ADVOCATES
 K12 Schools / School Districts (37)
According to the 2000 census, the Alamo community has a population of 2072 with a 60% unemployment rate and is the poorest Native American Community not only in the State of New Mexico but also in the United States. Currently 56% of the population lives below the poverty level and a per capita income of $6528. According to the Coalition of Native American grantees, Department of Labor, it has the lowest per capita income of all Native American communities in the United States. Separated geographically from the main reservation, the Alamo has long been the stepchild of the Navajo Nation, largely neglected by the Bureau of Indian Affairs as well as by the tribal government.
In 1968, the BIA placed Alamo under the administration of the Navajo Nation, transferring it from the Southern Pueblos Agency, Albuquerque Area Office, to Eastern Navajo Agency in Crownpoint, New Mexico, and the Navajo Area Office in Gallup, New Mexico. The Navajo Nation receives over 3 million dollars from the BIA for governmental infrastructure at Alamo. Less than 1% actually reaches the Alamo.
Even today, Alamo exists in a cloudy bureaucratic limbo. It’s not legally a reservation has no congressionally recognized boundaries, and no water or mineral rights for its 63,000 acres of land.
The original BIA school at Alamo was built in the 1930’s, but closed in 1941. Children from Alamo were sent to boarding schools off the reservation in Santa Fe, Albuquerque, and other distant places. In 1957, the BIA dormitory was put into operation in Magdalena and children were boarded there and attended the Magdalena public school. As Alamo parents watched their children go off to school in the fall, returning only for holidays and some weekends, they began to discuss a way to create a community school at Alamo. A school would eliminate the 35-mile bus ride to Magdalena, the need to house children in the BIA dormitory, and allow the children to live at home, give parents the opportunity to be involved in their children’s education.
The creation of the Alamo Navajo School Board, Inc. in 1979 represented the political birth of the Alamo’s leaders. Taking advantage of the 1975 Indian Self-Determination Act, the School Board was able to contract for its own services, and the Alamo leaders began to make decisions for themselves. The concept of self-determination found fertile ground in a community, which knew it wanted a school, health services, and local control, but previously had no vehicle to obtain those things.
The Alamo Navajo Community School opened its door on October 1, 1979 as a K-8 school in four portable buildings. On December 15, 1980, the contract scope was amended making it a K-12 school with six additional trailers and 317 students. In 1982, planning, coordination, and construction for a permanent facility was begun, culminating in 54,000 square foot structure, which includes classrooms, labs, a library/media center, gymnasium, cafeteria, agriculture/greenhouse lab, and shops for industrial arts.
The Alamo Navajo School Board, Inc. now operates the K-12 schools as well as an Indian Health Clinic, Early Childhood Center, Adult Education Program, Roads Department, Technology Department, & Wellness Center.
The mission of Anchorage Christian Schools is to partner with the home and church to educate and train children and young people who function successfully in today’s church and world. We want to train our students in the knowledge of God, teach them a Christian worldview, and provide an excellent academic education. And, giving thanks to God, ACS has been training children and young people for this purpose for almost 40 years!
God has blessed ACS with the best facilities of any private school in Alaska. But facilities don’t make a great school. ACS has also been blessed with highly qualified faculty and staff who view their teaching here as a ministry, a calling of the Lord. We have partnered with over 50 local area churches to assist them in the training of their youth.
ACS is accredited by the Association of Christian Schools International (ACSI) and the Northwest Accreditation Commission (NAC). This accreditation status is an outside validation of the excellent programs offered by ACS and allow our graduates to attend colleges and universities anywhere in the world.
It is our goal to prepare a child not only for this life but for the life to come. This unique philosophical basis works its way into all of our curricular and extracurricular programs and makes ACS distinctive among other educational programs in this area.
It is a privilege and honor to serve with the dedicated team of staff and families at ACS. Anchorage Christian Schools has been blessed with a rich heritage dating back almost 40 years. Today we enjoy our 20 acre, debt-free campus as the result of God’s faithfulness and blessing to the Anchorage Baptist Temple, our sponsoring church. We pray for God’s continued blessing and wisdom to be good stewards with the resources and people He entrusts to us.
As you “check us out” through our website I hope you will get a glimpse of what God has done and is doing in the lives of the children and young people He has entrusted to us. Please contact us if we can answer any specific questions or be of any assistance to you or your family. We pray consistently for the right families to become involved in this unique, God-blessed ministry and that He will continue to bless the efforts here for His glory.
As a high school teacher in rural Alaska, off the road system, I see every day the lack of access that my students have to information because they don't have internet access outside of school, and the school connection is not optimal. I have several students who are ready to make the jump to much greater levels of learning who simply cannot because they can't connect with the outside world.
The Casa Grande community is made up of approximately 50,000 residents consisting of approximately 22,500 households and 6,600 families. The Casa Grande Union High School District (CGUHSD) was founded in 1920 and presently encompasses 1,250 square miles. Currently, there are approximately 3,650 students enrolled in the district. Our district has two comprehensive high schools. The Casa Grande Union High School District receives students from the Casa Grande Elementary School District, Stanfield Elementary School District, Toltec Elementary School District, and Sacaton Public Schools.
As a district, we are very proud of the rich traditions that have been established at both of our schools and the opportunities living in a small-town community provides to all of our students. In CGUHSD, we are focused on preparing our students for both college and career as they graduate high school and move on into our community, our state, and our nation. CGUHSD has a variety of academic offerings that will prepare our students for whatever path they choose beyond their time with us. In our core classes of Math, English, Science, and Social Studies, we also offer Honors, Advanced Placement, and Dual Enrollment courses that provide the appropriate level of rigor they may desire to prepare for their careers beyond high school. We offer a variety of elective classes from Career and Technical Education, Fine Arts, JROTC, Physical Education, and World Languages that offer our students a well-rounded education. We are also very proud of the partnership we have with CAVIT and the opportunities we have for our students to both receive and become certified in industry-level standards and skills in a variety of courses that provide students real-world experiences.
In CGUHSD, we understand the importance of the information age and 21st century skills for our students. We are a 1:1 district and all our students are issued a laptop device for their personal use for the school year. We also understand the importance of educating the whole child and we encourage all our students to plug in and find a way to get more involved in their school. Our schools offer a variety of both athletic and extracurricular opportunities for our students' interests and desires. Athletically, both schools are members of the Arizona Athletic Association, part of the 4A Division, and members of the Kino Region. We believe it is those extracurricular opportunities that complete the high school experience for our students and become the memories they have for the rest of their lifetime.
It is the mission of CGUHSD to inspire excellence by providing globally competitive educational and career opportunities for all students. We look forward to relationships we will forge together with you during your time with CGUHSD. I hope all of you have an outstanding 2019-20 school year.
Clayton Valley opened its doors to students in 1958 under the leadership of inaugural principal Dan Della. Originally part of the Mt. Diablo Unified School District, Clayton Valley is fed by Diablo View Middle School in Clayton and Pine Hollow Middle School in Concord, and by Ayers, Highlands, Silverwood and Mt. Diablo Elementary Schools.
