Entry ID in Your Own Words, Explain What You Think Should Be Done To

Total Page:16

File Type:pdf, Size:1020Kb

Entry ID in Your Own Words, Explain What You Think Should Be Done To ESSA Survey Responses Arizona Department of Education Updated: October 6, 2016 In your own words, explain what you think should be done to ensure the success of Entry ID students and/or schools. 13 Stop electing people like Diane Douglas and Ducey who know nothing about education! Schools for be accountable to showing progress on student achievement. They, however, 14 should higher funding level than what is current being provided to demonstrate higher It has been shown that smaller class sizes increase achievement and more money produce 17 smaller class sizes Allow teachers to do their jobs and administrators to do theirs without heavy regulations & 22 our legislators putting more requirements without providing funding to implement. Definitely Technology and CTE can help students to explore passions as well as fulfill their required 27 course for graduation. Good teachers are leaving in droves because of "accountability" linked to test scores that 28 cannot be linked to classroom instruction alone. (I say this as an educational researcher) 30 More arts, field trips and smaller class sizes. More funding so that teacher turnover and burn out is lower. Students shouldn't have to have 33 a full schedule of new teachers every year. 34 Increase teacher pay and resources to ALL schools not just TITLE 1 and Charter Schools 35 Stop gutting public education by giving money to private schools. 39 Stop changing the assessments / Give back better data that is more specific as AzMerit data is Allow teachers more flexibility to do what needs to be done. Too many practice and tests, 40 pre tests, etc. Funding provides for smaller classes, teacher retention, and technology Hold parents and students accountable for all of their actions. Reward students for 41 attendance and effort. Students with discipline problems or low/no effort should be held Quality teachers and administrators need to be in EVERY classroom. Did you know that a 42 child that has 2 consecutive years of subpar education will NEVER get back to grade level? Reduce standards to be covered for all years (see Marzano research), more CTE ed, funding 44 and respect for teachers knowledge and expertise increase School funding can help with keeping better more qualified staff as well as giving schools the 47 options of offering more classes and curriculum options. It has been proven that teachers that are paid like professionals are happier with their job and 50 stay at their positions longer. A content teacher will produce happy, well-balanced students. Schools need the support of funding to create safe learning environments that students are enthusiastic to come to. With the funding, the schools can each decide what is needed to make their school a better place that students want to come to. 53 Further, school choice does not need to be expanded. 57 Extend the school year to a truly year-round model. 9 weeks on, 1 week off ALL year. Decrease "school choice" opportunities and bring these specialized magnet programs that 58 look "shiny and fancy" to the public school districts. This will funnel max $$ to the schools. 59 Add more funding to the schools , pay teachers more Teacher pay that is in line with other professionals would attract the best educators and help 61 to retain them. The education profession is under attack and not thought of as a career. More funds to keep 62 the BEST teachers and attract more into the programs 63 Money money money. It works. Period. 1 ESSA Survey Responses Arizona Department of Education Updated: October 6, 2016 High quality professional educators who are valued and appreciated for their efforts are the key to student success. They should be part of a learning community that would include the 65 parents as partners in the process. Increase school funding to hire more teachers to reduce class size. Where I'm at the average 69 core class size is 32+. Getting that to 25-27 would dramatically increase my efficacy as a Money can bring more opportunities....technology...smaller classes....training. It will also help 70 insure that we retain quality educators. In order to achieve success, you need to have the funding for the proper materials as well as paying the teachers more. Unfortunately, Arizona doesn't fund education as well as other 71 states and that is a disservice to our students as well as the teachers that have to teach the 73 Students need access to computers every day in every classroom. That can only be done with 75 The state of AZ needs to adequately fund our schools. Compensating the teachers on better and more livable wages, which will spark a need to stay 76 in the profession and give more effort in their jobs if they are appreciated more. CTE! CTE prepares students for the workplace by teaching employ-ability and workplace standards. Also, CTE is typically academically integrated with STEM and other academic subject in a "hands-on". project-based format that demonstrates relevance to academic 77 courses and industry standards. CTE keeps students in school!!! 78 More money to keep master teachers. We need more funding in general, however, capital and school facilities funding has been cut 79 the most and needs to be properly allocated to school districts. 82 Make teaching a respected and valued profession, in order to attract and retain better With the extremely poor school funding it is hard to keep the best talent in a school. Our best teachers, innovators and leaders leave for better pay. Often outside of education. This robs our states students of the best most effective teaching and schools and makes them less able 83 to compete with prospects from better funded states or private schools. 