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  • Legislature Reappoints Educators from the Bronx And Queens to the Board of Regents

    Tuesday, March 12, 2013 1:38 PM | Anonymous

    
    
    

    Legislature Reappoints Educators from the Bronx and Queens to the Board of Regents

    Following today's joint session of the Legislature, Assembly Speaker Sheldon Silver, Education Committee Chair Catherine Nolan, and Higher Education Committee Chair Deborah J. Glick announced the re-election of Dr. Geraldine D. Chapey of Queens and Dr. Betty A. Rosa of the Bronx to the New York State Board of Regents.

    "These appointments to the Board of Regents follow decades of combined education leadership and steadfast commitment to the development and enlightenment of our youth," said Silver. "Under their guidance, I know our schools can train and nurture the future leaders of a strong and prosperous Empire State."

    "From pre-kindergarten to higher learning and professional training, New York is an example for the nation in affordability, access, and forward thinking," said Nolan. "With these appointments, I am more confident than ever in our ability to meet the challenges of the future with creativity and innovation."

    "As our education system strives to be ever more inclusive, the importance of forward-thinking Regents grows," said Glick. "I welcome the reappointment of Regents Chapey and Rosa and I commend my fellow legislators on recognizing the commitment to equal access to learning demonstrated by our Board of Regents."

    Dr. Geraldine D. Chapey, the Regent for the Eleventh Judicial District, Queens County, is currently a University Professor at the City University of New York and a member and past president of School Board 27. Dr. Chapey has been re-elected twice since she was first elected to the Board in 1998. This award-winning educator previously served as CUNY's Academic Dean of the School of Education and Human Services. She was the First Director of the NYC Board of Education's Title I Non Public School Speech and Hearing Clinical Program for communicatively disabled children in almost 200 schools in the five boroughs, and chaired the first Parents in Partnership Program for the Borough of Queens. Dr. Chapey presently serves on the Governor's Advisory Council and on the Board of Directors of the Association of Teachers of New York. Her many degrees and certifications include a doctorate from Fordham University, and an American Speech and Hearing Association Certificate of Clinical Competence in Speech-Language Pathology.

    Dr. Betty A. Rosa, the Regent for the Twelfth Judicial District, Bronx County, previously served as the Superintendent of Community School District 8 in the Bronx. First elected in 2008, this is Dr. Rosa's second term on the Board. Among her many achievements, Dr. Rosa founded what became the number one middle school in the City of New York based on New York State examination results, M.S. 101 (Maritime Academy for Science and Technology). Born in New York City but raised in Puerto Rico until the age of ten, Dr. Rosa worked as a bilingual teacher and reading coordinator in the city school system and also served as an assistant principal and principal in special education before becoming principal of I.S. 218, a full-service community school in partnership with the Children's Aid Society. Her numerous diplomas and accolades include two Master of Science in Education degrees, one in Administration and Supervision and the other in Bilingual Education, from CUNY, and an Ed.M. and Ed.D. in Administration, Planning and Social Policy from the Urban Superintendents Program at Harvard University. Named Superintendent of the Year by Mercy College in 1999 and Educator of the Year in 2002, this very legislative body honored her as an "Outstanding Educator." She is now the president of educational consulting firm BDJ & J Associates LLC.
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  • MISTER G was in Orlando for the 42nd Annual NABE Conference

    Thursday, February 07, 2013 11:27 AM | Anonymous

    NEW Header April 2011

    February 2013

     

    "Like" Mister G on Facebook 

     

    On the Road

     

     

    February 16,  10:30 am

    Sunnyside Winter Concert

    Florence, MA

     

    February 17, 2:30 pm

     Norwood Theatre

    Norwood, MA

     

    February 19, 11:30 am

    The People's Institute

    Private Concert

    Northampton, MA

     

    February 20, 10:00 am

    Weston Community Children's Association

    Weston, MA

     

    February 21, 10:00 am

    Temple Israel

    Natick, MA

     

    February 22, 1:00 pm

    Springfield Museums

    Springfield, MA 

     

    Further on down the road...

     

    March 23, 3:30 & 4:30 pm

    Children's Museum of Manhattan

    New York, NY

     

    March 30th, 1:00 pm

    The Meltdown

    Florence, MA

     

    April 1

    Tour of Mexico 

    Mexico City

     

    April 27

    Kindiefest at Brooklyn Academy of Music

    Brooklyn, NY

     

    April 30

    Wellesley Library 

    El día de los Niños

    Wellesley, MA

     

     

    JOSIE'S DISH

     

     

     Dear Josie,

     

    Do you wear a jacket when you go outside to play in the snow?

     

    Anne, age 5

    Sarasota, FL

     

    Hi Anne,

     

    Missus G gave me a lovely red fleece  for Hanumas and I do wear it for special occasions (dinner with friends, going to "the club," urban promenades).

     

    But most of the time, I prefer to go au naturel and just wear my fabulous, water resistant fur coat.

     

    Barks and Woofs,

     

    Josie

     

     

    Have a question or comment for Josie?  Email her at: 

     

    josie@mistergsongs.com

     

     

     

     

     

    Join Our Mailing List

    Gray

    National Association for Bilingual Education Conference

     

    We skipped out on the historic Snowpocalypse at home in New England and headed to the National Association for Bilingual Education Conference in Orlando, Florida.  