In 2011, a petition was submitted pursuant to California law to convert the Clayton Valley into a teacher-driven conversion charter high school. After a series of steps, on January 11, 2012, the Contra Costa County Board of Education voted unanimously to approve the charter.
Clayton Valley Charter High School, opened in the summer of 2012, and continues the long and proud tradition of its predecessor, Clayton Valley High School. CVCHS currently serves 2200 students in the cities of Concord and Clayton.
The mission of CVCHS is “to unite our stakeholders, including students, teachers and staff, parents, and community members, in a common goal to diligently prepare all students for success in the 21st Century. We believe in instilling timeless principles and fostering a culture of excellence with RIGOR, RELEVANCE and RELATIONSHIPS” (Charter Petition, page 6).
The vision of Como-Pickton CISD is to develop every child to be a life-long learner, enabling them to be effective communicators, complex thinkers, and productive citizens qualified to meet the uncertainties of the future.
The mission of Como-Pickton Consolidated Independent School District, in partnership with the home and community, is to provide excellence in education through relevant learning opportunities that will prepare students to achieve personal fulfillment and to become responsible, productive members of society.
Through challenging and engaging instruction, all students can become successful learners. As models for students, CPCISD personnel should engage in life-long learning opportunities, measured by the achievement of personal and professional goals. Students are accountable for their own learning and actions; parents are accountable for their children; and the district is accountable to the community.
Students should have access to a quality education provided by CPCISD in a community that supports a diverse population. The collaboration and inclusion of students, parents, staff, and community in the decision-making process is vital to the success of CPCISD and should be actively fostered.
The Cordova School District's main goal is the education of all students and the preparation and development of all staff. This ensures that all students and staff have the capacity to utilize information and communication technologies. Keeping in mind the ever-changing needs of our world in this day and age, the Cordova School District (CSD) is committed to meeting these goals and to integrating technology into all aspects of the students' and teachers' lives. This technology plan focuses on curriculum integration, future plans, and measures of evaluation for implementation. The underlying need for ongoing assessment and change is a major component of the plan.
We are interested in the utilization of information technologies as learning tools because we live in an information age. All students, teachers and staff members need the ability to use technological tools and the knowledge to be responsible, active and productive people in a 21st century global society. Without information and communication technologies (ICT) literacy skills, we cannot meet the new demands of our global society. With these skills we can meet the changes that are continually occurring. Cordova's geographic isolation will be a hindrance to our local economy if we cannot utilize information and communication technologies to become part of the larger global economy. ICT literacy skills provide CSD stakeholders the option to choose how they will live, work, learn and play. The ability to be conversant with these technologies and skilled in learning new technologies will become more and more important in the economic and cultural health of our region.
La Salle Middle School, formerly De La Salle Middle School, is a public charter school located in North St. Louis. La Salle is committed to transforming children and our community through innovative education. We work hard to educate the whole child. Students at La Salle are pushed to achieve academic excellence, nurture caring relationships, understand the need for service in the community and are shown the importance of respect for all.
La Salle offers many benefits to help students succeed such as extended school day and school year and small class sizes with a student to teacher ratio of 13:1. La Salle also features an active Parent Teacher Association. Outside the classroom, students may choose to participate in the EnCompass program, an optional enrichment program that includes classes such as dance, speech and swimming. Students who participate in the EnCompass program are offered many college preparatory opportunities including financial aid, tutoring and counseling. EnCompass students participate in college visits starting in fifth grade, visiting schools in Tennessee, Chicago and the St. Louis area.
ECRA will promote pre-collegiate expectations for all students, implement strategies to make the high school drop-out rate the lowest in the state, and institute business/financial/operational practices that are credible and transparent.
The report on “Making the Case for Educating the Whole Child,” endorses the philosophy that students must be healthy, safe, engaged, supported, and challenged. A child who enters school healthy and feels safe is ready to learn. A student who feels connected to school is more likely to stay in school. All students who have access to challenging and engaging academic programs are better prepared for further education, work, and civic life. These components must work together, not in isolation. That is the goal of whole child education.
ECRA will support students by bridging their background knowledge and skills to those found essential for their current and next level of learning, as measured by the NMPED NM Common Core State Standards.
ECRA will empower students using diverse sheltered instruction to acquire the academic language found in New Mexico Common Core State Standards and apply this knowledge/skills to various content areas and problem-solving opportunities as measured by common formative assessment and NWEA MAP Assessments.
In 2002, the vestries of Christ Church of Andover and Grace Church of Lawrence convened to brainstorm on a joint high-impact project to serve Lawrence. After researching and reviewing a number of ideas, they agreed that the highest need and the largest opportunity for impact was to address the lack of high quality educational opportunities for young women from the city, and the best way to do this was to start an independent middle school for girls.
On June 3, 2004 the board of trustees held their first meeting at Christ Church in Andover. Trustees quickly got to work hiring a founding head of school, choosing a building and location for the new school, and ramping up fundraising efforts. On April 24, 2006, Esperanza held its first admissions lottery and selected 21 fifth graders and 21 sixth graders. On September 6, 2006, with balloons, music, and many friends and supporters on hand, Esperanza Academy opened its doors to its first students. For the following two years, Esperanza added one grade per year to reach capacity. Esperanza currently educates 60 middle school girls in grades five through eight, and supports 141 alumnae in secondary schools and colleges across the country. Esperanza graduated its first class of eighth graders in 2009; those young women graduated from high school in 2013 and are on track to finish college in 2017.
In 2015, Esperanza earned full accreditation from the Association of Independent Schools in New England (AISNE).
Esperanza Academy is proud to provide an exceptional education to the young women of Lawrence. The four years that our girls spend on campus at Esperanza, from the ages of 10-14, are a time of tremendous physical, emotional, personal, and academic growth. We believe strongly that spending these four years surrounded and supported by female peers allows our students to maximize their growth, take healthy risks, and reach their full potential.
Gerard’s history began in the 1960s, when it was founded as the Gerard School, a treatment site for the care of children. Throughout the years, It has been known as Gerard of Minnesota, Gerard Treatment Programs, and, today, Gerard Academy — but it has always retained its focus of caring for children and families.
Situated on a beautiful 12-acre campus in Austin, MN, Gerard Academy was the former Hormel Estate. The site has retained many of its homelike charms, including the family living room, grand staircase, cozy bedrooms, entry drive, gardens, and trees. A nature preserve is adjacent to the property. When you arrive on campus, you immediately see this is not a typical residential treatment facility. The warmth of the surroundings is mirrored by the interactions of staff with children and families. Gerard Academy has demonstrated excellence in its treatment approach. In 2012, Gerard Academy was Provider of the Year by the National Alliance on Mental Illness (NAMI).
Under the leadership of Executive Director Brent Henry, Gerard has worked to expand its service line to provide more mental health options for youth and families. The Bridging and Short-Term programs were developed in partnership with Dakota County. In 2015, Gerard opened an outpatient program to serve children, teens, adults, and families in the community in answer to County and School needs for mental health services in the area.
