to nearly 100 classroom teachers with tools and resources to enhance information requests, problemsolving instruction and support student learning JMner sites were established with 11 districts in the toward higher standards in mathematics. Components are region, and on-site professional development was provid- a trait scoring guide, grade-level open-ended tasks based ed to more than 200 educators at 30 schools. on the NCTM strands, student samples and anchor work PfhiFteen Eisenhower National ~earinghou~orthwest and professional development materials. Eisenhower Regional Consortium Access Centers were established the five to disseminate Science Inquiry Model provides classroom across states further ENC and consortium resources. teichers with tools and resources to help students learn scientific concepts, skills, and processes through student- Qnnuat institutes were conducted in collaboration with led inquiry. Components are a trait inquiry scoring guide, the Oregon Department of Education and Washington grade-level open-ended tasks based on national sclence Offlceof the Superintendent of Public Instruction to sup- strands, student work samples and anchor papers, and port state goals for improving mathematics and science professional development materials. education. dllbmlmm [latensbe, on-site professional development in the NWREL The lending library includes 1,800 titles of mathematics Mathematics Problem-SoMng ModeP was provided to and sdence teacher support materials, assessment ideas, teachers in Arizona, Colorado, Idaho, Montana, Oklahoma, research syntheses, professional development books and and Waslungton. videos, and standards-based curricula. The PraCNcal Inquiy newsletter targets administrator issues. IMy-four strategic alliances were formed with agencies, !clmmDdw organizations, and projects to herage resources and Direct services to schools, districts, and other organiza- develop collabomtk &or& to iden@, collect, and dis- tions are tailored to meet the needs of indMdual clients seminate high-quality materials and services. on such topics as aligning Wctcurriculum with state and national standards, project evaluation, and conducting mathemtics program audits.

-d 'Ilhree r@onal mentoring training events were conducted, The center provides training and other assistance to men- serving 400 mentoring practitioners across the counby. bring programs across the country through a variety of & of eight planned Technical Assistance Packets were conferences and workshops. JUMP programs, funded by published on key mentoring issues: AM3 ofscboo- OJJDP, receive intensive Wing and support through a Based Mentoring, St@portitagMerrtors, Training New cadre of mentoring experts, specialized custom training Mentors, Bulkhag Relirhnsbip, Rermititg Mmtm, ne consultation. and Mentoring SexualMinuriO Youtb. The center maintains one of the country's largest collec- !lie Wngcurriculum, Strengthening Menbring Pro- tions of mentoring materials, including books, videos, grams, was disseminated to more than 1,000 agencies training guides, and evaluation instruments available for for use at the program level. loan to any program in the country. The center aiso pro- Wvee specizllized training events were held for JUMP vides information searches and research asistance via Programs, dealing with issues o€diversity, program phone and e-mail. Its Web site is one of the most compre- sustainability, and &ective program practices. hensive in youth inaltoring resources available the field. Anational, postcard-based mentor recruitment campaign c3lmwhmarmD- was conducted. The center has developed a lO-mnodule train@ currlcu- lum for use by mentoring programs in the areas of pro- mecenter's information services responded to more gram development and mentor training. The curriculum than 500 requests for information and mearch. is based on mentoring research and features the best 0he center coordinated an Wce of federal agencies practices for creating strong programs and mentoring providing mentoring to youth in the Washington, D.C., area. relationships with youth. Supplementing die curriculum is the Technical Assistance bur Biclletins were distributed nationwide to 5,000 programs individuals. Packet series. These publications touch on significant and issues for mentoring programs and offer innovative strategies in the areas of mentor training, schoolcommunity partnerships, and program sustainabiity Quarterly Bzslletirrs feature the latest in mentoring research, inforniation on the center's activities, and pro- files of successful programs and mentoring relationships. NATIONAL RESOURCE CENTER - FOR SAFE SCHOOLS m-m Ukgional Safe Schools Conferences were condud in The miter provides assistance to schools and conuuuni- Reno, Nevada, and Austin, Texas, pmidhg a wide range ties in developing safe school plans for implementing and of training workshops for educators, administrators, law sustnlning il targeted, coniprehensive set of activities. enforcement officials, and state education agencies on fllld- Comprehensive Safe School Planning, Addressing Bullying In addition to the workshop on Creating Safe Schools: A and Harassment, and Informationon Resources to Sup Compreliensive Approah, the center provides training port Safe School Plans. and tecluzfcal assistance through regional safe school bh intensive training promis being carried out at conferences and technical assistance to school districts eight sites on specific steps in the safe schools planning to: (1) assess the conditions of schools and communities, ddopscha~l-community partnetships, con- (2) strengthen school policies, (3) develop an adywarn- duct needs assessment, develop a plan, implement best ing and response system, (4) develop and implement practices, and evaluate props (Newburg, Oregon; Gar- &ective strategies and practices in violence pwention diner, Maine; Swanton, Vermont; Shiprock, New Mexico; and reduction, and crisis response, (5) foster scliooY Pine Ridge, South Dako@ Little Rock, Arkansas, Belgrade, community partnerships, and (6) evaluate prevenUon Montana; and Sai Juan, Puerto Rico). program do*. 'jplvo workshops on zkuanq Issues and Solutions were rmation on safe school issues conducted at the National At-Risk Youth Conference in and concerns, highlighting effective programs, prevention Myale Beach, South Carob strategies, best practices, traltling opportunities, and Q session on issues and concerns of mayors related to other resources. safety in schools was provided for 45 mayors and council s%a%mdl hw- members at the National League of Cities conference in The center works to rehie effective training materials, Rio Rancho, New Mexico. methods, research-basedinformation, and protocols on Reconference sessions on Creating Safe Schools were school safety in collaboration with a national advisory conducted with the Hamilton Fish Institute on School and committee, sfate educational and juvenile jusdce agencies, Community Violence at the National Conference in the Hamilton Fish on School and OJDP Consortium Community Washington, D.C. Violence, state school safety centers, and other training and technical assistance providers. Q keynote mion on the comprehensive approach to safe school planning was presented to law enforcement, juvenile justice, and mental health per~o~el,youth-serving agendes, and educators at OJDPs Juvenile Accouatabili- ty Incentive Block Grant conferencein Houston, Texas. fffaining was provided to 150 law enforcement and FBI personnel at the FBI-New Orleans School Crisis Planning meeting. &@ty Zons newsletter and Safe Schools Pad She& were developed and 200,OOo copies distributed nationwide. & hteractfvs &&d CD-ROM wa~produced and 7,500 copies distributed. ~

SCHOOL IMPROVEMENT PROGRAM !be k!maittg to St&t Vdces Se@’t~@ TmWt was Onward to OTE Il) is a training and technical completed in collaboration with other regional laborato- assistance program to impme schooYdisMcr/community ries and published by NWRHL. mm,a@lg an *‘Iders in effomto increase m- me pmershjp the National Q&@ow on dent learning Comprehensive School Reform was strengthened and the Eltmlmmrn Web site for the cclkrlog Refirm Mo&k was Publications support the leanling of learners of of Scbool success ddgned, making it useful to schools. all ages by familiarizing educators, parents, community members, and students with the findings of educational 61 research Whais tikd md@ OfHigh-ACmW research and examples of successfuI school improvement &book Kbutthe &MU~I &P was ddoped. efforts. dh article, “Part-Time Class Size Reductioii L Fall City SJIdtkS Elemenmy School,” was included in the book, How Sd from oWj% lon@m S&OOl ChesHelp Tmcbers Do TkirBest, published by the hPrOvemat efforts, NwReL (1) develops its capacity to Temple University Center for Research in Human Devel- conduct hpact Studies of Systemic unprovement &ortS, opment and Educauon, (2) develops capadty of others (e.g., local research teams) national invitational working conference, Closing the to conduct such work, and (3) develops the capacity to 115 Achievement Gap in High through Comprehen- llaboration with other organizations. Schools she School Reform, was conducted by a partnership with Annenberg Institute for School Reform at Brown, Consor- proctucts and are Offered to ed‘lators ‘ley Uuni for Policy Research in Education, U.S. Offlce of Edu- and- so ht cational ~,,,~~~~ent,and Council of &jef achieve to high standards. Through Inquiry process, R~& an Stale School Offices. teams of teachers examine their practice; determine critical learning experiences to meet local, state, and national Wventy-five additional schools acToss the nation chose stan&u& apply resear& and theory on ldngand Onward to Excellence I1 as their school reform model. teaching as they design lessons; and assess the inipact Some schools using the OTE II process are reporting substantial improvementsin student achievement. WNo sections were updated in NWREL’s Resemb Yorr WdP is provided in atabusbg suppod% Can u,to lmpmtw Rmh:won 2-Managmat collaborative work aftlong org~onsnationwide to owonand won+hsmcdon and develop, promote, and study efforts to re-engineer schools. hlsmctioi,~hpmlent People and organbtions are brought together to understand and improve the impacts of comprehensive school &ides titled “Standards-Based Reform: Can It Make a reform efforts across the country. Difierence for Studem?’ and “Reforming Education From the hideout: A Study of Community Engagement and Educational Reform hi Rural Alaska” were published in the Peuboa‘yJournal of Education and the Joimul of Research in Rirrd #ducattoti. .. ! rn Drethan 36,000 copies of print, video, and CD-ROM Models, best practices, cost-effective use, and methods products wee distributed to help schools plan, implement, for measuring impact at the classroom level are dissemi- and evaluate tlie use of technology. fiM development activities were provided for more than 4,400 people throughout the region. ing community members, administrators, teachers, and Dre than 20,000 copies of a third video dassroom tape, technology coordinators arc supported in the development IYs a Wild Ria%, were distributed nationally In collabora- of computer networks, including the use of videoconfer- tion with Intel Corporation as part of NWREL's Ckrss- encing, that support the integMtion of technology into the rootns@ulorMbols@bandset of multimedia and print resources on integrating technology into the classroom. m Q booklet, Tschrology in &I@CbCId6oOdElrhrcatim: Products and services suppon the development and Finding fbs Eiahme, HMS dwdoped. implanentatioii of effective technology plans, including W development was provided for adult basic education strategies to measure the impact of technology on the providers hi all states. as. six me Beta Educatioiial Technology Assessment (BmA) Assistance to state agencies and local sdool districts in Guide for Teachers wvas created in collaboration with the evaluating the impact of technology on student learning Alaska Department of Educatlon and Early DedOpNent. includes staff development, evaluation phmhg, and 'Ukchnology education strands were conducted at instrument development. Independent evaluations are the National Indian School Board Association annual conducted for Technology lnnomtion Challenge Grant conference. and Technology Literacy Challenge Funds projects. Muatiou continued for the fifth year on the impact of teachers with skills for TELDEC,a program infusing tecluiology into districts it into the curriculum. across the state of Washington.

