Applying for a STARTALK Grant: Designing a Winning Proposal November 22, 2009.
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Transcript of Applying for a STARTALK Grant: Designing a Winning Proposal November 22, 2009.
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Applying for a STARTALK Grant: Designing a Winning Proposal
November 22 , 2009
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Overview of the Workshop
• Introduction to STARTALK• Describe STARTALK process and cycle• Focus on the planning process• Discuss how to design an effective
STARTALK/world language program• Share lessons learned from previous
STARTALK programs
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Expected Outcomes—
I will understand:• the STARTALK program and its requirements• the conceptual planning process• the essential characteristics of an effective STARTALK/world language program
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Introductions
• Participants• STARTALK Central Staff
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What is STARTALK?
• National Security Language Initiative• Critical Languages: Arabic, Chinese,
Dari, Hindi, Persian, Russian, Swahili, Turkish, Urdu
• Commitment: 5-year contract through 2013
• Impact in 2007, 2008, and 2009
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STUDENT Programs
• Students are highly motivated, self-selected language learners
• 77% plan to continue study of the STARTALK language
• 96% believe that learning another language will help them better understand people who are different from them
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Teacher Programs
• 19% list English as their native language; 9% were born in the US
• 86% are female• 48% have a master’s degree• 73% are currently teaching the
STARTALK language• 20% certified to teach the language;
54% plan to become certified
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Combination and Collaborative Programs
• Teacher trainers conduct mini lessons under the mentorship of lead teacher
• Students benefit from small group activities
• Teachers reflect daily on their classroom experiences
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2009 STARTALK Programs
Student Teacher Combined TOTALArabic 15 23 3 41Chinese 27 39 6 72Hindi 5 11 0 16Persian 4 4 0 8Swahili 2 1 0 3Turkish 2 2 0 4Urdu 4 3 0 7
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Program Growth2007 - 2009
2007 2008 20090
20
40
60
80
100
120
140
# of Programs
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2009 Enrollments
Student Teacher TotalArabic 820 317 1137Chinese 3143 776 3919Hindi 255 48 303Persian 139 29 168Swahili 9 9 18Turkish 37 1 38Urdu 52 13 65Total 4455 1193 5648
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2009 STARTALK States
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STARTALK 2009 Video
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BREAK
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STARTALK TransformationSTARTALK Transformation
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STARTALK System
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STARTALK Process & Cycle
• Request for Proposals (October)• Proposal Review (November/December)• Award Notification (January)• Award Start Date (March)• Orientation Conference (April)• Program Curriculum Development and
Approval (May-June)• Program Implementation (June, July, &
August)• Site Visit (June, July, & August)• Final Report• Post-program Conference (October)
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Who Can Get STARTALK Funding?
Eligibility• Capacity to offer a STARTALK program• Languages, states, ages, levels of
instruction• Prior experience• Evidence of participant safety and
insurance
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Who Can Get STARTALK Funding?
• Post secondary institutions• State and regional educational
agencies• School districts• Public and private schools• Community organizations• Language associations• Corporations
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Why Plan?
• Target participants• Goals: where are we going?• Outcomes: what will the participants
be able to do as a result of this program?
• Activities and timeline: how will we get there?
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Planning Process
• Conduct needs assessment• Identify goals and outcomes• Design assessment• Identify specific knowledge and skills• Develop activities• Select personnel• Develop timeline• Work out a budget
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Designing an Effective Program
(1 of 2)
START with the End in Mind• Goals• Rationale/Needs analysis• Program Description • Assessment• Indicators of success/outcomes for
participants
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Designing an Effective Program
(2 of 2)
• Main activities and timeline• Key personnel• Evaluation of program outcomes• Relevant previous experience• Opportunities for continued learning• Lessons learned incorporated into
plan
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Planning Discussion
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BREAK
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Characteristics of an Effective Language
Program(1 of 4)
Alignment of Assessment, Curriculum, and Instruction• Realistic and measurable outcomes• Performance-based assessment• Evaluation plan for participant growth
and program effectiveness
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Characteristics of an Effective Language
Program (2 of 4)
Curriculum and Instruction• Standards-based and thematically organized
curriculum• Student-centered classrooms• Developmentally appropriate instruction• Use of target language for instruction• Integration of culture into language instruction• Use of authentic materials• Differentiated Instruction
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Administration(3 of 4)
Administrative Resources• Adequately staffed• Clear roles• Appropriate location• Ability to attract sufficient enrollment• Institutional support
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Budget(4 of 4)
Financial Resources• Cost effectiveness• Number of participants served• Duration and intensity of program• Quality of instruction
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Lessons Learned
•Cynthia Ning: University of Hawaii•Christy Lao: San Francisco State University
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Q & A