    My workshop on how to incorporate music in the classroom turned into a serious dance party. It's inspiring to hear how these bilingual teachers are using the songs from "Chocolalala" to teach their students all over the USA. 

    I also played a concert at the conference and got to meet some of the kids after the show. 

     

    "Under the Hat": New Educational Video Series

     

    A little Under the Hat history: I spent 20 years making music for adults before getting a Masters in Elementary Education and becoming a teacher. 

     

    These days, we can't get to all the communities we'd like to, so we created Under the Hat as an independent music education series.  

     

    Whether the videos were shot on tour or in my recording studio, every episode includes information about different aspects of how songwriters create music. 

     

    Under the Hat: Following the Butterflies

    Under the Hat: Following the Butterflies

     

    The episode above was filmed in Mexico and explains how the song "Señorita Mariposa" was inspired by the annual Monarch butterfly migration to the Sierra Madre mountains. The episode also includes a lesson on the traditional Afro-Cuban rhythm known as clave. 

     

    Ordering Mister G CDs

     


    BUGS CD cover Pizza for Breakfast Cover
     

     

    Hand-crafted in the USA, a gift that won't break... give all-original, independent music

      

      Click  here to get your copies of CHOCOLALALA, BUGS and Pizza for Breakfast, plus T-shirts for the whole family!

     

     

    Press of the month...

    Family Fun Magazine

     


    Thanks Family Fun for this great review!

     

    MIster G logo 

    Thanks for reading our newsletter.   

     

    Want to bring Mister G to your theater, school, performing arts center, library or festival?  

     

    Email us at  info@mistergsongs.com and we'll make it happen! 

     

     

     

    ANNE BEST FOOTER

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  • ...a bi-weekly update on U.S. Department of Education activities relevant to the Intergovernmental and Corporate community and other stakeholders

