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1177
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Title: Bookmark Topic of the Month: "Examining District Support for CSR"
Body: From: OELA Newsline "Examining District Support for CSR" January 2004 Vol. 5, No. 4 The topic for this month's Bookmark from the National Clearinghouse for Comprehensive School Reform (NCCSR) is "Using Scientifically Based Research in CSR." This issue includes features on: 1. Bookmark Series: No Child Left Behind and CSR (http://www.goodschools.gwu.edu/pubs/book/jan04.html#1) 2. Bookmark Feature Article: Examining District Support for School Reform: Lessons from NWREL/NCCSR October Forum (http://www.goodschools.gwu.edu/pubs/book/jan04.html#2) 3. NCCSR Resources for Examining District Support for CSR (http://www.goodschools.gwu.edu/pubs/book/jan04.html#3) 1. Comprehensive District Reform: Philadelphia's Grand Experiment - NCCSR (http://www.goodschools.gwu.edu/pubs/bench/benchwn03.pdf) 2. The District's Capacity to Improve Student Achievement - NCCSR (http://www.goodschools.gwu.edu/pubs/research/rbsep01.pdf) 3. Reforming Districts: How Districts Support School Reform - Center for the Study of Teaching and Policy (http://www.depts.washington.edu/ctpmail/PDFs/ReformingDistricts-09-2003.pdf) 4. Step by Step - NCCSR (http://www.goodschools.gwu.edu/sbs/index.html) 4. Additional Resources for Understanding Standards-Based Assessments (http://www.goodschools.gwu.edu/pubs/book/jan04.html#4) 1. Foundations for Success: Case Studies of How Urban School Systems Improve Student Achievement - The Council of Great City Schools (http://www.mdrc.org/publications/47/full.pdf) 2. Necessary District Support for Comprehensive School Reform - The Harvard Civil Rights Project (http://www.goodschools.gwu.edu/researchdb/PDFDocs/ED/447/247/ED447247.pdf) 3. Supporting School Improvement: Lesson from Districts Successfully Meeting the Challenge - Educational Research Service (ERS) (http://www.ers.org/CATALOG/description.phtml?Discount=000000- 1.00|&II=WS-0530&UID=20040105094250128.164.228.30) 5. NCCSR Working for You: Noteworthy Projects and Products in Process (http://www.goodschools.gwu.edu/pubs/book/jan04.html#5) 1. Resources for "The District Role in Developing Capacity to Improve Learning for All Students Systemwide" -- NCCSR (http://www.goodschools.gwu.edu/sbs/Oct_Con.pdf) 2. Unlocking the Eleven Components of CSR -- NCCSR (http://www.goodschools.gwu.edu/pubs/csrd11/index.html) 6. On The Road: NCCSR's Upcoming Availability at Conferences (http://www.goodschools.gwu.edu/pubs/book/jan04.html#6) To read Bookmark, visit: http://www.goodschools.gwu.edu/pubs/book/jan04.html
Source: OELA Newsline
Inputdate: 2004-01-28 18:41:00
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Title: Bookmark Topic of the Month: "Examining District Support for CSR"
Body: From: OELA Newsline "Examining District Support for CSR" January 2004 Vol. 5, No. 4 The topic for this month's Bookmark from the National Clearinghouse for Comprehensive School Reform (NCCSR) is "Using Scientifically Based Research in CSR." This issue includes features on: 1. Bookmark Series: No Child Left Behind and CSR (http://www.goodschools.gwu.edu/pubs/book/jan04.html#1) 2. Bookmark Feature Article: Examining District Support for School Reform: Lessons from NWREL/NCCSR October Forum (http://www.goodschools.gwu.edu/pubs/book/jan04.html#2) 3. NCCSR Resources for Examining District Support for CSR (http://www.goodschools.gwu.edu/pubs/book/jan04.html#3) 1. Comprehensive District Reform: Philadelphia's Grand Experiment - NCCSR (http://www.goodschools.gwu.edu/pubs/bench/benchwn03.pdf) 2. The District's Capacity to Improve Student Achievement - NCCSR (http://www.goodschools.gwu.edu/pubs/research/rbsep01.pdf) 3. Reforming Districts: How Districts Support School Reform - Center for the Study of Teaching and Policy (http://www.depts.washington.edu/ctpmail/PDFs/ReformingDistricts-09-2003.pdf) 4. Step by Step - NCCSR (http://www.goodschools.gwu.edu/sbs/index.html) 4. Additional Resources for Understanding Standards-Based Assessments (http://www.goodschools.gwu.edu/pubs/book/jan04.html#4) 1. Foundations for Success: Case Studies of How Urban School Systems Improve Student Achievement - The Council of Great City Schools (http://www.mdrc.org/publications/47/full.pdf) 