A virtual community of practice for Native American/Alaska
Native Children in Schools Program grantees (login required).
Featured: Gusty Michael School, Stony River, AK
Alaska Dispatch Commentary: Gusty Michael School Deserves Praise--Senator Mark Begich
NCELA Reports and Presentations
This document provides a brief overview of the issues affecting postsecondary success for Native American, Alaska Native, and Native Hawaiian students, including a summary of current research and practices; some relevant data; and a definition of related terms. The summary of research is divided into two areas: education programs that prepare students for successful postsecondary experiences and successful postsecondary models, including higher education and employment.
NABE, February 2011
Drs. Keira Ballantyne and Mari Rasmussen provide a basic introduction to the indigenous languages of north American and the Pacific. They share web-based technical assistance directories listing centers and organizations which provide support for these languages. They also demonstrate how to use the online Resource Library of the National Clearinghouse for English Language Acquisition (NCELA) and share resource lists developed through this library. The Resource Library is a collection of approximately 22,000 documents covering the education of culturally and linguistically diverse students.
Grant Program Directors Meeting
The Native American and Alaska Native Children in Schools Grant Program Directors meeting, sponsored by the Office of English Language Acquisition, was held September 30, 2011, at the U.S. Department of Education Headquarters in Washington, DC. The event brought together all 22 grantees to hear discussions on the following topics: annual performance reports, data collection, grant management, and the newly created virtual Community of Practice launched in September 2011. It also provided an opportunity for grantees to meet and interact with their counterparts from all over the country.
This issue of AccELLerate! highlights two Office of English Language Acquisition (OELA) grant programs—the National Professional Development (NPD) program and the Native American and Alaska Native Children in School (NAM) program. This issue looks at some of the past, ongoing, and new projects funded through these programs and presents a variety of strategies that fall under two general topic areas—(1) professional development and (2) support for Native American and Alaska Native (NA/AN) students.
|Teaching Native American Youth: Collaborative Efforts
This webinar highlights collaborative efforts made by a district in Arizona working with Native American youth. Dr. Louise Lockard discusses “what works” when teaching and working with Native American youth and provides examples from the Diné Dual Language Teachers Professional Development Program implemented at the Northern Arizona University. As a Title III National Professional Development grant recipient, she will addresses some frequently asked questions by education professionals working with the Native American and Alaska Native student population. Insight, strategies and ideas from her experience will be provided.
This NCELA webinar features a Title III Native American Children in Schools Program in Welling, Oklahoma. Sharon Ballew and Pam Henley provide information regarding appropriate reading strategies for ELs, specifically Native Americans. Additionally, “best-practices” are discussed and attendees learn instructional strategies that compliment the learning styles of Native American students, how to create engaged learners, and are presented with comprehension strategies and graphic organizers that are effective.