    Friday, January 18, 2013 5:02 PM | Anonymous

    ED REVIEW

    January 18, 2013
    ...a bi-weekly update on U.S. Department of Education activities relevant to the Intergovernmental and Corporate community and other stakeholders
    ______________________________________________________________________
    GUN VIOLENCE
    On January 16, in front of a crowd that included victims of gun violence, families who lost loved ones to gun violence, and children who had written letters asking him to do something to prevent more senseless massacres like the one at Sandy Hook Elementary School, President Obama announced a series of sweeping reforms to curb gun violence across the nation.  “We can’t put this off any longer,” he asserted.  “Just last Thursday…news broke of another school shooting, this one in California.  In the month since 20 precious children and six brave adults were violently taken from us at Sandy Hook, more than 900 of our fellow Americans have reportedly died at the end of a gun.  And, every day we wait, that number will keep growing.”
    The reforms are the result of the effort led by Vice President Biden and members of the Cabinet, including Secretary Duncan, to come up with concrete steps that can be taken to keep children safe, help prevent mass shootings, and reduce the country’s broader epidemic of gun violence.  “The Cabinet members and I sat down with 229 groups…from law enforcement agencies and public health officials to gun advocacy groups, hunters and sportsmen, and religious leaders.  And, I’ve spoken with members of Congress on both sides of the aisle and had extensive conversations with governors and mayors and county officials,” the Vice President said.  “The recommendations we provided to the President on Monday call for executive actions he could sign, legislation he could call for, and long-term research that should be undertaken.  They’re based on the emerging consensus we heard from all the groups…”
    The President initiated 23 executive actions (http://s3.documentcloud.org/documents/556894/white-house-gun-violence-reduction-executive.pdf) and issued three presidential memoranda (http://www.whitehouse.gov/briefing-room/presidential-actions/presidential-memoranda).  However, the most important reforms require Congressional action.  Among other items, the President is calling on lawmakers to require universal background checks for all gun sales, ban military-style assault weapons and high-capacity magazines, and give law enforcement additional tools to prevent and prosecute gun crime.  FOR MORE INFORMATION, PLEASE GO TO http://www.whitehouse.gov/issues/preventing-gun-violence.
    Regarding school safety, “The actions the President is taking and proposing to reduce gun violence echo what educators say they need to better protect and support students in school and in their communities,” Secretary Duncan said.  “America’s schools are among the safest places in our country.  The President’s comprehensive approach will make schools and communities safer.”  Indeed, the President has proposed to provide new resources that communities can use to:
    • hire School Resource Officers (SROs) -- specially trained police officers who not only enforce the law but act as teachers and mentors;
    • hire school counselors, psychologists, and social workers to support students struggling with mental health issues and help avert crises before they occur; and
    • purchase school safety equipment, like security cameras and secure locking systems.
    The Department will also work with states and school districts to ensure that every school has in place a high-quality emergency plan.  And, the agency is proposing to help 8,000 schools put in place proven strategies to reduce violence, bullying, drug abuse, and other behavior problems and to gather and share best practices on school discipline.  FOR MORE INFORMATION, PLEASE GO TO http://www.ed.gov/blog/2013/01/president-obamas-plan-to-make-our-schools-safer/.
    In the area of mental health, the President also:
    • called for a new initiative to train teachers and other adults who regularly interact with students to recognize young people who need help and ensure they are referred to mental health services;
    • proposed providing stipends and tuition reimbursements to train over 5,000 additional mental health professionals to serve students and young people; and
    • called for a new initiative targeted to providing students with needed services, like counseling, to help break the cycle of violence in schools facing pervasive violence.
    ______________________________________________________________________
    INAUGURATION WEEKEND
    In town for Inauguration weekend?  The Presidential Inauguration Committee’s web site (http://www.2013pic.org/) offers a wealth of information about the inauguration and related activities.  Specifically, today, a number of federal agencies are holding open houses (http://www.2013pic.org/weekend/open-houses) to welcome the public and explain the work and resources in the Executive Branch.  The Department of Education’s open house -- from 10:00 a.m. to 12:00 noon in the lobby and auditorium of the agency’s headquarters (400 Maryland Avenue, S.W., Washington, D.C.) -- will feature an open exhibit time with staff sharing information and answering questions, a short speaking program with policy overviews, and breakout sessions led by senior officials.  Also, on Saturday, from 9:30 a.m. to 5:00 p.m., the Department will exhibit on the National Mall for the National Day of Service (http://www.2013pic.org/service/), highlighting ways for everyone to create a culture of academic success.
    ______________________________________________________________________
    COMPLETING THE FAFSA
    On January 1, the Department’s Office of Federal Student Aid (FSA) released the Free Application for Federal Student Aid (FAFSA) for the 2013-14 academic year.  Completing the new FAFSA is the first step in accessing more than $150 billion available in federal student aid, including grants, loans, and work-study funds.  In addition, many states and colleges use FAFSA data to determine student eligibility for state and institution-based aid.  FOR MORE INFORMATION, PLEASE GO TO http://studentaid.ed.gov/fafsa.
    Recent blog posts outline five reasons to complete the FAFSA (http://www.ed.gov/blog/2013/01/5-reasons-you-should-complete-the-free-application-for-federal-student-aid-fafsa/) and provide answers to the top three questions about the FAFSA (http://www.ed.gov/blog/2013/01/top-3-fafsa-faqs/).
    Later this month, FSA will launch a public service campaign to promote the availability of financial aid for college.  The campaign will include TV, radio, print, and web advertisements.  A version of the ad is posted at http://www.youtube.com/watch?v=J0mlUznsg2U&feature=youtu.be.
    ______________________________________________________________________
    TEACHER FELLOWSHIPS
    The deadline for applications for the Department’s 2013-14 Teaching Ambassador Fellowship, offering highly motivated and innovative school teachers the opportunity to work for one year for the agency -- either full-time in Washington, D.C., or part-time in their home states -- is fast approaching.  In particular, to help achieve the program goal that “the final team of selected fellows…represent the diversity of our student body and settings in which students receive instruction across the country,” the Department is seeking applications from the 17 states that have not had a fellow in the program’s five years: Alabama, Arkansas, Hawaii, Idaho, Indiana, Kentucky, Louisiana, Mississippi, Montana, Nevada, New Hampshire, North Dakota, Ohio, Oregon, Utah, West Virginia, and Wyoming.  The Department is also encouraging tribal educators to consider applying.  All fellows will be selected based on their record of leadership, impact on student achievement, communications skills, and insight from school and classroom experiences.  Applications are due by January 29.  Fellows will be named in early summer.  FOR MORE INFORMATION, PLEASE GO TO http://www2.ed.gov/programs/teacherfellowship/.
