Alaskas BE-- S.M.A.R.T. SPP/APR Directors Conference September 28, 2007.

Alaska’sAlaska’sBE-- S.M.A.R.T.BE-- S.M.A.R.T.

SPP/APRSPP/APR

Directors Conference

September 28, 2007

Indicator 1:Indicator 1:

Percent of youth with IEPs graduating from Percent of youth with IEPs graduating from high school with a regular diploma compared high school with a regular diploma compared to percent of all youth in the State graduating to percent of all youth in the State graduating with a regular diploma.with a regular diploma.

Collection OASISCollection OASIS

1. Graduation Rates1. Graduation RatesGraduation Rates

61.4% 59.6%

61.9%

39.1% 38.9%

63.7%

20%

30%

40%

50%

60%

70%

2004-05 2005-06

All Regular SPED

Measurable and Rigorous Target:40.1%

Indicator 1: Proposed ChangesIndicator 1: Proposed Changes

Percent of youth with IEPs graduating from Percent of youth with IEPs graduating from high school with a regular diploma.high school with a regular diploma.

Indicator 2: Indicator 2:

Percent of youth with IEPs dropping out of Percent of youth with IEPs dropping out of high school compared to the percent of all high school compared to the percent of all youth in the State dropping out of high school.youth in the State dropping out of high school.

Collection OASISCollection OASIS

2. Dropout rates2. Dropout rates

Drop-out Rates

5.0%

6.0%

5.7%

6.2%5.8%

6.0%

4%

5%

6%

7%

2004-05 2005-06

Special Education Regular Education All


Indicator 2: Indicator 2: ProposedProposed Changes Changes

Percent of youth with IEPs dropping out of Percent of youth with IEPs dropping out of high school.high school.

Relaxed & ComfortableRelaxed & Comfortable

Indicator 3: Indicator 3: A.A. Percent of districts that have a disability subgroup that Percent of districts that have a disability subgroup that

meets the State’s minimum “n” size meeting the State’s AYP meets the State’s minimum “n” size meeting the State’s AYP objectives for progress for disability subgroup.objectives for progress for disability subgroup.

B. Participation rate for children with IEPs in a regular B. Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards; alternate assessment against alternate achievement standards.standards.

C.C. Proficiency rate for children with IEPs against grade Proficiency rate for children with IEPs against grade level standards and alternate achievement standards.level standards and alternate achievement standards.

Collection: Participate rate file & Assessment companiesCollection: Participate rate file & Assessment companies

3a. Percent of 3a. Percent of Districts Meeting AYPDistricts Meeting AYP

A. Percent of Distircts Meeting Min. N and AYP for Disabled Subgroup

18.2%

14.3%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

04-05 05-06

School YearMeasurable and Rigorous Target:17.3%

3b. Participation Rate 3b. Participation Rate on Assessmentson Assessments

B. Assessment Participation Rate for Students with IEPs

3.4% 2.8% 3.4% 2.9%

23.9%21.3%

24.4%

21.0%

68.7%70.8%

71.0%

68.3%

4.5%4.5%4.5%4.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

04-05 05-06 04-05 05-06

Math Reading

No Accomodations With Accomodations

Alternate Assessment Non-participants

Measurable and Rigorous Target:95% Actual

Math 97.2%Reading 97.1%

3c. Proficiency Rate3c. Proficiency Rate

S. is for

Success

Stakeholders

SPP

Students

Stable

Sensational

Indicator 4:Indicator 4:

Rates of suspension and expulsion:Rates of suspension and expulsion: A. Percent of districts identified by the State as having a A. Percent of districts identified by the State as having a

significant discrepancy in the rates of suspensions and significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 expulsions of children with disabilities for greater than 10 days in a school year; anddays in a school year; and

B. Percent of districts identified by the State as having a B. Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity.children with disabilities by race and ethnicity.

