Congratulations to the
2006 Foreign Language Assistance Program (FLAP)
Recipients :ALASKA
Anchorage School District, AK
Starship Mission in Russian Advances (MIRA)
Russian
Starship MIRA (Mission is Russian Advances) Title
III Foreign Language program primary purpose is to
expand and strengthen the existing program in
Anchorage School District. The program is a great
follow up of the existing K-2 50/50 immersion
program in Anchorage. This program will assist the
district to bridge between the elementary K-6 and
the secondary level of Russian instruction. The
middle and high school have a full Russian program
already in place. This proposed FLAP grant would
fill this gap of grades 3-6 and achieving a full
k-12 uninterrupted sequence.
CALIFORNIA
Academia Semillas del Pueblo Charter School, CA
Chinese Language Acquisition Project (CLAP) for East
Los Angeles Students
Mandarin Chinese
ASDP proposes to improve and expand upon its
existing Mandarin Chinese language program, which is
part of the core curriculum, by incorporating the
best practices and standards of high-quality foreign
language elementary school (FLES) programs.
Adele Harrison Middle School, CA
Return to Cultural Unity Project
Spanish/English
The Return to Cultural Unity Project will expand to
serve up to 90 students each year beginning in 2007
and will serve 150 students by the end of this
project. The project will function as a continuation
of the TWI education for hundreds of current
elementary students at Flowery Elementary School.
The project will mainly serve native English
speakers and native Spanish speakers, who are
working to strengthen English language development
while enhancing Spanish language development and
retaining their heritage language through TWI
bilingual education. This represents the main goal
of promoting bilingualism, biliteracy, and
multiculturalism.
Capistrano Unified School District, CA
Chinese Culture Center
Mandarin Chinese
The Chinese Culture Center is a comprehensive K-12
foreign language instructional program. Mandarin
language is taught in a sequential format in grades
K-12 at three of CUSD’s schools. The project began
with instruction in grades 1-5 once a week and has
expanded to the elementary school’s feeder middle
and high schools. Next year, the high school will
add and Advanced Placement (AP) Chinese class. With
grant funds, the program will pay for an elementary
Chinese language teacher and a full-time middle
school teacher so that this program will maintain a
sequential K-12 structure and students will be more
likely to achieve a more native-like proficiency by
the end of high school.
Carlmont High School, CA
Carlmont Mandarin Program
Mandarin Chinese
The project will consist of (a) a fully articulated
four year course of study of Mandarin, including
Mandarin I, II, III and AP Mandarin, fully approved
by the University of California to meet UC entrance
requirements and meeting all requirements of the
Foreign Language Framework for California Public
Schools, and (b) a network for connections to
existing specialty magnet programs at Carlmont as
well as anew International Business Entrepreneurship
Magnet program to be visioned in 2006-07 and
implemented in 2007-08.
Glendale Unified School District, CA
Foreign Language Academy of Glendale/Korean
Korean
Project FLAG/Korean responds to a mandate from the
Glendale Unified School District Superintendent and
School Board to establish Foreign Language Academy
programs at selected Elementary schools in the
Glendale Unified School District in order to meet
the requirements of the National Foreign Language
Standards (NFLS). This project will establish a
Korean dual immersion program at Keppel elementary
based on the 50:50 language model. After a planning
year, two kindergartens will start will bilingual
Korean teachers. The project has three key
components with corresponding goals and objectives:
1)Academic Achievement; 2) Professional Development;
3) Parent and Family Education. The project is
expected to enable participants to increase
proficiency in Korean each year until they achieve
full mastery of Korean listening, speaking, reading,
and writing.
Language Academy of Sacramento, CA
Spanish
This proposal requests FLAP funding to expand and
improve the current two-way immersion program into a
standards-based and fully articulated sequential K-8
quality two-way immersion program that promotes
higher levels of Spanish language and literacy among
students, parents and teachers.
Los Angeles Unified School District, CA
MLD Project (Multiple Language Development)
Korean
MLD Project will be a dual language immersion
program, targeting both English Only students and
English Learner students who are native speakers of
the foreign language, serving as authentic language
role models. Based in the Dual Language Model of
sequential foreign language study, the MLD Project
will expand in breadth and scope as each year
progresses.
MIT Academy, CA
The Mandarin CO-OP
Mandarin Chinese
The Mandarin CO-OP establishes a new program in
Mandarin at MIT Academy middle and high schools. The
unique features of the program will include 1)the
interpolation and articulation of college Chinese
courses with high school courses; 2) the use of e-LangLab;
and 3) a strong evaluation design. The goal of The
Mandarin Co-OP is to initiate, expand, and improve
the study of Mandarin at MIT Academy in conjunction
with Diablo Valley College (DVC), resulting in
significant language proficiency for students and
refinement and dissemination of an effective,
replicable model.
North Sacrament School District, CA
Mandarin Language Academy Foreign Language
Assistance Project (MLA FLAP PROJECT)
Mandarin Chinese
North Sacramento School District in consultation
with its partners proposes to establish a new
Mandarin Language Academy at the Dos Rios Early
Childhood Center. The project will use the Partial
Immersion model described by guide to program models
prepared and disseminated by the Office of English
Language Acquisition and the California foreign
language framework (which incorporates ACTFL
National Standards) as the guiding basis for the
curriculum, instruction, and assessments. Innovative
use of technology for two-way language/cultural
exchanges between the project school and the sister
school in Beijing is one of the key features of the
project.
Saddleback Valley Unified School District, CA
Improving and Expanding Foreign Language
Learning through the Arts and Technology
Spanish/English
The overarching goals for this project is two-fold:
1)to improve and expand our TWI curriculum and
instruction process to keep pace with the demands of
our changing world; and 2) to develop teacher and
student mastery of skills and knowledge in the TWI
teaching/learning process so that we can expand the
concept and become a model TWI program for other
schools/districts in the state or nation. The use of
the arts and technology in the language-learning
classroom will also provide a means of developing
and expanding student relationships with Spanish
speaking students from different countries across
the globe.
