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O =sCFinding Funding for International Education: Sources and StrategiesDD aThe Financing ChallengeFinding adequate funding to support international education initiatives Finding flexible funding Coordinating federal, state, and local funds "  R'bc(Strategies for Accessing Funding Sources))(Making better use of existing resources Maximizing state & local revenue Creating more flexibility in existing categories Building public-private partnerships Creating new dedicated revenue streams 2D# BIntegrating International Content: Standards/Curriculum/Assessment4C#$$Examples: Required World History/International Studies classes Incorporation of international content in state standards End of year exams in World Geography Possible Federal Funding Programs: Grants for State Assessments and Related Activities Reading Firstt Z Z# ZC Z #Cd9Integrating International Content: Student Study/Exchange&:#$Examples: Organized trips to travel/observe with teachers during the school year Host students from other countries through school partnerships Possible Federal Funding Programs: Secondary School Partnership Program U.S. China Youth Exchange Initiative  #L #%$ce)Increasing Instruction in World Languages&*)$LExamples: Graduation requirements Increase number class offerings in less traditional languages Expansion of world language classes to elementary schools Increase opportunities through distance learning Possible Federal Funding Programs: Foreign Language Assistance Program/Innovative Grants 21st Century Community Learning Centers  ZZ#Z^ZZ #8 $VWZ3Promoting Teacher Knowledge: Teacher Study/Exchange&4$ Examples: American teachers travel/observe abroad American teachers exchange with international teachers Design curriculum together Possible Federal Funding Programs: Fulbright-Hays Program Projects Abroad Program\ ZzZ#Z/Z z#/ &[:Creating New School/Program Organizations Schools/Programs.;*Examples Charter schools Magnet schools Smaller learning communities International baccalaureate programs Possible Federal Funding Programs Magnet Schools Assistance Charter Schools Assistance Innovative Programs Grants Title Id ZaZ"ZXZ a"X\>Creating New School/Program Organizations Vocational Education.?* Examples: School to work programs Internships with exposure to an international business environment Possible Federal Funding Programs Vocational Education State Grants  [ # " !"  [#"  ]TCreating State Offices of International Affairs and Other Infrastructure Investments&UTExamples Creation of a state office of International Affairs Investigation of world language teaching strategies in partnership with Foreign Language Resource Centers Planning and curriculum assistance from area studies centers and National Resource Centers Partnerships with businesses who have a vested interest in educating internationally aware students Partnerships with cultural institutions Possible Federal Funding Programs Regional Educational Laboratories Grants Foreign Language Resource Centersl 0Z20Z2"0Z2K0Z2 "KX6Supporting Other Infrastructure Investments Technology&7, Examples School connectivity Videoconferencing Virtual field trips Website/tool creation Possible Federal Funding Programs Educational Technology State Grants Improving Literacy Through School Libraries School Connectivity Project of Southeast Europet nPn"nn cPc"cc^/  LTNOPRSTUWZ[\]^P  ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>>  n(    6 p  T Click to edit Master title style! !  0 `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0 ``  >*  0 `   @*  0 `   @*   `0q1?p   C HA0H:\TFP Logo\tfplogo.jpgH  0޽h ? ̙33 Default Design0 L8( c L  L Nd&j&j ~'   v* I##IIll L N4&j&j  J'  x* I##IIlld L c $ ?^O  4 L N&j&j  N2  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S L T쥠&j&j ~   v* I##IIll L T஠&j&j  J  x* I##IIllH L 01Ok0 ? ̙33  (( 3     N<&j&j ~'   \* I##IIll   N&j&j  J'  ^* I##IIll   T*&j&j ~   \* I##IIll   T3&j&j  J  ^* I##IIllH   01Ok0 ? ̙33  7/ (  l  C \00   l  C , pp      `0q1?    0  m States Institute on International Education in the Schools Cheryl Hayes, The Finance Project November 2002 .n(2lH  0޽h ? ̙33 Z @Z(  ~  s *[     s *`  *H(0xH  0޽h ? ̙33 4,0( @6\6   6 @P` Y%Developing a Strategic Financing Plan&&(  0< 0 > (,   6x  iFinancing for what? How much do you need? What are your funding options? How do you access those sources?j! 2j  @`H  0޽h ? ̙33W[ @ (      08 0PD<4___PPT9 Integrating international content Increasing instruction in world languages Promoting teacher knowledge Creating new school/program organizations Creating state offices of international affairs and other infrastructure investments C" F " F9" F" F" FJ" F" F c;   s *$ p   d0Making International Education a Policy Priority11(H   0޽h ? ̙33 \ 06(  ~  s *hp   x  c $`   H  0޽h ? ̙33 XPPH(  H H 6$  V"Maximizing Federal Funding Sources##( H 0@  : J H 6pP Block/Formula grants Improving Teacher Quality, Title I, 21st CCLC Discretionary programs Magnet Schools Assistance Tuition Assistance Federal Direct Loans, Federal Pell-Grant Program ! 