At Great Circle Academy, we’re passionate about learning. We believe every boy and girl deserves an equal shot at future success. That’s why we’re here: for your children – our students.
We’re here for the child who feels out of place or struggles in other educational settings because of factors beyond his/her control or are recovering from substance use disorders and who needs a better place to learn. Your children will find a warm, nurturing, structured learning environment where they can accomplish everything from the simple to the incredible. We’re here to equip and empower them with the tools needed to guide them around life’s obstacles and to a place where they can unlock their full potential and thrive.
Your child receives individualized education combined with therapy from a highly trained staff in small class settings. Our evidence-based curriculum is at work on each of our five campus locations across Missouri. Our schools are approved by the Missouri Department of Elementary and Secondary Education and the Illinois Board of Education, and nationally accredited by the prestigious AdvancED and Independent Schools Association of the Central States (ISACS). So you can be confident your child is getting a high-quality education that adheres to the same demanding standards placed on the most prestigious private schools.
At Great Circle Academy, we can help cultivate your child’s excitement to learn and reignite the zeal for life. We’ll help pave the path so he or she can join us, regardless of your family’s circumstances. We ask only that as a caregiver, you see our schools not as a last resort, but as a first and best step toward a positive future for the child you love.
Utilizing the abundant resources of the Chilkat Valley and in collaboration with its communities, the Haines Borough School District empowers students to be contributing members of society and critical thinkers prepared for individual success.
The Haines Borough School District is dedicated to excellence in educating all students to achieve their full potential through actively:
*fostering a culture of inclusion that honors diversity and is founded on safety, respect, and responsibility;
*creating meaningful learning opportunities for intellectual, social, emotional, and physical growth;
*maintaining a healthy and supportive school community where together we thrive by demonstrating adaptability, resilience, empathy, and resourcefulness; and
*providing a rigorous academic curriculum, fine arts instruction, career and technical education, and extracurricular activities.
The mission of the Harmony Independent School District is for each student to develop to their full potential. This encompasses all of the essential academic skills and a strong knowledge base to be productive citizens and have a solid foundation to pursue lifelong learning.
Harmony ISD will provide instructional programs for all students that foster a high standard of academic achievement, good behavior, and self-worth; moreover, students will be adequately prepared with academic and marketable skills to enter the post secondary arena.
Harmony School was founded in 1938 with the consolidation of Rosewood, Rhonesboro, Union (Little Mound), and Honey Creek. The name "Harmony" was selected because of the ease of passage of the consolidation. Other schools who later consolidated with Harmony included Grice, Peach, Enon, Soules Chapel, Latch, and part of Kelsey. The campus is located on Highway 154 ten miles west of Gilmer and nine miles northeast of Holly Lake Ranch between the communities of Rosewood and Rhonesboro. Harmony ISD includes the western part of Upshur County and the eastern part of Wood County.Approximately 1,050 students attend Harmony ISD.
Imago Dei Middle School, established in 2005, serves boys and girls in the 5th through 8th grades from families with low income residing in Tucson. Imago Dei is modeled after the Epiphany School in Dorchester, MA, and is accredited through the Southwestern Association of Episcopal Schools. We are a member in good standing of the National Association of Independent Schools, the National Association of Episcopal Schools, the NativityMiguel Coalition, and The Center for Spiritual and Ethical Education. Imago Dei is a Jubilee Domestic Poverty Ministry of the Episcopal Church.
Imago Dei is committed to providing a comprehensive curriculum and support services including the following:
Quality academic, physical, social, and spiritual education
Individualized support, nurturing each child’s development and identity
An extended school day (10 hours), week (5 ½ days) and year (11 months)
Small classes for specialized instruction (teaching ratio of 1 to 10)
Tuition-free education
Opportunities for strong parental involvement
We are focused on educating the whole child and breaking cycles of poverty. The criterion for admission is based on students qualifying for the National School Lunch Program, and the cost of tuition is approximately $21,000 per year per child. We operate as a tuition-free school due to the economic limitations of students’ families; therefore, donor support is essential for the success of our mission.
We have enjoyed generous, heartfelt community support throughout our first fourteen years, and look forward to continuing to serve Southern Arizona for years to come by helping at-risk children realize their full potential.
Indian Oaks Academy began treating adolescent boys in December 1993, at the request of the Illinois Department of Children and Family Services. In 1995, the site added two girls’ units. In 2013, nearly 20 years after it began, Indian Oaks Academy campus was completely rebuilt with 6 new cottages, and two step-down buildings.
Indian Oaks Academy is located approximately 50 miles south of Chicago, in a small, rural community. The Academy features 6 cottages, with 48 residential beds for boys and 32 residential beds for girls, as well as a 16-bed unit for intellectually disabled boys who demonstrate unhealthy sexual behaviors, and a 16-bed unit for intellectually disabled girls who demonstrate unhealthy sexual behaviors. In addition, Indian Oaks Academy operates a group home for girls, transitional living for both boys and girls, and an on-campus school. Within the community, Indian Oaks manages an LGBTQ support group and an intervention program for youth at risk of entering the juvenile detention system.
Indian Oaks Academy has earned a national reputation as an outstanding residential treatment provider for hard-to-place boys and girls, ages 12-21, who have exhibited problematic sexual behaviors, patterns of abusive behavior, and lack of empathy. Sexuality therapy includes sessions addressing inappropriate sexual behaviors and perpetration, and the resolution of personal victimization issues.
The Kodiak Island Borough School District, in close cooperation with our diverse island community, exists to provide an educational program of the highest standard that empowers all students to achieve personal and academic excellence while developing their full potential as responsible, productive citizens.
The Kodiak Island Borough School District, established in 1948, is a rural, public school district located on the second largest island in the United States, in the Gulf of Alaska. The island has one city, Kodiak, where the majority of the population is concentrated. There are 4 elementary schools, one middle school, one high school and one homeschool/distance education program in the City of Kodiak. There are seven outlying Alaska Native rural villages on the island, accessible only by boat or small plane. One rural community is accessible via the road system. Our village populations range from 40 to 260 persons and our village schools have enrollments of 10 to 34 students. The road system in Kodiak is located near the City of Kodiak and extends approximately 40 miles one way and 15 miles the other way from the city proper. The remainder of the island, with the exception of the villages, is virtually uninhabited wilderness.
Eighty percent of our students in our village schools are Alutiiq (Russian-Aleut) or "People of the Sea." Our remote village communities are each represented by a federally recognized tribe. Though westernization has dramatically altered Alutiiq lifestyles, our indigenous people have combined western traditions and technologies with their own worldviews to continue a distinct subsistence lifestyle that is uniquely Native.
Nexus established Mille Lacs Academy in 1991 to offer residential care and treatment to youth between the ages of 10 and 19. Today, Mille Lacs Academy treats over 100 young men from across the United States annually.
Mille Lacs Academy has a variety of residential programs for boys ages 10-19, who have significant mental health issues. Specialty programming includes treatment for boys that have problematic sexual behavior.