San Francisco Unified School District, CA
Making the Most of Language Resources – San
Francisco
Korean, Mandarin Chinese, Russian
The proposed project will expand an existing Korean
two-way immersion program to grade 6-8 and will fund
new programs in Mandarin Chinese and Russian (K-5).
The project will develop early standards,
assessments, and curriculum, which do not currently
exist for the lesser-taught languages to the breadth
and depth required in a two-way model. The project
will also establish an accountability process for
all two-way immersion programs in order to improve
TWI program effectiveness throughout the District.
Finally, the project will seek to improve
system-wide articulation from kindergarten to the
first year of post-secondary language study.
Shasta Union High School District, CA
Emerging Northstate Language And Cultural
Enrichment (E.N.L.A.C.E.)
Mandarin Chinese, Russian
This program will introduce two new high school
level courses – Mandarin Chinese and Russian. An
early immersion, content-based Mandarin Chinese
component will begin at the kindergarten level and
progress through the elementary school beginning in
2007. The end result will be a larger percentage of
students better prepared to succeed in today’s
multilingual world, socially and economically. At
the high school level the program focus will be on
quick attainment of fluency for purposes of
communication in the new language. All levels of
both new languages are fully aligned with state and
federal foreign language standards and District
guidelines for college preparatory courses.
Sonoma Valley Unified School District, CA
Project FLUENT: Foreign Language Unites Everyone
Now and Tomorrow
Spanish/English
Project FLUENT will provide the means for purchasing
materials for the extra classes and the ability to
ensure these materials are providing students with a
multifaceted, powerful instructional program. The
project will establish TWI school-wide at Flowery
Elementary and teachers will all be trained in TWI
best practices and GLAD.
South Bay Union School District, CA
Nestor Foreign Language Program (NFLP)
Spanish/English
The NFLP program will address three major
initiatives: 1) it will promote the sequential study
of a foreign language by expanding our existing FL
curriculum guide to include a step-by-step (teacher
friendly) Pacing Guide, which will detail how we
provide a comprehensive TWI Program in the K-6
grades at Nestor Elementary School; 2) it will
effectively integrate technology to promote foreign
language study by incorporating innovative
computer-enhanced curriculum; and 3) it will provide
teachers with summer foreign language programs for
professional development opportunities in Spanish,
including offering a TWI summer institute to
teachers in the field of foreign language immersion.
Walnut Valley Unified School District, CA
Let's Learn Chinese
Chinese
With the increase in diversity, the Walnut Valley
Unified School District seeks FLAP funding to create
a formal Chinese-language instruction program for
grades 4 through 8 in two elementary schools and one
middle school. The program will be called “Let’s
Learn Chinese!” The overarching goal of “Let’s Learn
Chinese!” is to provide elementary and middle school
students with strong communication skills in Chinese
and an understanding of cultures that use the
language so that they can become bilingual and
respectful members of the world community.
COLORADO
Poudre School District, CO
Creating Accountability to National Standards (CANS)
Spanish, French, German, Spanish for native Spanish
speakers, Russian, Chinese, Japanese
The district is poised to take the next significant
steps to meet the following goals: 1) to provided
PSD students with foreign language education that is
based on national standards for foreign language; 2)
to provide PSD students with an improved
articulation system of sequential foreign language
instruction from elementary school programs through
high school and beyond; 3) to provide instruction to
PSD students who are enrolled in upper-level
language courses that matches requirements for
Advanced Placement and International Baccalaureate
testing; 4) to provide Spanish-speaking PSD students
with meaningful Spanish foreign language curriculum;
5) to provide PSD high school students with new
courses in critical-need languages such as Russian,
Japanese, and Chinese.
CONNECTICUT
West Hartford Public Schools, CT
West Hartford Early Language Learning Program (WHELL)
Spanish
The goals of the WHELL program are to: 1)Eliminate
the gaps between students enrolled in our
neighborhood schools and those enrolled in our
magnet schools in both access to instruction and the
opportunity to achieve performance objectives
regarding language acquisition; 2) Increase foreign
language proficiency of students entering the fourth
grade; 3) Increase the percentage of students who
enter the highest challenge level of foreign
language course work in grades 6 and 9.
FLORIDA
Florida Virtual School, FL
Florida Virtual School Chinese Language Program
Chinese
The objectives of the FLVS Chinese Language Program
are to plan, design, pilot, and implement a Chinese
foreign language program offering Chinese I and II
for Florida middle and high school students. The
guiding objectives of the this project include: 1)
Design, plan, and initiate quality online Chinese
Language Course; 2) Ensure parents, students and
school officials are aware of the FLVS Chinese
courses; 3) Improve Student Rates of Learning. FLVS
will also partner with Power-Glide and Ucompass to
design a Chinese distance learning program utilizing
rigorous standards based in ACTFL and Florida
Sunshine Standards for Foreign Language and best
practices curriculum guidelines.
The School Board of Broward County, FL
Project TEACHER: Technology and Educational
Assistance for Chinese and Japanese Instruction
Chinese, Japanese
Project TEACHER will improve and expand Broward
County Public Schools' newly established Chinese and
Japanese model programs by (a) improving the quality
of teaching for current and future Japanese and
Chinese teachers in the Broward County Public
Schools and (b) developing a K-5 Activities Guide
and sequential K-12 Chinese and Japanese Curriculum
Maps aligned to National and State standards to
provide standardized instruction throughout the
district.