2.! 21 21 21 211 2  2"& ""2  H H 0޽h ? ̙33    $(  $l $ C d~`   l $ C  0  H $ 0޽h ? ̙33 ] D(  x  c $i@P     s *a`   H  0޽h ? ̙33 ^ $<(  $~ $ s *_p   ~ $ s *W`  H $ 0޽h ? ̙33N YQ`(    0h3PE S $   0P5 1Promoting Teacher Knowledge: Pre-service Training22(2$  0=@ Examples Student teaching/study abroad Incorporation of international themes into curriculum Require all teachers to take a course on another world region or culture Possible Federal Funding Programs Teacher Quality Enhancement Grants Title VI of the Higher Education Act   # #" #I # 2 "I  H  0޽h ? ̙33O vnp(    0X` u Examples Summer Institutes on international current events In-school workshops Online courses Possible Federal Funding Programs Improving Teacher Quality State Grants Title VI of Higher Education Act   2U 2" 2H 2 2 U"H  0N 1Promoting Teacher Knowledge: In-service Training D2(2$,H  0޽h ? ̙33 R R(  ~  s *Pp     c $V@  (@`8H  0޽h ? ̙33  S L(  ~  s *Ap     c $GP`  "8 hdH  0޽h ? ̙33 T Z(  ~  s *p     s *2`  *XH  0޽h ? ̙33 U 6(  x  c $@   ~  s *   H  0޽h ? ̙33 P 0(  x  c $!p   x  c $P   H  0޽h ? ̙33W XP(    6b p`p h4Tips for Accessing Block Grants/Discretionary Funds 55$  0e 0 zBGet to know the various programs and deadlines Create partnerships to expand funding options Identify shared funding needs and consider applying as a consortium Build collaboration into your sustainability plans Match the funding source with funding need Consider the political feasibility of accessing the funding source.C 2CH  0޽h ? ̙33r0 2*t( 0o@f@ tX t C L^O   * t S L N2   Intro to The Finance Project: We are a nonprofit research and technical assistance organization based in WDC with a focus on community supports and services for children and families. We provide materials, tools and direct TA support to programs and initiatives for children and family at all levels to help leaders think about ways to strategically finance and sustain their activities.  jH t 01Ok0 ? ̙330 x,( 0v@@C@ xX x C L_[    x S `sLbTi   .Examples: When considering the variety of ways in which international content can be integrated into K-12 education a natural starting point in the NCLB era is state standards. Standards have become the building block of education reform in recent years along with the assessments that accompany them. As states develop and revise their state standards there are many places where international themes can be incorporated. As we heard this morning, states are doing this in a wide variety of ways. Some states mandate which countries shall be studied in elementary social studies classes, which languages shall be learned in middle school, as well as requiring courses in World History and World Geography for high school students. There are also innovative ways of incorporating international themes into math, science, literacy, and economics initiatives. Along with standards, states are also developing assessments to hold school districts accountable for teaching this information, in some cases requiring end of course exams in these subjects as well as reading and math. Virginia, for example, requires high school students to pass end of course exams in social studies, including, World History or World Geography to graduate from high school with an Advanced diploma. Possible Federal Funding Programs: Once a state has made it a policy priority to incorporate international themes into their state standards, as some states have done, there are federal programs that can be used to finance the development of the standards and accompanying assessments in these areas. The federal government provides funding for states, through the Grants for State Assessments and Related Activities program. It can be used to develop standards and assessments in subjects other than those required by the NCLB Act (math and reading) and to improve the reliability and validity of assessment systems if the required standards and assessments have already been developed. These are formula grants and in FY02 each state was given 3 million but the bulk of the funding was allocated based on the state s share of the population of children ages of 5 to 17, New York for example received over 16 million in 2002-03 school year, so there are significant dollars here. There is no competitive process for this grant and the money flows directly to the state. This is a fairly large source of funding that finances a variety of objectives, namely the creation and revision of standards, but provides an opportunity to revisit standards in many subjects and potentially incorporate provisions that focus on developing an international perspective at all grade levels. Given the intense focus on standards, in our current political climate this money and the examination of standards that it encourages perhaps offers a chance to make some real progress in incorporating/ institutionalizing international content clearly and specifically into state student standards in social studies, math, science, and geography etc.   ''#"#'K'3'+' 6~%[H x 01Ok0 ? ̙33$#0   t ( @ X  C L^O      S AL X#2   v  Federal funds are distributed to states and communities through a variety of mechanisms. Each of them is designed to serve a particular purpose, and each comes with its own set of rules and requirements. Understanding the various types of funds, their purposes and requirements is the first step in maximizing federal dollars. Block or Formula Grants provide fixed allocations of funds to states based on established formulas. Block grant are attractive because states are often able to use the funds fairly flexibly. To access them you will want to work at the state level. The NCLB legislation has consolidated many programs into large block grants and we will be talking about many of them today. Discretionary grants: Awarded on a competitive basis directly from the federal government and may go to non-profit organizations, state education associations, local education associations, or other entities. Time-limited grants and have varying requirements to support different sets of services. Grants are administered through a range of federal agencies. Usually competitive. Good for short term needs pilots programs, etc. Also filling the gaps while you look for longer-term funding. Tuition Assistance: This type of funding is used to support prospective teachers as they go through the teacher training process at colleges or universities. While it does not fund international education initiatives directly it makes it possible for many of our teachers to be trained. I_ H  01Ok0 ? ̙33'0 p(  X  C L^O   ,  S L 2  , <1) Financing for What? Need to clearly define what you seek funds to accomplish. Start-up Expansion or to sustain current levels of activity? What services are your providing? Particular program activity or component Who are you serving? 2) Estimating Fiscal needs? FIRST: how much you have? THEN: how much you need? What s the gap between these? Costs to consider: Operating: salaries and other admin costs start-up/ on going planning training and PD of staff infrastructure costs s/a evaluation or coordination/partnerships. 3) Funding Options: federal, state, local, private foundations, businesses 4) What do you need to do: a few sources can be accessed directly by programs; for others, you need to work in coalition with institutions of higher education, state trade offices etc. S :CH  01Ok0 ? ̙33| V0 < 4 (  d  c $L_O   (  3 rՙmb6mb6LtT   nRWe know that better teachers are key to better student learning, so as we try to make our students more internationally knowledgeable, it is important to increase teacher knowledge and quality in this area. Many of the programs that teachers are trained in do not put an emphasis on international content  many other things to cover as well. Examples: There are a variety of ways to give teachers a more international perspective and ensure that they too are globally competent and aware. Prospective teachers can be encouraged or required to study or do practice teaching abroad. International themes can be incorporated into all aspects of the curriculum for students studying all fields There can be requirements that all teachers take at least one course on another world region or culture. Possible Federal Funding Programs: Currently there is tremendous attention being paid to teacher quality and the programs that train teachers and corresponding money from the federal government to investigate different opportunities. The Teacher Quality Enhancement Grants are one such program. This program is the consolidation of many smaller professional development categorical grants including initiatives for class size reduction and the Eisenhower grants. Money from these grants can be used for a wide range of purposes in improving teacher quality including making changes to teacher certification or licensure requirements at the college and university level to ensure that new teachers have the necessary teaching skills and academic content knowledge  ie international knowledge There is a competitive process to access the 2.85 billion dollars that are available in this program. States must apply for the grants and there are matching requirements. The Teacher Preparation Partnership Grants have been consolidated in this program as well, but states can still use the block grant to partner with teacher preparation institutions to make adjustments to meet the needs and challenges of today s classrooms, including the need to educate more internationally knowledgeable teachers. As states and their institutions of higher education begin to look critically at their teacher training programs, with assistance from these federal grants, there is a tremendous opportunity to increase the amount of international knowledge prospective teachers receive in their training. Title VI of the Higher Education Act provides funds for the creation of National Resource Centers housed in universities. One portion of the mission of these NRC