Collection: Suspension /Expulsion DatabaseCollection: Suspension /Expulsion Database

Indicator 4: Indicator 4: 4.A. Percent of Districts with Discrepancy in

Rates of Susp./Exp. For Students with Disabilities

5.6%

9.3%8.3%9.3%

0%

2%

4%

6%

8%

10%

2004-05 2005-06

% Discrepant Districts Target


Indicator 4: Indicator 4: ProposedProposed Changes Changes

This indicator is currently in the process of This indicator is currently in the process of being removed by the Office of Special being removed by the Office of Special Education (OSEP)Education (OSEP)

Indicator 5 Indicator 5

Percent of children with IEPs aged 6 through 21:Percent of children with IEPs aged 6 through 21: A. Removed from regular class less than 21% of the day;A. Removed from regular class less than 21% of the day; B. Removed from regular class greater than 60% of the B. Removed from regular class greater than 60% of the

day; orday; or C. Served in public or private separate schools, residential C. Served in public or private separate schools, residential

placements, or homebound or hospital placements. placements, or homebound or hospital placements.

Collection: OASISCollection: OASIS

5a. % of Special Ed Students in the 5a. % of Special Ed Students in the Gen Ed ClassroomGen Ed Classroom

Percent of 6-21 Year Olds Placed Out of Regular Classroom < 21%

55.3%57.8%

30%

40%

50%

60%

70%

2004-05 2005-06School Year

Alaska% < 21%

Measurable and Rigorous Target:58%

5b.5b. Removed from regular class greater Removed from regular class greater than 60% of the daythan 60% of the day

Percent of 6-21 Year Olds Removed from the

Regular Classroom >60% of the Day

13.6%12.9%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

2004-05 2005-06Year

Alaska %


5C.5C. Served in public or private separate Served in public or private separate schools, residential placements, or schools, residential placements, or

homebound or hospital placements.homebound or hospital placements.

Percent of 6-21 Year Olds Not in Regular Classrooms

1.9%

1.8%1.8%

1.8%

1.9%

1.9%

2.0%

2004-05 2005-06

Year

Alaska%


Indicator 5: ChangesIndicator 5: Changes

Language has been changed to reflect inside Language has been changed to reflect inside rather than removed from.rather than removed from.

A. Inside the regular class 80% or more of the day;A. Inside the regular class 80% or more of the day;

B. Inside the regular class less than 40% of the day; B. Inside the regular class less than 40% of the day; oror

C. Served in separate schools, residential facilities, C. Served in separate schools, residential facilities, or homebound/hospital placements.or homebound/hospital placements.

M is for

Meaningful

Measurements

Monitoring

Motivation

Meets

Matrix

Still doing OKStill doing OK


Percent of preschool children with IEPs who Percent of preschool children with IEPs who received special education and related services received special education and related services in settings with typically developing peers in settings with typically developing peers (i.e., early childhood settings, home, and part-(i.e., early childhood settings, home, and part-time early childhood/part-time early childhood time early childhood/part-time early childhood special education settings). special education settings).



Percent 3-5 Year Olds in Settings with Typical peers

42.6%

49.6%

20%

40%

60%

2004-05 2005-06School Year

Alaska%


Indicator 6: Proposed ChangesIndicator 6: Proposed Changes

Percent of children ages 3-5 with IEPS: Percent of children ages 3-5 with IEPS: (A) Attending regular early childhood (A) Attending regular early childhood program;program;

(B) Not attending a regular early childhood (B) Not attending a regular early childhood program or kindergarten and attending a program or kindergarten and attending a special education program;special education program; (C) Not attending a regular early childhood (C) Not attending a regular early childhood program or kindergarten and not attending program or kindergarten and not attending a special education programa special education program

Indicator 6: Proposed ChangesIndicator 6: Proposed Changes OUT FOR PUBLIC COMMENT BY OSEPOUT FOR PUBLIC COMMENT BY OSEP Definition of LRE preschool from Definition of LRE preschool from 50%50% or more to or more to 70%70% or or

moremore Public Comment due by Oct. 15Public Comment due by Oct. 15thth

1. The Federal Register notice can be found at: 1. The Federal Register notice can be found at:

http://a257.g.akamaitech.net/7/257/2422/01jan20071800/edocket.access.gpohttp://a257.g.akamaitech.net/7/257/2422/01jan20071800/edocket.access.gpo.gov/2007/pdf/E7-16023.pdf .gov/2007/pdf/E7-16023.pdf

2. Next, go to 2. Next, go to http://http://edicsweb.ed.govedicsweb.ed.gov// and click on "Browse Pending Collections." The and click on "Browse Pending Collections." The number you are looking for is 3427. Click on that number. number you are looking for is 3427. Click on that number.