2. Necessary District Support for Comprehensive School Reform - The Harvard Civil Rights Project (http://www.goodschools.gwu.edu/researchdb/PDFDocs/ED/447/247/ED447247.pdf) 3. Supporting School Improvement: Lesson from Districts Successfully Meeting the Challenge - Educational Research Service (ERS) (http://www.ers.org/CATALOG/description.phtml?Discount=000000- 1.00|&II=WS-0530&UID=20040105094250128.164.228.30) 5. NCCSR Working for You: Noteworthy Projects and Products in Process (http://www.goodschools.gwu.edu/pubs/book/jan04.html#5) 1. Resources for "The District Role in Developing Capacity to Improve Learning for All Students Systemwide" -- NCCSR (http://www.goodschools.gwu.edu/sbs/Oct_Con.pdf) 2. Unlocking the Eleven Components of CSR -- NCCSR (http://www.goodschools.gwu.edu/pubs/csrd11/index.html) 6. On The Road: NCCSR's Upcoming Availability at Conferences (http://www.goodschools.gwu.edu/pubs/book/jan04.html#6) To read Bookmark, visit: http://www.goodschools.gwu.edu/pubs/book/jan04.html
Source: OELA Newsline
Inputdate: 2004-01-28 18:41:00
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Title: Bilingual Approaches Produce Higher Reading Achievement
Body: From:OELA Newsline Bilingual Approaches Produce Higher Reading Achievement Calling for an end to ideological debates on teaching English language learners to read, a new report, "Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis," analyzing more than three decades of research finds that bilingual education programs produce higher levels of student achievement in reading than English-only approaches for this rapidly growing population. Today, about 20 percent of students in the United States come from homes in which English is not the primary language spoken. The analysis, conducted by Robert Slavin of the Johns Hopkins University and Alan Cheung of the Success for All Foundation, also found that students participating in paired bilingual programs -- those offering ongoing instruction in a native language and English at different times of the day -- made the most dramatic gains in reading performance compared to their English-only peers. To read the entire article, visit: http://www.eurekalert.org/pub_releases/2004-01/jhu-bap012304.php To view the report, visit: http://www.csos.jhu.edu/crespar/techReports/Report66.pdf
Source: OELA Newsline
Inputdate: 2004-01-28 18:43:00
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Title: Bilingual Approaches Produce Higher Reading Achievement
Body: From:OELA Newsline Bilingual Approaches Produce Higher Reading Achievement Calling for an end to ideological debates on teaching English language learners to read, a new report, "Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis," analyzing more than three decades of research finds that bilingual education programs produce higher levels of student achievement in reading than English-only approaches for this rapidly growing population. Today, about 20 percent of students in the United States come from homes in which English is not the primary language spoken. The analysis, conducted by Robert Slavin of the Johns Hopkins University and Alan Cheung of the Success for All Foundation, also found that students participating in paired bilingual programs -- those offering ongoing instruction in a native language and English at different times of the day -- made the most dramatic gains in reading performance compared to their English-only peers. To read the entire article, visit: http://www.eurekalert.org/pub_releases/2004-01/jhu-bap012304.php To view the report, visit: http://www.csos.jhu.edu/crespar/techReports/Report66.pdf
Source: OELA Newsline
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Title: Including English Language Learners in Mainstream Classrooms
Body: Including English Language Learners in Mainstream Classrooms April 2930, 2004 Association for Supervision and Curriculum Development Chicago, IL Explore equitable ways to assess English language learners (ELLs) and learn how to provide for these students in an inclusive setting with their English language peers. This two-day Institute explains key aspects of creating a responsive learning environment for ELL students, including: * Linguistic issues related to teaching second language learners of all ages. * Teaching strategies for ELL students that support improved learning for all students. * Practices for developing language competence for second and first language learners simultaneously. * Get firsthand, guided practice in crafting a collaborative curriculum for ESL specialists and classroom teachers. Institute Staff: Virginia Rojas, Educational Consultant, North Brunswick, N.J. Registration Fee: $329 (ASCD members), $393 (nonmembers) PDI Code: PD04GG051Y63 To register online, visit: http://shop.ascd.org/conferences/login.cfm?conference_code=PD04GG051