Other special needs may include: Autism Spectrum Disorders, Reactive Attachment Disorder, Fetal Alcohol Syndrome/Effect, Attention Deficit Disorder, Disruptive Behaviors, Impulse Control Disorders, and/or other Brain-Based Disorders.
Individual therapy, family therapy, group therapy, experiential and brain-based therapy, recreational and vocational programming, psychological assessment, psychiatric and medication monitoring, medical services, and independent living skills are all integral aspects of treatment. We treat each boy as an individual and recognize his unique needs and history.
Nativity Preparatory School is an accredited, tuition-free, Jesuit middle school serving boys of all faiths from low-income families residing in Boston. Made possible entirely through the generosity of supporters, Nativity’s academically challenging and highly structured environment promotes the intellectual, spiritual, social, and physical growth that inspires boys to become successful and compassionate “men for others” and breaks the cycle of poverty.
Onarga Academy is located in the quaint community of Onarga, IL, on a former military academy campus. Onarga Academy opened in March 1990 as a residential treatment facility for boys. In 2008, a transitional living program home was added to the campus. In 2010, a group home was completed. In 2012, Onarga Academy celebrated the opening of its new Grand Prairie School. Shortly after, the school added a new vocational training building, offering woodworking areas, a bay for car detailing and oil changes, and furniture building. In 2013, Onarga Academy expanded its aftercare program by adding two therapeutic foster care homes, nearby.
Onarga Academy is located approximately 90 miles south of Chicago, on a historic site in Onarga, IL. The main campus features an administrative building residential halls, group home, transitional living home, school, and auditorium. Additionally, two therapeutic foster homes are located just a block away. The school also operates the Cornerstone Café in downtown Onarga. Café work provides the boys with real-world experience in business operations and service industry. The beautiful and recently remodeled auditorium is home to the Onarga Professional Development Institute.
Onarga Academy offers boys, ages 10-20, a structured, homelike environment where they can safely address their unhealthy sexual behaviors and their emotional and behavioral issues. Programming also addresses any related underlying chemical abuse issues.
In addition to residential, educational, vocational, and foster care services for youth, Onarga Academy also operates a professional development institute that provides training to individuals and groups who work with youth.
Patagonia Elementary, Middle and High Schools reside on a beautiful 36 acre campus just east of the Town of Patagonia and in the middle of Arizona's Sky Islands. Patagonia Public Schools consist of two districts; Patagonia Elementary School District #6 and Patagonia Union High School District #20.
Patagonia Public Schools provide academic excellence with opportunities for all students to excel in sports, drama, music and visual arts.
The Platte Canyon School District shares with parents the responsibility of educating our youth. This education includes preparing students for higher education, to successfully enter the world of work, to be responsible citizens and to be life-long learners. We believe that our District must offer comprehensive programs in safe schools with positive educational environments, set high expectations for learning and assure implementation of a wide range of effective instructional strategies to address diverse learning needs and talents.
All Colorado children, regardless of their background, where they live, or how they learn, have the opportunity to attend excellent schools and colleges with strong leadership and highly trained, innovative teachers, who prepare students to be engaged, successful adults.
Sacred Heart Nativity Schools (SHNS) provide a transformative middle school education to low-income youth in San Jose.
SHNS is a Jesuit, faith-based Nativity middle school. Located in the Washington Gardner neighborhood of San José, California, SHNS serves an underserved, urban community – 98% of SHNS students are Latino and 94% qualify for free or reduced lunch. SHNS provides a holistic education that supports the growth and development of a child intellectually, spiritually, physically, and emotionally.
Sacred Heart Nativity schools are comprised of two middle schools: Sacred Heart Nativity School for Boys (established in 2001) and Our Lady of Grace Nativity School for Girls (established 2006). Students are educated in single-gender classrooms for core courses (English Language Development, Mathematics, Science, Social Science) and co-ed classes for Electives, Religion and Spanish courses.
SHNS’ financial structure is unique among private schools, as it operates largely as a tuition-free private school. SHNS derives 2% of its $2.3M operating budget from tuition. It fundraises the remaining 98% from individuals and foundations.
San Miguel Academy opened in 2006 as a tuition-free, faith based, 5th thru 8th grade, independent middle school for boys from underserved families. The Academy provides a safe haven for intellectual, emotional and spiritual growth. San Miguel utilizes small class size, extended school days, and an extended school year with a summer program to fight the cycle of poverty through education. Students who attend San Miguel Academy are provided academic, personal and family support to reposition themselves for success in their future endeavors.
As an independent school, San Miguel Academy does not receive any funding from the government or the NY archdiocese.
Founded in 1993 by Bro. Lawrence Goyette, FSC, San Miguel School of Providence has become a model for 13 like schools across the nation. From a small, dedicated staff of three serving a school of fourteen boys, San Miguel has grown in size since its humble beginning. The school was founded in an attempt to address what was sometimes lacking in education, particularly the structure, support, and positive one-on-one relationships between students and teachers. Now serving 64 boys in grades five through eight, San Miguel strives to ‘touch the minds and hearts' of its students, nurturing the ‘whole' boy in a safe and enriching environment. For more information, read Bro. Lawrence Goyette’s story.
Sponsored by the De La Salle Christian Brothers of the District of Eastern North America, San Miguel serves boys from all cultures and faiths in grades five through eight. The school is accredited through the New England Association of Schools and Colleges.
Students experience a school culture that emphasizes citizenship, service, and personal responsibility in a caring learning environment where academics are rigorous, expectations are high, and individual talents are nurtured. Students grow into young men with a positive vision for the future that leads them to effect positive change in their lives and in their communities.
Our goal in the Santa Cruz Valley school district is to provide a top quality education for every student, every day. In a world where it’s easy to feel like just another number, we relish the opportunity to know every student on an individual basis and to appreciate the value that each one brings to the collective whole. We recognize that there are many different ways to learn, and we work hard to ensure that every student has the opportunity to grow and thrive.
At Santa Cruz Valley USD, we offer an outstanding curriculum taught by highly qualified teachers who empower their students by giving them the tools to be successful now and in the future. Our comprehensive range of programs for students from preschool through high school include:
An excellent early literacy program, with reduced class sizes in grades K – 2, so every child receives the personalized attention he or she needs to build strong literacy skills
A special education program where every qualifying child receives customized services to best meet his or her needs
A gifted education program to expand the learning opportunities for eligible students from K – 12th grade
Excellent advanced placement and college prep classes, in addition to a topnotch career and technical education program at the high school
A Family Resource Center, where we provide support for families throughout the district and also sponsor our kindergarten readiness program
In 1998, parishioners from St. Andrew approached the Oregon Province of the Jesuits and asked them to consider sponsoring a Nativity School in the former St. Andrew parish school. After two years of study, a decision was made to open the school and the support of the Archbishop of Portland and the Superior General of the Jesuits was sought and secured. The school welcomed its first class of 20 students in 2001. The school now serves 79 students and has over 300 graduates.