    ______________________________________________________________________
    LETTER TO SUPERINTENDENTS
    In a January 14 letter to local superintendents, marking the “midpoint of the traditional school year,” Secretary Duncan recognized “all of you for the work you do and your commitment to student achievement.”  In particular, he recognized “those of you who recently started in new positions.  Whether this is your first year leading a school system or you are a seasoned veteran who has moved onto a new challenge, taking the reins of a district is an immensely rewarding opportunity that few will ever experience.”  He also listed initiatives undertaken by the Department over the last four years “to set a strong foundation that ensures your districts can provide high-quality programs and supports to our nation’s students,” including Elementary and Secondary Education Act (ESEA) flexibility, Race to the Top state and district funding, and Investing in Innovation (i3) and Promise Neighborhoods grants.  “As we enter 2013 and President Obama begins his second term,” he added, before concluding with a note about the tragedy at Newtown, “I am excited about the potential to improve student learning and achievement in districts like yours all across the nation.”  FOR MORE INFORMATION, PLEASE GO TO http://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/Duncan%20Supt%20Letter%20011413.pdf.
    ______________________________________________________________________
    ODDS AND ENDS
    • The second public draft of the Next Generation Science Standards (NGSS) is out for review through January 29.  The draft standards were created through a collaborative, state-led process.  To date, 26 partner states are providing leadership to the writing teams and to other states as they consider adoption of the NGSS.  FOR MORE INFORMATION, PLEASE GO TO http://www.nextgenscience.org/next-generation-science-standards.
    • The Department has invited applications for new awards under the Magnet Schools Assistance Program (http://www2.ed.gov/programs/magnet/), which supports the development and implementation of magnet schools that reduce, eliminate, or prevent minority group isolation and provides an opportunity for eligible entities to expand public school choice for students attending low-performing schools.
    • The Department is also seeking high-quality applicants for a position in the Implementation and Support Unit (ISU), within the Office of the Deputy Secretary.  This position will work directly with state and/or district leadership to support efforts to implement comprehensive education reforms.  FOR MORE INFORMATION, PLEASE GO TO https://www.usajobs.gov/GetJob/ViewDetails/335619000.
    • “Projections of Education Statistics to 2021” (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013008), released by the National Center for Education Statistics (NCES), provides data on student enrollment, graduates, teachers, and expenditures for schools and degree-granting institutions.
    • Think Global Flight (http://www.thinkglobalflight.org/) is an international in-flight effort that intends to cultivate and promote a greater awareness and interest in science, technology, engineering, and math (STEM) in classrooms by way of an around-the-world flight of adventure, taking off in April 2014.  The Federal Aviation Administration (FAA) features this activity among its industry partnerships at http://www.faa.gov/education/partnerships/industry_partnerships/.
    _____________________________________________________________________
    QUOTE TO NOTE
    “Like most Americans, I believe the Second Amendment guarantees an individual right to bear arms.  I respect our strong tradition of gun ownership and the rights of hunters and sportsmen.  There are millions of responsible, law-abiding gun owners in America who cherish their rights to bear arms for hunting, or sport, or protection, or collection.  I also believe most gun owners agree that we can respect the Second Amendment while keeping an irresponsible, law-breaking few from inflicting harm on a massive scale.  I believe most of them agree that, if America worked harder to keep guns out of the hands of dangerous people, there would be fewer atrocities like the one that occurred in Newtown.  That is what these reforms are designed to do.”
    -- President Barack Obama (1/16/13), announcing new measures to prevent gun violence
    ______________________________________________________________________
    UPCOMING EVENTS
    The President is scheduled to deliver his State of the Union address on February 12.
    On January 22, NCES will release “Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10,” presenting the number of high school graduates, Averaged Freshman Graduation Rate (AFGR), and dropout data, disaggregated by year, gender, race/ethnicity, and, where applicable, grade.  FOR MORE INFORMATION, PLEASE GO TO http://ies.ed.gov/whatsnew/calendar/?id=1038&tid=0&cid=2&ts=1-2019-1|m&va=1.
    On January 29, at 11:00 a.m. Eastern Time, the Department will open an exhibit at its headquarters titled “Diversity Means,” featuring the works of over 70 school-age artists from among the 2012 winners of the National PTA’s Reflections Program.  Racquel Charles of Georgia, the National Outstanding Interpretation Winner in Dance Choreography, and Polly Moser of Maryland, the National Outstanding Interpretation Winner in Musical Composition, will perform.  They will be joined by senior agency officials, the National PTA president, Reflections Program chairman, and board members, and other educators and leaders.  To RSVP to attend or learn more about the Department’s year-round exhibit program, please contact Jacquelyn.Zimmermann@ed.gov.
    In March, Secretary Duncan will join education ministers, education organization and union leaders, and teachers from countries and regions with high-performing or rapidly improving education systems for the 2013 International Summit on the Teaching Profession in Amsterdam, the Netherlands.  This year’s summit will focus on teacher quality, including professional standards and teacher appraisal.  FOR MORE INFORMATION, PLEASE GO TO http://www.teachersummit2013.org/.
    ______________________________________________________________________
    Please feel free to contact the Office of Communications and Outreach with any questions:
    Deputy Assistant Secretary, Intergovernmental Affairs -- Stacey Jordan, (202) 401-0026, mailto:Stacey.Jordan@ed.gov
    Program Analyst -- Adam Honeysett, (202) 401-3003, mailto:Adam.Honeysett@ed.gov
    This newsletter contains hypertext links to information created and maintained by other public and private organizations.  These links are provided for the user’s convenience.  The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information.  Furthermore, the inclusion of links is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these sites, or the organizations sponsoring the sites.
     