The center is working with adult basic educators to effectively integrate technology into their adult literacy and basic skills programs.

...1 . El

109 new products and publications resulted from research and development.

RRJElib developed 28 new products during 2001, providing took and -A major new 6+1 Trait and evaluation; instructional delivejry me$eS that suppoft Syslemic reform writing Assessmalt pduais an eight- adgrouping, self-directedlearning; &om, ef€ectiw teaching and learning, part video series and accompanying and planning and using peer tutoring and strong parent and community facilitators guide for Statr development partnerships. New NWREL products specialists, teachers, and curriculum indudedcurrfdmmaterfals,~g direcfors. One video is a focused modules, handbooks, and research introduction to the trait-based writing syntheses for widespread distribution. model and the seven additional videos In addition, NWREL produced 81 new highlight each trait: ideas, organization, pubhations for specific audiences, wlce, word choice, sentence fluency, such as reports on project evaluations, ' conventions, and presentation. literature reviews, and policy papers. 6uso new is a colorful 32" x 32" Six+l Trait Wridng Assessment poster v- in either hglish or Spanish. Educators and youthdevelopment PJhe-tmfmcCliwnwmr professionals who believe in extending Instnrctcon is a six-point matrix that the classmorn into the local commu- helps teachm collect information nity are he audience for Ezwym's about heir students' progress, and to CuldstoS~~Ph~ analyze and apply the data to improve Tookjbr Yd. instruction and student performance. 0bm Fbr&n, i%ming&.mttng info kwnig provides a set of chal- fia.hInw bod^ a Lh- IenglIlg pet fua activities to show young ming fo student vozces introdumly people the co~ecoiollbetween what package and a Self-studytoolIdt pvide they do at work and what they learn at information and resources for using schools. It indudes three vohes: four pragmatic, manageable ways facilitator guide, student guide, and schools can conduct self-study aided critical workphx issues. and enriched by student help. Devel- oped by NWREL and other regional lismmdb0nIn-m eduadod laboratories, the four tools ~Three~issugofNorxburest- are called Student Renedlon Protocol, Taacberareintendedformathemadcs Student-Led Focus Group, Data in a and science teachers: "ln an Era of Day, and Analyzing Sweys with Kids. Reform: standards and the Classroom," The materials iaclude guideboob, "Less00 Study Teachers Learning handouts, stories of school success, Tog&,'' and 'Taldng It Outside: and videotapes demonstrating use of science Inquhy? the tools. ~sixtechnicatassistaace IDXiEfl-AnWSeVeR- packages were developed on key men- book series OfMUlhIgrode Chfirroom toringissues:ABc;FofSc600d&lssd handbooks draws on more than a Merztotfng Su@o?gingMm~ decade of research by NWREL's Rural WniqNew Mmhm,Bu&ing Bducatlon Pmgm andincorporates RslatJonsMps, Ramitin8 MBntors, thepraaicalwlsdomofanexperhced andMsnlorlnggSt#.ualM/nority team of teachers. The handbooks Ymtb. cover classn>omorganization; classroom management and discipline; instructional organization, curriculum, 24,993 people participated in training and technical assistance.

&total of 24,993 people gained new knowledge and skiils for improving education lllrough participation in 1,421 NWREL workshops, conferences, and coiisullation sessions in 2001. Training and technical assistance activities provided by h'wREL ranged from large national and regional confwences to workshops on single topics to one- on-one consultations. 91he largest category of parti~ts- I 137l-Wm teachers,prindpdS, and other school building-level stalt members. Another 3,346 participants RRXDlBhrgest event was the d were superintendents and other stafl Education Now and in he Future con- members at the district level. ference providing professional development that bridges the gap heen eeseaFch and action for nearly 1,100 educators. The conference highligats research-based products, processes, Onward to Excellence II compre- and tools for implementing best PIX- hensive school dorm model tices designed to improve educational Ikaft-based assessment models In results.

askentin the Narthwestdates Ute&$, mentoring, and tutoring PacificEquityAcademy Youth development Regional Mentoring Training Middleschoolreform . confetences 0 Biliogualeduca#ion Educaolooalequlty 0 LLteracydevelopment .Parentsasteachefs

BEST COPY AVAILABLE .. DI NWREL disseminated information on education issues and practices through a combination of electronic, print, search, and mass media methods.

Wb&B&A major redesign of NwRELs Web site, wm.nwrel.org,was completed in September 2001 to give users better and quicker access to the wealth of information and resources available online. Since its launching in 1995, NWRJXs Web site has grown to 12,000 pages of information. ti$EUXBWeb site attraded 2,177,379 il&mm&m !&u@hs Information mur issues of msmagaline, vtsitor sessions in 2001-6,161 peo- searches were conducted in response NhtWhmwere- ple each day who spent an average of to 847 requests in 2001. Based on the oped and disseminated to bring high- slightly more than 10 minutes on he. topics most frequently asked about, quality, objective information to a wide During these sessions, visitors accessed hU'REL produced and disseminated spednun of education stakehohiers, 7.4 million pages of information (about three new booklets in its By Request in both print and electronic formats. four pages per person), a 35 percent series: Topics of new Issues produced in increase over the prior year. Supporting Bqinning T~~:2001 were: How Adminktmtom, i'bcbers, charter scllools and Micymakm Can He& New School Architecture: Designs TecachasSucceed for Learning lk Rnwr of Public R&ions The Standards Movement in Schh Preparing New Teachers Technologv in Ear& (%&#mod h addition to the NdtRspOrt Edwtiun newsletter providing information on &ch booklet contains an explanation "EL activities, eni ice^, and prod- of the topic's relevance, a sampling of ucts, individual newsletters were pro- how Northwest schools are dealing duced and disseminated on the topics with the issue, suggestions for adapt- of safe schools, tutoring, math and ing these ideas to schools, selected science education, equily, and early references, and contact infonnation. childhood education. Orden were filled for glEinas!iMbTobringpracticaland 48,483 copies of NWREL produds and timely infomution on education to publications in 2001~urridum parents and the public, NWREL pro- materials, teacher handbooks, planning duced monthly columns-htl Talk guides, ctc. In addition, information -as a public service, distributed to was provided through the distribution daily and weekly newspapers for pub of 237,637 copib of publications, Wonacross the Northwest states. newsletters, and other free materials. Topics covered were: MothaoingKids Teen Rebdion .QualityChildCare Getting Kids to Sleep Helping children with Science and Math

n Superintendent of Public Instruction ndent of Public Instruction

Dean, School of Education and Business Vhstern Oregon University w- Vice Chairperson Executive Director/CEO Hood Canal School Dislrict (Washington) Yakima Valley Opporlunities Industrialization Center m- (Wash Superintendent WA Redmond School District (Oregon) Secretary-lhsurer mrn- riia SC~OOIprincipal Superintendent Salem-Keizer School District (Oregon) Bering Strait School District (Alaska) Lfmdtil* l-DRmI3- Immediate Past Chairperson Teacher Dean, School of Education Great Falls School District (Montana) University of Montana WNb r of Education and Early Development Chancellor aw- University of Alaska-Southeast Idaho Superintendent of Public Instruction BiSdrkLm District Court Interpreter Coordinator Caldwell (Idaho) Southwest Region School District (Alaska) Elementarym- Teacher Coeur D’Alene School District (Idaho) @Ii&mdMlamep School Board Member Delta-Greely School District (Alaska) w- Montana Superintendent of Public instruction m-scers, Superintendent Lo10 Elementary school District (Montana) -wmSchool Board Member 001 District

Principal Oregon Trail Elementary school lRvin (~daho)

w-Principal St Rose Parish School Longview (Washington)

-*Superintendent Soda springs school District (Idaho) mwG- Businessman Pocatello (Idaho)

