Contents

Contentid: 704
Content Type: 1
Title: Follow-up information on the DREAM Act S. 1545
Body: From: "Kris Kibbee" I wanted to follow-up on the DREAM Act. As many of you know, the DREAM Act, S.1545 was scheduled to be marked up and voted out of the Judiciary committee today. However, the DREAM Act has been postponed until next week, Oct. 23, 2003. The DREAM Act was not voted on today because 4 senators opposed the DREAM Act and as part of their strategy to gut the legislation, they introduced over 30 amendments. After 2 and a half hours of debate on the underlying bill, Chairman Hatch stated the committee had run out of time and scheduled the bill for markup for next week, Oct. 23rd. The four Senators that stated their opposition to the DREAM Act are: Senators John Cornyn (R-Texas); Jeff Sessions (R-AL); Jon Kyl (R-AZ) and Saxby Chambliss (R-GA). These Senators said they opposed the bill because it would reward breaking the law, would cost too much to provide a college education to undocumented immigrants, would discriminate against other U.S. Citizens and that it would encourage further illegal immigration. These Senators need to hear from their home districts that their constituents are upset with their position on the bill. The bill was strongly supported by Senators Orin Hatch (R-UT), Richard Durbin (D-IL), Dianne Feinstein (D-CA), Arlen Specter (R-PA), Charles Grasserly (R-IO), Larry Craig (R-ID), and Russ Feingold (D-WI). These members should be contacted and thanked for their support, courage and commitment. These members that are supportive have been targeted by anti-immigrant groups, so we need to make sure they also receive the support calls and letters from their constituents. The message: Thank you for your support of the DREAM Act. As we move to markup next week, please keep the base bill, do not water it down with the amendments that are meant to gut the bill. I am attaching a contact list for the committee on the judiciary and also the letter NABE sent to the committee yesterday. Please contact your member is they are on the judiciary committee. I am also sending a summary on the changes made to the DREAM Act. PLEASE LET ME KNOW WHAT ACTION YOU TAKE ON THIS BILL. It is very important we receive feedback. Thank you. Patricia Loera, Esq. Legislative Director National Association for Bilingual Education 1030 15th Street, NW Suite 470 Washington, DC 20005 phone: 202.898.1829 ext. 106 fax: 202.789.2866 email: P_Loera@nabe.org Web: www.NABE.org
Source: NABE
Inputdate: 2003-10-17 16:11:00
Lastmodifieddate: 2003-10-17 16:11:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 705
Content Type: 1
Title: REVISED Call for Proposals: NCOLCTL 2004 - E-MAIL SUBMISSION OPTION
Body: From: "sm167" This is an addition to the posting of 13 October -- please note the e-mail address for submitting electronic proposals to the address of nalrc@mhub.facstaff.wisc.edu. I've re-cut and -pasted the original call below. Apologies for any inconvenience caused. CALL FOR PROPOSALS National Council of Organizations of Less Commonly Taught Languages Seventh National Conference Madison, Wisconsin April 30 - May 2, 2004 Identifying Individual and National Needs in the Less Commonly Taught Languages. The Seventh National Conference of the National Council of Organizations of Less Commonly Taught Languages (NCOLCTL) is scheduled for April 30- May 2, at the University of Wisconsin- Madison. Proposals are solicited for individual papers, colloquia and poster sessions. The formats are described below. Proposals should fall broadly within the Conference theme of Identifying Individual and National Needs in the Less Commonly Taught Languages. Although proposed presentations may focus on individual languages, each should address issues that clearly relate to more than just that one language. The focus of session topics might include: Bilingual education students; Autonomous and self-instructional setting students; Distance education students; Individualized instruction students Heritage learners Addressing individual learners needs Analyzing individual learners needs Use of technology in teaching the LCTLs Addressing national priority in language programs Other topics related to the theme Proposals on other topics will also be considered. Individual papers are 20 minutes long. A paper should focus clearly on one or more issues related to the theme. Papers may be based on research or practical experience. Colloquia are 90 minutes. A colloquium proposal should specify three or more presenters who will address one of the conference themes. Preference will be given to panels that cut across different languages or language groups. Poster and presentation sessions may focus on completed work or work in progress related to the teaching and/or learning of less commonly taught languages. They may be of either the traditional poster format, such as presentation of materials or of results of research in progress, or demonstrations of instructional or information technology. However, any proposal requiring technical support must specify in detail the type of hardware and software needed. Proposals should indicate the title and kind of presentation (paper, colloquium or poster session) in the upper left-hand corner, and the name of the presenter and the presenter's primary language(s) in the upper right-hand corner. The proposed title should not exceed ten words. Next should be a 50-75 word abstract suitable for inclusion in the conference program. The proposal text should be 150-200 words long and may not exceed one page in length. For inquiries, contact: Sookyung Cho, NCOLCTL 4231 Humanities Building 455 N. Park Street Madison, WI 53706 Tel: 608-265-7903. Fax: 608-265-7904 The final deadline for receipt of proposals is December 15, 2003. Applicants will be notified by email within one week of the receipt of their submissions. They will be notified by the Program Committee by January 15, 2004 whether their proposal has been accepted.
