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.

Based on the premise that school reform efforts must consider the needs of at-risk children, this paper discusses parallel reform efforts that focus on community service. The first part discusses logical linkages between community service and "at-risk" education and describes how Arizona is attempting to formalize these linkages within the state context of school reform. The Serve-America program, which arose from passage of the National and Community Service Act of 1990, allocates funds to states for school-based community-service programs in grades K-12. Through formalized school-community agency and youth organization/community agency partnerships, Arizona's Serve-America project is designed to: (1) encourage school-age and out-of-school youth to volunteer their services for the benefit of others in their communities; (2) increase the number of adult volunteers in Arizona's schools; (3) provide productive, meaningful experiences for participants; and (4) emphasize coordination of community agencies to avoid duplication and maximize utilization of local resources. Together, Arizona's Serve-America programs have involved over 3,300 youth and adult volunteers who provided over 11,500 hours of community service in the ares of education, community improvement, human services, public safety, and conservation. Participants reported positive changes in their attitudes and behaviors as a result of their community service and service learning participation.

During 1993-94, the Morrison Institute for Public Policy at Arizona State University conducted a study on behalf of the Arizona Department of Education. This document presents findings of that study, which examined linkages between health services and schools for a comprehensive service delivery to students. Following the introduction, chapter 1 provides a national overview on children's health and the public schools, presenting national and legislative initiatives and a framework for linking health services and schools. Chapter 2 reviews what is known about the major issues in child health in Arizona and its schools, synthesizing health data from several sources.

Survey results from 531 Arizona school principals about school-based/school-linked health and social services are also analyzed. A discussion of the Arizona perspective follows in chapter 3, which examines the philosophy guiding state initiatives, key players, the processes that support school-based/school-linked health services, and a sample of current state activities. The fourth chapter provides a view of how some Arizona schools are attempting to address these issues through the provision of student health services at or near school sites. The last chapter reviews action necessary to facilitate linkages between schools and health services, and the status of Arizona efforts. It concludes with some considerations for the future. A conclusion is that the state is making significant progress toward promoting and, in some schools, implementing such services. Eight tables and seven figures are included.

Arizona At-Risk Pilot Project results suggest most effective means to involve parents are those that establish personal rapport between someone from the school and a parent and do not initially require high levels of commitment or participation. The "ideal" parent may be hard to find, but getting to know parents individually and assessing their needs are good first steps.

Between May and July of 1996, members of the council were asked to participate in a series of interviews. The primary purpose of the interviews was to elicit council members' views of and expectations for Arizona's STW initiative. A second reason was to clarify the mission of the council itself. This paper highlights salient points from the interviews. Quotes are used verbatim.