(z-] &¶mlR@YJrb Teachers as Researchers Project Rowena Chess Elementary School Fairbanks ivorth Star Borough School --Pasco (Washington) District (Alaska) lbxurl- llkm3.d- hrfncipal lJmtmM Teacher WmSprlngr, E4emenhy School (Oregon) Principal Castle Rock Middle School m@W3- West High School BiUings (Monkma) Dean of Mumtion Anchorage (Alaska) m- Montana State University-Billings m.tJulhm- Mathematics Teacher Professor of Education Marshall High school 8m.nmQ-m- Western Washington University Portland (Oregon) Ilnmnirmrollanssnm Allacfml - Instructional Specialist Director, GSTARS WasNngton Education Assodation University of Washington w-Principal maclrmaat Wallace Elmentaty school (Idaho) Distinguished Educator , Oregon Department of Education Director, Spedal Programs and Assessment Pam School- District (Washington) entary School rnm- Spalding Elementary School Palmer (Alaska) Senior Program OlTicer Boise (Idaho) JA & Kathlyn Albermn Foundation (lamdim- Plincipal I Boise (Idaho) Executive Director Alkati-- Creek Elementary Schooi mf- Montana Small Schools Alliance White Pass School District ilikiklw Randle (Washington) Administrator, School Improvement Q- Mion Eagle cliffs Elementary School Home Wtor Advocate MonWd OfIice of Public Instruction Billings (Montana) No& PrankJin School District w- WP- Othello Cwashington) principal Director, Curriculum and Instruction mfi&ah&m Highland Elementary School Tacoma istrict (Washington) Director, oface of Student sendm flkrdh n Department of Education East Canyon Elementary School Alms- Director Nampa (Idaho) Principal Alaska Comprehensive Regional North Side Elementaty School Assistance Center (AKRAC) Wolf Point (Montana) wl!nfwtk3.tm&m 8keWm?& Executive Director Prindpal Northwest Assoadon of Schools ll!m.fmm Reynolds High School and Colleges (Idaho) Indian Educationfftudent Advocate Troutdale (Oregon) Vancouver School District (Washington) m Program Coordinator, Pamlly BASICS 5 Assistant Superintendent, Education Women's-- Oppomnity Resource m- Services Department Development, Inc. Principal Montana 0Bce of Public Instruction Misoula (Montana) Hawthorne Elementary School WWW m-33mmuO Everett (Washington) Principal Education Program Specialist, lltle I, w- Bod Elementary school (Idaho) Migrant-Even Start Principal -m Alaska Depament of Education and Alkali Creek Elemenmy School Nellie Edge Seminars and Resources, Inc. Early Development Billings (Montana) Salem (Oregon) Mlmtl0-m m.u&nf.RmQa Vice Prindpal Superintendent Stevens Middle school Southwest Region School District Pasco (Washington) w w- ViCe-Prlndpal Vice Provost for Academic Resources Jefferson High School (Oregon) Eastern Washington University lIBllmw @aJ- Teachers as Researchers Projeci PrinCiDal University of Alaska-Fairbanks HeriGe Elementary School Woodburn (Oregon) ... j 'is:.. 3 -m Alaska Department of Edumtlon and *- m-Early Development Assistant Supedntendent Human and Civil Rights Coordinator ll&mYIl- Sunnyside school Districl (Washington) Idaho Education Association RtIe 1 Coordinator w- SWeenMter County School District LEP, Bilingual Specialist mom@) Idaho Department of Education UMm- .#If.ime Assistant Superintendent Washington State Board of Education Teacher Sunnyside School District (Washington) --- Wah School District (Oregon) w- Achievement Standards Assessment w- Deputy Superintendent, State and Feded &Accountability05ce Title M Teacher --~ograms Idaho State Board of Education Hood Canal School District (Wa..hington) Idaho Department of Education IBIIDllimm IhMils- Executive Director Teacher pson Associates Oregon Small SEhools Association Great Falls School District (Montana) Mliated Tribes of Northwest Indians mm6Y.bmll mnlhmkmm Portland (Oregon) Univetsity of Alaska-Southeast Teachef m- Juneau Glenridge Elementary School %tie VLeaming Assistance Program (Washington) Washington OBGce of Supenlntendent Superintendent of Public Instruction --Ud-Morrow Education Service Science Instructor @mY- District (Oregon) --Southwest Region School District Title I Project Director mwm (Alaska) Browning School District (Montana) Executive Director w- @lhlmm? Assodation of Alaska School Boards Teacher Director, IASA Programs Bmoeg- Ramsey Elementary School (Idaho) n Department of Education County Superintendent l3ilb.m Mfb Pow4 County District 39 (Montana) Teacher School Improvement Pmgm nlmusm~w SierSage Elemenmy School (Idaho) U.S. Department of Education Project Coordinator/Dlstance Learning lrilmkhlltrmmam Washington 0.C.) Director Teacher 83dlrSom Fort Peck Community College Palmer juniorhliddle school (Alaska) Program Adndnistrator, Office of PubUc Poplar (Montana) llbibmlm Outreadl Teacher Washington OfRce of Superintendent amxwoilmxma Muldown Elementary School (Montana) w-of Public Instruction WItQam- Administrator, Health Enhancement specialist and safety Division (We 1V) Oregon Department of Education Montana 05w of Public Insvuctton rnbw mw Director, Federal Projcds Director of Education Caldwd school District (Idaho) Catholic Diocese of Boise (Idaho) llmlm wlmmra Parent/Community Member Missoula (Montana) gnlhmm Principal Wiam I)son Elementary School Anchorage (Alaska) &@hum ESL Coordinator Yakima School District (Washington) m2ilIlhd- &ecudve Dean, Cascade Campus Portland Community college (Oregon) msi-€&hn- Superintendent 'hkwila School Disviu (Washington) m- Student East Hartford High school (connediall) usmil- CEOEounder Assodated Behavior Consuitants Co-Director/ALaskaw- Rural systemic Creative Visions Salt Lab City (Utah) Initiative Des Moines (Iowa) mumil- University of Alaska-Pairhanks nkk2Qm.l- Director fB&.ml- Education Assodate Nalional School Public Relations Teacher South Carolina Department of Education Assodation Eagle High School (Idaho) m- 0th~of the Secretary of Public Weq m- Student Richmond olrgtnia) Indian Education Coordinator Georgetown University --N Ronan school District (Montana) Washington (D.C.) Dlrector, Mental Health Servlces lilmm.l LlxNBdJlrn Los Angela Unified School Dlstrid Math Curriculum Coordinator Director, University of Oklahoma (California) Northwest Educational Servlce District Region M Comprehensive Center 189 (Washington) ImikoosldlhoP IB\ilmllImMBm Program Director DLrector, The SMILE Program National Center for Conflict Resolution Oregon State University Urbana (rllinojs) Mm grsrrrjhb Rkdma€busml Educational Consultant Director, Federal Projects Youth for Justice Westem aeglonal Resome Center Caldwd school District (Idaho) Constitutional Rights Foundation University of Oregon nibitfia Chlcago (lllinois) w- Trawng and Educatfon Consultant l?huT!&* Title M Teacher ' BP Exploration Alaska, Inc. Foundeflresfdent Hood Canal School Distrlct (Washington) Mothers Against Violence in Amerlca hw- ESEA Titles ll and VI Specialist Seattle (Washington) Dlrector, Educatonal Technology -- Blackfoot District Montana Office of Public Instruction &-&- School (Idaho) Director, Institute €or the Shrdy mm Teachet and Prevention of Violence Teacher --Flathead High school Kent State tinlversity (Ohio) Blue Sky School Kalispell (Montana) Hlngham (Montana) m- Portland (Oregon) MW -- Assistant Professor Instructional Technology Coordinator dlarsa) Newberg School District (Oregon) San Antonio (Texas) University of Alaska-Anchorage rmmtMlllandm3 IBLITlP- Mathematics-m Specialist School Resource 086cer Director, Albina Head Start Alaska Department of Education DepiUtment (AdZOM) Portland (Oregon) and Ear&Development gw- m- Manager hecufive Dlredor Teacher Consultant Kentucky Department of Education Center for Language Minority Education Pocarello (Idaho) mmmm & Research !atmmm¶ HdbnFish National Institute ImgEeaCh (catifomia) Curriculum Coordinator Washington (D.C.) lA5ikRU Spokane School District (Washington) E39HmltltIm DMaTechnology Manager aiklklldkm Associate Executive Director Helena School District (Montana) Teacher National School Public Relations m- Durham Elementary School Assodation Instructional Superintendent Harrah Elementary school (Washington) Tigard (Oregon) Rockvillew- (Maryland) *- principal Teacher Gatdiner Area High School (Maine) Henkle Middle School Wte Salmon (washington) *mPlainville (Mduselts) aQmw QQQ- Tadlet Spedal Sedces Coordinator Jerome High School (Idaho) Sprlngfield School District (Oregon) &lmm[I$IQEnO Director, Community and WentSenlces Pennsyhmla Department of Educatio)__ \ 4'77

m~E~WEIlhm- mmw Chid Exemlive Officer Director Unit Manager Ph.D., Education Assessment Program school lmpmentProgram University of California-Berkeley Ed.D., Psychometrics Ph.D., Cumiculum and lnstruuion m and Research Design Virginia Polytechnic University Assodate ExecuUve Director University of Massachusetts m- J.D., law mI[hnlloswB[Bomm Assodate Lewis & Clark College Diredor Planning and Program Development mktmilw School Improvement Program MA,Public Health Director Ed.D., Industrial Education Oregon State University Finance Texas A&M University @m@ B.A., Business Adminfsualion mw Assodate Portland Staie University Director Evaluation Program m8l?msbik6lm National Mentoring Center MA.,Instructional Systems Technology Director MA., Educational Technology Lndiana University PlannAng and Progcm Development San Diego State University cQmntla?- Ph.D., Program Evaluation WWmIW Associate Ohio State Iiniverslty Director MathematicsandSdenceEducatlonCenter Ip$rOwlhl National Resource Center MA, Education Director for Safe Schools Portland state U&,erSity Development and Communications Ph.D., Educational Administration w- BAA.,Joumalfsm university of Iowa Assodate Unlverslty of Texas at Austln mm Planning and Program Development Director MA, Public AdminMraUon Technology in Education Center Kent State University Ph.D., Curriculum and Inmaion -I&amg University of Oregon Associate m- Technology in Education Center Director M.S., Computer Science Equity Center University of Oregon MA,Education wgasm Reed College Sped& rnhsittmmm Development and Commuolcations Director B.S., Computer Science Education, Career, and ’ university of MiCMgaa . CommunIlyProgram IMs~ ~+A.D.,community College Leadership Unit Manager Oregon State Univers&y Wdthematla and Sdcnce Educasion Center rnmm MA.,Emrironmental Management Director University of San Prandsco Comprehensive Center chmmw Fd.D., Adminisvation unit Manager University of Montana Development and communications llaihan~w- MA, Communications Director University of Portland Mathematics and Science EducatOn !3l$klb M.S., Natural Sdences Associate University of Louisville Development and Communicahtons DEob&B.ml!3lillw Bh.,Communications Director Stanford univer5iIy Child and Family Program sib@&-I Pd.D., Educational Leadership Associate Portland State University Comprehensive Center mmm~ MA, School Administration Director Univenity of Montana Evaluation Program Ph.D., Educational Psychology University of Hawaii IbllmfJih- lMt!iilw w Associate Informarion Services Spedalist SpedauSt Education, Career, and EKecutive Director's Office National Mentohg Center Community program cf&M BA., English Ph.D., Edudonal Psychology Associate University of Oregon University of California-Santa Barbara Technology in Education Center WM MA,English Associate University of Redlands Education, Career, and Assessment Program kalD&&lulb community program MA.,English Associate MA, Education Pacific University WicaUon, Career, and Claremont Graduate University IhmiIhmdHb Community Program -(QQw specialist MA, Intercultural Relations General Ledger Accountant School Improvement Program Lesley College Finance