St. Andrew Nativity School is Oregon's only tuition free, private middle school for low income students. Located in NE Portland, just off 9th and Alberta, Nativity School draws students of all faiths from around the Portland area. The Jesuit School provides a challenging education and values centric curriculum. Small class sizes allow for individualized attention to raise students' learning by as much as five grade levels in three years. 96% of Nativity School students go on to graduate from high school and 80% go on to attend college.
Sterling Education is a school system of excellence, comprised of 38 private schools located across North America and the Caribbean. Currently the system provides over 1200 elementary, middle and high school students grades 3-12 with an outstanding and challenging education. As part of our ongoing quest to bring excellence to our students, our staff, and the community, Sterling Education promotes a culture of continual improvement.
With this in mind, Sterling Education schools are proud to be part of the OneSchool Global organization, allowing increased global collaboration, cooperation and support to enhance the education experience for every student. Each student should be prepared with the skills to be a self-directed life-long learner. Life-long learning is a quality of a student's character and empowers them to exhibit leadership and make a meaningful commitment and contribution to the community, family and workplace.
To support students to be self-directed learners, teaching emphasizes the skill set of thinking critically, processing information perceptually, analyzing data accurately and evaluating situations intelligently. Students learn independently and collaboratively with peers and teachers.
The mission of the District is to provide an appropriate and outstanding educational experience for every student served.
Thatcher Unified School District #4 is recognized for its rigorous, well-defined curriculum, and for the quality of programs and extracurricular activities. Across the curriculum, critical thinking skills are fostered in students in an effort to equip them with effective problem-solving and decision-making abilities. The curriculum also incorporates state-of-the-art technology and integrated instruction to prepare students for college and career readiness.
All children are capable of success, no exceptions!
We are committed to search, find, and nurture all of the talents, skills and intelligence that exist in all children and youth for the purpose of preparation for college, career, and life because we believe all children are capable of success, no exceptions!
We will provide an opportunity for every student to master grade-level essential standards regardless of previous academic performance, family background, socioeconomic status, race, or gender.
We educate all students and expect high levels of academic performance, while fostering positive growth in social/emotional behaviors and attitudes for the purpose of preparing our students for college, career, and life.
Turning Point’s academic programs are developed to accommodate students with varying learning styles at a wide range of educational levels, and they are fully approved by the Colorado Department of Education. We offer each of our students a structured, supportive, and individualized educational setting. Turning Point’s educational programs utilize Positive Behavior Support best practices.
Each youth in the educational program has the option of earning his or her GED, graduating from Turning Point’s Waverly School, transferring credits back to his or her home school, or enrolling in courses for college credit. We also offer assistance to students through vocational education options. It is our goal to ensure that each student advances to his or her appropriate grade level while in our care.
We are proud of our 10-to-1 student/teacher ratio. Our staff members include licensed special education teachers, educational counselors, and numerous volunteers from the community and local universities. We also receive federal funds that provide for a Title I (literacy) teacher.
Our education staff members strive to facilitate successful transitions for our youth as they re-enter the public school system upon completion of their program at Turning Point.
Being situated in a largely rural community, Wasco High School has for many years offered a program that places heavy emphasis on the development of both vocational and agricultural skills. Agriculture remains a major element of the school’s curriculum as evidenced by the fact that some five hundred Wasco High students take agriculture related course work. Ag students have an opportunity to learn the practical aspects of agriculture on the district’s 110 acre school farm which operates in conjunction with a 10 acre farm lab where instruction if provided in welding, ag mechanics, plant science, and animal care.
Recent remodeling and updating projects are indicative of changes that have taken place in the district’s curricular focus. The auto shop has been converted into two classroom, as has the sewing room, since both of these programs have been dropped from the curriculum; the metal shop has been converted into a weight room for athletes; a rehearsal room in the auditorium now houses the computer lab; and the career and student centers have both been greatly expanded.
The district received a tech grant in 1998 that provided funding for the installation of computers in classrooms. Systems have been configured according to the state technology model and all stations have access to the internet. Assignments in the core areas of the curriculum require students to glean information from the internet and, consequently, a great deal of staff development time has been devoted to familiarizing teachers with techniques for using the computer as a teaching tool.
In 1996 the district opened Independence High School to accommodate those students who fail to thrive in a traditional classroom setting. This facility, on a separate campus, serves as a continuation school, a center for those students on independent study, and also houses the district’s adult education program. In 2004, the district completed a needs assessment and demographic study that resulted in the development of a very ambitious Facilities Master Plan. Elements of the plan will be completed in three phases and will require extensive expansion and modification of existing facilities.
The Washington Jesuit Academy is a school for boys from low-income communities in 4th through 8th grades. The mission of the Washington Jesuit Academy is to provide a high quality and comprehensive education to boys from low-income communities, offering them a safe, rigorous academic setting and advancing their spiritual, intellectual, emotional and physical growth.
The guiding vision of the Washington Jesuit Academy is to create an education model that addresses the cycle of poverty that plagues our students’ communities, and replaces it with a cycle of hope, determination and success. In order to challenge the city’s widening achievement gap and bleak graduation statistics for low-income males, WJA incorporates the Magis (“the more”) and asks the important question: What more can we do for our students, our families and our community to change the face of urban education?
We instill in our students the confidence to find “the more” in themselves, giving them the necessary tools of moral character and compassion. Through the principles of a WJA education, students become willing to be courageous, and just in their actions, as well as active in their acceptance of God, their own gifts, and others. We believe that every student will learn to lead purpose-driven lives as members of their communities, becoming reflective, action-oriented citizens whose focus will be improving the lives of those most in need.
The Washington School for Girls is an all-scholarship independent Catholic School serving students in grades 3-8. Our students come primarily from DC's Wards 7 and 8. By offering a comprehensive academic program in a supportive environment, we help our students to become confident, competent, and courageous young women.
Our Mission is to close the educational gap and broaden the educational opportunities for girls from economically disadvantaged communities in grades 3-8. We provide an excellent academic program and supportive environment which engages families and the community in the social, emotional, and spiritual growth of its students and graduates.
The Woodbourne Center has operated under many names throughout its more than 200-year history. It began to help children orphaned during the Revolutionary War. Later, it became the estate of the Enoch Pratt and A. S. Abell families. By the 1940s, the organization focused on treating children with psychiatric and behavioral problems. By 1966, the organization became known as Woodbourne Center and in 1974, Woodbourne opened its own school on campus.
Woodbourne Center is located on a historic site in the center of Baltimore, MD. The main campus features an administrative building residence halls, school, gymnasium, and field. The campus was renovated in 2014 with new lighting, updated grounds, and colorful murals.
Woodbourne Center provides psychiatric residential treatment for boys, ages 12-18, who have chronic mental health issues. Specialized programming is offered for unhealthy sexual behaviors. Treatment Foster Care services are provided to boys and girls, age birth-21, and families in the Baltimore area. The site utilizes a comprehensive, integrated system of care to meet the individual needs of each boy.