3. Then click on "download attachments" and print out everything.3. Then click on "download attachments" and print out everything.

Indicator 7Indicator 7

Percent of preschool children with IEPs Percent of preschool children with IEPs who demonstrate improved:who demonstrate improved:

(A) Positive social-emotional skills; (A) Positive social-emotional skills; (B) Acquisition and use of knowledge (B) Acquisition and use of knowledge and skills; and and skills; and (C) Use of appropriate behaviors to (C) Use of appropriate behaviors to

meet meet their needs.their needs.

Collection: Supplemental WorkbookCollection: Supplemental Workbook


No Baselines or Targets were due yetNo Baselines or Targets were due yet Raw data is required to reportRaw data is required to report

% Entering with Ratings % Entering with Ratings Comparable to Peers Comparable to Peers

Social Emotional Social Emotional 11.8% 11.8%

Acquisition Of Knowledge Acquisition Of Knowledge and Skills and Skills

10.7% 10.7%

Use of Appropriate Use of Appropriate Behavior Behavior

19.1% 19.1%

Preschool is GreatPreschool is Great


This data must be collected for all IEP This data must be collected for all IEP preschoolers. preschoolers.

Entry data will be collected in the district Entry data will be collected in the district within two months of program entry. within two months of program entry.

Exit data will be collected in the district prior Exit data will be collected in the district prior to the student's 6th birthday or when they exit to the student's 6th birthday or when they exit special education services, whichever comes special education services, whichever comes first. first.


You may use any of the following assessment You may use any of the following assessment tools to gather the Entry and Exit data:tools to gather the Entry and Exit data:

Dial 3Dial 3 BriganceBrigance BattelleBattelle AGSAGS AEPSAEPS

oror One approved by the DepartmentOne approved by the Department


Each student will be screened using an Each student will be screened using an approved assessment. approved assessment.

The results will be recorded on the Child The results will be recorded on the Child Outcomes Summary Form. Outcomes Summary Form.

The data from that form will be reported to The data from that form will be reported to EED in the supplemental workbook.EED in the supplemental workbook.


To complete the Child Outcomes Summary Form you To complete the Child Outcomes Summary Form you will need to use the predetermined rating scale.will need to use the predetermined rating scale.

Definitions for Level Ratings used for all three Definitions for Level Ratings used for all three measurements are already recorded on the Child measurements are already recorded on the Child Outcomes Summary Form.Outcomes Summary Form.

Crosswalks can be found at:Crosswalks can be found at:

www.fpg.unc.edu/~eco/index.cfmwww.fpg.unc.edu/~eco/index.cfm

Indicator 7: Changes Indicator 7: Changes

No anticipated changes to this indicatorNo anticipated changes to this indicator

For more about the COSF go to the breakout this For more about the COSF go to the breakout this afternoonafternoon

For more Workbook Info go to Karen’s For more Workbook Info go to Karen’s BreakoutBreakout

PS we will be monitoring for the COSFPS we will be monitoring for the COSF

SAY WHAT??SAY WHAT??


Percent of parents with a child receiving Percent of parents with a child receiving special education services who report that special education services who report that schools facilitated parent involvement as a schools facilitated parent involvement as a means of improving services and results for means of improving services and results for children with disabilities. children with disabilities.

Collection: SurveyCollection: Survey


For the SPP submission data was used from For the SPP submission data was used from the monitoring survey’s.the monitoring survey’s.