s is outreach both to businesses, the public, and to K-12 institutions. Serving K-12 schools, both students and teachers, is often more difficult than the other types of outreach and is therefore less frequently undertaken. These sites have a wealth of information on various areas worldwide that could be infused into an international studies class for prospective teachers, as well as information on contacts in these regions for study/teaching abroad. The funding for NRC s in Title VI is not a huge amount but this money funds institutions that are potential partners for teacher training institutions. Despite the fact that it is not routinely happening now, this type of outreach is a part of the mission of the NRC s,and through partnership with state education agencies, local education agencies, and schools of education at their own universities the resources housed in these centers can be used to improve K-12 education. Y 4&IX! !! 3! ! "!!!! !#!! ! !{% % K% "% % $%% % %F% bcH  01Ok0 ? ̙33W0 ^(  d  c $L_O     3 rmb6mb6L    There is also a tremendous need to better educate the teachers who are already in the field. The focus on improving teacher quality, mentioned earlier, and increased research on its importance, is causing many states and school districts to look critically at reforming their systems of professional development. Examples: Professional development of varying types can be instrumental in increasing teacher knowledge in international content. There are still differences in opinion in what constitutes effective professional development but content specific instruction that is tied to the standards and curriculum of the school is often beneficial. If a policy priority for a state or school district is to improve students international knowledge and skills than providing instruction for teachers in a variety of ways is critical. Staff development that occurs during the school day and is incorporated into the classroom is particularly effective but summer institutes and workshops on how international content can be incorporated into various subjects as well as online courses are great ways of starting the increase of teacher knowledge process. Possible Federal Funding Programs Again, due to consolidation the Teacher Quality Enhancement Grants are the primary funding source for new professional development initiatives. The National Resource Centers, funded by Title VI also have some funding for doing outreach for K-12 schools in the form of professional development, but those kinds of endeavors need to be carefully monitored by states and school districts to ensure they are providing the kind of pd that is useful for teachers. Despite the fact that there is not this type of routine outreach occurring now, outreach is a part of the mission of the NRC s,and through partnership with state education agencies, local education agencies, and schools of education at their own universities the resources housed in these centers can be used to improve K-12 education. The Grants for State Assessments and Related Activities also provide some funding for professional development that supports new standards and assessments, so if states are looking at making international content a system priority, some of that money is available to help teachers help students meet those new standards. p: E$C:' 'E''!' '"'y'' 'P' " '"4" "PGAH  01Ok0 ? ̙33X0 ~@(  d  c $L^O   r  s *՚L bi   j Technology provides tremendous opportunities for connecting classrooms to the world and can have an impact on all aspects of international education. Opportunities span the spectrum. Examples: School to school links can be facilitated through the use of the internet and videoconferencing. Students can take virtual field trips to cultural destinations in their own country or abroad. Websites can be created that facilitate the easy exchange of conversation and ideas between students, teachers, and schools. Technology also provides opportunities through distance learning to teach different world languages and to reach more students. Possible Federal Funding Programs As with many other program areas, technology funding from the federal government comes in the form of a block grant to states called the Educational Technology State Grants. This money is distributed to the states through formula grants. The states then allocate half of the funds to districts by formula and the remainder competitively to high-need districts, or consortia that include such a district, in partnership with an entity having expertise in integrating technology into the curriculum. School districts can use their funds for activities such as training teachers to integrate technology into the curriculum, including school to school links, purchasing effective technology-based curricula, and designing new classes that use technology to offer new subjects for hard to reach populations. The Improving Literacy through School Libraries program offers an opportunity to think creatively about how