Source: NCOLCTL
Inputdate: 2003-10-17 16:20:00
Lastmodifieddate: 2003-10-17 16:20:00
Expdate: 2003-12-15 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 706
Content Type: 1
Title: NAtive American Ed Funding
Body: From: Denny Hurtado [mailto:DHurtado@ospi.wednet.edu] The College of Education at the University of Oregon has just received a second grant from the Department of Education in Washington D.C.! We will be able to fund 10 more students through the Native American Teachers Program for the 2004-2005 year. If you know of any Native American students who have already earned a Bachelor's degree who might be interested in our teaching scholarship, please have them contact me. Our deadlines are in January and February of 2004 for both the teaching program and the scholarship program. Az Carmen Coordinator Native American Enrollment Services Assistant Director Office of Admissions University of Oregon 541) 346-0681 Debbie Hale dhale@esd113.k12.wa.us
Source: UO
Inputdate: 2003-10-17 16:24:00
Lastmodifieddate: 2003-10-17 16:24:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 707
Content Type: 1
Title: U.S. Department of Education Elevates Office of Indian
Body: From: U.S. Department of Education U.S. Department of Education Office of Public Affairs, News Branch 400 Maryland Ave., S.W. Washington, D.C. 20202 FOR RELEASE October 14, 2003 Contact: Elaine Quesinberry or Jo Ann Webb (202) 401-1576 U.S. DEPARTMENT OF EDUCATION ELEVATES OFFICE OF INDIAN EDUCATION Reorganization reflects the importance of Indian education programs The U.S. Department of Education's Office of Indian Education has been elevated to report to the Office of the Under Secretary, Secretary Rod Paige announced today. Until now, the office had been housed within the Office of Elementary and Secondary Education. The change was made to reflect the importance of the department's Indian education programs to improving the achievement levels of American Indian and Alaska Native students. Tribal leaders and national Indian organizations have all expressed support for the organizational change. "The U.S. Department of Education is committed to providing opportunities for American Indian and Alaska Native children to achieve educational excellence," Secretary Paige said. "The elevation of the Office of Indian Education to a higher reporting level reflects its responsibilities for policy formation and coordination in all department programs affecting Indian education, so that no Indian child or adult is left behind." The Office of Indian Education was created in 1972, and it currently administers the Indian Education Program of the No Child Left Behind Act of 2001 -- President Bush's sweeping education reform law -- which establishes policies and provides financial and technical assistance to support local education agencies, Indian tribes and organizations, postsecondary institutions and other entities in meeting the special educational and cultural needs of American Indians and Alaska Natives. OIE administers approximately 1,300 formula and discretionary grants each year. The office's appropriation for fiscal year 2003 is $121.6 million. Funding includes recently awarded formula grants totaling nearly $100 million to help 1,200 local education agencies improve education opportunities for approximately 470,000 Indian students and the competitive demonstration grants totaling about $5 million for professional development, college preparation and early childhood education. The budget also includes funding for American Indian Teacher Corps and American Indian Administrator Corps programs, as well as research, evaluation and data collection activities. Secretary Paige also recently announced a six-year $30.4 million Reading First grant to the Bureau of Indian Affairs to improve reading achievement, using scientifically proven instruction methods, for Indian students in kindergarten through third grade. The Reading First program reflects President Bush's emphasis on the importance of reading for all students. OIE directly administers only a fraction of the total department resources for Indian students, but consults on policy matters with all department programs affecting Indian children and adults. Director of the Office of Indian Education Victoria Vasques is responsible for establishing policies and providing leadership and coordination for all Department of Education activities that relate to Indian education. She also serves as the Designated Federal Official to the National Advisory Council on Indian Education, which is appointed by the president. More information about the Office of Indian Education is available at: http://www.ed.gov/about/offices/list/ous/oie/index.html.