Baseline was 87.1 %Baseline was 87.1 % Target was 87.1 %Target was 87.1 %

For any future surveys EED will be using the For any future surveys EED will be using the NCSEAM survey distributed by AvatarNCSEAM survey distributed by Avatar


Sept. 2007Sept. 2007 Large districts provided addresses to EED– Surveys sent Large districts provided addresses to EED– Surveys sent

directly to parents directly to parents Small Districts -Surveys sent to districts to label and mail Small Districts -Surveys sent to districts to label and mail

outout

Spring 2008Spring 2008 All districts will be required to provide parent addresses to All districts will be required to provide parent addresses to

EEDEED Surveys will be sent directly to parentsSurveys will be sent directly to parents


Percent of districts with disproportionate Percent of districts with disproportionate representation of racial and ethnic groups in representation of racial and ethnic groups in special education and related services that is special education and related services that is the result of inappropriate identification.the result of inappropriate identification.


Indicator 9 Indicator 9 Statewide Risk RatioStatewide Risk Ratio

Native American 1.48Native American 1.48 Asian 0.60Asian 0.60 African American 1.21African American 1.21 Hispanic 0.94Hispanic 0.94 White 0.78White 0.78

Measurable and Rigorous Target:Measurable and Rigorous Target:

0%

Baseline:Baseline: Native American students are 1.48 times more likely to be identified as Native American students are 1.48 times more likely to be identified as

students with disabilities than all other race and ethnic groups in Alaska.students with disabilities than all other race and ethnic groups in Alaska. 1 Out of the 54 school districts in Alaska, had a risk ratio of 3 or more for 1 Out of the 54 school districts in Alaska, had a risk ratio of 3 or more for

one or more racial and ethnic groups, considering a cell size of 10 or more one or more racial and ethnic groups, considering a cell size of 10 or more students.students.

BaselineBaseline:: 1.9% 1.9%


Percent of districts with disproportionate Percent of districts with disproportionate representation of racial and ethnic groups in representation of racial and ethnic groups in specific disability categories that is the result specific disability categories that is the result of inappropriate identification.of inappropriate identification.



Risk Ratio:Risk Ratio: 3 or higher3 or higher

6 Districts6 Districts

Eligibility Categories Eligibility Categories RepresentedRepresented SLDSLD SISI MRMR

Race/Ethnicity Groups Race/Ethnicity Groups ((where the disproportionate where the disproportionate representation may be the result of representation may be the result of

inappropriate identification)inappropriate identification) WhiteWhite Native American Native American

Measurable & Rigorous Target:

0%

Baseline: 11.1%

Indicator 10 ChangesIndicator 10 Changes

No anticipated changes to the No anticipated changes to the indicatorindicator

9 & 109 & 10

What does this mean What does this mean for districts, if they for districts, if they are found to be are found to be disproportionate?disproportionate?

Review Intake and referral Review Intake and referral practicespractices

Additional review of ESER’sAdditional review of ESER’s

Provide staff training on Provide staff training on disproportionalitydisproportionality

Focused Monitoring activitiesFocused Monitoring activities

15 % on early intervening 15 % on early intervening servicesservices

A A is foris for

Accountability

Assessment

Access

Accurate

Achievement

APR

Assistance

Above Average

SnoozingSnoozing

ZZZZZZZZ


Percent of children with parental consent to Percent of children with parental consent to evaluate, who were evaluated and eligibility evaluate, who were evaluated and eligibility determined within 45 days (State established determined within 45 days (State established timeline). timeline).


Indicator 11 Indicator 11 Eligibility Determined within 45 school days

4.34%

95.66%

0%

20%

40%

60%

80%

100%

120%

Percent Evaluatedwithin 45 school days

Percent Not Evaluatedwithin 45 school days

Measurable & Rigorous Target:

100%


No anticipated changes to this No anticipated changes to this indicatorindicator

For more Workbook Info go to For more Workbook Info go to Karen’s BreakoutKaren’s Breakout


Percent of children referred by Part C prior to Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and age 3, who are found eligible for Part B, and who have an IEP developed and implemented who have an IEP developed and implemented by their third birthdays.by their third birthdays.


12. Transition C to B 12. Transition C to B

Effective C to B Transition

74.6%69.2%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

IEP's in place by Third Birthday SupplementalWorkbook

IEP's in place by Third Birthday Monitoring Data

Measurable & Rigorous Target:100%

Indicator 12:Indicator 12: New Developments New Developments

MOA between EED & DHSSMOA between EED & DHSS LEA Notification LEA Notification

DHSS will use the web database to compile notification date of DHSS will use the web database to compile notification date of Part C eligible children. Part C eligible children.

