An update to the Flagstaff Regional Plan 2030 (FRP30), to bring its Road Network Illustration (Map 25) into compliance with Arizona Revised Statute requirements and to resolve inconsistencies between Map 25 and parts of the Flagstaff City Code. This update does not alter the intent of FRP30; it is only concerned with correcting errors, removing legal vulnerability, and improving the readability of FRP30.

The Water Infrastructure Finance Authority of Arizona is an independent entity authorized to finance the construction, rehabilitation and/or improvement of drinking water, waste water, waste water reclamation, and other water quality facilities/projects. As a “Bond Bank”, WIFA is authorized to issue water quality bonds on behalf of communities for basic water infrastructure. Generally, WIFA offers borrowers below market interest rates on loans for 100% of eligible project costs.

The Water Infrastructure Finance Authority of Arizona implements three types of technical assistance:
1. Project Technical Assistance – Planning and Design Assistance Grants assist an individual drinking water or wastewater system to conceive, plan, design, or develop an infrastructure project.
2. Policy Technical Assistance – Policy TA includes studies, surveys and other types of reports that provide benefit to a range of drinking water and wastewater systems statewide.
3. Operational Technical Assistance – The Arizona Department of Environmental Quality manages this program to provide assistance to individual drinking water and wastewater systems to improve facility operations.

The Drinking Water State Revolving Fund IUP describes WIFA’s plan to utilize various sources of funds to finance drinking water infrastructure and support related program activities during the State FY funding cycle from July 1 through June 30. This plan is a required element of the grant application documentation to obtain the grant award. Arizona herewith submits its IUP for the funds available to Arizona for the purposes of continuing the development, implementation and administration of the DWSRF program in Arizona.

The Intended Use Plan describes WIFA’s plan to utilize various sources of funds to finance clean water infrastructure and support related activities during the State FY funding cycle from July 1 through June 30. This plan is a required element of the grant application documentation to obtain the grant award for the purposes of continuing the development, implementation and administration of the Clean Water State Revolving Fund program in Arizona.

The Water Infrastructure Finance Authority of Arizona is an independent agency of the state of Arizona established to finance the construction, rehabilitation, and improvement of drinking water, wastewater, wastewater reclamation, and other water quality projects. WIFA operates as a “bond bank” and has the authority to issue bonds on behalf of communities for basic water infrastructure.

In spring 1998, 1,057 10th-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 10th-grade students in 1997. Data indicated that, in both years, nearly all students had at least an idea of their career area of interest; gender differences were observed in students' selections of career interests. Student participation in activities increased. Statistically significant differences in participation by sex were evident: more girls reported learning about careers in class and participating in volunteer activities; and more boys participated in internships with pay, worked for pay in a job unrelated to their careers, and had business mentors. The share of students who had selected a career interest increased as participation rose. All 14 activities were at least "somewhat" helpful to students in making career selections. In both years, students ranked family, teachers, and friends most highly as influencing career interests. One-fourth of students in 1998 compared to one-third of students in 1997 indicated they never received career guidance at school. Less than one-half of students were aware of courses related to career interests; even fewer actually took a course related to their interests.

One component of a multi-faceted evaluation of the state's STW initiative involves surveying tenth grade students. Thus, the survey was designed to assess the extent to which Arizona tenth grade students have selected career majors, planned a course of study for high school and beyond, and received adult guidance related to careers. As part of the evaluation, the intent was to look at the extent to which career preparation and work experiences truly are system-wide and impact students. In contrast, the purpose was not to evaluate whether STW program participants are receiving school-based learning components.

Tenth-grade students in Arizona school to work (STW) regional partnerships were polled in 1997, 1998, and 1999, to determine whether systemic change was occurring across the state. Study results were mixed. Three activities increased significantly over the baseline year: class projects, computer use, and volunteerism. The use of career inventories declined over the same period. The role of adults in helping students explore career choices remained relatively stable. Further, the number of students who had some idea of their career interests had not changed significantly. Gender differences still existed and were largely unchanged. Fewer students reported taking courses related to their career interests. The relationship of participation in career-related activities to an ability to state a career interest continued to be strong. Students felt job shadowing, business mentors, and internships would be most helpful. However, fewer students participated in these activities. The participating students were better able to articulate their career interests and, in general, had more frequent and positive attitudes about participation in STW. Statewide programs reported positive student outcomes as a result of STW activities. Evidence of systemic change was beginning to be seen. Most significantly, class projects, computer use, and volunteer projects showed consistent gains over the three years.

One component of a multi-faceted evaluation of the state's STW initiative involves surveying seventh grade students regarding career awareness and career exploration and counseling in order to help students who may be interested to identify, and select or reconsider, their interests, goals and career majors, including those options that may not be traditional for their gender, race, or ethnicity.