    Ed.gov logo Questions?
    Contact Us
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  • Kline Statement on Biden Task Force Recommendations

    Wednesday, January 16, 2013 12:12 PM | Anonymous
    Education and the Workforce Committee
    Congressman John Kline, Chairman
    FOR IMMEDIATE RELEASE January 16, 2013 CONTACT: Press Office
    (202) 226-9440

    Kline Statement on Biden Task Force Recommendations

    WASHINGTON, D.C. - U.S. House Committee on Education and the Workforce Chairman John Kline (R-MN) today released the following statement in response to the administration’s recommendations to reduce gun violence:
    “The president and vice president have proposed a broad set of recommendations, which I plan to review carefully,” Chairman Kline said. “In the coming weeks, the House Committee on Education and the Workforce will convene a hearing to examine school safety and ways to protect our children. I have reached out to Ranking Member Miller for his input, and I hope we can work together as we explore policies that will help prevent violence in our schools.”
      
    # # #
     
    FORWARD TO A FRIEND | SHARE ON FACEBOOK | SHARE ON TWITTER | PERMALINK
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  • Your White House Immigration Update!

    Monday, November 26, 2012 12:06 PM | Anonymous

    The White House
    Friends,

    We have some exciting news! Recently, President Obama held a news conference to answer questions about his plan for the next four years. When asked about the need to fix our broken immigration system, the President stated that he is very confident that we can get commonsense immigration reform done:

    “So we need to seize the moment. And my expectation is, is that we get a bill introduced and we begin the process in Congress very soon after my inauguration. And in fact, some conversations I think are already beginning to take place among senators and congressmen and my staff about what would this look like.”
    President Barack Obama gives a press conference in the East Room of the White House, Nov. 14, 2012. (Official White House Photo by Sonya N. Hebert)
    President Barack Obama gives a press conference in the East Room of the White House, Nov. 14, 2012. (Official White House Photo by Sonya N. Hebert)

    Click here to watch a video of the President's news conference. Click here to read the complete press release.
    30 New Citizens Naturalized on the "Today Show"

    Friday November 16, 2012
    On Friday, November 16, USCIS welcomed 30 new citizens during a special naturalization ceremony televised live on the Today Show in Rockefeller Plaza in New York City. USCIS Director Mayorkas provided the call of countries and Secretary Napolitano administered the oath ceremony. These new citizens and their families were joined by Lee Greenwood, whose song “God Bless the U.S.A.” gives voice to the hope and promise of the American dream, and is played at naturalization ceremonies across the country. To watch this special ceremony, click here.

    On November 16, the United States Citizenship and Immigration Services (USCIS) released updated statistics regarding implementation of the first three months of the Deferred Action for Childhood Arrivals (DACA) process which allows certain people who were brought to the United States as children and meet several key guidelines to request consideration of deferred action for a period of two years, subject to renewal. The data shows that USCIS has accepted 298,834 requests for processing, and that 53,273 requests have been approved. USCIS also provided updated Frequently Asked Questions (FAQs) in Korean, Tagalog, and Portuguese, and Form I-9 Guidance for Employers. To learn more about this process visit the USCIS website.

    In this newsletter, you will read about the President’s nomination of two Latinos for U.S. District Court judgeships and find agency updates on the ICE ERO’s Community Detainee Hotline and a newly-established Detainee Intercultural Center. In addition, you also find updates on upcoming stakeholder events including USCIS Intergovernmental Affairs Quarterly Meeting, National Spanish-language Engagement, and Asylum Division Quarterly Stakeholder Meeting.

    Julie Chávez Rodriguez
    Associate Director
    White House | Office of Public Engagement
    jrodriguez@who.eop.gov

    Administration Announcements & Agency Updates 
    President Obama Nominates Two Latinos to U.S. District Courts  November 14, 2012
    On November 14, President Obama nominated seven individuals for U.S. District Court judgeships, including two Latinos: U.S. Attorney Kenneth John Gonzales and Judge Analisa Torres. When making the announcement, President Obama stated “These individuals have demonstrated the talent, expertise, and fair-mindedness Americans expect and deserve from their judicial system. They also represent my continued commitment to ensure that the judiciary resembles the nation it serves.” To learn more about these judicial nominees, click here.

    ERO launches second phase of Community and Detainee Helpline  November 14, 2012
    Recently, U.S. Immigration and Customs Enforcement's (ICE) Enforcement and Removal Operations (ERO) launched the second phase of its ICE Community and Detainee Helpline (CDH). Detainees from ERO Atlanta, Baltimore, Miami, New Orleans and Washington will be able to directly contact the Public Advocate Office by telephone through toll-free telephone systems in the facilities. This expanded service streamlines the means by which detainees can access assistance. To learn more, click here.

    Detainee Intercultural Center is a place for spiritual reflection November 8, 2012
    The newly-established Detainee Intercultural Center at the U.S. Immigration and Customs Enforcement (ICE) El Paso Processing Center in Texas is a place where men and women in ICE custody can reflect, meditate and worship. "The new Detainee Intercultural Center, not only serves the spiritual needs of people in our custody, but it's part of ICE's larger effort to reform the immigration detention system as a whole," said ICE Field Office Director Adrian Macias. To read more, click here.

    Adult College Completion Tool Kit
    U.S. Department of Education, Office of Vocational and Adult Education (OVAE), 2012, 69 pp.
    This publication contains "a wealth of resources and tools" to help undereducated adults transition to postsecondary education.  In producing the Tool Kit, OVAE seeks to advance President Obama's goal for the United States to have the highest proportion of college graduates in the world by 2020. The primary audience for the Tool Kit are administrators of state literacy programs and adult education practitioners. The publication outlines effective strategies for college transition and organizes them into three categories:  facilitating access to college, ensuring quality of instruction, and promoting college completion.  Sidebars give examples of effective programs. An appendix contains links to, and descriptions of, more than 50 resources discussed in the report, many of them developed with OVAE funding. The Tool Kit also includes handouts for four target student populations: adult basic education students, incarcerated individuals, veterans, and high-skilled immigrants.

    Upcoming Events  
    Intergovernmental Affairs Quarterly Meeting  U.S. Citizenship and Immigration Services (USCIS) invites interested parties to participate in the next Intergovernmental Affairs quarterly teleconference to be held Tuesday, November 27, 2012 from 2:00 pm to 4:00 pm (Eastern). USCIS will provide updates on SAVE, E-Verify, Transformation, Temporary Protected Status for Haiti and Syria, and other areas of interest. If you are interested in attending, click here. 
    National Spanish-language Engagement - A Conversation with USCIS  On Wednesday, December 5, 2012, from 7:30 p.m. to 9:00 p.m. (Eastern), USCIS will conduct a national Spanish-language Enlace session as part of an ongoing series of quarterly public engagements. This free session is an opportunity for individuals who speak Spanish to engage with us in their native language. To learn more, click here.