School Board of Miami-Dade County, FL
Bilingual Education Through Mandarin Instruction
(BETMI)
Mandarin Chinese
This project enables M-DCPS to 1)establish the study
of Mandarin Chinese in two elementary schools; 2)
improve and expand Mandarin Chinese study in the one
middle school which piloted Chinese language
instruction this year; and 3) establish the study of
Mandarin Chinese at two secondary schools. The
project will increase the number of students in the
Chinese program from 15 to 500.
School Board o Pinellas County, FL
Welcome to mi mundo: A dual language immersion
partial immersion project
Spanish/English
This project will establish the district’s first
language immersion programs. The success of the
existing FLES programs, along with a growing
Hispanic population in parts of the district, have
cultivated a need to expand the district’s early
language programs in order to better meet the needs
of the diverse communities it serves. The programs
expected outcomes include: 1) expanded awareness of
need for FLES programs; 2) Professional development
for language teachers that improve language skills
and cultural competence; 3) data collection and
analysis that drives the formation of future
programs; 4) increased use of technology; and 5)
strengthened relationship with local university
resources.
School District of Hillsborough County, FL
Hillsborough Multilingual Multicultural Program
(HMMPP)
Chinese
The Hillsborough Multilingual Multicultural Program
(HMMP) is a program that will begin in 2007. The
HMMP is a content-based program that integrates
language and cultural instruction within the context
of content instruction. The district will implement
a comprehensive technology based curriculum for
grades six through eight that is aligned with the
program's three guiding goals: 1) to support
students development in effective communication
skills; 2) to assist students in attaining higher
levels of critical thinking and problem-solving
skills; and 3) to prepare students to become members
of a global society. HMMP will enable the district
to expand the existing middle school foreign
language programs at these sites into the curricula.
IOWA
Mid-Prairie Community Schools, IA
Project FLIPS
Arabic
The purpose of Project FLIPS (Foreign Language
Instruction for Primary Students) is to increase
Arabic language proficiency and cross cultural
competence for K-5th grade students, as well as
provide professional development training in foreign
language methodology and language acquisition
strategies for all teachers serving the K-5th grade
students. The program will include the strategies
that best meet the identified needs for improved
teaching that will maximize student achievement in
the core academic subjects and increase language
proficiency in Arabic.
ILLINOIS
Chicago Public Schools, District #299, IL
Korean Language and Cultural Education (KLACE –
classy)
Korean
The program goal is for all participating students
to graduate high school with a Korean language
proficiency ad the Advanced-Intermediate Level as
defined within the Illinois State standards.
Enabling objectives include professional
development, curriculum and performance assessment
development, capacity building, and
documentation/dissemination for replication.
Ultimately, it is expected that a minimum of 75% of
the students will attain and demonstrate one
proficiency level growth for each year of
participation in the project.
Highland Park School District, IL
New Starting Line: Chinese Integration Project
Mandarin Chinese
The proposal will create and enroll a four-year
sequential program of courses in Mandarin Chinese,
including a fourth year AP Chinese course, in
preparation for post-secondary study of the
language-to create people who will be able to
communicate "with people on the street." It will
provide students a comprehensive understanding of
Chinese culture history, geography and societal
norms through authentic documents and experiences.
The project intends to create materials,
methodologies, and strategies that will be available
on the HPHS webpage. The program will be based
heavily on computers and Internet-based training
tools including Smart Boards....Technology.
Beardstown C.U.S.D #15, IL
Beardstown Dual Language Program
Spanish/English
This project will improve the Beardstown Dual
Language program through implementing a strong
evaluation plan that includes valid and reliable
measure of growth in Spanish proficiency. This
project will expand the Beardstown Dual Language
program by extending the program to include 3rd, 4th
and 5th grade, increasing use of the target language
to at least 50% in each grade, and designing a
“bridge plan” for Dual Language students to continue
in a standards-based, sequential foreign language
program in grades 6 through 12.
Woodstock Community Unit School district #200, IL
Bridging the Gap – Linking Language and Culture
in the Middle Grades
Chinese, Spanish, French, German, TWI
Spanish/English
WCUSD seeks to establish a comprehensive foreign
language program for students in grades 4-8 that
will bridge the gap between the highly effective
dual-language program of the early elementary grades
to the traditional foreign language programs offered
at the high school. The project will provide a
continuity of instruction for students in grades 4-8
by expanding our current K-3 two way language
immersion program (Spanish/English) and establishing
a foreign language exploratory program during the
traditional school day (all other languages).
INDIANA
Brownsburg Community School Corporation, IN
Foreign Language Assistance Grant Brownsburg
Community School Corp.
Chinese
In an effort to offer exceptional world language
instruction to all students, Brownsburg Community
School Corp. is in the process of developing a
dynamic Chinese program. This program is intended to
be grounded in best practice, strongly tied to ACTFL
standards, and provide measurable indicators of
success at each level of instruction.
Metropolitan School District of Washington
Township, IN
Bridging the U.S.-China Divide: Empowering Our
Students to Meet the Communication and Cultural
Challenges of the 21st Century
Chinese
The Metropolitan School District of Washington
Township proposes a systematic and comprehensive
foreign language program for the study of Chinese
beginning at the elementary and middle school
levels. By the end of the three-year grant, the
program will advance to the high school level.
Program outcomes include: the development of a
systematic, articulated Chinese language program for
elementary and middle school students; the
integrated study of the Chinese language and culture
at the elementary and middle school levels; and
greater demand and capacity for offering the study
of the Chinese language at the high school level.
KANSAS
Pittsburg (KS) Unified School District 250, KS
Excelling in Chinese Language Learning: Project
EXCELL
Mandarin Chinese
The Excelling in Chinese Language Learning (EXCELL)
Project will establish an innovative Foreign
Language program for students in the rural Pittsburg
(Kansas) USD 250. The overall goal states that
students in grades 5-10 will develop proficiency in
the Chinese language, enhance their communication
skills, and gain knowledge of the Chinese culture.