Source: UN DOE
Inputdate: 2003-10-17 16:26:00
Lastmodifieddate: 2003-10-17 16:26:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 708
Content Type: 1
Title: WHITE TEACHERS, INDIAN CHILDREN
Body: From: "Anselmo Villanueva" Check out the article at: http://www.pdkintl.org/kappan/k0310sta.htm Excerpts: TWO YEARS ago, my ignorance and I began to teach on Montana's Rocky Boy Reservation. Until then, I had never really thought of myself as white. My identity was formed by the facts that I am an Appalachian woman, the daughter of a coal miner, a hillbilly -- somehow not quite white. But at Rocky Boy Elementary, I was bride-dress white, and it mattered more than ever before.......................... TODAY, MOST Indian children are taught by white people who, like me, possess only the sanitized knowledge and understandings of Indian peopleand their history from bland white history texts. We learned about the pilgrims, but not about the Indians who saved them; about Lewis and Clark, but not about the Indians who saved them; about the great westward expansion, but not about the destruction of the Indian way of life it required; about reservations, but not about the attempted genocide. And Indians disappeared after they killed Custer. At least there was no more about them in my history books. As a result, we learned little beyond one- dimensional caricatures of history. Here in Montana, and I imagine throughout Indian country, deep wounds and resentments still fester. Many of the white teachers' great- grandparents participated in the wars that gave them the right to plant wheat and graze cows on land promised to Indians. They told their version of history to their children and their children's children. The children we teach are descendants of warriors who fought fiercely but lost the war to preserve their way of life. Like white men, they passed their version of history along to their children and grandchildren. Even as a teacher not burdened with the histories shared by many of my colleagues, I struggled to understand. But only seemingly random thoughts cluttered my brain. Then one day, I had a bolt-of-lightning realization so obvious it stunned me. As the new understanding began to sink in, everything I knew, or thought I knew, about Indians and settlers morphed into a new perspective. Our "relocation" was their death march; our rebellion was their resistance; our sport shooting of buffalo was their loss of food, clothing, and objects of great significance in their religious ceremonies. When a small Cree band killed eight white people, we called it the Frog Lake Massacre. When 200 mostly unarmed men, women, and children were killed by the Seventh Cavalry, we called it the Battle at Wounded Knee. In our school on the Rocky Boy Reservation, much is taught about life far beyond the reservation. Virtually nothing is taught about life just outside our school walls. Sadly, the marginalization of the Indian people seems never more blatant than during Native American Week, as children fashion construction-paper moccasins, color in profiles of Indians in headdresses or pulling back a bow, construct toothpick teepees and birch bark canoes. Th e focus is crafts, not meaningful understandings of their own history. But white teachers don't know history from a Chippewa-Cree perspective. And, as one teacher pointed out, you can't teach what you don't know. Teachers are indentured into inservice workshops of every form and shape...................................... Funded with No Child Left Behind monies, unsupported by research predicting positive outcomes for our children, and showing no connection to our kids, the workshops teach us approaches that will only push our students further behind. What we white teachers really need is intensive professional development to help us learn to teach children living in a culture we do not understand. We need to learn history from an Indian perspective, to learn the language and traditions that are so much a part of reservation life. But there is no funding for such things. So, with the best of intentions, we stumble on..............
Source: Bobby Ann Starnes
Inputdate: 2003-10-23 17:22:00
Lastmodifieddate: 2003-10-23 17:22:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 709
Content Type: 1
Title: NUESTRA VISION, NUESTRO FUTURO
Body: From: "Anselmo Villanueva" Award-Winning Latino Youth Videos Receive High Reviews For more information, contact CJ Glazer (503) 221-1156 x4515 Videos can be ordered at www.nwfilm.org - free of charge What is it like to be young and Latino in Oregon today? According to top educators and leaders, one of the best ways to find out is by watching NUESTRA VISION, NUESTRO FUTURO, a new video series being distributed free of charge to schools, libraries and community groups by the Portland Art Museum Northwest Film Center. The two 30-minute compilations lend themselves to classroom use, public presentations and discussion groups and are appropriate for English and Spanish-speaking general audiences of all ages. The series was created through the Oregon Latino Youth Video Project, a three-year statewide media arts education initiative of the Northwest Film Center and Oregon Council for Hispanic Advancement. Through the project 49 Latino youth, ages 14 to 19, from Bend, Ontario, Gresham and Portland worked with Northwest Film Center faculty to document their lives and communities and to share their hopes and aspirations on video. "We are showing the positive things our people are doing in the community, how we have impacted the community," explains Adam Martinez, of Ontario, one of the students who worked on the project.