    Asylum Division Quarterly Stakeholder Meeting
    USCIS Asylum Division will host its quarterly stakeholder meeting on Thursday, December 6, 2012 at 2:00 pm (Eastern) in the White Oak Conference Room at 20 Massachusetts Ave. NW, Washington, DC. The purpose of this engagement is for individuals to ask questions and raise issues regarding USCIS asylum operations. If you wish to attend, you must respond to Public.Engagement@uscis.dhs.gov no later than Tuesday, December 4th, 2012. For more information, click here.


    Did you know you can also follow us on Twitter in Spanish? Follow @LaCasaBlanca.
    Stay Connected



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  • Proposed English law divides Carroll County

    Sunday, November 25, 2012 11:37 AM | Anonymous
     Washington Post
     


       Proposed English law divides Carroll County

            By Fredrick Kunkle, Published: November 25




    Papa Joe's owner and Mexican immigrant Jose Alejandrez, 34,
    talks to customers Jim Thomas, left, and Greg Padrick

     

    Westminster, Md. undefined It was the Armenian threat that caused Carroll County Commissioner Haven N. Shoemaker Jr. to act.


    After hearing that a Washington suburb had spent a fortune translating some land-use documents into Armenian, Shoemaker proposed an ordinance that would make English the county’s official language.


    The measure has opened a fierce debate in this once-rural farming community, where the rolling countryside is now dotted with rapidly spreading bedroom communities.


    “It’s divisive,” said Dane Manges, 31, a Manchester resident who works in Cup, a tea bar on Main Street here. He thinks the ordinance distracts from more substantive threats to the community’s traditions and heritage, such as rapid suburbanization. “These things could be maintained without an ‘us’ and ‘them’ mentality,” he said.


    But Commissioner Richard Rothschild said the ordinance has nothing to do with xenophobia and everything to do with common sense.


    “If you immigrate to America, then you’re going to learn our language. I’m not going to learn yours,” Rothschild said. “It’s simple undefined when in Rome, do like the Romans.”


    About 35 miles northwest of Baltimore and bordered to the north by the Pennsylvania line and to the south by Howard County, Carroll seems an unlikely place to discuss a threat from any foreign language. Although the Latino population has more than tripled since the 2000 census, its numbers are still small: In a county of 167,134 people, only 4,363 residents, or about 2.6 percent, are Latino. More than nine out of 10 people are white and native-born and speak English in their homes, Census Bureau data show.


    The county is also about as politically conservative as Maryland is liberal, with 65 percent voting for Republican presidential candidate Mitt Romney. Divisions there over growing diversity and immigration reflect the nation’s divide on the topics.


    Some residents think the proposed ordinance is necessary to preserve American culture and its idea of the melting pot. Others think the measure is nothing but a symbolic form of barbed wire that suggests immigrants should go elsewhere.



     

      Mexican immigrant Maria Luisa Castillo, 37, works at Lily's Mexican market and says immigrants   

          should learn English but is wary of a proposal to make it Carroll County's official language.



    At Lily’s Mexican Market on Main Street, Maria Luisa Castillo said she agreed that immigrants should learn English. Castillo, 37, who arrived from Mexico about 2 1/2  years ago, works as a clerk in the market, where people can pop in to buy a Salvavidas soda or a bag of churritos. On a busy day the other week, she used a smattering of both languages with customers who browsed aisles stocked with Latino foods, international phone cards, cowboy hats, soccer jerseys, and even rosaries and crucifixes.


    “I think it’s very important that Hispanics know it in order to speak it,” Castillo said in Spanish. “A person who knows both has more opportunities.”


    But she also sounded wary of the proposed ordinance and confused about what it would do. She wondered whether people could be prohibited from speaking Spanish in public.


    If the ordinance is approved by the all-Republican board, Carroll would join Frederick and Queen Anne’s counties in passing such a law. A public hearing on the measure is set for Dec. 11.


    Language has been seen as a definitive characteristic of national identity since at least the 18th century, even in a nation of immigrants. As far back as 1753, Benjamin Franklin complained that German immigrants were refusing to learn English and arriving in numbers that would overwhelm everyone else.


    Such anxieties have resurfaced in the past few decades as the United States absorbed one of the largest waves of immigrants in its history. Thirty-one states have passed measures supporting English as the official language, and more than 50 such bills have been introduced into Congress since 1981, the advocacy group U.S. English says. Yet studies suggest that English dominance remains unchallenged.


    “The data show that linguistic assimilation, at least the acquisition of English as a language of competence, is universal,” said Richard Alba, a sociology professor at the Graduate Center at City University of New York. “If anything, it’s attempts to hold on to one’s mother tongue that generally give way over time, even though it’s perhaps easier to navigate American society today without knowing English than it was a century ago.”


    Shoemaker emphasized that the proposed ordinance for Carroll is not an English-only law; it would pertain only to governmental business. He was guarded as to the source of the anecdote about the Armenian land-use case undefined “I’m sworn to secrecy on that,” he said undefined but he also wants to encourage assimilation.


    “Wave after wave of immigrants has arrived in our nation, and they’ve assimilated under one language,” Shoemaker said.