The EXCELL Project includes two design objectives:
1) speak, read, and write Mandarin Chinese at the
National Standard proficiency levels and 2) identify
the shared ideals and diversity of the United States
and that of China.
Unified School District 457, KS
Project CLASS ACT
Spanish/English
Unified School district 457 and Buffalo Jones
Elementary School in Garden City, KS proposes to
establish a two-way immersion, 50/50 dual language
program (Spanish and English). Project CLASS ACT
will promote the sequential study of a foreign
language at the elementary level through the
implementation of a dual-language program. Year One
will be a year of intensive planning and staff
development, with implementation beginning in
kindergarten during Year Two serving 70 students,
and expanding to first grade in Year Three serving
an additional 70 students. The project will continue
to expand one grade level each year through the
fourth grade.
KENTUCKY
Fayette County Public Schools, KY
2020 Vision: World Languages for a World Class
Education
Chinese, Japanese
This project would create the first Chinese and
Japanese FLES programs in the region. The FCPS
district will establish sequential language programs
in Chinese and Japanese language at four elementary
schools and two middle schools. The proposed
language programs are designed as content-based
Foreign Language in the Elementary School (FLES)
programs and will integrate Humanities and the Arts
content, with explicit language instruction to
ensure that students are able to build a foundation
for the advanced study of Chinese and Japanese.
Jefferson County Public Schools, KY
New Horizons: Expanding the Vision
Mandarin Chinese
The goal of this project is to provide a wide
variety of opportunities for Jefferson County Public
Schools students to learn and develop proficiency in
Mandarin Chinese by 1) improving and implementing a
high caliber Chinese language learning program that
provides students a well articulated course of study
following the National Standards for foreign
language learning for students K-12; 2) Developing a
district baseline for proficiency in a foreign
language for Chinese language students using
nationally recognized assessment tools; 3) Providing
professional development to Chinese language
teachers and Chinese bilingual associate
instructors, that is of sufficiently high caliber as
to increase teaching skills, provide connections to
other disciplines and from the basis for
teacher-initiated special learning projects; and 4)
creating a supportive network of local and
international partners.
MASSACHUSETTS
Amherst Pelham Regional School District, MA
Amherst Chinese Language and Culture Program (ACLCP)
Chinese
The Amherst Chinese Language and Culture Project (ACLCP)
is an innovative collaborative project with partners
who span the K-12 continuum in order to provide
students with an extensive, cohesive, and
multi-dimensional approach to the study of Chinese
language and culture. It builds on the existing
programs in Chinese in the Amherst and Amherst
Pelham Regional public schools. In the first year of
ACLCP, children in all of the kindergarten and first
grade classrooms at the Wildwood Elementary School
will begin the study of Chinese language and
culture. In the second year of ACLCP, Wildwood
students in Kindergarten, first, second, third, and
fourth grades will engage in Chinese study, and
distance learning opportunities in Chinese will be
offered through the Amherst Regional High School to
students at Greenfield Community College as well as
to other area high schools. The third year of ACLCP
will see the continuation and expansion of the
Chinese program through the fifth and sixth grades
at Wildwood. While the study of Chinese in the
Wildwood Elementary School will be mandatory,
embedded in the regular instruction through all
seven grades, when students enter the middle school
they will continue to have the opportunity to elect
a foreign language to study.
Cambridge Public Schools, MA
Peng Yo (Friends) Project (PYP): Mandarin for
Real Life Purposes
Mandarin Chinese
The Cambridge, MA Peng Yo Project will deliver
Mandarin foreign language to 2 elementary (K-8)
school sites and one secondary (9-12) site. The
project will improve an existing program to make
curriculum more comprehensive and provide custom
designed professional development. The secondary
program will be a new addition to the sequence.
PYP’s project and curriculum designs are based on
scientific research and the five C’s of the National
Standards for Foreign Language Learning:
communication, cultures, communities, connections,
and comparisons. The project also includes effective
use of technology for Pen Pal connection to
international students who are native speakers of
Chinese.
MICHIGAN
Lansing School District, MI
Lansing Schools Bilingual Dual Pedagogy
Elementary Language Program
Mandarin Chinese
This Dual Pedagogy Elementary Language program seeks
to expand and build an early elementary Mandarin
Chinese immersion program. It will incorporate the
Education for Global Citizenship (EGC) school model
and will strive to: (1) create a K-5
self-sustaining, elementary immersion program; (2)
promote academic achievement and Chinese language
acquisition with at 75% of students meeting federal
language requirements in reading, writing, speaking,
and understanding Mandarin Chinese; (3) provide
meaningful, integrated, and authentic Chinese
language and cultural learning opportunities; (4)
develop and maintain curriculum and professional
development; and (5) foster meaningful relationships
between the school and community organizations and
community members. They have chosen to adopt the
Education for Global Citizenship (EGC) immersion
model. It is a newly created immersion model
reflecting the best educational practices of both
eastern and western educational systems.
School District of the City of Dearborn, MI
Arabic
Dearborn proposes to teach Arabic as a foreign
language in two schools, expanding one current K-5
program and establishing a new 4-8 program at
another school. The program model proposes to
provide direct foreign language instruction,
seamless movement from one proficiency level to the
next, and focuses on escalating proficiency in
Arabic. The direct instruction is based on
research-based “best practice”, developmental skill
sequences and levels of proficiency achievement in
determining advancement. The model also calls for
integration of technology in instruction and
learning, creating Arabic language curriculum and
assessments, peer coaching, professional
development, community partnership, and a parent
lending library.