Information on Part C eligible children will be extracted and Information on Part C eligible children will be extracted and formatted for submission to the Department of Education and formatted for submission to the Department of Education and Early Development (EED).Early Development (EED).

EED will receive and process the ILP notification data through EED will receive and process the ILP notification data through the Alaska Student ID system and provide LEA’s with Child the Alaska Student ID system and provide LEA’s with Child Find notification data. Find notification data.

EED will process and return matched AK ID to transition table EED will process and return matched AK ID to transition table for matching and longitudinal tracking purpose.for matching and longitudinal tracking purpose.


Percent of youth aged 16 and above with an Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, IEP that includes coordinated, measurable, annual IEP goals and transition services that annual IEP goals and transition services that will reasonably enable the student to meet the will reasonably enable the student to meet the post-secondary goals.post-secondary goals.



Percent of Youth Aged 16 and Above with a Transition Plan

87.6%

12.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of IEP with Transition Plan

Percent of IEP without Transition Plan


HELP!!

LET ME OUT!!!

R R is foris for

Reliability

Responsibility

Respect

Requirements

RELAX

Rubric


Percent of youth who had IEPs, are no longer Percent of youth who had IEPs, are no longer in secondary school and who have been in secondary school and who have been competitively employed, enrolled in some type competitively employed, enrolled in some type of postsecondary school, or both, within one of postsecondary school, or both, within one year of leaving high school. year of leaving high school.

Collection: SurveyCollection: Survey


No Baselines or Targets were due yetNo Baselines or Targets were due yet

Phone survey’s were completed this spring by Phone survey’s were completed this spring by CHDCHD


General supervision system (including General supervision system (including monitoring, complaints, hearings, etc.) monitoring, complaints, hearings, etc.) identifies and corrects noncompliance as soon identifies and corrects noncompliance as soon as possible but in no case later than one year as possible but in no case later than one year from identification.from identification.

Collection: EverythingCollection: Everything

15. General Supervision15. General Supervision

General Supervision Compliance Corrected Within One Year

92.1% 100% 100% 92.1%

0%

20%

40%

60%

80%

100%

Indentified in FY 04-05 Corrected in FY 05-06

Monitoring

Complaint Investigations

Due Process

Overall


Indicator 15: Description/ChangesIndicator 15: Description/Changes

Did the district correct noncompliance within Did the district correct noncompliance within one year?one year? Noncompliance can be identified throughNoncompliance can be identified through

Monitoring Monitoring StudentStudent AdministrationAdministration FocusedFocused FiscalFiscal

Dispute ResolutionDispute Resolution SPP/APR Indicator’sSPP/APR Indicator’s

HUH????HUH????


Percent of signed written complaints with Percent of signed written complaints with reports issued that were resolved within 60-reports issued that were resolved within 60-day timeline or a timeline extended for day timeline or a timeline extended for exceptional circumstances with respect to a exceptional circumstances with respect to a particular complaint.particular complaint.

Collection: EED DatabaseCollection: EED Database


2005-2006 Complaint Investigations

78%

22%

100%

0%

20%

40%

60%

80%

100%

120%

Completed within 60days

Withdrawn Total



Percent of fully adjudicated due process Percent of fully adjudicated due process hearing requests that were fully adjudicated hearing requests that were fully adjudicated within the 45-day timeline within the 45-day timeline


Indicator 17Indicator 172005-2006 Due Process

3.7% 3.7% 3.7%

100%

14.8%

11.1%

51.9%

11.1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Decision for Parent

Decision For District

Decision Split

Settlement Agreement

Dismissed

Withdrawn

Pending

Total within 45 days



Districts will be required to submit Due Districts will be required to submit Due Process DecisionsProcess Decisions Corrective actions to the DepartmentCorrective actions to the Department

T T is foris for

Teamwork Timely

Training

Transitions

Targets


Percent of hearing requests that went to Percent of hearing requests that went to resolution sessions that were resolved through resolution sessions that were resolved through resolution session settlement agreements.resolution session settlement agreements.