84 Increased funding would provide technology, expand school choice, and increase student School choice only weakens our education system by providing increased access to families 90 who can and will use these options. Essentially, it removes the cream from the top and increase school funding to the schools with the most need. the haves keep getting the goods 94 and the have nots keep getting nothing. parental involvement 95 By increasing school funding, we can keep up with the rest of the US. It is embarrassing to work in public education in Arizona, where we consistently demonstrate 97 through the allocation of dollars to schools, that we clearly do not value funding schools. A schools success is based on teachers. As teachers we need positive professional development that we can use immediately in our classrooms. I can tell you our school culture 101 takes a dive around testing and the teachers and students both pay for it in their Ensuring success is allowing the students to have more one on one time with teachers when they need it. The only way to do this is to lower class sizes. More testing, Longer school days 102 or more school days is not the answer. Smaller class size is. Schools cannot be sucessful if teachers are not given the ability to use the "highly qualified " education that the government requires anyways! Have faith in the trainging and education 103 and support with funding to meet the needs of each school. 105 Arizona spends one of the lowest amounts on students. 112 Parents need to be held accountable for their child's education. 2 ESSA Survey Responses Arizona Department of Education Updated: October 6, 2016 Teachers do not get paid enough and therefore leave the profession. So, instead of getting the best and the brightest, they often times go to another profession to make ends meet. 113 Everyone says teachers don't get paid enough. Let's do something about it instead of just Fund us!!! We need funds for teacher salaries and smaller classes. We need funds for technology. The demands of teaching are sometimes more than what's reasonable..... We are expected to teach students how to behave appropriately through programs like PBIS because they don't come to school having been taught that at home; we are expected to teach students how to be students through programs like AVID because they are not taught that at home; we are expected to teach students how to use technology as an information and learning tool rather than just for social media; we are expected (of course) to teach the content and standards of our course -- and those have changed significantly over the past few years. Pay teachers for the responsibility they are handed and you may find more qualified 114 applicants. I am a career educator, but I have advised my children not to go into education in Technology is great but we are missing out on communication. Students have technology at home. Let's put our funds towards experiences the students do not get anywhere else. Use 116 school funding towards bringing in a play troupe, cooking classes, science camp, etc. Students 117 Technology education with current updated curriculum in this ever so changing world. Funding by itself, while important, should be aligned with goal and objective achievement to 118 include accountability options to address deficiencies. 119 Students should have clearly taught accountability in academics, arts, societal mores and 120 I think we have lost way to many great teachers in this state due school funding. 121 School's should be given more funding for extra support staff to help in the classrooms. I think that the state should fully back and fund the public school system. I believe that we should make public schools so strong in every area that parents will always choose the 122 neighborhood school as the very best choice for their child.
Recommended publications
  • STATE of OHIO DEPARTMENT of TRANSPORTATION SUPPLEMENTAL SPECIFICATION 919 RAILROAD PREEMPTION INTERFACE January 17, 2014 919.01
    STATE OF OHIO DEPARTMENT OF TRANSPORTATION SUPPLEMENTAL SPECIFICATION 919 RAILROAD PREEMPTION INTERFACE January 17, 2014 919.01 Traffic Signal Cabinet and Controller Unit General Requirements 919.02 Approved Controllers 919.03 Nomenclature and Terminals 919.04 Harness 919.05 Preemption Input Test Switch Panel 919.06 Indicator Panel 919.07 Railroad Interface 919.08 Interconnect Cable 919.09 Controller Functionality 919.01 Traffic Signal Cabinet and Controller Unit General Requirements The interface consists of six twisted-pair circuits and associated equipment. Five circuits shall communicate from the railroad crossing enclosure to the traffic signal cabinet and one from the traffic signal cabinet to the railroad enclosure and shall function as follows: 1. Advance Preemption. This circuit will notify the traffic signal controller of an approaching train prior to the operation of the active warning devices. Two relays or both channels of an isolator card are required. The railroad will return a normally open and a normally closed circuit. Preemption will be initiated when the normally closed circuit opens. The normally open circuit closes when preemption is initiated indicating the proper functioning of the supervision circuit. 2. Simultaneous Preemption. This circuit will notify the traffic signal controller of an approaching train at the point the active warning devices begin their operation. One relay or one channel of a DC isolator card is required. The railroad will return a normally closed circuit which opens when the railroad warning devices begin to operate. 3. Island Occupied. This circuit will notify the traffic signal controller of the arrival of the train at the island circuit.