Source: Association for Supervision and Curriculum Development, Chicago, IL
Inputdate: 2004-01-28 18:45:00
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Title: Including English Language Learners in Mainstream Classrooms
Body: Including English Language Learners in Mainstream Classrooms April 2930, 2004 Association for Supervision and Curriculum Development Chicago, IL Explore equitable ways to assess English language learners (ELLs) and learn how to provide for these students in an inclusive setting with their English language peers. This two-day Institute explains key aspects of creating a responsive learning environment for ELL students, including: * Linguistic issues related to teaching second language learners of all ages. * Teaching strategies for ELL students that support improved learning for all students. * Practices for developing language competence for second and first language learners simultaneously. * Get firsthand, guided practice in crafting a collaborative curriculum for ESL specialists and classroom teachers. Institute Staff: Virginia Rojas, Educational Consultant, North Brunswick, N.J. Registration Fee: $329 (ASCD members), $393 (nonmembers) PDI Code: PD04GG051Y63 To register online, visit: http://shop.ascd.org/conferences/login.cfm?conference_code=PD04GG051
Source: Association for Supervision and Curriculum Development, Chicago, IL
Inputdate: 2004-01-28 18:45:00
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Title: NEALLT '04 Proposal reminder Technology and the Foreign Language Curriculum: A Constantly Developing Relationship
Body: From: "LLTI-Editor"
>From: Cindy Evans
This is a reminder to submit proposals by Feb 6th for NEALLT's spring
conference at Princeton.
We should have lodging information on the website next week and will
have online registration & program information available around
mid-February.
NEW URL:
We recently acquired new domain names to include our (silent) "T", so
the new URLs for NEALLT are:
http://www.neallt.net and http://www.neallt.org
The old domain names will still work until December 2004:
http://www.neall.net and http://www.neall.org
NEALLT 2004: CALL FOR PROPOSALS
Technology and the Foreign Language Curriculum: A Constantly
Developing Relationship
March 19-21
Princeton University
Hosted by Marianne Crusius, Manager, Language Resource Center
The Northeast Association for Language Learning Technology (NEALLT)
will hold its annual conference March 19-21 at Princeton University highlighting the new Language Resource Center. Inspired by a recent thread on the LLTI on lab curriculum ideas, we have chosen as this year's theme "Technology and the Foreign Language Curriculum: A Constantly Developing Relationship." We welcome proposals for panels and presentations on all topics, but particularly encourage presentations of specific activities, ideas, and approaches to the use of technology in the FL curriculum. We would like to explore different ways in which technology and the curriculum influence one another as both technology and the L2 curriculum continue to evolve. We encourage participation from lab directors and faculty in order to ensure a variety of perspectives. Please consider sharing an activity that has worked well in your lab or an idea that you are developing.
Proposal deadline: February 6, 2004.
This message is a call for pre-conference workshops, proposals for the
meeting (abstracts of up to 250 words), a call for suggested topics for group discussion, as well as an invitation to attend and be a part of all discussions. Deadline for abstracts and topics submission is February 6, 2004, and these should be sent to:
Cindy Evans at cevans@skidmore.edu.
Please include the following information in your e-mail: Presenter's name, affiliation, e-mail address, telephone and fax number, technology needs.