Ph.D., English ~~~ B.S., Accounting Indiana University Senior Assodate DePaul University m- Evaluation Program m- specialist Ph.D., Sociology SeniorAssodate Education, Career, and university of Michigan Technology in Jiducation Center Community Program [w%n!fmmw MA.,Education Administtation M.S., Publlc Affairs Associate tana University of Oregon Child and Family Program w!3kmB3mm Ph.D., Cultural Anthropology Senior Associate Johns Hopkins University National Resource Center Child and Family Program m- for Safe schools Ph.D., Educational Foundations Associate MA.,Social Work Oregon State University Education, Career, and University of Texas-Adington community Program lf.MwdI Assodate M.F.A., Theatre Arts spedalist --Comprehensive Center Stanford University Planning and Program Development MA., Education !im#uib- MA, Land Resources Portland State University Specialist University of Wisconsin-Madison Ihslwmllm FlnalulCe -@w Senior Assodate A.A., Accounting Executive Management Spedalist Evaluation Program Portland Community college Executive Director's Ofece Ph.D., Clinical Psychology MA., Publlc Administration California School of Professional Associate-- Portland State University Psychology Assessment Program LBsa@imlMkmJlhmn 6+imbm- MA., English Assodate Associate Ohio University Comprehensive Center School Improvement Program MA., Rehabilitation and Counseling MA., English Spedalist New York University Portland State Universjty --School Improvement Program mtitmlbm lllmlb- MA,Education Associate specialist Antid University Evaluation Program Development and Communications lJD35mm Ph.D., Sodal Psychology BA, Speech Comtnunication Speddst Indiana University Humboldt State University Child and Family Program ElflJhmrrrtmmm BA., Child and Family Studles Assodate Unit Manager Portland State Univetsity Comprehdve Center Development and Communications 47- MA., (Xurfculumand Lnstruction M.s.,Communications'" Speclalist Stanford University Eastern Washington University Child and Family Program w- mutlilhm MA,Sodal Work Assodate Unit Manager Univetsity of Wisconsin-Madison Assessment Program Assessment prosram wnt?umsi MA,Mucarion AdmwsVaaron MA.,En&h/Secondaty Education Assodate Unlwsity of San Francisco Unlverslty of Montana As~esrnentProgram t3MbEtI- mmm#3 M.S., Mucation specialist Associate Southern Oregon University Development and Communicadons Evaluation Program BAA.,Journalism MA., Program Evaluation Univmiq of Central Rorlda University of Virginia &!@dwk- llfk&Ed* Unit Manager AWCiate Specialtst --Education, Career, and Equity Center Education, Career, and Community Progmm MA., Elementaq Education community Program B.A. , Engllsh/Education Northern Arlzona University BA, En@& Untversfty of Noh CzoIina mBarmBB- San Fran&co State University bkI&W[BBhmg Unit Manager mIllbmrtem spedallst School Improvement Program Senior A.ssociate Development and Communications PhD., Organizational Psychology Evaluation Program BA., lntercultural Studies Clmont Graduate University Ph.D., Curriculum and Instruction Biota University University of Oregon llkhlm 0FxeliW.b- specialist Planning and Program Development -date Comprehensive Center Ph.D., Educational Administration Assessment Prom MA.,Education University of Oregon PhB., Blologlcal Sciences Portland State university mm- Slanfod university wllllmmd Unit Manager m--* Spedatist Planning and Program Development Senior Associate National Resource Center Ed.D., Educational Leadership Comprehensive Center for Safe Schools Portland State UniveIsity Ph.D., Eady ChUdhood Education MA, Public Histoly w University of Washington Loyola University specialist mlBdbBmlw -m!b Executive Director's Ofice Unit Manager spedalist Mahematics/Psychology Child and Family Program Qulty Center Portland State University Ph.D., early Wdh&pedal Education BA., Human Wces m- University of Oregon Unlversity of Oregon Associate m -m- Planning and Program Development ASS Specialist MA., Education Development and Conununicatlons Development and Communications Porlland State University/ MA, Sodal Administration and Poky BA, JournaUsm Universlty of Oregon university ofchlcago University of Alabama mllmndbm Senior Assoclate Assodate mm -- Mathematics Sdence EducaUfoa Associate MathematicsandSdenceEducationCenter and Ccnter School Improvement Program M.S., Elementary Fducatiod Ph.D., EducatIon MA., SeconwEducation Science Education Claremont Graduate Universlty University of South Carolina Hunter College rmlRnfDpp(ls -BWm maamtbT speciausl Human Resources Associate Specialist National Resource Center Executive Oace Assessment Program for Safe Schools B.S., BusinesdAccounUng MA., Education M.LS., Ubrary and Information Science Oregon State Univetsity Portland State University w@m@ mmSpeddst Unit Manager Technology in Educatlon Center Planning and Program Development Development and CommunfcaUons B.A., Cdnema and Photography EdJ)., School Administtation BA., Government Southern IHnois University Montana State University ManhamviUe College Umu5 h!t.ulmums- m- Assodate Associate Assodate Planning Program Development Child and Family PropI Education, Career, and and M.S., Human Development community Program MA., Educational Foundations versity MA.,Educational Poky Studies FlOfida fity f.hiversiy of Wisconsin-Madison akmlum Payroll spedalist tgBarDS6lkEm Assodate Executive Director's OiTice specialist Child and Family Program Education, Career, and MA., Adult Education ww-Senior Associate Community Program Podand State University Evaluation Program MA., ComparaUve Literature CialtJSn Ed.D., Educational Policy University of Washington Controller PottIand State University Finance M.BL, Business Administration WrUamette Universlty mm mw- . specialist Associate Senior Associate --Planning and Program Development Evaluation Program Evaluation Program M.A., LIbrary Science M.S., MarhtinglResearch Ph.D., Educalion bporia State University Golden Gate University Stanford University lIm&EDm mrn (l3mMbm-M speclallsl Assoddle Associate Comprehensive Center Child and Family Program Assessment Program B.A., English M.A., Experimental Psychology M.A., Elementary Education The Evergreen State Coltege San Diego State University University of Colorado at Denver w&!.il0Eudk& mm- Assodate Associate National Mentoring Center School lmprovement Program Technology in Education Center M.A. , Psycho!ogy MA,American Folk Culture MA., Curriculum and Instruction Southern Oregon University University of Oregon h~~ Specialist Evaluation Program Mathematics and science Education Center P?itycenter MA, Social Work Bh, Engljsh WD., Educational Leadership Washington University Smith College Portland State University -m lrbm.B¶- ' w-QQ3 Associate Specialist Senior Assodate Education, Career, and Evaluation Program Education, Career, and Community Program Bd. , Biology community program M. Ed. , Education hlcago Ph.D., Educational Leadership University of South Carolina Portland State University (Dmfks-- Information Services Manager (iwrdkm Assodate Executive Director's Office Specialist Educatlon, Career, and MA., Lingulstlcs Development and Communications Community Program San Jose State University BA.1 wwl MA., Iatemational Studies i%klbdb Gonzaga University University of Oregon Specialist w- (ThMlhmmmmmm Education, Career and Executive Management Assistant Assodate Community Program Associate Executive Mrector's office National Mentoring Center B.k, History/Asian Studies w- MA., Public Administration University of Oregon Assodate Portland State University (lilUh3- school Improvement Program h-a Unit Manager MA, Social& Economic Development Assodate Planning and Program Development Washington University-% Louis hvaluation Program MA,Secondary Education hbhMw&%@ Ph.D., Adult Education Central Michigan University Senlor Associate University of Georgia m- Evaluation Program w- Specialist W.D.,Educational Measurement and Spedaust Development and Conimunidons Quantitative Methods National Mentoring Center BAA.,Arts Management Michigan state university M.Ed., Education Michigan State University l.!&mmW Poriland State University m- SpeddSt riuiwlw Spedalist school Improvement Program Associate Mathematics and Science Education Center B.A., Language Arts Planning and Program Development B.A., En@b Portland State University M.S. ,Education Portland state University w- Portland Sfate University llbMlM- Associate m Human Resources Manager NaUonal Resource Center Senior Associate Executive Director's O@ce for Safe schools School Improvement Program B.A., Sociology M.S.W., Social Work MA., educational psrchology San Jose State University Universityof Illinois at urbanacammpaign Wchlta stale Unfverslty @dk@Q@&B llmabmmim Associate-* Assodale AssoChk 4uity Center Assessment program Development and Communications M.Ed.,Curriculum and lnsmctioo in ESL M.A., Education M.S., Journalism University of Washington Western Oregon University University of Oregon f-3 BEST COPY AVAILABLE

8 % Corporation for National Service $ 1,214,662 6.1% U.S. Department of Education OBnce of Educational Research and Improvement (OERI) 9,600,875 48.2 Office of Elementary and Secondary Education 2,107,273 10.5 U.S. Department of JusUce Office of Juvenile Justice and Delinquency Prevention (OJJDP) 2,225,529 11.2 Other Federal Agencies 17,679 0.1 State Agencies 519,108 2.6 LocaVlntermediate Education Agencies 1,254,396 6.3 Institutions of Hlgher Education 395,454 2.0 Other Organizations, Agencies, and Businesses 878,069 4.4 Workshops, Conferences, Products, and Publications 1,716,349 8.6 CIP- Total 8 19,929,394 100.0%