MINNESOTA
Saint Paul Public Schools, MN
Chinese Articulation Project
Chinese
Saint Paul Public Schools will implement the Chinese
Articulation Project (CAP) in order to respond to
the increasing reach and influence of China in our
global community and to increase student
opportunities for academic enrichment through the
study of Chinese culture and language. The project
will 1) expand the existing Chinese language program
(located in two middle schools and two high schools)
into an elementary school, providing a K-14
articulated program starting with students in
kindergarten and extending through two years of
college credit; 2) create an articulated program
within the traditionally separate school structures
through intentional planning and curriculum mapping,
shared professional development, district-wide world
language standards, and common language instruction.
South Washington County Schools, MN
SWCS Mandarin Chinese Program
Mandarin Chinese
South Washington County Schools will establish a new
FLES program throughout all 14 elementary schools.
After an initial planning year, a LFES program using
a content-enriched model will be delivered in the
elementary schools. Over 7000 students in grades 1-6
will receive instruction in Mandarin Chinese and the
culture for 35 minutes per day for four days per
week. After school and summer world language
programming will be conducted through Community
Education to supplement and enhance language
development opportunities. The program goals are to
1) improve foreign language proficiency in Mandarin
Chinese and to develop a knowledge of and
appreciation for the culture and 2) develop a
world-class Mandarin Chinese program in South
Washington County Schools that is sustainable and
replicable.
Wilmar Public Schools, MN
Chinese for Secondary Students, Wilmar, MN
Mandarin Chinese
The Chinese language project will assist the Wilmar
Public schools in establishing a high quality
Chinese foreign language program during the
traditional school day for students in grades 9-12.
The goals of the project are to provide rural
students at the secondary level with instruction in
Mandarin Chinese levels I, II, and III, and to be a
model rural district, providing for dissemination of
resources and expertise through innovative use of
technology.
Worthington Area Language Academy, MN
The WALA Language Acquisition Initiative
Spanish, Lao, French
With the Initiative, WALA will be able to provide
Spanish as a Second Language service, in addition to
the Spanish-language maintenance already taking
place. In addition, the Initiative will allow us to
provide 1.5 hours per week of instruction in a third
language beginning in the fall of 2006, building on
a successful pilot project carried out for one week
in May, 2006. The goal of our program is that WALA
students will learn to speak, read, and write
Spanish competently at an age and grade appropriate
level within three years for native Spanish speakers
and within five years for Spanish Language Learners.
NORTH CAROLINA
North Carolina Department of Public Instruction, NC
(SEA)
Development of Online Mandarin Chinese Courses
Mandarin Chinese
The purpose of this project is to create Level I and
Level II Mandarin Chinese Language and Culture
online courses as follows: 1) Develop Levels I and
II curriculum for Chinese Language and Culture in
180/45 minute units to allow for the flexibility of
yearlong or block schedule online course delivery;
2) Develop model Chinese Language and Culture online
courses; 3) Identify and incorporate appropriate
technology; 4) Incorporate LinguaFolio; and 5) Pilot
both course and revise same for statewide
implementation based on student evaluations,
observation, and outside evaluator reports.
Winston-Salem/Forsyth County School, NC
Dual Immersion: Inglés más español
Spanish
The Winston-Salem/Forsyth County Schools (WS/FCS)
will use FLAP-LEA funds to expand and improve the
iDIME! (Dual immersion: Inglés más español) program.
Through this program, native English speakers will
become proficient in Spanish. The iDIME! program
will be located at Ashley Elementary, Paisley
Middle, and Parkland High, all of which are magnet
and International Baccalaureate schools. During the
period of the grant, grades K-6 will be directly
affected, with the articulation continuing through
12th grade after the grant period. The development
of the program will be aided by various partnerships
with our SEA, a local university, and non-profit
organizations.
NEW JERSEY
East Windsor Regional School District, NJ
Spanish
The tow major objectives of this project are: 1) 90%
of the students participating in the Spanish program
will be able to communicate, use technology, and
have an understanding of the interrelationship
between language and culture for a least one foreign
language at a range of Novice-High Learner as
measured by the STAMP test; 2) 65% of the students
will have scored as the proficient level in the
Language Arts/Reading sub-test as measured by the
state mandated ACCESS ELLs and New Jersey PASS
tests.
Fair Lawn Board of Education, NJ
Qi (pronounced chee) for Children
Mandarin Chinese
This proposal seeks to begin a Mandarin Chinese
program in grade 5 in each of the district’s six
elementary schools. It builds on a strong elementary
program that is already in place, which offers a
sequence of instruction in either French or Spanish
starting in kindergarten. Students will either study
Chinese and French or Chinese and Spanish. Students
will receive a trimester of instruction in grade 5,
a semester in grade 6, and a full year in grades 7
and 8. The district is committed to continuing
instruction into the high school after the grant
period has ended. The full implementation plan
involves student engagement in language learning
activities that target proficiency throughout an
articulated sequence beginning at the novice level
in fifth grade and ending with AP Chinese.
Fort Lee School District, NJ
Korean/English Proficiency Promotes Academic
Competence (PROJECT KEPPAC)
Korean/English
Fort Lee Public Schools proposes to establish the
sequential study of a foreign language via an
innovative dual language immersion program in
Korean; to promote the sequential study of a foreign
language for students beginning in the elementary
grades; and to provide intensive summer foreign
language professional development for the
instructional staff. Through intensive staff
development and rigorous and diligent development of
content-based interdisciplinary curriculum units
will incorporate up-to-date knowledge from research
and effective practices to support second/foreign
language acquisition.
Northern Valley Regional High School District, NJ
Chinese Language: A Critical Program for the
Challenges of the 21st Century
Chinese
The grant application envisions the creation of a
Chinese language instructional program for the
students of the Northern Valley Regional High School
District. The goal of this anticipated project is to
create and ongoing Chinese language program that
will be aligned with national standards and the New
Jersey Core Curriculum Content Standards for World
Language. While this proposal depicts a program that
initially serves secondary students, the long-range
goal is to expand the program to the elementary
schools within the consortium.