    [Show full text]
  • Notrump Interference
    NoTrump Interference Don't you just hate it when the bidding goes P – 1N – P – P; P and the opponents end up with a good result? We learned about Balancing as a measure to keep opponents out of cheap contracts. Granted the 1N bid does show a bit stronger hand than a simple 1-of-a-suit Opener; but still the Openers Partner Passed so where are the other 25-33 HCP? Perhaps the majority of them are with your side and you might have a long-suit advantage from the fact that the power hand is balanced in shape. This latter fact forms the basis of Bids designed to keep opponents from playing easy 1N contracts. There have been many Conventions designed to this end but by far the two most popular which we will show here are Cappeletti, named after its proponent Mike C. and D.O.N.T another Marty Bergen invention where the Initials stand for Disturb Opponents No Trump. D.O.N.T Because of the list's length it may seem intimidating at first, but it really is quite simple. The opponent opens 1N and if you have a one or two suited hand you show that information to your partner. The single suited hand contains a 6+ Card suit: you use the ubiquitous X = Double to let partner know you have a long suit. If you have a two suited hand i.e. you have two suits most commonly 5-4 but could be 5-5 or even 6-5, you bid the lower ranking of the two suits, It makes no difference which is the stronger or longer – you bid the lower ranking suit to show the two suited hand.
    [Show full text]
  • 501 Grammar & Writing Questions 3Rd Edition
    501 GRAMMAR AND WRITING QUESTIONS 501 GRAMMAR AND WRITING QUESTIONS 3rd Edition ® NEW YORK Copyright © 2006 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data 501 grammar & writing questions.—3rd ed. p. cm. ISBN 1-57685-539-2 1. English language—Grammar—Examinations, questions, etc. 2. English language— Rhetoric—Examinations, questions, etc. 3. Report writing—Examinations, questions, etc. I. Title: 501 grammar and writing questions. II. Title: Five hundred one grammar and writing questions. III. Title: Five hundred and one grammar and writing questions. PE1112.A15 2006 428.2'076—dc22 2005035266 Printed in the United States of America 9 8 7 6 5 4 3 2 1 Third Edition ISBN 1-57685-539-2 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents INTRODUCTION vii SECTION 1 Mechanics: Capitalization and Punctuation 1 SECTION 2 Sentence Structure 11 SECTION 3 Agreement 29 SECTION 4 Modifiers 43 SECTION 5 Paragraph Development 49 SECTION 6 Essay Questions 95 ANSWERS 103 v Introduction his book—which can be used alone, along with another writing-skills text of your choice, or in com- bination with the LearningExpress publication, Writing Skills Success in 20 Minutes a Day—will give Tyou practice dealing with capitalization, punctuation, basic grammar, sentence structure, organiza- tion, paragraph development, and essay writing. It is designed to be used by individuals working on their own and for teachers or tutors helping students learn or review basic writing skills.
    [Show full text]
  • Judges and Discrimination: Assessing the Theory and Practice of Criminal Sentencing
    The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Judges and Discrimination: Assessing the Theory and Practice of Criminal Sentencing Author(s): Charles W. Ostrom ; Brian J. Ostrom ; Matthew Kleiman Document No.: 204024 Date Received: February 2004 Award Number: 98-CE-VX-0008 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Judges and Discrimination Assessing the Theory and Practice of Criminal Sentencing Apprwed By: m Authored by: Charles W. Ostrom Michigan State University Brian J. Ostrom National Center for State Courts Matthew Kleiman National Center for State Courts With the cooperation of the Michigan Sentencing Commission and the Michigan Department of Corrections This report was developed under a grant from the National Institute of Justice (Grant 98-CE-VX-0008). The opinions andpoints of view in this report are those of the authors and do not necessarily represent the official position or policies of the National Institute or the Michigan Sentencing Commission. 1 The sentencing decision is the symbolic keystone of the c~minaljustice system: in it, the conflicts between the goals of equal justice under the law and indvidualzedjustice with punishment tailored to the offender are played out, and sociely5s moral principles and highest vaiues-life and libedy-are interpreted and appled.