Assessment Program $1,379,328. 6.9% Child and Family Program 235,991 1.2 Comprehensive Center 1,185,522 5.9 Development and Commuuications 914,778 4.6 Education, Career, and Community Program 2,073,634 10.4 Equity Center 1,064,549 5.3 Evaluation Program 716,542 3.6 Mathematics and science Education Center 1,093,433 5.5 National Mentoring Center 1,141,705 5.7 National Resource Center for Safe Schools 1,126,693 5.7 Planning and PropDevelopment 6,886,248 34.6 School Improvement Program 989,867 5.0 Technology in Education Center 1,053,967 5.3 -Miscellaneous Revenue 67,137 0.3 Total $ 19,929,394 100.0% J?kl&%l l.&mY Anchorage School District Goodland School District Un 2001,225 organizations awarded Bering Strait School District Hutchinson U&ed School District NvcFRn 226 new contrads and grants Chugach School District Kansas North central Association, Wichita totaling $19,353,234. They were Fairbanks North Star Borough Shawnee Mission School District received agencies and organiza- School District Southeast Kansas Education Service Center hm Kodiak Island Borough School DisMa tions states, the of Topeka School District in 36 District Northwest Arctic Borough School District Columbia, and Saudi Arabia. !immum Greece, twmTm st. Paul school District These included six federal agencies, Deer Valley School District 13 state agencies, 140 local and inter- Kyrene School District Aberdeen School District mediate education agencies, 20 insti- Peoria Unified School District Poplarville School District tutions of higher education, and 46 Roosevelt School District tlltmim businesses and other organizations. Washington Elementary School District Belfry School District &iTklmm Charlo school District Fort Smith School District Helena school DisMct Corporation for National Service tittle Rock School District Laurel School District U.S. Department of Education Lonoke School District Phillipsburg School District Officeof Educational Research and Polson School District Improvement Brenwood Unlon Elementary Poplar Wool District Office of Elementary and Secondary School District Ridlimb Education Rio Linda Union School District Educational Servlce Unit #9 U.S. Department of Energy San Mateo-Foster City School District Rwirdrl Bonnevllle Power Administration Santa CruCounty Office of Education CIark County School DMct U.S. Department of Interior West Covina Unified School District ms&&!m National Park Service 6ahiuib GallupMcKlnley County Schools U.S. Department of justice Boulder School District Mesa Vila Consolidated School District Office of Juvenile Justice and Ddn- Boulder Valley School District bUmlFG3 quency Prevention Denver school District HadleyLuzeme Central School District U.S. Department of labor Dolores School District Hunter Tannede School Dbtrict Manzanola School District Mmlba%lrwtlfon Poudre School District Charlow Mecklenburg School Disalct ent of FAucation and Roaring Fork School District aiub Early Development South Central BOCES Sidney City School District Idaho Department of Education (cmmalm Idaho WeBoard of Education Wmbull Public School District Central Lfnn School District Louisiana Department of Education l!Bdbmm -Coos Bay School District Montana Ofice of Public lnstrudion Capltal School District Dallas school District Oregon Commission on Children and rJiw.ib Eugene School Districl Families Martln County School District Falls City School District Oregon Department of Education Okaloosa County School District Jefferson Coun(y School District South Carolina Department of Education w Lincoln County School District South Dakota Department of Education Dougheriy School District McMinnville School District and Cultural Main Hall County School District Mulmomah Education Service District Texas Workforce Commission lowndes County School District North clackamas School District Washington Department of Community, Tayiot County School District Oregon Trail School Distrfct Trade and Economic Development 1M$m30 parkrose school District Washington OfRce of Superintendent of American Falls Joint School District Portland school District Public Instruction Blaine County School DisUIct Region 9 Education Servlce District Wyoming Department of Education Boise School District Salem-KeiZer school Mstrict Jerome Joint School District k3mllkl- llJ?Ja&m Kellogg Joint School Disvict Aberdeen School District l!2mamm Pocatello School District Mld-Central Educational Cooperative Potlatch School Dlstrlct Lennox School Distria blkhml Vallivue School Mstrict Pine Rldge School DWct Mobile County School District Whitepine Joint School District qJbmEm@ Monroe County School District mhmb Johnson City School District Pickens County School District Eldorado School Dlstrict flhasag lkdlmrm Forl Bend Independent School District Lake Central School District Huntsville School District Vigo County School District Katy Independent School District rn Lago Vista school District Northern Trails Area Education Agency BEST COPY AVAILABLE .. -.. .? Tt m@J lNlmlmm Qwm HenrIco County School District University of Montana Albiaa Head start, Portland Nottoway County Public Schools @Qw Business Education Compact Prince Edward School District Marylhurst University Cascade Policy lnstltute, Portland Rockingham County School District Padfic University Intel Corporation Portland State University Mt Hood Regional Education Consortium 001 District Southwest Oregon Community College Oregon Museum of Science and Industq Battle Ground School District Portland Rotary Charitable Trust Bethel School District Bellme Community College Region X Head Start Chehalls School District -Central Washington Univ&q 8mTBJGlklnm Clover Park School District Eastern Washington University Pine Ridge Indian Reservation Eastmont School District Evergreen Slate College Educational ScNJce District 101, Green River Community College Spokane University of Washington Educabional service District 112, Vancouver Western Universities Evergreen School District University of Wisconsin Goldendale School District Grandview School District Holy Family School Lake Washington School District Lakeside school &%h PuyaUup Tribal Council Manson School District Midnight Sun FdyLearning Center MucWeshoot Indian Mbe Meridian School South East Regional Resource Center Nisqually Tribe Naselle-Grap River Valley School District (l&ab&I Olympia Federal Even Start Program Northshore School District Canter & Associates Washington llssociatlon of School Olympia School District aldhxdb Administraiors Orcas Island School District Colorado Academy Pasco School Dlstricf Colomdo Council International Reading Peninsula school District Association PuyaUup School District hlid-contlncnt Research for Education Seattle School District and Learning Council of Overseas Schools, Greece Shelton School District West Central Professional Development International Conference of Educators, South Whidbey School District Consortium SaUdiAtabia Stanwood School District lJmJlkUdW Sunnyside School District National I\lliance of Business Toppenish School District %!kml-m , Inc. Bamboo School District w Cooperative Educational Service Agency 5 Albertson Foundation Cooperative Educalional Service Agency 7 Idaho State Library Cooperative Educational Service Agency 65 Leaming Lab Cooperative Educahlonal servfce Agency 9 Mountain States Group, Boise MarsMeld School District mmfB North Central Regional Educational Campbell County School District Laboratory Hot Springs School District lTtmd.B Sublene County’School Dad Kansas North Central Association llmlmmu ation of School ExecuWs dxt&3l Uisagvik College University of Alaska Southeast LWYB Michigan Community Service Commission Albertson College of Idaho sd.w!um College of Southern Idaho Montana Assodation of Secondary Northwest Nazarene College School Principals University of Idaho Montana Small Schools fiance aBm& National Indian School Board Assodation University of Illlnok !laImam BEST COPY AVAILABLE ullhfX&y Of MiMSOkl ,gq ..fS ~,4MD(€WMP~*Northshore School District (WA) *Okaloosa County School District (FL) Wvities conducted by N\vREL in *OmIsland School Disrrlct (WA) 2001 were carried out with resources Peoria Uni6ed School District (M) born 294 contracts and grants. Each Peninsula School Dislrict (WA) NWREL program and center carries *Poplar School District (MT) Polson School District (MT) Washington Office of Superlntendent out a coordinated set of activities to Rio Linda Union School District (CA) of Public Instruction accomplish its including mission, *San Mateo-Foster City School District kMkil@f@md-- applied d,development, tech- (a) Provided technid assistance to the nical assistance, training, and informa- Santa Cruz County Offlce of Education comprehensive center serving Alaska tion dissemination. (CAI *South East Regional Resource Center *Shawnee MissJon Unified School District (KS) *South Central BOCB (CO) &lSmxmm- Sunnyside School District NA) *Cascade Policy Institute, Portland (OR) Provlded R&D and services to Norhest Taylor County Schools (GA) -w- schools *Topeka School District (6) Evaluated the project U.S. Department of Education (OEM) Toppenish School District (WA) Olympia School District (WA) iilmmmn *Trumbull Public School Mstrict (a) lR2hmmP- Conducted training In &trait model Wgo County School Districi (’I”) Implemented system to assess laboratory *American Falls Joint School District (ID) *Washington Elemenmy School Mstrlct network *Council of Overseas Schools, Greece (a) USDepartment of Education (OW) MooSchool District (wr) Provided technical assistance mu!mm Big Foot Area Schools Association (W) St. Paul School District (MN) Provided resources and asYlstance Boulder School District (CO) for assessing educational results *Brenhvood Union Elementaty School Conducted training workshop *US.Department of Education (OW) District (CA) ---Denver School District (CO) Cooperative Educational service Agency Pasco School District (MA) Evaluated the pac(Bc Star Schools #9 OKI) Poudre school District (co) Partnership project Cooperative Educational Service Agency *Roaring Fork School District (CO) *Educational Wce District 101, #5 (W) Cooperative Educational Service Agency Developed products and training for #7 (M) teachers in language arts/communications Coos Bay school District (OR) Skih Clark County School District (NV) Denver School District (0) U.S. Department of Education (OM) *Educational Service Unit fl (M) Department of Education and Cultural m- Hot Springs School District 0 ABlaIrs Conducted mining Wak Island Borough High Schd Falls City School District (OR) Aberdeen School District (SD) Distrid 0 Fon Bend Independent School District Campbell County School District (WY) Kyrene School Mstrlct (AZ) rn) *Dolores School District (CO) *Lake Washington School District (WA) Hadley-Luzeme Central School District Hutchinson Unified School District (KS) Martin County School District (I%) 0 Kansas North Central Assodation, Wichita North Clackamas School District (OR) Hall County School District (GA) Northern Trails Area Education Agency Okaloosa County School District (a) Helena School District (W) (W Southeast Kansas Education Service International Council of Educators, *Shawnee Mission School District (a) Center Saudi Arabia Santa Cruz County OI3ce of Education 2rn-m- Nunler TannedeSchool District (NY) (W Evaluated the Partnership for Youth Johnson City School District (TN) Washington Elementary School District Project Katy Independent School District (TX) (a) Oregon Trail School District (OR) lake Central School Corporation (IN) Consulted with district specialists Asdimpact lago Vista School District (TX) Washington School District (M) a (AIO kMOXSchool District (m) ---$- laurel school Distdct (MT) Designed, developed, and demomated *Meridian School, Seattle (WA) program in Alaska, Oregon, and Wash- *MWd mta ConSOlldated School DiStdct ington (NM) U.S. Department of Education, Fuod Evaluated the project Mid-Centnl Educatiunal Cooperative for Improvement of Education Omgon Museum of Science and Industry (SD) m-m Mobile County School District (AL) Dewloped a comprehensive system for Evaluated the project --- .Lincoln County District (OR) *Naselle-Crays River Valley School identifying, managing, and reporting School District (WA) information on educational Indicators MarsMeld School District (“I) U.S. Department of EducaUon (OW) slMhmab- w-m Documented dwelopment of the Wash- Strengthened the regional lnfrastructurc ington State program wg@c8mmmmnar- Region X Head Start (OR) Washington Office of Superintendent k3nilfm w of Public Instruction Provided R&D and servlces to Norlhwest Conduct workshop ooElo41m&iM.tE@~ schools Chehalis School Districl (WA) Evaluated the Summer instihrte U.S. Department of Education (OEW) Marylhurst University (OR) -dm -m slmhs e Cascade Consortium project Provided R&D and services to Northwest i3mdbmI- Manson school District (MA) schools Provided training and technical assistance uWkR!iubW .U.S. Department of Education (OM) U.S. Department of Education, Omce of Conducted visitor/wthibit evaluation Elementaty and Secondary Education Portland Row Charitable Trust (OR) Continued longitudinal study of short- 'lRlabd0gm 0Edw --and long-term effm --mvlded technical &stance Made conference presentations Washington Department of Community, Pocatello School Distrlct (ID) Kansas Noh Central Assodation, Wichita Trade, and Economic Development .Lake Washington school District (WA) lkil@-I&rdhzsrrlhrmd~ c plan for deavhard Conducted training workshop Developed processes and resources for of hearing children (Ks) efieuive classroom environment and alimlm comprehensive services Evaluated the project statewide U.S. Department of Education (OW) Montana SmaJl Schools Alliance inslruction mlEAtr&Luddm~ Disseminated information and training g Department of Education ---Start, Assessed project impact *AIbina Head Portland (OR) University of Washington -d-- Provided technical assistance 8miIml- Documented and disseminated promising Sunnyside School District (WA) Assisted development of end-of-course practices to support academic achievement assessment U.S. Dqdrtment of Education (OERI) Boise School District (ID) @=@J&W lJbdrQm-m Assisted ACJ and Northwest Nazarene lldbmmJ-d&armnanrlb Conducted training workshop in use of assessment data Created awareness and disseminated Eastmont School District (WA) OAlbertson College of Idaho information Goldendale School District (WA) Designed evaluation instruments US. Deoarunent of Edumtion (OEM) @=@id-- for FIPSE project Conducted Summer Academy University of Idaho Prepared hddisseminated Information Vallivue School District (ID) .%!lLm&s and annual report Reviewed the district assessment rubrics Evaluated early childhood services .U.S. Department of Education (OERI) Lake Washington Sclrool District @'A) Oregon Cummission on Children w-d--m and Families Conducted training workshop m- U.S. Department of Education (OERI) Boulder Valley School District (0) EvaIualed die projw mw Eastern Washington University Evaluated the Reading Achievement w-- in Math and Science project Evaluated the Child Care Connections publioltions to OERI Portland School District (OR) proim lxmrJRPw Mountain (m Provided conference presentation w *Colorado Council International Reading Evaluated the center's performance Developed national newsletter Awciation -*Albina Head Start (OR) U.S. Department of FAucaUon (OERi) wm- Evaluated the center PuyaUup Tribal Council WA) ImJm. Evaluated the program Olympia Federal Even Start Program (WA) Evaluated services Olympia School District MA) BEST COPY AVAILABLE w1wDMJgm Evduated the Emerging Literacy Program Idaho State library