Registration
Conference registration is $30.00, and the deadline is March 1.
Workshops are an additional $10 each. Late registration is $40.00 and subject to availability. NEALLT membership is included in the conference registration fee.
_______________
Cindy Evans, Ph.D.
NEALLT President
Director, Foreign Language Resource Center
and Lecturer in French
Skidmore College
Saratoga Springs, NY 12866
518-580-5205
Source: NEALLT
Inputdate: 2004-01-28 18:52:00
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Title: NEALLT '04 Proposal reminder Technology and the Foreign Language Curriculum: A Constantly Developing Relationship
Body: From: "LLTI-Editor"
Source: NEALLT
Inputdate: 2004-01-28 18:52:00
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Title: Passing on the Power: Spring 2004 Workshop
Body: From: Culture Quest Language Institute Attention all Foreign Language, ESL, and Bi-language teachers at all levels: Are you ready to be energized by an innovative approach to language acquisition? If you like TPR and TPR Storytelling, you will love this method!! Join us and you will learn how to: Create an effective immersion program! Develop well-rounded lessons from input to testing! Keep TPR going and going with stories and more! Motivate your students with success! Balance listening, speaking, reading and writing. Integrated Immersion - Passing on the Power Beyond TPR and TPR Storytelling Day One: Motivating and Inspiring First Year Language Classes Learn the basic steps of Integrated Immersion and how it works from a student and teacher perspective. This beginning workshop will teach you all you need to know to implement these Integrated Immersion methods to your personal teaching situation. If you like to learn through a hands-on step-by-step process, this workshop is for you!!! Day Two: Keeping the Momentum - Success in Second year and Beyond Learn how continue to apply Integrated Immersion techniques to intermediate and advanced classes while keeping TPR interesting year after year. Learn techniques to keep second year students excited and motivated. This innovative approach even makes teaching verb tenses fun! DAY Three: Organizing and Managing and Effective, Efficient Classroom Come to this workshop to learn techniques to keep your class moving smoothly while maintaining high standards and making students responsible learners. Learn how to manage homework, class participation, discipline, grading, and notebooks with a minimal amount of time and energy! Your classroom will never be the same again! Come see how you can save energy and accomplish more! February 5 - 7, 2004 SPACE IS LIMITED! REGISTER EARLY!! Looking for an exciting in-service? Check out the details at: www.melindaforward.com For more information, contact Melinda at mforward@eaze.net toll-free 1-866-750-1181 To Register for a Workshop: 1) BY FAX Fax Purchase Orders or Credit Card registrations to 1-866-750-1181. 2) BY PHONE Call 1-866-750-1181 to register with a credit card over the phone. 3) BY MAIL Detach this registration form and mail payment or a purchase order to: Melinda Forward PO Box 1317 Sandia Park, NM 87047 4) On-site: Please call 1-866-750-1181 if you plan on registering on-site with a check or credit card so your handouts may be prepared in advance. Please make payments payable to: Melinda Forward TERMS:Workshops run from 9am to 3:30pm.All workshop registrations are transferable, substitutions may be made at any time.Registration fee must be paid prior to the workshop or onsite on day of arrival. Cancellation of an accepted registration may be made up to 30 days prior to the workshop. Registrants canceling after that date are responsible for the entire registration fee.All dates and locations subject to change or cancellation. Prior to the workshop, participants will receive a confirmation letter with details of the workshop location. University Credit Available!