Our mission at Yellowstone Academy (YA) is to develop and share an exploratory-based approach to education that fosters creativity, promotes self-awareness, nurtures interpersonal relationships and inspires a growing passion for learning.
Yellowstone Academy provides educational programming to Yellowstone Boys and Girls Ranch youth in residential care as well as Day Treatment for students needing support from surrounding school districts. We are sensitive to the educational needs of children and adolescents who are struggling with emotional and behavioral disturbances and offer a stable, emotionally supportive, educational environment.
Yellowstone Academy offers regular education, special education, vocational classes, Title programs, and 504 services. YA operates year round on a trimester academic calendar that provides a normalized school experience for students, which includes a full school day with the option of rotating period classes.
Students are taught from standardized curriculum that meets their individualized educational treatment goals. Yellowstone Academy strives to keep class sizes to 10 student or smaller and to provide a high staff ratio. All high school courses follow accreditation standards and transitions credits back to sending districts. For students completing High School graduation requirements, they may graduate at the completion of semester from Yellowstone Academy.
Yellowstone Academy is one of the only public schools associated with Residential Treatment in the western United States that meets multiple state accreditation requirements including but not limited to Montana, Illinois, and California. Yellowstone Academy is accredited by Montana Office of Public Instruction (K-8) and by AdvancED (K-12). Yellowstone Academy is located on Yellowstone Boys and Girls Ranch’s scenic 410 acre ranch campus.
Beginning in 1876 and ending in 1956, the United States Government and it's Department of Indian Affairs were responsible for the American culture and English language education of Zuni children. Then in 1956, the Americanizing education of Zuni children was transferred from the United States government to the New Mexico State Government. during the period from 1956 to 1980, the three existing school sites, that once were operated by the government, were now operated by the Gallup-McKinley County School District which was a State of New Mexico Public School District. These school sites were Zuni Elementary, Dowa Yalanne Elementary and Zuni High School. However, at the start of the 3rd decade of being a part of GMCS, many community people decided that the Zuni students' educational needs were not being met. Therefore, during the latter half of the 1970's, the Zuni people started discussions on the needs and desires to have their own school district to address the educational problems that remained unresolved under the large Gallup-McKinley County School District.
During the mid-1970's, many community meetings were held to discuss the issues of their own school district. Then finally, a tribal election was conducted on the issue. The Zuni tribal members voted their approval to create a new school district/system for its community students. Based on the documented wishes of the Zuni people, the tribal government officials started up very definite planning for the creation of a new Zuni Public District/System.
The definite planning commenced with an official Zuni Tribal Council Resolution, Resolution Number M70-79-1054, dated March 16, 1978. This official resolution authorized and directed the Zuni Pueblo's Division of Education to begin work on the feasibility study for a separate school district for the Zuni community. This feasibility study included research of the pros and cons of several types of school district/systems options such as Bureau of Indian Affairs contract school operated by the community, a Bureau of Indian Affairs school operated by the Bureau's system, and a New Mexico State Public School.
A second resolution, Resolution Number M70-79-1054, dated May 7, 1979, authorized the Zuni Tribal Government to obtain funds from the United States Bureau of Indian Affairs and to hire a staff to plan for the separation of the Zuni schools from the Gallup-McKinley County School District. The plans would be to create a new school district that would be a State of New Mexico Public School District.
A final resolution, Resolution Number M70-79-1108, dated December 18, 1979, was to request the State Board of Education of the State of New Mexico "to create a public school district" coextensive with the McKinley portion of the Zuni Reservation to be know as the "Zuni Public School District."
K12 Associations (0) Higher Education (0) Library / Library Systems (3)
In January 1926, two local women’s philanthropic groups, the Davenport Study Club and the Fortnightly Study Club prepared plans for a library in the Davenport community. The ladies arranged with the City Council to utilize the room above the city jail two afternoons and one evening a week. To finance the library, the Study Clubs gave a dinner at the local Presbyterian Church and solicited the public to contribute books. At $0.50 a plate, the dinner raised $111.00 as reported on the first Library Board meeting on February 9, 1926. The Davenport Public Library was officially opened on Saturday, March 13, 1926. Everyone in the community was invited to tea and to apply for a library card. At a Library Board meeting on March 25, 1927, the librarian reported that the collection had grown to include 765 books and that the library had 35-40 weekly visitors. In 1928, the City Council took over the library and budgeted $150.00 annually and received further financial assistance from the Study Clubs for several years. After three moves, the Davenport Public Library was relocated in 2004 to its current location.
Davenport Public Library (DPL) serves a community of 1,735 people of Davenport in Washington State. DPL holds a collection of approximately 13, items. DPL serves the City of Davenport, and other unincorporated communities within the Lincoln County in Washington State.
The Davenport Public Library is supported by the taxes of the residents of City of Davenport, Washington. The Library has policies to protect the rights and safety of Library patrons, volunteers, and staff, and for preserving and protecting the Library’s materials, equipment, facilities, and grounds. In addition, the DPL uses these policies to support its continuing commitment, to the best of its ability, to the freedom of information access.
Mesa Public Library supports lifelong learning, empowers individuals, and strengthens the community by providing guidance to free information and resources.
We deliver free access to people-centered services, programs, and resources.
We serve everyone fairly and equitably.
We are welcoming hosts and provide safe and inclusive spaces to freely learn and grow.
We are responsive and respectful of our guests' needs.
We offer relevant and accurate resources to educate and entertain.
We are prompt, objective, confidential, and knowledgeable.
We look to the future while sustaining and improving every day.
We practice curiosity and think creatively and critically.
We engage and partner with our community to create connections.
We listen and work together.
The first library in Cordova began as a “reading room” within the cozy walls of the Red Dragon. Rev. Eustace Ziegler thought it important to offer the men working on the Copper River and Northwest Railway proper recreational opportunities and ran an informal lending library in the clubhouse. “A fireplace in the center of the room was kept burning for cheer,” stated Ziegler.
Located on donated railroad property, the Red Dragon still stands as a testament to Ziegler’s efforts. In June of 1925 the women’s guild of St. George’s Episcopal Church opened the book collection to the public creating Cordova’s first public library. Since that time the library has occupied the Adams building and the Windsor Hotel before moving to the Centennial Building in 1971. In November 2015 the library moved to The Cordova Center, a spectacular multi-purpose facility designed to meet the needs of Cordovans well into the future!
Library Associations (0) Health Care Providers / Hospitals (16)
The effort to bring a Community Health Center to Bethel began in 1979 and within two years the Bethel Family Clinic opened its doors in 1981. BFC is a Federally Qualified Health Center which receives HHS funding and has Federal Public Health Service (PHS) deemed status with respect to certain health or health-related claims, including medical malpractice claims, for itself and its covered individuals. The service area is in the Yukon and Kuskokwim Delta area located in remote southwestern Alaska. The Bethel/Kusilvak census units cover 87,828 square miles. The service area consists of a hub city of Bethel and 55 surrounding remote villages which are sparsely populated areas. Bethel and the Kusilvak census areas have a population of 25,878 per the 2014 United State Census Bureau. Bethel Family Clinic received its 2014 Level III certification as a Patient-Centered Medical Home in 2016.