    [Show full text]
  • Chicago NABC Is Proud to Present One of Chicago’S Goodwill Day Premier Party Bands, Michael Lerich & His Orches- 9 A.M
    July 23-August 2, 1998 70th Summer North American Bridge Championships Chicago Vol. 70, No. 4 Monday, July 27, 1998 Editors: Henry Francis and Paul Linxwiler DAILYAlden Senior sets Today isBULLETIN unbeatableAlden Seniorrecord of Chicago is married and he’s headed for grad school at the University Goodwill Day of Chicago. Since he and his wife are planning on having children soon, playing bridge Drink to your good may soon become just a memory for a few years. So Winners: Geoff Hampson and Eric Greco he’s trying to play all he can at health and good this tournament -- he calls it his swansong in tournament bridge. When he says he’s playing all he can, he means bridge Greco, Hampson win it. Yesterday he competed in FIVE sessions -- about 15 hours of pure bridge play. He took part in the morning game, the two-session Fast Pairs, the evening BoostedLife by Master a huge score in thePairs first session of side game and the midnight teams. Grand National Teams the final, Eric Greco and Geoff Hampson held on to “That’s a record that can never be beaten,” said narrowly win the Life Master Pairs. Their score of Alden. “If you can’t have quality, you need quantity.” 1726.88 was just enough to keep them ahead of the In the morning game, Alden had a section sec- victory makes Itabashi second-place father-son pair of Richard and Rich ond for .97 points. His seventh-place finish in the Fast Pavlicek who turned in a final score of 1726.03.
    [Show full text]
  • Defensive Bidding Release 7.0
    Defensive Bidding Release 7.0 Paul F. Dubois Jul 31, 2021 TABLE OF CONTENTS 1 Preliminaries 1 1.1 Topics Covered.........................................1 2 Notrump Defenses 2 2.1 Landy..............................................2 2.2 Meckwell............................................2 2.3 Modified Cappelletti......................................2 2.4 Bloomen............................................3 2.5 Woolsey............................................3 2.5.1 Defenses to Woolsey.................................3 2.6 Mohan.............................................3 3 Runouts 5 3.1 Introduction to Runouts....................................5 3.1.1 Use The Runout Over Conventional Doubles?....................5 3.2 Meckwell Escapes.......................................5 3.3 The Handy Runout.......................................6 3.3.1 Direct Seat Doubles..................................6 3.3.2 Fourth Seat Doubles.................................6 3.4 Guoba.............................................7 3.4.1 Direct Seat Doubles..................................7 3.4.2 Fourth Seat Doubles.................................7 3.5 Escape From Moscow, or D.O.N.T...............................7 4 Two-Suited Competitive Bids8 4.1 Sandwich 1N..........................................8 4.2 Extended Michaels.......................................8 4.3 Top and Bottom Cue Bid....................................9 5 Special Doubles 10 5.1 Support Doubles and Redoubles................................ 10 5.2 Responsive Doubles.....................................
    [Show full text]
  • Baldwin Quintet Runs Away with Open BAM Last-Round Rally Propels
    70th Fall North American Bridge Championships November 21 - December 1, 1996 San Francisco, California Volume 70, Number 5 Tuesday, November 26, 1996 Editors: Henry Francis and Brent Manley Last-round rally propels Four women from the Bay Area, to 35.50 for the team that led going into one ofWomens them suffering with bronchitis, BAMthe championsfinal round: Joann Glasson, came from behind on the last round to Pennington NJ; Jo Ann Sprung, Phila- win the Women’s Board-a-Match delphia; Sue Picus, New York, and Teams by .23 points. JoAnna Stansby, Castro Valley CA. The winners are Sherie Greenberg, In third, .45 out of second, were Palo Alto; Jyme Schmieder, Saratoga, Laurie Vogel and Gail Greenberg, New and Fran Dickman and Diane Shannon, York; Jill Blanchard, Riverdale NY, and San Jose. Rozanne Pollack, Warren NJ. They finished with a score of 35.73 Continued on page 8 They won the Open Board-a-Match Teams. Seated, from left, Peter Weichsel and Robert Levin; standing, Zia, Robert Baldwin and Michael Rosenberg. Womens Board-a-Match Teams champions. From left, Fran Dickman, Jyme Schmieder, Baldwin quintet runs Diane Shannon and Sherie Greenberg. A five-manaway team captained with by Rob- Openteam, were BAMJohn Russell, South ert Baldwin of Las Vegas took the lead Barrington IL; Howard Piltch, Andover after the first final session of the Open MA; Andrew Chesterton, Lexington Board-a-Match Teams and stormed to MA, and Rob Crawford, Fort Lauder- Bennett's efforts victory by more than five boards. dale FL. Baldwin, president of the Mirage The Baldwin team’s win was a liftThe Seniorlargest-ever SeniorTeams Knock- Hotel in Las Vegas, was playing with strong effort for a squad which trailed out Teams enters the third day Tues- Robert Levin, Orlando; Peter Weichsel, at the halfway point by two and a half day with 16 teams remaining from Encinitas CA, and Zia and Michael boards.