Source: Melinda Forward-Wilson
Inputdate: 2004-01-28 18:59:00
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Title: Passing on the Power: Spring 2004 Workshop
Body: From: Culture Quest Language Institute Attention all Foreign Language, ESL, and Bi-language teachers at all levels: Are you ready to be energized by an innovative approach to language acquisition? If you like TPR and TPR Storytelling, you will love this method!! Join us and you will learn how to: Create an effective immersion program! Develop well-rounded lessons from input to testing! Keep TPR going and going with stories and more! Motivate your students with success! Balance listening, speaking, reading and writing. Integrated Immersion - Passing on the Power Beyond TPR and TPR Storytelling Day One: Motivating and Inspiring First Year Language Classes Learn the basic steps of Integrated Immersion and how it works from a student and teacher perspective. This beginning workshop will teach you all you need to know to implement these Integrated Immersion methods to your personal teaching situation. If you like to learn through a hands-on step-by-step process, this workshop is for you!!! Day Two: Keeping the Momentum - Success in Second year and Beyond Learn how continue to apply Integrated Immersion techniques to intermediate and advanced classes while keeping TPR interesting year after year. Learn techniques to keep second year students excited and motivated. This innovative approach even makes teaching verb tenses fun! DAY Three: Organizing and Managing and Effective, Efficient Classroom Come to this workshop to learn techniques to keep your class moving smoothly while maintaining high standards and making students responsible learners. Learn how to manage homework, class participation, discipline, grading, and notebooks with a minimal amount of time and energy! Your classroom will never be the same again! Come see how you can save energy and accomplish more! February 5 - 7, 2004 SPACE IS LIMITED! REGISTER EARLY!! Looking for an exciting in-service? Check out the details at: www.melindaforward.com For more information, contact Melinda at mforward@eaze.net toll-free 1-866-750-1181 To Register for a Workshop: 1) BY FAX Fax Purchase Orders or Credit Card registrations to 1-866-750-1181. 2) BY PHONE Call 1-866-750-1181 to register with a credit card over the phone. 3) BY MAIL Detach this registration form and mail payment or a purchase order to: Melinda Forward PO Box 1317 Sandia Park, NM 87047 4) On-site: Please call 1-866-750-1181 if you plan on registering on-site with a check or credit card so your handouts may be prepared in advance. Please make payments payable to: Melinda Forward TERMS:Workshops run from 9am to 3:30pm.All workshop registrations are transferable, substitutions may be made at any time.Registration fee must be paid prior to the workshop or onsite on day of arrival. Cancellation of an accepted registration may be made up to 30 days prior to the workshop. Registrants canceling after that date are responsible for the entire registration fee.All dates and locations subject to change or cancellation. Prior to the workshop, participants will receive a confirmation letter with details of the workshop location. University Credit Available!
Source: Melinda Forward-Wilson
Inputdate: 2004-01-28 18:59:00
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Title: HONORING THE HERITAGE OF THE PLATEAU PEOPLES: PAST, PRESENT, AND FUTURE
Body: CALL FOR PARTICIPATION HONORING THE HERITAGE OF THE PLATEAU PEOPLES: PAST, PRESENT, AND FUTURE September 29-30, 2004 Washington State University Pullman, Washington The Native American Advisory Board to the President and the College of Liberal Arts invite elders, tribal leaders, scholars, students, researchers, educators, and other professionals and interested community members to participate in Honoring the Heritage of the Plateau Peoples: Past, Present, and Future. The conference will explore the historical and contemporary social, political, educational, health, and economic status of the Plateau Tribes, as well as the preservation of language, culture, history, and cultural and natural resources of the Plateau peoples. Proposals for papers, individual or panel presentations, performances, art exhibitions, poster sessions, and project exhibit tables that relate to the above topics will be accepted through April 15, 2004. Proposals that are accepted will be notified by May 15, 2004. Complete information for proposals and registration will be available at our WEB site: www.libarts.wsu.edu/PlateauConference You may also contact: Mary Collins, Coordinator, Plateau Conference Planning Committee 509-335-4314, collinsm@wsu.edu Barbara Aston, Assistant to the Provost/Tribal Liaison 509-335-8618, aston@wsu.edu Please pass this information along to others whom you think might want to participate