Bethel is a small, remote community and collaboration is a vital aspect of providing quality care. BFC has made a concerted effort to collaborate with the local tribal health corporation which runs a critical access hospital in Bethel and sub-regional and village clinics in the service area. BFC works closely with the state public health nurse and State Health Department.
Camai CHC is Bristol Bay Borough’s Patient Centered Medical Home. Camai Community Health Center promotes and provides compassionate medical care for the health and well-being of our communities. Our Patient Centered Medical team is committed to providing quality healthcare to you and your family. Our healthcare team provides family/primary care, preventive services: such as physicals and vaccinations, lab tests, coordination with specialists, and urgent/emergency care. We are on call 24/7. Camai Community Health Center also provides Behavioral health services and oral health.
As a Federally Qualified Community Health Center, we offer income-based sliding fees as well as accepting all major insurances.
Translation services are available in up to 40 different languages.
Central Peninsula Hospital (CPH) is a 49 bed, full service hospital located in Soldotna, Alaska which serves the Central Kenai Peninsula. CPH is a Planetree designated hospital that approaches wellness by including all aspects of healing – mental, emotional, spiritual, social and physical. Hospital facilities and services include all private patient rooms, four surgical suites, dedicated C-section suite, family birth center, 24-hour emergency department, imaging, laboratory, oncology/infusion center, outpatient services and physical therapy. Our active medical staff has more than 80 physicians and allied medical staff with specialties including Anesthesia, Allergy and Immunology, Emergency Medicine, Family Medicine, ENT, General Surgery, Internal Medicine, Long Term Care, Neurology, OB/GYN, Ophthalmology, Orthopaedics, Orthopaedic Spine, Oral Surgery, Pediatric Oral Surgery, Pain Management, Pathology, Pediatrics, Podiatry, Urology, Radiation Oncology and Radiology.
Here at Central Peninsula Hospital, we never forget our mission, which is our dedication to promoting wellness and providing high quality health care that ensures the confidence and loyalty of our customers. We are on a quest to become a regional medical center focused on improving individual and community health, while achieving national standards of excellence.
From our humble beginnings to our new facilities and state-of-the-art equipment, we have never lost sight of the first and only purpose of our existence - to serve our community. We are dedicated to offering the highest quality patient and resident centered care in a healing environment.
As a partner in our community, Cordova Community Medical Center provides personalized service to support the health and well-being of all people through their journeys in life. Healthy people create a healthy community.
Cordova Community Medical Center is a 23-bed Critical Access Hospital dedicated to providing the best possible healthcare to the Cordova community. Owned by the City of Cordova and governed by 5 members of the community elected to the CCMC Authority Board of Directors, the Medical Center is your center for health care.
Bigger isn’t always better. Our compassionate and caring medical, nursing, and ancillary staff meet the healthcare needs of our community each day. We are your neighbors, your family, your friends.
Our providers and staff are skilled in working in rural areas and network with specialists both in Alaska and out of state.
The Council of Athabascan Tribal Governments (CATG) is a tribal consortium founded in September of 1985 with the vision of self-sufficient communities with a shared commitment to promoting common goals and taking responsibility for a culturally integrated economy based on customary and traditional values in a contemporary setting. The ten remote villages Gwich’in and Upper Koyukon Athabascan Tribes that form CATG are: Arctic Village, Beaver, Birch Creek, Canyon Village, Chalkyitsik, Circle, Fort Yukon, Rampart, Stevens Village, and Venetie.
The traditional lands are the upper Yukon Flats, a 55,000-square-mile area encompassing what is now the Yukon Flats National Wildlife Refuge (YFNWR) and part of the Arctic National Wildlife Refuge (ANWR). Stretching from the White Mountains in the south to the Brooks Range in the north, from the western edge of the Yukon Flats near the Trans-Alaska Pipeline east to the United States-Canada border is of significant historic, cultural and geographic importance to the CATG Tribes.
Cross Road Health Ministries, Inc. currently provides services at three road-accessible clinics.
In the upper part of the Copper River Valley, in Southcentral Alaska, weekday outpatient and 24x7 urgent care services are provided at our main clinic, Cross Road Medical Center, in the town of Glennallen. Weekday outpatient services are also offered two days per week at North Country Clinic, a small cabin at Grizzly Lake.
In Interior Alaska, outpatient and urgent care services are provided at Interior Alaska Medical Clinic in the city of Delta Junction.
Like most outpatient clinics, weekdays are usually filled with the general problems familiar to any family practice clinic. We see patients in all age groups, newborn to geriatric, with acute and chronic health needs. We also provide preventive health screening and education. For advanced care, patients are referred to specialists and specialty clinics in the nearest cities, usually several road hours away. Often interspersed with this are emergency and critical situations. Patients with cardiac, trauma, medical, obstetric and other emergencies are stabilized and then transported by medevac to hospitals located in major cities.
The resident population in rural Alaska is sparse and widely dispersed. Long driving distances combined with inclement weather and challenging road conditions during the long, cold winters and sometimes limited access to reliable personal transportation at any time of the year can present barriers to patients wishing to access healthcare.
Eastern Aleutian Tribes provides Medical, Dental, and Behavioral Health services in federally qualified health centers in the Alaskan communities of Adak, Akutan, Cold Bay, False Pass, King Cove, Nelson Lagoon, Sand Point and Whittier.
EAT service area comprises over 100,000 square miles of the most beautiful, remote, and challenging locations in the world.
The rural location of Frontier Community Services ("FCS") and the fact that until recently there were no other disability service agencies in the area contributed to the development the wide scope of services currently available through our agency. FCS is truly unique in that we are able to provide services to consumers with disabilities of all ages and not just one specialized group.
Well over 500 people are routinely being served by the various programs that FCS provides. That number does not include individuals that have attended educational presentations regularly provided by FCS programs. According to the last area census (2000) the population for the Kenai Peninsula Borough was roughly 49,691. The same 2000 census shows that approximately 5685 individuals between the ages of 5-64 experience a disability that impacts their life in someway. The Peninsula also has a growing senior (age 65 and older) population. The 2000 census also shows the senior population for our area at 3649. These census number show that there is a substantial and growing population of individuals that will need to use agencies such as FCS to provide services in order for them to continue to live in the home and community of their choice.
Who We Are
We are a non-profit organization providing community supports to hundreds of individuals and families who experience intellectual and developmental disabilities, traumatic brain injury and mental health challenges. We provide services through regional offices located in Anchorage, the Mat-Su Valley, Dillingham, Kodiak, Seward, Barrow, and the Kenai Peninsula. We also serve the outlying areas and numerous rural communities within each region.
Who We Serve
The people who choose our supports range in age from infancy to the elderly, are of diverse ethnic background, and experience a range of disabilities. Each person is individual and unique in the supports they need and request.