    [Show full text]
  • Traffic Signal Timing and Coordination Manual
    May 2017 This page is intentionally left blank TABLE OF CONTENTS 1 Overview .............................................................................................................................. 1-1 1.1 Introduction ........................................................................................................................................ 1-1 1.2 Timing Goals ........................................................................................................................................ 1-1 Review of Signal Timing ................................................................................................................................ 1-2 2 Data Collection and Information Needed ............................................................................. 2-1 2.1 Data Collection .................................................................................................................................... 2-1 2.2 Geometric Conditions ......................................................................................................................... 2-1 2.3 Volume Studies ................................................................................................................................... 2-2 Purpose......................................................................................................................................................... 2-2 Types ...........................................................................................................................................................
    [Show full text]
  • Use It! Don't Lose It
    7th Grade IP 612-2 UseUse It!It! Don’tDon’t LoseLose It!It! DAILY LANGUAGE PRACTICE By Marjorie Frank Use It! Don’t Lose It! LANGUAGE Daily Skills Practice Grade 7 by Marjorie Frank Thanks to Erin Linton for her assistance in researching topics, checking facts, and tracking down trivia. Illustrated by Kathleen Bullock Cover by Geoffrey Brittingham Edited by Jill Norris Copy edited by Cary Grayson ISBN 978-0-86530-652-3 Copyright ©2006 by Incentive Publications, Inc., Nashville, TN. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without written permission from Incentive Publications, Inc., with the exception below. Pages labeled with the statement ©2006 by Incentive Publications, Inc., Nashville, TN are intended for reproduction. Permission is hereby granted to the purchaser of one copy of USE IT! DON’T LOSE IT! LANGUAGE DAILY SKILLS PRACTICE 7 to reproduce these pages in sufficient quantities for meeting the purchaser’s own classroom needs only. 2345678910 090807 PRINTED IN THE UNITED STATES OF AMERICA www.incentivepublications.com Don’t let those language skills get lost or rusty! As a teacher you work hard to teach language skills to your students. Your students work hard to master them. Do you worry that your students will forget the material as you move on to the next concept? If so, here’s a plan for you and your students—one that will keep those skills sharp. Use It! Don’t Lose It! provides daily language practice for all the basic skills.
    [Show full text]
  • Make Mine a Madeira Brother Xavier's Double Bridge with Larry Cohen
    A NEW First Edition BRIDGE MAGAZINE January 2018 Make Mine a Madeira Brother Xavier’s Double Bridge With Larry Cohen A NEW BRIDGE MAGAZINE – JANUARY 2018 Under Starter’s Orders take many forms – I have already mentioned Welcome to the pages of A New Bridge Magazine. the possibility of being When Bridge Magazine announced a few weeks ago linked to a column A NEW that it was ceasing publication Ron Tacchi and I within the magazine decided that we could not allow the world’s bridge and you will see from playing public to be deprived of their monthly dose this issue that this is of bridge from some of the world’s best writers. already popular. There BRIDGEAs it appears that a subscription based magazine is also the possibility of linking directly to the title. was no longer a suitable model we have decided Thirdly by becoming a Friend of the magazine. that A New Bridge Magazine will be totally free. That would involve a donation. Anyone donating In the Internet age that we live in this enables us £500 would become a Golden Friend. MAGAZINE to make it available instantaneously to anyone in the world who cares to read it. If you would like to discuss any of the above con- tact me at: [email protected] In order to meet our production costs we are relying on sponsorship, advertising revenue and Ask not what A New Bridge Magazine can do donations. for you – ask what you can do for A New Bridge Editor: Magazine. Mark Horton Sponsorship can come in many forms – one that is proving popular is the sponsorship of a particular Advertising: Dramatis Personae Mark Horton column - as you will see from the association of FunBridge with Misplay these Hands with Me and Now let me tell you something about what you can Photographer: Master Point Press with The Bidding Battle.