.. ' ,.. :-m rlammh& the technology and teacher Evaluated the Washington workforcel education project- education initiative (i!&m&m- University of Idaho *Bellme Community College provided training and technical assistance to education-related projects nationwide Evaluated the statewide program --Inkgrated concepts into programmatic Corporation for National Service (DC) - efforts ,-=a- University of Minnesota Developed and conducted trdning for m- participants and supetvlsors nationwide project Evaluated the progrm *Corporation for National Service (DC) *Northwest Nazarene College (ID) Washington Research Institute 'wbllmbfmw- -@mml NQaP Provided technical assislance for high Conducted seminar Assisted Integrated curriculum at school reform Business Education Compact (OR) Springdale Center U.S. Department of Education (OW) Provided technical assistance *DTI Assodates Inc., Arlington (VA) m- University of Wisconsin Provided assistance to Texas mentoring 4ibmalm- er professional organhtions Evaluated community-based alternatives development Texas Workforce Commission Portland School District (OR) Multnomah Education servlce MsVict k3aBXl- ces for Evaluated the vo og* comprehensive approach to community- *AUI LIKE, Inc. (HI) assistance based learning 8dirmilw *Gmndvj~wSchool Disula (MA) Coordinated summer institute Pine Ridge School Mstrict (SD) *Pine Ridge High School (SD) IalMLk- Evaluated the program asslStanCe Evaluated the program --Northwest Arctic Borough School Potlatch School District (ID) Seattle School District (WA) Districf (AK) Evaluated the Life-Long Learning project 2Orou.aUmy~- University of Idaho Evaluated the program ---IMuated the program h@mmm Seattle School District (WA) Albewn College of Idaho Region 9 Education Service Msvict (OR) onal Sdence Foundation --AnalpA and presented results grant on lot Clackamas High School Bellevue Community College (WA) U.S. Department of labor, Denver (CO) Jobs for the Future (MA) ~WIBrlhmmO Assisted Region X state offices Provided assislance to participating U.S. Department of labor, Seattle (WA) Provided training on best practices Idaho schools --Louisiana Department of Education Mrn J.k& Kathryn ALbertson Foundation (ID) Assisted evaluation of national center flmdk- -md- University of Lllinois Conducted training Provided evaluation and technical Evaluated San Mate0 (CA) hi@ school Evergreen School District (WA) assistance programs Mt. Hood Regional Education University of Washington University of Illinois Consortium (OR) Conducted training in Montana llfbmmm- (OR) DTl Associates, Inc., Arlington (VA) Developed career-related curricula xfJEudk.- U.S. Department of labor, Employmenl, Assisted AmeriCorps projects in Idaho, Oregon, and Washington National Service (DC) ng on contextud teaching, servlce learning, and project-based ect learning Potlatch School District- (ID) Developed On-line Learning Community htrict (OR) module Evaluated the program National Park Sexvice, Seattle @A) Conduded Lewis and Clark workshop ---ance of Business (DC) Educational Service Dishict 11 2, Evaluated the project Vancouver (WA) project ---Soulhwest Oregon Community College Portland State-- University (OR) @KQwPmm Developed high school CAM course Evaluated the Community of Learners --U.S. Department of Energy (BPA) system WeSchool District (WA) .. 0.j9 :,.2 ...? blfmmdl ll%hm&n Establishedm-- student performance ul%xmm benchmarks Evaluated the professional-technical to the Nonhwest and Podand School Distrid (OR) education proposals Padac Evalualed the school *College of Southern Idaho US. Department of Education, Office *Portland school Distrid (OR) ondary Education -mm @lmn Conducted statewide student survey Provided technical assistance, information, Idaho Department of Educatlon and resources for setping female juveniles f&lamm* Greene, Peters, & Associates (TN) Evaluated the project advisory committees -m-- University of Montana cation (OEM) Provided consultation to OJDP center mw Caliber Associates @A) Evaluated the statewide proled Coordinated national evaluation conference - ent of Education (OERI)

Fairbanks Noh Star Borough School Cfinduaed evaluation of OERI contracl activities period high school day South Whidbey School District MA) staff aod regional directors d- U.S. Department of Educatlon (om) Washington Office of Superintendent -Qm nstruction Evaluated the Internet-based project Provided consulting services w- *Alaska Department of Education and Pyallup School District (WA) Evaluated the Northwest Star Schools Early Development project rdtnation of cross- *Educational Service District 101, Developed database applications laboratory activities --- US. Depmenz of Education (OW) Spokane (WN (OR) MI Conducted statewide evaluation Evaluated the Kiltitas Vdey conwrtium Am rltlmmm -Oregon Depament of Education Central Washington Udversity @llW@bDUfWEVll&#Sil Evaluated the Washlngton State project Evaluated the NSP program i$Idbmamemdl-- Olympia School District (WA) Associated Western Unlversitles (UT) Provided selvfces to heNorthwest states Generation YES (VA) szmini9w- US. Department of Education (OERI) m- Evaluated the prow si3Wmd-u Evaluated the WcStar Schools Washington Ollice of Superintendent Developedand disseminated resoufces Partnership of Public Instruction to asslst teachers in state and local Educational Service District 10 1, -=- improvement strategies Spokane (WA) Evaluated the project U.S. Department of Education (OERI) evaluated the Adult Literacy project Jerome Joint School District (ID) *Educational Service District 101, llk!rdlm-- Provided technical-- assistance Spokane NA) Evaluated the summer institute Aberdeen School District @A) om Marylhurst University (OR) Blaine County School District (ID) Evaluated the project chugadl school District (AK) Washington ofece of Superintendent Evaluated the Technology Innovation Colorado Academy, Denver (CO) of Public Instruction Challenge graat - EldOl.ad0 School District (E.1 l3EhiMl-- Alaska Department of Education and Holy Family School (WA) Evaluated the consortium Early Development Kyrene School District (AZ) *Ladschool Disaict (MT) Developed outcome mamgment took Pasco School District (WA) Evaluated the program Learning Lab (m Shellon School DisMct @A) Gallup-McKinley County schools (NM) stanwood School District MA) m-m Review and revise survey instruments w& Central Professional Development evaluated the project --Lakeside School (WA) consomum (~0) Monma Small Schools Alliance llkdudm- Appeared in professional development Reviewed grant proposals video Fairbanks North Star Borough School Canter & Assodates, Inc., Sank Monica District CAK) (a) 8EST COPY AVAILABLE w R5IB.b- Developed model and resources Assessed regional needs and conducted US. Department of Education (OW) state forums k3zonkmamOG- Provided training, technical assistance, 0U.S. Department of Education (OM) Developed products and for information,--- and materials local training to IB.mlTmiRm3~ teachers in mathlsdence assessmenl student mentoring projects Identitled and disseminated information U.S. Department of Justice (DC) on best practices 0U.S. Dcparunent-+ of Education (OW) Mid-continent Research for Education Participated in cross-laboratoq collabo- and learning (CO) ration activities i3umdlM-w U.S. Department of Education (Om) Made site visits for National Awards Prodded mining and technical assistance WmY- --Program to schools and communities Ensured quality of products and servlces North Cenaal Regional Educational U.S. Office of Juvenile Justice and US. Department of Education (OERI) Laboratory (U) Delinquency Prevention (DC) IBmordlaCranmarmo~~ m- Provided technical &stance Evaluated the project Educational Servlce District 112,

!i?tB#ma- Coordinated service delivery strategies idonnation University of Montana-Missoula in Northwest states via the Web *US. Department of Education (OERI) U.S. Departmeot of Education (OW Conducted program audit &%R&iBa RmzliJdw- --Dallas School District (OR) ces to Northwest Coordinated regional participation Sunnyside School District (WA) schools (OW) 8xitmm2(8moflsndtrrm U.S. Department of Education (Om) Disseminated K-12 curriculum (MA) Conducted study of current best practices U.S. Department of Edudon (OERI) Idaho State Board of Education Evaluated the program Muated the program woB$wr&g Pacific University (OR) *Anchorage School District (MI Provided technical asskrance to Idaho iiiwmmb- Fairbanks North Star Borough School initiative Conducted training on dgnment District (AK) Idaho Department of Mucation Battle Ground School District (WA) KeUogg Joint School District (ID) m-- Evaluated the project in White Mountain Wuated the Community Learning Center School ool District Out) Evaluated the program Disseminated leadership training program Mucldeshoot Indian Tribe @'A) U.S. Department of Education, OfRce Nisqually Mbe @A) of F2einentary and Secondary Education --+ Evaluated the program Evaluated the program Oregon Department of Education JefIerson County Schd Distficl (OR) 0 Idaho Department of Education w- Conducted training institute Evaluated the Center South Carolina Department of Mucation Midnight Sun Family Learning Center l?Blldl--- (AR) Devdoped process and tooh for rural COlnmUnitieS to cany out local school improvement w-U.S. Department of Education (OERI) Assiid schools to define and respond to local needs US. Department of Education (OERI) (rm8[BoA!samm BEST COPY AVAILABLE Conducted projects of regionaVnational importance 0 U.S. Department of Edumtion (Om) tRBlu@m