Source: Portland Art Museum Northwest Film Center
Inputdate: 2003-10-23 17:30:00
Lastmodifieddate: 2003-10-23 17:30:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 710
Content Type: 1
Title: 9th Annual Dia de los Muertos : 11-1-03 Eugene
Body: From: "Anselmo Villanueva" Aqui les mando la invitación del Día de Muertos. Todos estan invitados, habrá tamalitos y café. Armando Morales "La Muerte Prehispánica" In celebration of the Ninth annual Día de los Muertos (Day of the Dead) Saturday, November 1, 2003 You are invited to an evening of music, poetry, refreshments, and artwork at Oak Hill School. Professional artists Martin and Blas Guevera Luna from Guanajuato Mexico will present studies of the influence of death in prehispanic ceramics. Come join us for this free cultural event, beginning at 7:00 pm in the Gather Room. This evening of music, poetry, and dialogue begins the annual Dia de los Muertos Ofrenda Exhibition, celebrating the traditional Mexican holiday. Dia de los Muertos, as we know it today, began thousands of years ago in the valley of Southern Mexico where the Mayas, Zapotecas, Mixtecas and Aztecas honored their dead with elaborate ceremonies, dances, and rituals. In the 16th century, when Cortez conquered Mexico and Catholicism was introduced, the religious All Saints Day and All Souls Day coincided with the indigenous Mexican celebrations; giving us the tradition of altars with food, art, candles, flowers and photographs of the deceased alongside those of saints. On November 1, the dead children come back to visit their homes, and on November 2, the souls of deceased adults return. Families shoot off strips of firecrackers to help the children find their way home. In some villages, shining yellow petals of marigolds—the flower of the dead from pre-Hispanic times—mark a bright path from the graveyard. Bring your classes to tour the Ofrenda Exhibit, and to discuss the history and tradition behind the celebration. The 45 minute tour will include a viewing of the altar and documentary. The exhibition will be on display until Thursday, November 6th. OAK HILL SCHOOL is located at 86397 Eastway Drive in Eugene's south hills next to Lane Community College. Call 541.744.0954 ex.125 for details. Armando Morales ex.125
Source: AK HILL SCHOOL , Eugene
Inputdate: 2003-10-23 17:35:00
Lastmodifieddate: 2003-10-23 17:35:00
Expdate: 2003-11-02 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 711
Content Type: 1
Title: Oregon Association of Latino Administrators Meeting
Body: From: Balderas, Gustavo Oregon Association of Latino Administrators Our next meeting will take place at the Hillsboro Administrative Center, 3083 NE 49th Place, Hillsboro, Or 97124, on Wednesday, Oct. 29 beginning at 5:30. Agenda: - Introductions/networking - Approve mission and goals - By-law work session - Plan agenda for next meeting - Other Please RSVP if you are planning on attending. Thank you, hope that everyone's week is going well! Gustavo
Source: OALA
Inputdate: 2003-10-23 17:40:00
Lastmodifieddate: 2003-10-23 17:40:00
Expdate: 2003-10-31 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 712
Content Type: 1
Title: California Association for Bilingual Education
Body: From: "Anselmo Villanueva" March 3-7, 2004 California Association for Bilingual Education 29th Annual CABE Conference San José McEnery Convention Center, San Jose, California Maria Quezada, maria@bilingualeducation.org, 626.814.4441
Source: CABE
Inputdate: 2003-10-23 17:43:00
Lastmodifieddate: 2003-10-23 17:43:00
Expdate: 2004-03-05 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1

Contentid: 713
Content Type: 1
Title: California School Boards Association
Body: From: "Anselmo Villanueva" March 19-21, 2004 California School Boards Association Celebrating Educational Opportunities for Hispanic Students Conference Manchester Grand Hyatt, San Diego, California Andrea Johnson, ajohnson@csba.org, 800.266.3382
Source: Educational Opportunities for Hispanic Students Conference
Inputdate: 2003-10-23 17:45:00
Lastmodifieddate: 2003-10-23 17:45:00
Expdate: 2004-03-19 00:00:00
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1