Applying for a STARTALK Grant: Designing a Winning Proposal

November 22 , 2009

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

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

Introductions

• Participants• STARTALK Central Staff

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

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

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

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

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

Program Growth2007 - 2009

2007 2008 20090

20

40

60

80

100

120

140

# of Programs

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

2009 STARTALK States

STARTALK 2009 Video

BREAK

STARTALK TransformationSTARTALK Transformation

STARTALK System

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)

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

Who Can Get STARTALK Funding?

• Post secondary institutions• State and regional educational

agencies• School districts• Public and private schools• Community organizations• Language associations• Corporations

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?

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

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

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

Planning Discussion

BREAK

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

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

Administration(3 of 4)

Administrative Resources• Adequately staffed• Clear roles• Appropriate location• Ability to attract sufficient enrollment• Institutional support

Budget(4 of 4)

Financial Resources• Cost effectiveness• Number of participants served• Duration and intensity of program• Quality of instruction

Lessons Learned

•Cynthia Ning: University of Hawaii•Christy Lao: San Francisco State University

Q & A