Source: Washington State University
Inputdate: 2004-02-05 11:56:00
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Title: HONORING THE HERITAGE OF THE PLATEAU PEOPLES: PAST, PRESENT, AND FUTURE
Body: CALL FOR PARTICIPATION HONORING THE HERITAGE OF THE PLATEAU PEOPLES: PAST, PRESENT, AND FUTURE September 29-30, 2004 Washington State University Pullman, Washington The Native American Advisory Board to the President and the College of Liberal Arts invite elders, tribal leaders, scholars, students, researchers, educators, and other professionals and interested community members to participate in Honoring the Heritage of the Plateau Peoples: Past, Present, and Future. The conference will explore the historical and contemporary social, political, educational, health, and economic status of the Plateau Tribes, as well as the preservation of language, culture, history, and cultural and natural resources of the Plateau peoples. Proposals for papers, individual or panel presentations, performances, art exhibitions, poster sessions, and project exhibit tables that relate to the above topics will be accepted through April 15, 2004. Proposals that are accepted will be notified by May 15, 2004. Complete information for proposals and registration will be available at our WEB site: www.libarts.wsu.edu/PlateauConference You may also contact: Mary Collins, Coordinator, Plateau Conference Planning Committee 509-335-4314, collinsm@wsu.edu Barbara Aston, Assistant to the Provost/Tribal Liaison 509-335-8618, aston@wsu.edu Please pass this information along to others whom you think might want to participate
Source: Washington State University
Inputdate: 2004-02-05 11:56:00
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Title: OELA NEWSLINE - February 3, 2004
Body: From: "OELA Newsline"
Read this online at http://www.ncela.gwu.edu/newsline/index.htm
OELA NEWSLINE - February 3, 2004
Source: OELA
Inputdate: 2004-02-05 12:12:00
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Title: OELA NEWSLINE - February 3, 2004
Body: From: "OELA Newsline"
Source: OELA
Inputdate: 2004-02-05 12:12:00
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Title: Teacher Opportunity in China
Body: From: Bob Willner
Organization: Oregon International Council
The National Committee on United States-China Relations is
now seeking applications for an Exchange program for teachers
in American and Chinese schools. This is a unique
opportunity for schools and districts wishing to begin or to
strengthen Chinese language and culture programs
and for teachers wishing to live and teach in China.
Now in its eighth year, the program sends American K-12
teachers to China to teach English in Chinese secondary
schools, and places Chinese secondary school teachers of
English in American schools to teach Chinese language and
culture, and where appropriate, English as a Second
Language. They seek experienced American K-12 teachers of
any level and any subject who will return to the U.S. committed to
improving teaching about China in American schools. While in
China, they teach English in Chinese secondary schools.
The teachers leave the U.S. in late August for the school
year that begins on September 1, and are generally finished with
their teaching duties in late June. The Chinese school year runs
through early July, but the students are reviewing for and then
taking exams in which the American teachers have no role.
The exchange program also brings Chinese secondary
school teachers of English to the U.S. They spend the school
year teaching Chinese language, Chinese culture (history,
literature, arts), and/or, where appropriate, English as a Second
Language. It is not required that every school or district both
send and receive. We are flexible, hoping to satisfy the needs
and interests of individual teachers, their schools, and their
districts.
Write to the
Teachers Exchange Program, National Committee on U.S.-
China Relations
71 West 23rd Street, 19th Floor
New York, NY
10010-4102
for additional information and an application.
Interested teachers may also learn more about the program
from the website: www.ncuscr.org
The application deadline for the 2004-2005 academic year is
March 15, 2004.
Source: Teachers Exchange Program, National Committee on U.S.
Inputdate: 2004-02-05 19:06:00
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Title: Teacher Opportunity in China
Body: From: Bob Willner
Source: Teachers Exchange Program, National Committee on U.S.