Vernon Township Public Schools, NJ
Implementation of a K-12 Mandarin Program
Mandarin Chinese
Vernon Township Public Schools proposed to begin
actual language instruction in Mandarin in the
2007-08 school year in Kindergarten and at a
first-year level at the high school grades. The
targeted language will continue to expand through
the remaining elementary and middle school grades,
in addition to adding levels at the high school. The
2006-07 school year will be spent planning the
curriculum, visiting schools with successful program
in these targeted grades, purchasing books, supplies
and materials, and hiring a Mandarin teacher.
NEW YORK
Hornell City School District, NY
Hornell Foreign Language Improvement Project
(FLIP)
Mandarin Chinese
The Hornell Foreign Language Improvement Project
will improve foreign language instruction in the
Hornell CSD by introducing the study of Chinese as
part of the standard curriculum for students in
grades K-2 and as an elective, full-credit course
for students in grades 9-12.
New York Department of Education District 1, NY
Integrated Chinese Learning Partnership
Mandarin Chinese
Two schools will use the funds to substantially
extend and enhance their successful Chinese-language
curricula while coordinating their respective
Chinese language programs to create an integrated,
sequential pipeline of Chinese instruction spanning
pre-kindergarten through high school, with
graduating students, speaking, reading, and writing
Chinese at an advance proficiency level. SWS seeks
to build on its successful partial immersion model,
and BHSEC proposes to move toward a partial
immersion model for its Chinese language program.
Oneida-Herkimer-Madison BOCES, NY
Chinese Language Initiative K-12 (CLACI)
Mandarin Chinese
Through the use of a distance learning medium, an
itinerant New York state certified teacher of
Mandarin Chinese will deliver real-time instruction
to 10 grade six classes the first year, expanding to
14 grade 6 and 10 grade 7 classes in the second
year. In the third year the program will expand to
include 14 grade 6 classes, 15 grade 7 classes, and
10 grade 8 classes. The K-5 portion of CLACI is a
content enriched FLES program with teacher training
and support provided by the Global Knowledge
Exchange.
Orange-Ulster BOCES, NY
Chinese Language Initiative K-12 (CLIK-12)
Mandarin Chinese
Through use of a distance learning medium, an
itinerant New York state certified teacher of
Mandarin Chinese will deliver real-time instruction
to 10 grade 6 classes the first year, expanding to
15 grade 6 and 10 grade 7 classes in the second
year, then 15 grade 6, 15 grade 7, and 10 grade 8
classes in the third year. A K-5 Chinese language
and culture content enriched FLES program will be
act as a catalyst in the lower grades to insure
student interest in full time Chinese language
instructions once these cohorts reach grade 6 and
beyond.
Rochester City School District, NY
Rochester New Frontier (RNF)
Mandarin Chinese
The District’s project outlines a sequential
Elementary Foreign Language Program (FLES) that will
allow students in the Nathanial Rochester School No.
3 to learn throughout the program as they become
more proficient in Mandarin Chinese. The Project
will use direct instruction for grade 5 in year 1.
6th grade will be added with the student
participation moving from 46 during the first year
to 115 students in the second year. The third year
completes the instructional sequence by adding grade
7 and increasing student participation to 184. Upon
completion of the RNF project, the RCSD will be
ready to expand the Mandarin Chinese Foreign
Language Program into the Secondary level. A very
important feature of the RNF will be the
partnerships between the Rochester Chinese Community
Organizations, the University of Rochester’s Modern
Language and Cultures Department and the Monroe
Community College English to Speakers of Other
Languages and Foreign Languages Department.
Roosevelt Union Free School District, NY
FLES Mandarin Chinese in Roosevelt, New York
Mandarin Chinese
The proposed project will provide increased staffing
and resources for an elementary FLES program in
Mandarin Chinese that will serve grades 1-4.
Elementary FLES students will receive two 45 min
lessons in Mandarin Chinese each week and funding
will be used to link the teaching of Chinese to
other parts of the elementary core curriculum as
well as provide articulation between elementary and
secondary language programs to set the stage for
advanced study in the middle and high school.
Ross Global Academy Charter School, NY
Cantonese Chinese
The Ross Global Academy Chinese Language program
will teach the language of Cantonese Chinese
sequentially to lower and middle school students as
part of the traditional school day. The school will
open this September with grades K, 1, 5, and 6, but
will grow to full enrollment in 2010 with grades
K-12 and will serve 585 students when fully
enrolled. The Chinese language program will be a
mandatory program for all students in all grades
beginning in kindergarten. The main goal of this
program is to form a comprehensive and integrated
Chinese Language program that will be used to
continually develop curriculum and professional
instructors at RGA, as well as provide a model that
can be used to develop programs at other schools.
Students are taught with an emphasis on
intercultural and interdisciplinary instruction and
technology will play a key role in instruction,
practice, and application.
Schenectady City School District, NY
Chinese Language Capacity Building Project:
Gateway to Global Understanding and Prosperity
Mandarin Chinese
The program will build a sequential curriculum
starting in 5th grade, through middle school, and
culminate a high school level program to be
established in the 2009/2010 school year. The
program will start in four feeder elementary
schools, with articulation to middle school as a
solid foundation for establishing a permanent
Mandarin Chinese Language Program in grades 5-12.
Program guidelines will follow the standards for
Foreign Language Learning as developed by ACTFL. The
program will work within the guidelines of ACTFL and
the Chinese Language Teacher Association to
establish appropriate student assessment.