Louisiana Assodation of School istance Executives under the Comprehensive School Rdorm Salem-Keizer School District (OR) Demonstration Program Washington Association of School Aberdeen School District (MS) Administrators Belfq School District (MT) -m Bethel School Distrld (WA) Conducted professional development Central Linn School District (OR) Montana Office of Public Instruction Charlo school DisVict (MT) Charlotte Mecklenburg School District examining stu- (NC) dent work and classroom instruction Clover Park School District MA) Kodiak Island Borough School District Deer Valley School DisMU (AZ) Dougherty School District (GA) Cl0-m Fort Smith School District (AK) Made presentation Hwdco County School District @A) .Montana Association of secondary Huntsville School District OX) school Principals tittle Rock School District (AR) Lanoke School District (AR) ’ lowndes County School District (GA) Manzanola school District (co) (Dmimmn Monroe County School District (AL) ve Northwest states Nottoway County Public Schools (44) US. Department of Education (OW) PhiUpsburg School District (MT) Pickens County School District (AL) Evaluated the technology project Pine Ridge Indian Reservation (SD) --EducaUonal Semite District 112, Poplde School District (MS) Prince Edward Sclmol District @A) Rockingham County School District (W) Roosevelt School District5(AZ) development Sidney City School Districl (OH)

tional technology assistance National lndian school Board Ma- U.S. Dcpament o &%tbm!b rative work with other --Provided leadership in cobdbomtive laboratories work with individuals/organizations Education (OW) U.S. Department of Education (OEM) @mu@-- Developed disvtct plan Provided R&D and services to Northwest Sublette County School District 0 schools =- U.S. Department of Educadon (Om Conducted Project-Based Learning workshop for teachers borative work with olher university of Alaska-southeast laboratodes -mwU.S. Department of Education (OW) Provided teacher development in reading and language arts Parkrose School District (OR) w- Conducted workshop on uslng data National Indian School Board Associa- tion (MT) cchwthm$m Assisted Eenson High School project Portland School District (OR) t (TF) We have audited the accompanying statement of financial position of the Northwest Regional Educationid Laboratory is of August 31, 2001, and the related statements of activities and cash flows for the year then ended These financial sta(e- ments are the responsibility of the Northwest Regional Educational Laboratoty‘s management. Our mponsibiriry is to express an opinion on these financial statements based on our audit. The prior year summarized comparative information has been derived from the organization’s August 31,2000, hancial statements and, in our report dated November 16,2000, we expressed an unqu&ed opinion on those financial statements. We conducted our audit in accordance with auditing standards generally accepted in the United states md the standards applicable to financial audits contained in Go2nemntsnCAzujititzgM, issued by the Comptroller General of the United States. Those standards require that we plan and perfom the audit to obtain reasonable assume about whether the financial statements are free of material misstatement. An audit includes examining,on a test basis, evidence supporting the amounts and disclosutes in the financial statements. An audit also includes assessing the accounting principles used and signiscant estimates made by management, as well as evaluating the odfinancial statement presentation. We believe that our audit provides a reasonable basis for out opinion. I3n our opinion, the financial statements referred to above present fakly, in all material respects, the llnaadal position of the Northwest Regional Educational Laboratory as of August 31,2001, and the changes in its net assets and its cash flows for the year hen ended in conformity with accounting principles generally accepted in the United States. On accordance with G’mmmtAuditing S-&, we have also issued a report dated November 15,2001, on our consideration of the Northwest Regional educational Laboratoq%internal control over financial reporping and our tests of its compliance with certain provisions of laws, regulations, contmts, and grants. That report is an integral part of an audit performed in accordance wifh 6bmmtAddtingS~and should be read in anjunction with this report in considering the results of our audit. &&+L+G*/@,T AC. November 15,2001, exqtfor Note 12 as to which the date is November 28,2001 August 31,2001 cOmparu&e Amour& for 2000) 2001 2000 L&€m Current assets: Cash and cash equivalents $1,451,632 $1,761,016 Contracts mivable 1,242~91 785,698 Onbilled expenditures on contracts 524,875 948,259 Other receivables 270,547 148,786 Inventories 270,567 298,120 Prepaidexpenses 140,454 130,498 Cumulative underabsorbed indirect costs (Nu& 9) 680,213 237,793 Total current assets 34,580,879 Investments (Nufe3) 5,3&1,34 6,587,052 Property and equipment (Nofe 4) 619,770 65,082 Total assets 4-$ 10,962,304 lJMIfmbrnrn~ Current liabilities: Advance funding on contracts $ i15n,202 $1,614,484 Accounts payable and accrued liabilities 828,780 607,998 Accrued payroll liabilities 515,528 521,041 Total current liabilities 2,92 1,510 2,743,523 Postretirement benefit obligation flofe 20) - 228,713 228,713 Total liabilities 3,150,223 2,972,236 Net assets: Unrestricted: Available for general operations 1,430,656 1,337,934 Designated by Board of Dimtors (Nufe5) 5,384,344 6,587,052 Net investment in property and equipment 619,770 65,082 Total unrestricted net assets Commitments and contingencies (Nofa G, 7, and 10) Total liabilities and net assets Year Ended August 31,2001 (With hnparaiive 7bhkfw 2000) 2001 2000

-&- Federal grants and contracts $15,166,018 $15,965,624 Other grants and contracts 3,445,767 3,974,861 Sales of materials 654,495 648,592 Conferences 555,925 7411% Net investment inconie 204,084 224,597 Net appreciation (depreciation) in the fair value of investments (836,729) 513,044 Other revenue 107,189 146,789 - d Total support and revenue , 19,296,749 22,215,455

~B~~JBs(NOe 8): Program services 16,527,069 17,622,636 General and administrative -3,767,398 3,640,821 Total expenses 20,294,46721 263,457

Excess (deficit) of support and revenue over expenses before underabsorbed indirect costs (997,718) 951,998 Underabsorbed indirect costs (Note 9) 442,420 79,173 Increase (decrease) in net assets (555,298) 1,031,171 Net assets at beginning of year 71990,m 6,958,897 Net assets at end of year Year Ended August 31,2001 (Wiih Conparahe Wakfar 2000) 2001 2000 mbhm- Cash received from contractors and grantors $18,540,994 8 19,361,065 Cash received from conference participants and senrice recipients 1,088,659 1,43 1,550 Interest and dividends received 204,084 224,597 Cash paid to employees and suppliers (19,762,223) (201400,803) Net cash provided by operating activities 71,914 616,409 - mwbv- Net (purchases) sales of investments Purchase of equipment aid leasehold improvements

Net cash used by investing activities (3W898) (421,449) 1 Increase (decrease) in cash and cash equivalents (309,384) 194,960 Cash and cash equivalents at beginning of year 1,761,016 1,566,056 Cash and cash equivalents at end of year

-. . &+? *. . . n. PJhe mission of the Northwest Regional Educational Laboratory is to improve educational resuIts for children, youth, and adults by providing research and development assistance in delivering equitable, highquality educational progmms. The organization provides research and development assistance to education, government, community agenda, business, and labor. 'ifhe Northwest Regional Educational Laboratoty is a private nonprofit corporation which began operation in 1966 as an outgrowth of the Federal Elementary and Secondary Educational Act. Headquartered in Portland, Oregon, the organization provides services to the national educational community with major focus on the Northwest region, which consists of Oregon, Washington, Idaho, Montana, and Alaska.

lJ&i&tb 'ifhe sigruScant accounting policies followed by the Northwest Regional Educational Iaboratoty are described below to enhance the usefulness of the financialstatements to the reader. E?0sis of Accountinp-The accompanying financial statements have been prepared on the accrual basis of accounting in accordance with accounting principles generally accepted in the United States. Ogse of EsUmates-The preparation of 6nancid statements in conformity with accounting principles generally accepted in 'the United States requires management to make estimates and assumptions that al€m the reported amounts of assets and liabilities, the disclosure of contingent assets and liabilities at the date of the financial statements, and the reported amounts of revenues and expenses during the reporting period. Actual results could d8er from those estimates. @h Equivalents-Por purposes of the financial statements, the organizahon considers all liquid invesments having initial mamities of three months or less to be cash. bvestmen+bvestments are carried at market value. Net appreciation or depreciadon in the fair value of investments, which consists of the realized gains or losses and the &ed appreciation or depredation of those investments, is shown in the statement of activities. Investment income is amedas earned and is reported net of investment advisoly fees. Management ad\isory fees totaled $52,244 and $49,922 for the years ended August 31,2001 and 2000, respectively. Llnventories-Inventories, which consist primarily of published materials, are carried at cost, which approximates the lower of cost or market value. Cost is determined on the Brst-in, first-out basis. Property and Equipment-Equipment, leasehold improvements and software are carried at cost. Depredation and amortization are provided using straight-line and accelerated methods over the estimated useful lives of the assets, which rangeErom3toSyears. Ilkvenue Rkognition-SubstantiaIly all of the organization's revenue is derived from cost reimbursable grants and contracts. Funds received are deemed to be earned and are reported as revenue when the organllation has incurred expenditures in compliance with the spec& contract or grant restrictions. Revenue on fixed-price CO~~~CJSis recognized at the time of contract billing, which approximates the percentage-of-completion method of accounting. Amounts &ved but not yet medare reported as advance funding on conmcts. ,4Mve&ing Expenses-Advertising costs are charged to expense as they are incurred. Llncome Taxes-The organization is exempt from Fed4and state income taxes under Section 501(c) (3) of the Interd Revenue Code and comparable state law. hancial Instruments with Concentrations of Credit Risk-Fiiancial instrumentsthat potentially subject the organlzaton to concentrationsof credit risk consist principally of cash equivalents and Federal government receivables. Credit risk for cash is limited in that the organization places its cash and cash equivalents with creditworthy, high qudty finandal institutions. Accounts at each institution are also insured by the Fed4Deposit Insurance Corporation up to $loO,OoO. Accounts with balances greater than $l00,OOOare invested in Federal government securities funds. By poliq cash and cash equivalents are kept within limits designed to prevent risks caused by concentration. apith resped to Feddgovernment receivables, the organization wivesa substantial amount of its nipport from the Feddgovernment. Although not considered by the organhdon's management to represent a significant dtrisk, a reduction in the level of this support would nevertheless afFm the conduct of the orgamalion's programs and activities. llkchssificatio~rtaiainformation in the 2000 financial statements has been reclassified for comparative purposes to conform with the 2001 presentation. @her Significant Accounting PoliciMther significant accounting policies are set forth in the finandal statements and the foUowing notes. Qmnwixd Finandal Infomatlon for 2000-The accompanying hancial information as of and for the year ended August 31,2000,is presented for comparative purposes only and is not intended to represent a complete fiaanclal state ment presentation in conformity wih accounting principles generally accepted in the United States. Accordmgly, such information should be read in conjunction with the orgarmadon's financial statements for the year ended August 31,