The Dena'ina Wellness Center sits on four acres of Kenaitze land in the heart of Old Town Kenai, surrounded by other tribal facilities.The Dena’ina Wellness Center is an integrated medical facility offering a holistic approach to care. Our un’ina, “those who come to us,” receive access to our services under the Dene’ Philosophy of Care. This philosophy takes a whole-person approach toward wellness – addressing physical, spiritual, emotional and social health as contributing factors to overall well-being. We place our un’ina at the center of this philosophy, walking beside them on their health path.
Services include medical, dental, behavioral health, chemical dependency, wellness, physical therapy, optometry, pharmacy support and traditional healing. The building also features a gym, classroom space and wellness kitchen. Alaska Native and American Indian people have access to all programs, while programs that receive state funding – primarily behavioral health – are open to the entire community. The 52,000-square-foot facility is conveniently located on our campus in Old Town Kenai, an early Kahtnuht’ana Dena’ina village site, where we also operate the Tyotkas Elder Center, Kenaitze Tribal Courthouse, and a range of social services and education programs.
The Dena’ina Wellness Center’s design supports the Dene’ Philosophy of Care, with integrated workspaces allowing care teams to collaborate on treatment plans and customize them to each individual. Architectural details throughout the building represent the history of the area and our people. Century-old Douglas fir planks reclaimed from a Kenai River cannery span much of the interior. The ocean is depicted in blue across the floor near the main entrance; agates inset in the flooring were collected by tribal members; and Dena’ina names are used throughout the facility.
The tribe earned a coveted Indian Health Service Joint Venture Award in 2011 to cover the building’s operational and maintenance costs for at least the next 20 years. The Dena’ina Wellness Center also achieved Leadership in Energy and Environmental Design (LEED) Silver Certification.
At IFHS, we are dedicated to helping you experience a lifetime of good health. Since our founding in 1972, Iliuliuk Family and Health Services, Inc., has remained on the forefront of innovation, evolving and expanding to where you need us, when you need us.
When asked what distinguishes IFHS from other Community Health Centers, the response is simple. It is compassion of our highly skilled and devoted caregivers that truly defines us. Their commitment to advancing frontier healthcare and their approach to care has earned the trust of patients and their loved ones for over 40 years.
As we prepare for the opportunities and challenges ahead, we will continue to make decisions based on the needs of our patients and the community. Whether you need to find a physician or specialist or just want to learn more about optimizing your health and wellness.
At the current time, 2019, the population of Unalaska is roughly 4400. IFHS has a full-time staff of over 20 individuals, with a provider staff of 3 doctors, 4.5 mid-levels, and a budget of approximately $5.5 million. Over its 40 years, IFHS has always striven to meet the needs of Unalaska and the surrounding area it serves. IFHS has changed as the community and its needs have changed and it will continue to grow and change so the best possible care can be given to all those who walk through its doors.
Kodiak Community Health Center began operations in January 2004 and has grown rapidly in response to the high level of community need and positive response to the exceptional care we provide our patients. We offer healthcare services to everyone in our community – insured, uninsured and under-insured. KCHC is a Federally Qualified Health Center, and a Health Center Program grantee under 42 U.S.C. 254b, and a deemed Public Health Service employee under 42 U.S.C. 233(g)-(n).
Our comprehensive, state-of-the-art health center is staffed with experienced physicians, mid-level providers, a behavioral health professional, nurse case managers, as well as other healthcare professionals. We are open Monday through Saturday, with evening and same day appointments available. We are conveniently located adjacent to Providence Kodiak Island Medical Center at 1911 E. Rezanof Drive.
Our center and healthcare professionals strive to provide high-quality, affordable healthcare to our entire community by offering a full range of primary care medical services. We also provide referral arrangements for mental health treatment and counseling, substance abuse service and specialty care.
Kodiak Community Health Center is proud to also offer enabling services not found in traditional medical practices such as the Sliding Fee Discount Program based on family size and income level for the uninsured and those with a limited income, and ESL translators (Spanish and Tagalog) which are available on-site.
Southcentral Foundation is an Alaska Native-owned, nonprofit health care organization serving nearly 65,000 Alaska Native and American Indian people living in Anchorage, Matanuska-Susitna Borough and 55 rural villages in the Anchorage Service Unit.
Incorporated in 1982 under the Tribal authority of Cook Inlet Region, Inc., Southcentral Foundation is the largest of the CIRI nonprofits, employing more than 2,500 people in more than 80 programs.
We offer a wide range of health and wellness services for Alaska Native and American Indian people living in Anchorage and the Matanuska-Susitna Borough, and nearby villages. We also provide regional support to residents of 55 rural villages in the Anchorage Service Unit, a geographical area stretching 107,400 square miles across Southcentral Alaska – extending from the Canadian border on the east to the Aleutian Chain and Pribilof Islands on the west.
SouthEast Alaska Regional Health Consortium ("SEARHC") is a non-profit health consortium which serves the health interests of the residents of Southeast Alaska. SEARHC was established in 1975 under the provisions of the Indian Self-Determination Act. The intent of this legislation was to have Indian Health Service programs and facilities turned over to tribal management. Our contracting with IHS began in 1976 when we took over management of the Community Health Aides Program. In 1982, we took over operation of the IHS Juneau clinic, now the Ethel Lund Medical Center, and took over operation of Sitka’s Mt. Edgecumbe Hospital in 1986. We are one of the oldest and largest Native-run health organizations in the nation.
The Yakutat Community Health Center (YCHC) is owned and operated by the Yakutat Tlingit Tribe, a federally recognized tribe, and receives P.L. 93-638 funding through the Alaska Tribal Health Compact and the Health Resource Services Agency (HRSA). The Yakutat Tlingit Tribe assumed management of the Health Center from Yak-Tat Kwaan, Inc., in 1997.
It is the policy of Yakutat Community Health Center to make health care affordable by offering a sliding scale discount to patients who qualify based on family size and income level in accordance with the Federal Poverty Guidelines as published and updated annually in the Federal Register. According to this policy, patients are responsible for the payment of minimum charges or discounted charges after the discount has been taken
Medical Associations (0) Government (Local, State and Federal) (0) For Profit Organizations (1)
Schools, libraries and medical centers are critical to the health and well-being of our rural communities. Broadband connections are the vital link between these facilities and the outside world, providing access to health, education, and civic resources. The digital divide between rural America and the rest of America starts here.
ADS Advanced Data Services, Inc. works with SLD and RHC applicants to secure cost effective funding. We are working towards introducing efficient and cost effective funding options to lawmakers designed to help communities connect to and utilize the Internet.
Not For Profit Organizations (0) Media (0) Telehealth Network (0) Research or Education Network (0) Consultant or Consulting Firm (0) Lawyer or Law Firm (0) Public Interest Group (0) Foundation or Coalition (0) Public Media (0) Other (0)Supporting Organizations are Located in the following States: AK, AZ, CA, CO, DC, IL, MA, MD, MN, MO, MT, NJ, NM, NY, OR, RI, TX, WA |