international content can be incorporated into all parts of a school community. If your district applies for this grant and receives it, one of the additional benefits may be an increase in the technological resources available in your school. While the resources may be brought in to help in achieving literacy goals, they may also be available at other times of the day for students to engage in school-to-school links etc. (this could be a stretch) The School Connectivity Project of Southeast Europe is a program run by the Youth Program division of the Department of State. The program promotes e-education by enhancing the use of information technologies in schools while promoting inter-ethnic dialogue among students from different Southeast European countries and with students from the United States. As with all such State Department programs, the program is federally funded but administered by a private sector partner. So school districts or schools can apply for these competitive grants through those organizations. This a small program but there are several of its kind that provide realistic and meaningful interaction between students in different countries. Particularly in the post-Sept. 11 era there has been an attempt to link American classrooms with classrooms located in Islamic countries. D #nZf#"## #b#"^#"|#"#"#"a"#&##"?#"#"0#"#+##"v#"0a1aa"h  H  01Ok0 ? ̙33Z0 P(  d  c $L_O     s *4L 4   : H  01Ok0 ? ̙33=[0 x=p==(  d  c $L_O   d<  s *XoL4 b    ;6One way of incorporating international content in a more comprehensive manner is through the creation of new school and program organizations. There are a wide variety of ways of accomplishing this goal and many innovative and exciting new approaches to international education are being undertaken in this whole school or program approach. Schools can decide to undertake such an endeavor by either implementing the philosophy in the whole school or for just a segment of students. Examples: include: Charter Schools Magnet Schools IB programs Smaller Learning Communities There are various funding streams that are used to support each type of program. Possible Federal Funding Programs The various programs are undertaken for many different reasons. The NCLB legislation emphasizes the importance of providing choice in education for American parents and likewise supports this goal with several programs. Charter schools are one way of providing this type of choice and the mission and goals of charter schools are often unique but there are several examples of charter schools that focus heavily on the importance of a global perspective in education  this is realized through leadership, curriculum, and professional development among other things. (an example would be great here!) If charter schools are present in your state you can access funds from the Charter School Assistance program. This program supports both new and established charter schools and enhanced dissemination activities at schools with a demonstrated history of success. This money is allocated both to state education agencies as well as directly to some charter schools (primarily in Arizona). More than half of the money was given to states as continuation grants. The new grants to state educational agencies ranged from $200,000 to 25 million dollars. One problem charter schools often run into is the capital it requires to acquire and maintain buildings. NCLB also provides some funding for that part of charter school operation as well  the Credit Enhancement for Charter School Facilities. This program isn t on the slide but it was developed to award innovative credit enhancement initiatives that assist charter schools in accessing private-sector capital to address the cost of acquiring, constructing, and renovating facilities. The funds are made available to public sector entities for this purpose. In the administration s proposed FY03 budget there is 100 million dollars allocated to this program but there is not significant funding history to give accurate ranges etc. Charter schools assistance money provides a great opportunity for states with charter schools to introduce programs that are focused on international education. While these programs don t reach all children they do serve a certain population and if best practices are shared between charter and traditional public schools, successes can be built upon. Magnet schools and programs provide another type of choice for parents and their students. Programs can be set up within schools or magnet schools can stand alone but they are often created/mandated to help racial and economic integration within a school district. They offer innovative programs not generally available in local schools and provide opportunities for students to learn in racially diverse environments. Again, magnet schools are often themed, with a science focus, a performing arts focus, or an international studies focus. NCLB provides financial assistance for the creation/maintenance of magnet schools