Washington-Saratoga-Warren-Hamilton-Essex, NY
Language and Culture Resource Center
Spanish, French, Mandarin Chinese
The Washington-Saratoga-Warren-Hamilton-Essex Board
of Cooperative Educational Services (WSWHE BOCES) is
embarking on a multi-year project to establish a
Language and Culture Resource Center that will serve
the language-learning needs of the approximately
45,000 students in the 31 component districts. The
mission of the Resource Center will be to increase
the language proficiency, language diversity, and
cultural awareness of our students. The Resource
Center will achieve this mission by focusing on a
Systems Change approach that capitalizes on the
existing BOCES infrastructure. The Language and
Culture Resource Center will increase language
proficiency by focusing on programs that increase
both the amount of time spent weekly learning
languages and that number of years of sequential
language-learning opportunities.
OHIO
Ohio Department of Education, OH (SEA)
Ohio Foreign Language Assistance Program:
Content-Based, K-6 Chinese Curriculum
Mandarin Chinese
The Ohio Department of Education seeks funding to
establish, improve, and expand the Ohio Foreign
Language Assistance Program K-6 Mandarin Chinese
curriculum. In partnership with experts in Chinese
language, culture, and pedagogy from within and
beyond Ohio, ODE will lead the writing of a
content-based elementary Chinese curriculum based on
Ohio’s K-12 Foreign Language Academic Content
Standards.
Cleveland Municipal School District, OH
Dual Language Enrichment Program
Spanish/English
The Foreign Language Enrichment Project will improve
foreign language study at Buhrer K-8 school by
focusing on the development of both English and
Spanish speaking students. Parental and community
involvement are also an integral component to this
program. Cross-cultural activities, surveys, and
school activities are designed to promote meaningful
involvement.
Franklin County Board of Education, OH
Chinese Language Articulated Sequential Studies
(CLASS)
Mandarin Chinese
Through use of a distance learning medium, a teacher
from Washington State University or the Ohio State
University will deliver real-time Mandarin Chinese
instruction to 10 grade 6 classes the first year,
expanding to 15 grade 6 and 10 grade 7 classes in
the second year. In the third year, the program will
expand to include 15 grade 5 classes, 15 grade 7
classes, and 10 grade 8 classes. A K-5 Chinese
language and culture enriched FLES program will act
as a catalyst in the lower grades to insure student
interest in full time Chinese language instruction
once there cohorts reach grade 6 and beyond.
OREGON
Eugene School District 4J, OR
Proficiency in East Asian Region Languages
(PEARL) Project
Japanese, Korean, Chinese
This project will expand and enhance the school
district’s three East Asian language programs:
Korean FLES, K-12 Japanese immersion, and Japanese
FLEX (which will be expanded to FLES by the
project). It also supports the planning of a Chinese
immersion program. The goals and objectives are
based on a needs assessment conducted with all
participating schools. The support of our community
partners such as the Center for Applied Second
Language Studies and the Center for East Asian
Pacific studies will ensure the fidelity of our East
Asian language programs.
School District No. 1, Multnomah County, OR
PPS K-12 Russian Language and Culture Program
Russian
Establishment of the Portland Public Schools (PPS)
K-12 Russian Language and Culture Program will
expand the choice of language studies available to
students in Portland, Oregon. It will improve
language education by increasing the number of
students studying foreign language for a significant
length of time (in years) and to high levels of
proficiency and student achievement.
PENNSYLVANIA
Folk Arts – Cultural Treasures Charter School, PA
Incorporating Customized Curriculums,
Technology, and Folk Arts into Elementary Foreign
Language Programs: A Holistic Approach Towards
Learning Chinese
Mandarin Chinese
FACTS is a start-up elementary and junior high
charter school that takes a holistic approach
towards foreign language education by integrating
cultural folk art into its Mandarin Chinese language
program. The grant will expand and improve the
current Chinese language program by increasing
intensity and length of instruction time, develop
two separate, customized curriculums and assessments
for Chinese language instruction and learning, to
expand the capacity to teach Chinese, and to
incorporate technology into the curriculum.
The School District of Philadelphia, PA
Arabic as a Foreign Language in Two Philadelphia
Secondary Schools
Arabic
A course of instruction in the Arabic language
(Modern Standard Arabic) will be established in two
Philadelphia high schools. Students will be taught
the phonology, grammar, vocabulary, cultural
connections, and history of the Arabic language.
Designed as a sequential foreign language program,
by the third program year the District will be
offering Arabic Level I, Arabic Level II & Arabic
Level III. Audio and contemporary software for
technology will lend further support to the high
priority accorded to the acquisition of native
phonology. Website visits by students will also
strengthen learning. Emphasis will be placed upon
development of conversational ability, as well as
reading and writing.
The School District of Philadelphia, PA
Mandarin Chinese Proficiency Project –
Establishing, Improving and Expanding Chinese
Language Study in Philadelphia Schools
Mandarin Chinese
Through its Mandarin Chinese Proficiency Project,
the District will: 1) expand Chinese language study
by increasing the number of classes offered; 2)
Improve Chinese language programming by hiring
additional teachers, enhancing curriculum and
designing professional development to improve
instruction; and 3) establish new Chinese language
programs.
The School District of Pittsburgh, PA
Doing LAPS For Proficiency
Chinese, French, German, Italian, Japanese, Russian,
Spanish
Through two previously awarded FLAP grants, the
district have developed Language Assessment and
Practice Software (LAPS), which includes both the
nation’s first on-line district-wide speaking
assessment and on-line practice activities that
allow students to practice contextualized vocabulary
that is tied to the ACTFL Scale. The current goals
and objectives for LAPS include: 1) making LAPS
fully operational and fully optimize its use in PPS;
2) improving the district’s WL instruction and
programming, using data obtained by LAPS; 3)
disseminating information locally and nationally on
using LAPS data to drive instruction and improve
programming in both traditional and critical need
languages.