2000, from which the summarized information was derived. /; . - 3 d.:74, 5- (Investments held by the organization at August 31,2001 and 2O00, consist of the following:

2001 2000 Equity securities $2,942,306 $4,106,287 U.S. government bonds 1,006,784 904,302 Corpomte bonds 1,306,602 1,456,629 Money market deposits 128,652 119,834

4-d- ds summaty of property and equipment at August 31,2001 and 2000, is as follows:

2001 2000 Lasehold improvements $301,583 $ 90,378 Equipment, furninue, and Bxtures 897,480 421,304 sofiware 173,044 173,044 1,372,107 684,726 lRss accumulated depreciation and amordzatlon 752,337 619,644

6o-mMmlRrlkrrnrss meorganlzalion's Board of Directors has designated net assets for spedfic purposes. Prior to the year ended August 31, 2001, net assets were designated for future occupancy needs (building fund). During the year ended August 31,2001, the Board changed the designation to establish an operating reserve. The targeted amount for this reserve is 40 percent of fiscal 2000 expenses, approximately $8,500,000. Q breakdown of the designated amounts at August 31 is as follows:

2001 2000 Designated fund contributions $2,293,692 $2821,948 Accumulated investment @IS 3,090,652 3,765,104 Total designated by Board of Directors 6- 6- wle organization leases ofice space under operating leases which require payments through Mardz 2011. The leases contain escalation clauses to cover increases in certain operating expenses. At August 31,2001,the or@n@on's ag$W gate annual lease commitments, excluding any operating expense escalation that may be calculated in the future, ate payable as follows: Years Ending August 31 , Amount

2002 $ 1,036,430 2003 1,037,012 2004 1,0O9,175 2005 995,780 2006 1,044,050 - Thereafter 5,344,400 Rent expense for the years ended Audl,2001 and 2000, totaled $937,840and $726,123, 70 Amounts received or receivable under governmental contra& held by the organhaion are subjed to audit and adjustment by the granting or contracting agency. Any expenditures or claims disallowed as a result of such audits would become a liability of the organizarion’s general operating funds. In the opinion of the organizaton’s manage meat, any adjustments that might result hmsuch audits would not be mrdal to the oqadzation’sd Rnan- cial statements.

8 PShe costs of providing the various programs and activities of the organhtion for the year ended August 31,2001, have been summarized on a functional basis in the statement of activities. Accordingly, certain costs have been allocated among the programs and supporting services benefited, as follows:

Total Personnel compensation $6,352,552 $ 1,793,666 $8,146,218 Personnel benefits 1,983,213 502,724 2,485,937 Travel and transportation 1,635,577 157,631 1,793,208 Postage and shipping 228,027 15,270 243,297 OC~PanCy 1,400,163 345,321 1,745,485 Printing and reproduction 97602 1 146,154 1,122,175 other services 2,675,346 625,422 3,300,768 Supplies and materials 439,621 181,209 620,830 Subcontracts and non-W: 836,549 - 836,549 Total expews 8a-m hdirect expenses incurred by the orgaolzation are applied against the oqanhdon’s grants and contracts based on a percentage of direct expenses incurred and in accordance with specific hed rates agreed upon in advance with the U.S. Department of Education. To the extent that actual indirect costs hicurred by the organhtion are ultimately dekrmined to exceed indirect expenses applied, “underabsorbedindirect costs” result. Conversely,when indirect expenses applied by the organidon ushg the applicable fixed rates exceed adindirect costs incurred, “overabsorbed hdirect costs” result Any overabsorbed (underabsorbed) indirect costs applied by the orphition will be recovered by the funding agencies (or returned to the organization) in subsequent years through adjustments made to future indirect cost mtes & August 31,2001 and 2000, the net mulative underabsorbed indirect costs recorded by the organidon totaled $6SO,213 and $237,793, respectively na-am0-m meorganization provides a d&ed contribution retirement plan for employees meeting certain eligibility requirements. Dur- ing the yc#rs ended August 31,2001 and 2000, the 0rganiZ;ltion’s contribution totaled $1,055,577 and $1,046,832, respectively, which represented 13 percent of the participants’ salaries. Participants in the plan are required to contribute 2 percent of their annual salaries to the plan. b addition, the organization provides a postretirement medical benefit to employees who retire from active service after reaching the age of 55 with at least 15 consecutive years of service. The plan requires the organmtion to match health care premium payments up to a monthly maximum of $100 until the recipient reaches the age of 65. During the year ended August 31,2000, the organiiation began providing a postretirement life insurance program for employees who ~tlrefrom active service while at least age 55 with 15 consecutive years of servjce. Each eligible retiree receives $25,000 life insurance. Wement of Financial Accounting Standards No. 106, Employers’AcPountingforPost~ti~t hflts Other Than Pen- dam, requires the accrual of the expected cost of providing postretirement benefits during the years that the employee ren- ders the necessary service. During the )aended August 31,2000, the orgauization received an actuarial valuation to value the poswtirement benefit obligation as of August 31,2000. An actuarial valuation was not obtained as of August 31,2001. Management does not believe the estimated liability has changed sigdicantly from August 31,2000; therefore, no adjustment has been recorded. meschedule below detah the estimated liabilities associated with the postretirement benefit obligadon as of August 31, 2001 and 2000. The liability is discounted from estimated future costs using a 7.5 percent discount rate.

Medical , Life Total insurance Insurance 2001 2000 Current retirees 8 12,537 $ 15,954 $ 28,491 $ 28,491 Fully eligible participants 19,465 59,362 78,827 78,827 other participants 13,334 108,061 121,395 121395

nn.mmmdm1PO.sJas- 0he following presents a reconciliation of the increase in net assets (as reported on the statement of adivities) to net cash provided by operating activities (as reported on the statement of cash flows) for the year ended August 31,2001: Decrease in net assets $ (555,298) Aa&stmt?nls to mm% decreavs in nst assets to net casbpmkkd by opemting atidtim: Net depreciation in the fair value of investments 836,729 Depreciation and iunortlzation 192,189 Underabsorbed indirect costs (442,420) Net Chg8in: Contracts receivable (456,893) Unbilfed expenditures on contracts 423,381 Other receivables (1 2 1,761) Inventories 27,553 Prepaid expenses (9,956) Advance funding on contracts (37,282) Accounts payable and accrued liabilities 220,782 Accrued payroll liabilities (5,513) Total adjustments 626,812 Net cash provided by operating aclivities na-m bbsequent to August 31,2001, and pursuant to EAR 22.010.3, the organization notified the Department of Education of a labor mute that resulted in a strike,that,bejpnNovember 9,2001, and ended November 28,2001. Management ad- mates that there will be no delay in meetinj contractual obligations as a result of this strike. I 70 I

Qw Meadows Valley School Dist~ict University of Alaska, Fairbanks Melba Joint School Msalu bxufiml university of Alaska southeast Meridian Jolnt School District Alaska Department of Education abm Midvale school District wdlu!tkmlm Adult Learntng Programs, Fairbanks Minidoka CQunty Joint School District Alaska Gateway School District Bureau of Indian Affairs, Juneau Moscow School Disvlcl Aleutians East Borough School District Cook Inlet Tribal Council Mountain Home School District Anchorage School District Falrbanks Native Association Mullan School District Annette Island School District South East Regional Resource Center, Murtaugh Joint School Distrid Bering Strait School District Juneau Nampa School District Bristol Bay Borough School District New Plymouth School Districl Chatham School District llimatD Nez Per- Joint School District Chugach School District t of Education North Gem School District Copper River School District Oneida County School District Cordova City School District Abercleen School Distria Parma School District Craig City School District Avery School District Plummer-Worley Joint School Distrfct DeIWCreely School District Basin School District Pocatello Community Charter School Den& Borough School District Bear Lake County School District Pocatello School District DUngham City School District Blackfoot School District Post Falls School District Fairbanks North Star Borough School Blaine County School Disvict Potlatch School District District Boise City Independent School District Preston Joint School District Haines Borough School District Bonnde Joint School District Ride Joint School District Hoonah City School District Boundary County school District Rockland School Diidct lditarod Area School District Bruneau-Grand View Joint School District Sbelley Joint School District Juneau Borough School District Buhl Joint School District Shoshone Joint School Distrid Me City School District Butte County Joint School District snake River School DistrIct Kenai Peninsula Borough School District Caldwell Scliool District Soda Springs Joint School District Ketrhikan Gateway Bornugh school DiStIict Camas County School District South Lemhi School District Kodiak Island Borough School Dlstrict Cambridge Joint School District St Marie Joint School District Lower Kuskokwim School Distrlct Cascade School District Teton County School District Lower Yukon School District Cassia County Joint School District lMn Falls School District Matanuska-Suslma Borough school District Challis Joint School District Valley school District Nenana City School District Coeur d'Alene School Distrlct Vallhrue School District Nome City School District Cottonwood Joint School District Wallace School District North Slope Borough School District Cauncil School District Weiser School District Nunamiut School CuldesacJoint School District Wendell School District Petersbug City School District Dietrich School District West Jefferson School District Pribilof School District Filer School District West Side Joint School District Sitka Borough School Dlstrict Firth School District Whkplne Joint School District Skagway City School District Fruitland School District Wilder School District Southwest Region School District Garden Valley School District iRJtkm- St. Maty's School District Genesee Joint School District Clover Trinity Lutheran School, Buhl Unalaska City School District Gooding Joint School District Foothills School of Arts and Sciences, VaJdez City School Dlstrla Grace Joint School Djstrict Bolse Wrangell City School District Crangeville Joint School District Grace Lutheran School, Pocatello ' Yakutat City school District Hagerman Joint School District Immanuel Lutheran School, "in Falls Yukon Flats School District Hansen School District YukonRoyukuk School District Highland Joint School District on Yupiit School District Homedale Joint School District Canyon-Owyhee School Service Agency u@mmh?& Idaho Falls School Disulct Idaho Amciation of School 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