through the Magnet Schools Assistance program. Programs must be located in school districts that are under a court-ordered or federally approved voluntary desegregation plan to eliminate, reduce, or prevent minority group isolation in elementary and secondary schools. This is a fairly small, discretionary grant program whose funds are allocated to school districts or a consortia of school districts on a competitive basis. The grants ranged from under 1 million to about 2 million dollars in 2002. Smaller Learning Communities: There are other ways of creating internationally centered schools or programs without being an alternative school. In the quest to improve the education high school students receive across the country, there has been a movement to personalize their education through the use of smaller learning communities. Schools adopting this type of reform break their large high schools into smaller learning communities, housed in the same building but otherwise separate and distinct in regards to their classes and teachers. These schools within schools have the potential to adopt an international focus and there is funding for these types of programs as well. IB programs: Other similar program ideas include incorporating the International Baccalaureate program into schools in your district, they offer a philosophy and curriculum for students from elementary school through graduation. Other opportunities for an internationally focused school come in the form of bilingual immersion schools. There are numerous examples of schools that successfully implement full and partial immersion programs in a variety of languages from Spanish to Mandarin. No Child Left Behind consolidated many categorical programs into large block grants as we have seen throughout this presentation and the Innovative Programs State Grants is one such program. Generally these grants support state and local efforts to implement promising education reform programs and support programs to improve school, student, and teacher performance. Smaller Learning Community projects, in particular, can be funded through this grant. Funds are allocated by formula, based on states' relative share of the school-age population, with each state receiving a minimum of one-half of one percent, which meant that awards ranged from $386,000 for states like Alaska or Delaware to 11 million for more populated states like California. States must award subgrants of at least 85 percent of their funds to districts based on the relative enrollments in public and private schools. State education agencies (SEAs) may use their share of program funds for supporting school choice options, school renovations, technology, or implementing other state reforms. Beyond the Smaller Learning Communities idea, this state grant is a great way of accessing funds for a variety of different approaches to including international education in a more school-wide effort. If you are considering creating an internationally themed school and you are working in low-income schools it is also possible to use Title I funds for the kind of school-wide reform that it would entail. Title I dollars could be used to support any number of the initiatives outlined above but offer a realistic way of providing true internationally centered education in disadvantaged neighborhoods. Title I is & . #"W# ####!"A#"#"#n#"K## #"#"#4#@#'"b#"###" #'|#"_###"#'"'"##5#"]#"##"#"#"#!##"#'"U#"'"'"'"'''''P' !;Qe H  01Ok0 ? ̙33\0  l(  d  c $L_O     s * L '2   V As our thinking around the area of international education becomes more defined and it is made a policy priority there are other less traditional avenues through which states can access federal funding. The vocational education field is focused on preparing students to enter postsecondary education and the workforce. Increasingly, this implies that students have a global awareness and competency which are currently lacking. Examples: Potential ways of tapping into this arena include school to work programs that focus on familiarizing students with the state based corporations with international links and international businesses with state based operations. These programs can also take the form of internships for students with these businesses. Possible Federal Funding Programs The main source of funding for career and technical education comes in the form of the Vocational Education State Grants. These are fairly flexible dollars that can be used for a broad range of programs, services, and activities designed to improve career technical education programs. Only state boards for career and technical education are eligible to apply for state basic grants. The funds are allotted to states according to a formula based on states' populations in certain age groups and their per capita income. In 2002, the awards ranged from 4 million to 129 million. This is the place where a joint office between trade and education offices at the state level could help the state establish policy priority and possibly assist school districts in arranging and administering partnerships. z A$'! ! !! Z! !!!  