    Kim Propeack, political director of CASA of Maryland, said the proposed ordinance’s only significance is its symbolism. Federal and state laws require that services they fund must be accessible in languages besides English. It’s also meaningless in the private sector, where businesses that are eager to win new customers have embraced bilingualism.


    “On a policy level, this is just ludicrous,” Propeack said. “You have to wonder what they’re really trying to say.”


    Shoemaker’s proposal found enthusiastic support at the Bowhunter’s Den, where several employees and customers saw the English-language proposal as a way of resisting change that they neither approve of nor like. They were astonished that President Obama had been reelected, annoyed over grocery store aisles set aside for Latino foods and angry that non-immigrants increasingly must accommodate newcomers and not the other way around.


    “Send them all back where they came from,” said store owner Shane Fitzgerald, 33. “I shouldn’t have to ‘press 1’ to speak English.”


    Downtown, at the Cup tea bar, however, several employees and customers were just as firm in their opposition to the ordinance.


    “It’s just very ignorant and shows a fear of people,” said Jaimie Ferguson, 22, a barista who lives in Finksburg. “I think a majority of the county is against change; it’s very conservative. But the fact of the matter is, the world is changing, and if you want to be a part of it, maybe you have to change your values and see what happens, because maybe something really good could come out of it.”

    Jose Alejandrez embodies that change. He started building his version of the American dream soon after leaving Mexico 13 years ago. He crossed the border on foot at the age of 15, nearly perishing in the desert. He picked vegetables in California, then apples in Washington. He washed dishes at restaurants in Maryland.


    Over time, Alejandrez and his wife, Patricia, who grew up in Maryland, saved enough money to start Papa Joe’s, a small, cheerful place off Main Street that serves fajitas and other Mexican fare. Alejandrez calls Union Bridge home but practically lives at the restaurant. His day starts at 9 a.m. and usually goes to 11 p.m. or later. He’s proud of his business and pleased that it has weathered the recession.


    Along the way, Alejandrez, 34, learned to speak English fairly well. But he wants to do better, so he attends English classes at the Carroll County Family Center. He thinks every immigrant should learn English, although he also hopes his three children will retain the language of his former homeland. Yet, especially as a businessman, he thinks the proposed ordinance is a bad idea.


    “I guess it could make people feel unwelcome,” he said.


    Read more  •  Comments (1)
  • Ensuring Teacher Effectiveness in California

    Thursday, November 15, 2012 2:45 PM | Anonymous
    Community Training and Assistance Center

    November 2012

    Dear Friends:

    By now the consensus is clear: California needs a better, more systematic way of supporting and ensuring teacher effectiveness.

    So what approaches are available that respect teachers' professionalism, enhance rather than squelch motivation, and contribute to improved student learning?

    The use of Student Learning Objectives (SLOs) offers both thoughtful measurement and an improvement strategy. For that reason, SLOs have emerged as an integral component of systemic reform and are now being implemented on a wide scale in numerous states and districts.

    To learn how SLOs fit into the education context in California, click here.  

    Best Regards,
    William J. Slotnik, Executive Director

    Community Training and Assistance Center (CTAC)

    CTAC builds district, state and community capacity by providing technical assistance, conducting research and evaluation, and informing public policy. CTAC's major education initiatives focus on performance-based compensation, teacher and administrator evaluation, teacher preparation and development, school turnaround and district improvement, state-to-district assistance, and union-management collaboration. CTAC introduced SLOs nationally and serves as leading practitioner, trainer and evaluator of SLOs. Visit CTAC's SLO Support Center for more information. CTAC also provides assistance to community development organizations, health and human service agencies, grassroots initiatives, and other institutions working, individually or collectively, to address root causes of poverty. For more information, please visit our website, or call (617) 423-1444.

    Read more  •  Add comment
  • Instructional Resources for ELL

    Thursday, September 20, 2012 12:15 PM | Anonymous
       
    September 20, 2012
    www.cal.org
     
    Professional Development
    Online Resources
    CAL in the News
    CREATE Update
    Publications
     
    Spotlight on Conferences
    East Coast Organization of Language Testers (ECOLT) 2012 Conference
    November 2-3, 2012
    Washington, DC
    Learn more.

    American Council on the Teaching of Foreign Languages (ACTFL) 2012 Annual Convention
    Philadelphia, PA
    November 16-18, 2012
    Learn more.
    Professional Development
    Training of Trainers Institute on Teaching Reading to English Language Learners
    November 12-14, 2012
    New CAL SIOP Professional Development Manual coverThis institute is designed for specialists who provide professional development to educators who teach reading in classes with English language learners. Spend 3 days in Washington, DC, at our What’s Different About Teaching Reading to Students Learning English? training of trainers institute. Learn more.

    Hot Topics in ELL Education Institute
    December 3-5, 2012
    Math and Science CoverJoin CAL in Washington, DC, for 3 days focused on key issues facing educators working with English language learners. Hot topics featured in this institute will include oral language and vocabulary development, and skills and strategies for math and science instruction.
    Learn more.

    SIOP Model Workshops for Coaches and Professional Development Staff
    Instructional coaches and other professional development staff further develop their knowledge of the Sheltered Instruction Observation Protocol (SIOP) Model and learn ways to guide and support others who are developing SIOP expertise. CAL staff can support these instructional leaders as they coach other teachers or develop and implement a professional development program for their schools. Visit our website to learn more.
     