Indicator 18Indicator 182005-2006 Resolution Sessions

73%

27%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Agreement

No Agreement



Districts are required to offer resolution sessions Districts are required to offer resolution sessions to parents requesting Due Processto parents requesting Due Process

Districts are required to submit to the Districts are required to submit to the department ( or they will be out of compliance)department ( or they will be out of compliance) Resolution agreement orResolution agreement or Waiver of resolution sessionWaiver of resolution session

A sample form is in the Sped HandbookA sample form is in the Sped Handbook

DO I HAVE TO?DO I HAVE TO?


Percent of mediations held that resulted in Percent of mediations held that resulted in mediation agreements.mediation agreements.


Indicator 19Indicator 19Mediated Agreements

75%

78%

73%

74%

75%

76%

77%

78%

79%

2004-2005 2005-2006


Indicator 20Indicator 20 State reported data (618 and State Performance Plan State reported data (618 and State Performance Plan

and Annual Performance Report) are timely and and Annual Performance Report) are timely and accurate. accurate.

Collection’s: Collection’s: OASIS (Fall & Summer)OASIS (Fall & Summer) Staff accounting Staff accounting Supplemental WorkbookSupplemental Workbook Participation RateParticipation Rate Suspension Expulsions DatabaseSuspension Expulsions Database EED DatabaseEED Database


For more information go to For more information go to Karen’s breakout this Karen’s breakout this

afternoonafternoon

Yellow District FolderYellow District Folder

Contains:Contains: Important information on all indicator’sImportant information on all indicator’s Technical Assistance documentsTechnical Assistance documents Copies of formsCopies of forms

PLEASE DO NOT LOSE THIS FOLDER!PLEASE DO NOT LOSE THIS FOLDER!

PLEASE BE FAMILIAR WITH WHAT IS IN PLEASE BE FAMILIAR WITH WHAT IS IN THIS FOLDER!THIS FOLDER!

Public ReportingPublic Reporting

IDEA requires the Department to report annually to IDEA requires the Department to report annually to the public on the performance of each School District the public on the performance of each School District located in the State of Alaska on the targets in the located in the State of Alaska on the targets in the State’s performance plan. State’s performance plan.

This information is available at: This information is available at: http://http://www.eed.state.ak.us/rcsped/search.cfmwww.eed.state.ak.us/rcsped/search.cfm

A copy of your District Special Education Data A copy of your District Special Education Data Profile is in your yellow District folderProfile is in your yellow District folder

DeterminationsDeterminations

Stakeholder group met in August Stakeholder group met in August Developed the Alaska Determination Criteria Developed the Alaska Determination Criteria District Determination FormDistrict Determination Form Criteria for determining whether data are Valid, Reliable Criteria for determining whether data are Valid, Reliable

and Timelyand Timely Local Determination’s rubric Local Determination’s rubric

A copy of the all of the determination info. is in the A copy of the all of the determination info. is in the District yellow folderDistrict yellow folder

DeterminationsDeterminations

Determinations for each district will be sent Determinations for each district will be sent out by the end of October.out by the end of October.

Where will our your district Where will our your district BEBE:: Meets requirementsMeets requirements Needs AssistanceNeeds Assistance Needs InterventionNeeds Intervention Needs Substantial InterventionNeeds Substantial Intervention

AlaskaMeets

Requirements

SO SO BEBE

SStudentstudents

MMaking Meaningfulaking Meaningful

AAchievementschievements

RRegarding Requirementsegarding Requirements

TTakes Teamworkakes Teamwork

Contact info.Contact info.

related to the indicators themselves, please related to the indicators themselves, please contact Sharon Schumacher at 465-2824 or contact Sharon Schumacher at 465-2824 or email email [email protected]@alaska.gov

about how to report your data, contact Karen about how to report your data, contact Karen Lipson at 465-8684 or email at Lipson at 465-8684 or email at [email protected]@alaska.gov

I Know, I’m ReadyI Know, I’m ReadyBring It OnBring It On

Alaskas BE-- S.M.A.R.T. SPP/APR Directors Conference September 28, 2007.

Documents

Transcript of Alaskas BE-- S.M.A.R.T. SPP/APR Directors Conference September 28, 2007.