W!!!! '!|% b% % ! ,AJH  01Ok0 ? ̙33]0 vn0(  d  c $L_O   b  s *L #2   As the international education field emerges it is important to inform decision- making and planning with sound research and to evaluate the changes in instruction that come about as a result. Examples: There are a multitude of areas in which research and investigation will be critical, ranging from an investigation of the best world language teaching strategies to evaluating new assessments that hold districts accountable for teaching new content. There are also resources available, especially through partnership that can assist in the planning and development of curriculum. Possible Federal Funding Programs The Regional Educational Laboratories that are run by the Academy of Education Sciences (formerly OERI) work to ensure that those involved in educational improvement at the local, state and regional levels have access to the best available research and knowledge from practice. As states make international education a policy priority, they can potentially tap into the increased federal funding that exists to provide the kind of informed, scientifically based research on programs that NCLB requires. While states cannot access funds for these laboratories directly they can certainly benefit from and contribute to the research being undertaken there. With the changes that are occurring now in OERI, it is difficult to know whether the Regional Educational Labs will continue in their present form, but regardless, it is important for states to recognize where there is money for the kind of  glue activities like research  that OERI funds. Another excellent resource in the quest to improve the research and evaluation surrounding world languages are the fourteen foreign language resource centers, housed at universities across the country, dedicated to improving the teaching and learning of foreign languages. Grants for these centers are given by the Department of Education through Title VI on a competitive basis to institutions of higher learning. The most important connection with these Language Resource Centers is the opportunity for partnership, which we will discuss more below.  c#+! !c!! !! !#!! ! |!!!9!<! J!!! t.CV9H  01Ok0 ? ̙33d^0 $P(  d  c $L^O     s *cL$ '2X  @8___PPT9 V"  H  01Ok0 ? ̙33a0 `f(  d  c $L`O   ,  s *#,L bZ  , P  @H  01Ok0 ? ̙33vb0 6.P (  d  c $L`O   "   s *|LT`  H@___PPT9" `  As we consider all the various ways in which an international perspective can be integrated into our schools we have grouped the initiatives into these five categories. Integrating International Content  includes finding money to improve state standards in history, geography, math, science, and languages. The curriculum and assessments that accompany these standards, as well as student programs and exchanges. Increasing Instruction in World Languages  this encompasses both the introduction of world language instruction into grade levels and schools that have traditionally not had strong programs as well as diversifying the languages taught to include Arabic, Mandarin, Japanese etc. Promoting Teacher Knowledge  Teachers must have the opportunity to gain international knowledge if this is part of the curriculum. This kind of education can happen in both pre and in service training in wide variety of ways. Creating New School/Program Organizations  One way that many innovative approaches to international education are being carried out is through the creation of new schools or programs within in schools that are internationally focused, such as charter schools, magnet schools, and smaller learning communities.  Creating State Offices of International Affairs and Other Infrastructure Investments Funding also needs to be found to for the infrastructure that is required to launch these initiatives from research and evaluation to technology to partnership development.)" F!))UH  01Ok0 ? ̙33c0 4(  d  c $L`O     s *$=L N2    H  01Ok0 ? ̙33d0  @(   d   c $L`O      s *ĢL #2   *Contact with students and teachers from other countries around the world makes an international curriculum come to life. Whether students are traveling abroad with a language class or living with host families and attending a host school, the benefits of organized trips to travel/observe during the school year, are numerous for the students involved. It is also possible for schools and families to host students from other countries, helping to bring their experiences and perspectives into American classrooms. Possible Federal Funding Programs: The Secondary School Partnership Program, funded by the Department of State is an excellent example of the collaboration that can occur between schools in different countries. This program links schools in Eurasia with schools in the United States in one-on-one partnerships  the program helps schools to develop projects, teaching materials, student organizations, and