    New CAL SIOP Professional Development Manual coverUsing the SIOP Model: Professional Development Manual for Sheltered Instruction,
    2nd Edition

    This updated and expanded professional development manual is designed to assist teacher educators, staff developers, and leaders at the school, district, and state levels as they prepare teachers of English language learners to use the SIOP Model. By incorporating these instructional models in their classroom, teachers can improve the language proficiency and grade-level content knowledge of their linguistically and culturally diverse students. Learn more.

    Online Resources
    Arabic Tutorial PhotoArabic Oral Proficiency: A Guide for Students
    This free online tutorial helps high school and university-level students of Arabic understand and improve their oral proficiency. It teaches students how oral proficiency is rated according to the ACTFL Proficiency Guidelines so that they can self-assess and set language learning goals. The tutorial features authentic examples of students speaking Arabic at different levels, tips and resources to improve oral proficiency, and student descriptions of their experiences being assessed and then using their Arabic to communicate abroad.
    View this new online resource.

    Foreign Language Assessment Directory
    The Foreign Language Assessment Directory (FLAD) is a free, online searchable directory of information on nearly 200 tests (preK-adult) in over 90 languages. The FLAD serves as a starting point for teachers and educators to search for foreign language assessments.
    Search the directory.
    Companion resources to the FLAD:
    • Understanding Assessment: A Guide for Foreign Language Educators
      This companion online tutorial for the FLAD introduces concepts in language testing to help with selecting tests and using test results appropriately and efficiently. Learn more.
    • Moderated User Review
      CAL has developed a moderated user review for the FLAD, where users can review tests, read comments, and learn best practices from other users to inform their decisions about testing programs. Learn more.

    Heritage Language Education Resources: Dissertation and Thesis Abstracts
    Arabic Tutorial PhotoTwo resources containing comprehensive lists of dissertation and thesis abstracts on the topics of heritage language education and Spanish heritage language education are now available. These resources are a collaborative effort between the Alliance for the Advancement of Heritage Languages at the Center for Applied Linguistics in Washington, DC, and the National Heritage Language Resource Center at the University of California,
    Los Angeles.
    Learn more about the heritage language education dissertation and thesis abstract collection.
    Learn more about the Spanish heritage language education dissertation and thesis abstract collection.

    CAL in the News
    CAL in the News photoCAL Expert Supports Exemplary Bilingual Program in Federal Court
    Dr. Beatriz Arias, Associate Vice President for Development at CAL, offered expert testimony in support of the exemplary bilingual education program at Elgin Area School District U-46 in Chicago, which has been defending itself against a lawsuit in federal court stemming from redistricting changes that started during the 2004-2005 school year. Dr. Arias testified that the Elgin school district’s bilingual program can serve as a model for other districts for their professional development plans. The curriculum for teachers and handbook for parents of English learners exemplify the district’s commitment to providing principals, teachers, and parents consistent information that helps to ensure a quality program for students. Read more.

    CREATE Update
    CREATE LogoRegistration Now Open for the 2012 CREATE Conference
    English Learners in Content Area Classes:
    Teaching for Achievement in the Middle Grades

    October 18-19, 2012
    Orlando, FL
    CREATE’s culminating conference will feature research on current methods for increasing academic rigor in the middle grades while supporting English learners’ language and literacy development in content area classes. CREATE researchers and other top scholars will present their work on projects related to CREATE’s program of research, the instructional implications of their research, and strategies for preparing English learners in the middle grades for college and career readiness. Learn more and register.

    CAL Digests logoNew CREATE Brief Now Available
    Using Literacy Coaching to Promote the Teaching and Learning of English Learners in Content Areas
    This brief describes the literacy coaching that was provided as part of the CREATE research project aimed at improving the teaching and learning of English learners in seventh-grade content areas. Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson demonstrations, observations with feedback, and guided teacher reflection and goal setting. Read the brief online or download the PDF.

    Publications
    Publication Set: Listening and Speaking: Oral Language and Vocabulary Development for English Language Learners, K-8Listening and Speaking: Oral Language and Vocabulary Development for English Language Learners
    The first in the Hot Topics in ELL Education professional development series, this workbook and companion video use real-world examples that demonstrate principles of instruction and practical strategies for working with English language learners. Learn more.
    Publication: Improving Education for English Language Learners: Research-Based Approaches Improving Education for English Language Learners: Research-Based Approaches
    This publication from the California Department of Education addresses critical questions for educators about optimizing English language and literacy development and content instruction. Learn more.
    Publication: Connecting Diverse Cultures: A Video Guide for A New Day and Be Who You AreConnecting Diverse Cultures: A Video Guide for A New Day and Be Who You Are
    Connecting Diverse Cultures features practical and effective activity plans designed to help facilitators, teachers, and trainers increase understanding of and appreciation for other cultures and beliefs. Developed as a companion to the DVD Refugee Families and Youth in the United States, this practical and informative guide incorporates segments of the video into engaging activities. Learn more.
    For comments and suggestions for CAL News, e-mail us at CALNews@cal.org.
    Browse the CAL website or the CAL Store.
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