    [Show full text]
  • Book Title Author Reading Level Approx. Grade Level
    Approx. Reading Book Title Author Grade Level Level Anno's Counting Book Anno, Mitsumasa A 0.25 Count and See Hoban, Tana A 0.25 Dig, Dig Wood, Leslie A 0.25 Do You Want To Be My Friend? Carle, Eric A 0.25 Flowers Hoenecke, Karen A 0.25 Growing Colors McMillan, Bruce A 0.25 In My Garden McLean, Moria A 0.25 Look What I Can Do Aruego, Jose A 0.25 What Do Insects Do? Canizares, S.& Chanko,P A 0.25 What Has Wheels? Hoenecke, Karen A 0.25 Cat on the Mat Wildsmith, Brain B 0.5 Getting There Young B 0.5 Hats Around the World Charlesworth, Liza B 0.5 Have you Seen My Cat? Carle, Eric B 0.5 Have you seen my Duckling? Tafuri, Nancy/Greenwillow B 0.5 Here's Skipper Salem, Llynn & Stewart,J B 0.5 How Many Fish? Cohen, Caron Lee B 0.5 I Can Write, Can You? Stewart, J & Salem,L B 0.5 Look, Look, Look Hoban, Tana B 0.5 Mommy, Where are You? Ziefert & Boon B 0.5 Runaway Monkey Stewart, J & Salem,L B 0.5 So Can I Facklam, Margery B 0.5 Sunburn Prokopchak, Ann B 0.5 Two Points Kennedy,J. & Eaton,A B 0.5 Who Lives in a Tree? Canizares, Susan et al B 0.5 Who Lives in the Arctic? Canizares, Susan et al B 0.5 Apple Bird Wildsmith, Brain C 1 Apples Williams, Deborah C 1 Bears Kalman, Bobbie C 1 Big Long Animal Song Artwell, Mike C 1 Brown Bear, Brown Bear What Do You See? Martin, Bill C 1 Found online, 7/20/2012, http://home.comcast.net/~ngiansante/ Approx.
    [Show full text]
  • Official Publica Tion of the Canadian Bridge Federa Tion
    BCMar02-14 1/23/02 11:45 AM Page 1 March 2002 TRIUMPHANT WINNERS OF THE 2001 CWTC CHAMPIONSHIP - Solange Bouchard, Martine Lacroix, Marcelle Tremblay, Pascale Gaudreault (rear), Patricia Gagnon, Lise Lapointe. BRIDGE WEEK 2001 - STORIES, PHOTOS AND HANDS IN THIS ISSUE: 2002 BRIDGE WEEK INFO WORLD CHAMPIONSHIPS English … 5-7 Montreal, August 16-31, 2002 Français … 36-37 Information … 8 - 9 President’s message … 2 New Zone Directors JUNIOR BRIDGE ARTICLES Fiset, Zone II … 29 • The 9th World Junor Team • A Great Year for Jones, Zone V … 23 Championship … 25 Fred Gitelman … 26 • Erin Berry Memorial Fund • Even an Odd Preference - 2001 BRIDGE WEEK REPORT Application info … 24 Prentiss Glazier … 28 CNTC A … 10 • Erin Berry Rookie-Master • Tournoi international en CNTCB … 20 2001 Winners … 23 Pologne - M. Lacroix … 34 CWTC … 31 • Wanted: Junior Manager … 24 COPC … 33 • Junior/Youth Races … 24 LA SECTION FRANÇAIS OFFICIAL PUBLICATION OF THE CANADIANOFFICIAL PUBLICATION CANADIENNE DE BRIDGE • ORGANE OFFICIEL DE LA FÉDÉRATION BRIDGE FEDERATION Martine Lacroix … 30 BCMar02-14 1/23/02 11:45 AM Page 2 CANADIAN BRIDGE FEDERATION BOARD OF DIRECTORS 2002 Conseil des directeurs de la Fédération canadienne de bridge, 2002 Zone I Mary Moulton [email protected] Vice Apt. 202 - 3055 Olivet Street, Halifax, NS B3L 3Z8 902-455-9631 President [email protected] Zone II Marc Fiset [email protected] 671 Rue Murdock, Chicoutimi, PQ G7H 3Y8 418-543-0876 [email protected] Zone III Ray Lee [email protected], [email protected] President 331 Douglas Ave, Toronto, ON M5M
    [Show full text]