lines of communication that help to internationalize and further democratize their schools. The participants pick a theme and then work together to develop projects around that theme, it also involves a reciprocal exchange of both students and teachers. American students have the opportunity to travel abroad as well as host students from their partner country. This program is funded by the Dept. of State but is administered by non-profit organizations. As state delegations you can look to partner with these private orgs that administer and coordinate exchange programs. Additional programs funded by the Dept. of State that encourage similar collaboration and exchange are the Azores-Cape Verde School Partnership Program, the U.S. China Youth Exchange Initiative, and the U.S. Israel Youth Exchange. These programs continue to evolve and include new regions of the world to foster mutual understanding and knowledge. H<!! +! !!!! ! !$!! ! ! ]! v! k!z!! ! t! H   01Ok0 ? ̙33 e0   ( (  (d ( c $L`O   v ( s *L 2   Examples: As our society strives to educate our children to be more globally competent, the acquisition of world language skills is high on the priority list. Traditionally, American students tend to learn European languages, if they learn one at all, and instruction usually begins at middle school age at the earliest. In recognizing language acquisition as an integral part of international education, states have the opportunity to expand in several different ways. Require world language classes for graduation, if states don t already The deficiency of students learning world languages such as Arabic and Mandarin can be addressed by offering new courses especially with the assistance of technology and distance learning. States can introduce incentives for schools to introduce world language instruction in elementary school both during the school day and through out of school time programs. Or using new program approaches such as the Heritage Language programs. States can also increase the number of students learning world languages in hard to reach areas through the use of distance learning. Possible Federal Funding Programs: There are some federal programs specifically designed to address these issues and others that aren t traditionally used for these purposes but states should consider as possible federal funding options. The first program we want to highlight is the Foreign Language Assistance Program, often referred to as FLAP. This program will likely be consolidated into the Innovative Programs Grant. Originally, the program provided competitive grants to state or local education agencies to fund innovative programs that established, improved, or expanded world language study for K-12 students. The administration is not asking to renew funding for this program in the FY03 budget but, again, similar programs can now be funded through the larger state block grants at the discretion of local school districts. Even though this dedicated funding stream was consolidated it is important to remember that these block grants are quite flexible and fund a number of different initiatives, including those focused on increasing world language instruction. In elementary schools especially, many districts find it difficult to fit world language instruction into the school day with so many other competing content areas. Until world language instruction becomes more common during the regular school day, out of school time programs offer an excellent opportunity to provide academic enrichment for students in world language instruction. By recognizing the opportunities available through before and after school programs, states can tap into another set of resources, one of which is the 21st Century Community Learning Centers Grant program. This program is the only source of funds dedicated solely to out of school time initiatives. There has been 1 billion dollars allocated in the FY03 budget to provide extended learning opportunities through community learning centers. These grants are given to states, which in turn make awards of at least $50,000 to different organizations, including local school districts. This is a change from the previous 21st CCLC program where the money was granted directly to the out of school time programs. The programs need to primarily serve students who attend schools eligible to operate a Title I schoolwide program. These grants can potentially deliver new funding to a school district and could be used to work in partnership with existing out of school time initiatives to provide opportunities to students whose schools may be less likely to have advanced and diverse world language programs.  % %%Ge<% #!!$!P!!a!c%!!)*!!%%-X%!P3h &H ( 01Ok0 ? ̙33r0(= 7R-2 nr>9DMLRCT&0'X\hj`bdf|P`h(*L: O|AvQ*GKSbT#Vcua ȖOh+'0R hp   , 8 DPXQDeveloping State Financing Strategies to Support Extended-Learning OpportunitiesoBarbara LangfordFinASb134Microsoft PowerPointnci@@Tr:@ Z@ @ V&GPg  R('& &&#TNPPd2OMi & TNPP &&TNPP     'A x(xK