TEXAS
Houston Independent School District, TX
Kolter Kids Soar
Chinese, Japanese
The project proposes to expand the existing
elementary Japanese program at Kolter Elementary
School and to align that program with programs at
the middle school and high school levels. The
project will allow for staff development time for
the language and content teachers to work together
to ensure that the objectives of the project are
carried over into the content classrooms. The
project also proposes to create a Chinese program at
Kolter Elementary School. The majority of the
funding will be used to implement a new Chinese
program in grades K-5.
Katy Independent School District, TX
Chinese
It is the primary goal of the project to implement a
Chinese language course integrated with a Chinese
International Business program. The program will be
implemented for secondary students in grades 9-12 at
the Cinco Ranch High School campus due to strong
support of the administrative staff from innovative
programs and high interest of the students. It is
expected that a Chinese II course and then a Chinese
III course will be added by the end of the
three-year project period.
Katy Independent School District
Spanish
In August 2006, the district will open its doors to
two additional Spanish bilingual program sites,
Fielder and Memorial Parkway Elementary Schools. The
initial year of the Katy Language Immersion Project
(K.L.I.P.) will focus on planning, preparing, and
developing a second language model for Chinese and
Spanish through a series of book studies that
encompass the critical features of effective
additive language programs, visits to surrounding
districts within and out-of-the-state that have
initiated successful foreign language programs,
curriculum alignment to the local, state, and
national foreign language standards, and parent
informational sessions followed by intensive
training for key project staff.
Plano Independent School District, TX
Stabilizing and Sustaining an Aligned Chinese
Language Program in Grades 9-12
Chinese
The Languages Other Than English (LOTE) department
of PISD is preparing to begin the third year of a
Chinese language program. There are three key areas
to be addressed with the FLAP grant funding that
include sustaining student enrollment in the
program, especially by making it more accessible to
non-Asian students; developing a Chinese Language
Placement exam the would allow for appropriate
placement of each student in the correct level for
his proficiency; and developing a hybrid
computer-assisted curriculum for Chinese 3. By
implementing this design, PISD expects to see
development of an adjusted Level 1 and Level 2
Chinese curriculum and increase enrollment and
achievement by non-Asian students; develop a Chinese
proficiency exam; have more appropriate placement of
heritage Chinese speakers within the program;
develop a computer-assisted Level 3 curriculum;
increase enrollment in Levels 1-4 and create a cadre
of Teacher-Leaders, trained in curriculum
development, technology applications, and best
practices in second language acquisition.
VIRGINIA
Fairfax County Public Schools, VA
Assuring out Students’ Global Competitiveness
Chinese, Arabic
This project will address the need of studying the
critical needs languages of Chinese and Arabic to
ensure the students are even better prepared to
“understand the people who will help define the 21st
Century.” This project will lay a firm 1-16
foundation for language study that will ultimately
increase the number of students who speak these
critical needs languages, increase the number of
students who can achieve higher levels of
proficiency, and potentially increase the number of
students who become teachers of these languages.
FCPS and its partners will produce five items: 1)
complete grade 1-6 Chinese and Arabic FLES
curriculum; 2) virtual Chinese and Arabic courses
for middle and high school students at schools that
do not offer these language; 3) an electronic
version of the LinguaFolio USA!; 4) a model of 1-16
articulation plans, including student mentoring,
guest speakers and summer language camps and
workshops; 5) Replication Initiative that includes
guidance materials to showcase the project to other
districts and states.
WASHINGTON
Seattle Public Schools, WA
Establish Chinese Partial Immersion Elementary
School, Expand/Improve Japanese Partial Immersion
Elementary School
Chinese, Japanese
During Year 1 two teams consisting of principals and
project staff will visit and observe Chinese classes
in Woodstock Elementary School (Portland, OR).
Second semester, the project will establish pilot
classes in Chinese for kindergarten and 1st grade in
three elementary schools, establish a curriculum
development team for the John Stanford International
School’s partial immersion Japanese language
classes, now up to 4th grade, and develop a pipeline
for certification of Chinese language teachers.
During Year 2, Chinese partial immersion will expand
to 2nd grade. A curriculum team will develop the
transition from Japanese immersion to middle school
immersion, then high school. In Year 3, the city’s
first Chinese partial immersion elementary school
will be launched by adding 3rd grade to the existing
pilot school(s).
WISCONSIN
Wisconsin Department of Education, WI (SEA)
Critical Language Fellows
Mandarin Chinese, Arabic
This Critical Fellows Project will bring language of
critical need to more public schools in Wisconsin
and to neighboring Midwest states through
collaboration for preparing teachers, planning with
districts, and supporting students. WDPI is
committed to correcting the current situation of
having only four programs of Chinese and no programs
of Chinese and no programs of Arabic in Wisconsin’s
public schools and to advancing the language
proficiency of students who are heritage speakers of
Chinese and Arabic.
WYOMING
Wyoming Department of Education, WY (SEA)
Wyoming Middle School articulation Project
The Wyoming Department of Education – in
collaboration with the twelve schools districts in
the state’s K-6 language program – proposes to build
upon the $5 million project funded by the Wyoming
Legislature to introduce early language learning
into 50 elementary schools in the state. The
consortium proposes to develop, pilot, and share
nationally a curriculum and curricular products that
will continue the standards-based, content-based
learning in which these children have been learning.
Former FLAP Recipients:
FLAP 2005
Grant Winners
FLAP 2004
Grant Winners
FLAP 2003 Grant Winners
FLIP 2002 Grant Winners (This is a Microsoft Word
document.)
FLAP 2001 Grant Winners
FLAP 2000 Grant Winners
FLAP 1999 Grant Winners