Inputdate: 2004-02-05 19:06:00
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Title: NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM GRANTS
Body: From: Read this online at http://www.ncela.gwu.edu/newsline/ index.htm OELA SPECIAL BULLETIN - February 5, 2004 NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM GRANTS CFDA# 84.195N Federal Register: February 4, 2004 DEPARTMENT OF EDUCATION Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students: Overview Information; National Professional Development Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2004 Catalog of Federal Domestic Assistance (CFDA) Number: 84.195N. Purpose of Program: The purpose of the National Professional Development Program is to provide for professional development activities that will improve classroom instruction for limited English proficient (LEP) children & assist educational personnel working with such children to meet high professional standards, including standards for certification & licensure as teachers who work in language instruction education programs or serve LEP children. Dates: * Applications Available: February 4, 2004. * Deadline for Notice of Intent to Apply: February 19, 2004. * Deadline for Transmittal of Applications: March 5, 2004. * Deadline for Intergovernmental Review: May 4, 2004. Eligible Applicants: Institutions of higher education in consortia with State educational agencies or local educational agencies. Estimated Available Funds: 3,100,000. Estimated Range of Awards: $100,000-$150,000. Estimated Average Size of Awards: $125,000. Estimated Number of Awards: 25. Note: The Department is not bound by any estimates in this notice. Project Period: Up to 60 months. To read the full announcement, visit: http://www.ncela.gwu.edu/newsline/2004/0205.htm
Source: DEPARTMENT OF EDUCATION
Inputdate: 2004-02-05 19:22:00
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Title: NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM GRANTS
Body: From: Read this online at http://www.ncela.gwu.edu/newsline/ index.htm OELA SPECIAL BULLETIN - February 5, 2004 NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM GRANTS CFDA# 84.195N Federal Register: February 4, 2004 DEPARTMENT OF EDUCATION Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students: Overview Information; National Professional Development Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2004 Catalog of Federal Domestic Assistance (CFDA) Number: 84.195N. Purpose of Program: The purpose of the National Professional Development Program is to provide for professional development activities that will improve classroom instruction for limited English proficient (LEP) children & assist educational personnel working with such children to meet high professional standards, including standards for certification & licensure as teachers who work in language instruction education programs or serve LEP children. Dates: * Applications Available: February 4, 2004. * Deadline for Notice of Intent to Apply: February 19, 2004. * Deadline for Transmittal of Applications: March 5, 2004. * Deadline for Intergovernmental Review: May 4, 2004. Eligible Applicants: Institutions of higher education in consortia with State educational agencies or local educational agencies. Estimated Available Funds: 3,100,000. Estimated Range of Awards: $100,000-$150,000. Estimated Average Size of Awards: $125,000. Estimated Number of Awards: 25. Note: The Department is not bound by any estimates in this notice. Project Period: Up to 60 months. To read the full announcement, visit: http://www.ncela.gwu.edu/newsline/2004/0205.htm
Source: DEPARTMENT OF EDUCATION
Inputdate: 2004-02-05 19:22:00
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1186
Content Type: 1
Title: A Push for Arabic Classes
Body: From: ncela Mary MacDonald reports in The Atlanta Journal-Constitution that a group of professionals and parents have proposed a charter school in Atlanta, Georgia that would teach all students Arabic, beginning in kindergarten. Upon school board approval, the school hopes to have several hundred students in grades K-5 at Amana Academy. Arabic, one of the world's most challenging languages, would become a staple for some public elementary school children for the first time in Georgia. According to one official, Arabic is seldom taught in the nation's public schools and rarely at the elementary grades. Only two public schools in Georgia currently feature Arabic language classes. To read the entire article, visit: http://www.ajc.com/metro/content/metro/northfulton/0104/ 26arabic.html#
Source: OELA Newsline
Inputdate: 2004-02-05 19:29:00
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Title: A Push for Arabic Classes
Body: From: ncela Mary MacDonald reports in The Atlanta Journal-Constitution that a group of professionals and parents have proposed a charter school in Atlanta, Georgia that would teach all students Arabic, beginning in kindergarten. Upon school board approval, the school hopes to have several hundred students in grades K-5 at Amana Academy. Arabic, one of the world's most challenging languages, would become a staple for some public elementary school children for the first time in Georgia. According to one official, Arabic is seldom taught in the nation's public schools and rarely at the elementary grades. Only two public schools in Georgia currently feature Arabic language classes. To read the entire article, visit: http://www.ajc.com/metro/content/metro/northfulton/0104/ 26arabic.html#
Source: OELA Newsline
Inputdate: 2004-02-05 19:29:00
Lastmodifieddate: 2004-02-05 19:29:00
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