The Center for Excellence in Education at Northern Arizona University will work with a consortium of seven Navajo Nation school districts: the Kayenta Unified School District, the Ganado Unified School District The Chinle Unified School District, the Window Rock Unified School District, Rock Point Community School, the Tuba City Unified School District and Little Singer Community School to support new bilingual teachers who were formerly paraprofessionals in their first years of teaching. The project will provide credit bearing coursework leading to an endorsement in bilingual education, English as a Second Language or Navajo as a Foreign Language as well as to a Master's Degree in Bilingual Multicultural Education. The project will offer assistance in implementing the 1997 Division of Diné Education Navajo Language Framework. Over a period of five years 100 Bilingual Master's Fellows will be linked with 14 Mentor Teachers to develop Navajo language curriculum. Mentor teachers, Master's fellows and University faculty will participate in a collaborative effort to increase the availability of Navajo bilingual educators to provide high quality education to limited English proficient students within the local community.

The need for Navajo bilingual teachers is important as a growing population of Navajo students is classified as LEP. Approximately 50% of Navajo children entering school on or near the Navajo Nation do not speak their Navajo language fluently. Ambrose Yazzie, a Master's student in Bilingual Multicultural Education and a first year teacher, writes, "Throughout my education, I spoke Navajo. English was my second language. Today when I speak Navajo with my students they often respond in English. I tell them they should not be ashamed of speaking the Navajo language, that it is good to know two languages."

Of 155 American Indian languages, 87% are spoken by adults who no longer teach them to their children (Kraus 1992). More than one-third of American Indian and Alaskan Native languages have fewer than 100 speakers (Census Bureau 1993). Today Navajos constitute 45% of all speakers of American Indian languages (Census Bureau 1993). In 1993 Apache County reported the largest number of students in the state who were speakers of American Indian languages: 8650 students, over half of the student population of Apache county, are speakers of Navajo and are classified as LEP (Arizona Department of Education 1993)

The population of the Navajo Nation is 165,614. The per capita income is $4,106.00. Over 57.4% of all families live below the poverty level. Of 92,671 persons aged 16 or older , 27.9% are unemployed. Half of the housing units on the Navajo Nation lack complete plumbing and kitchen facilities. One third of all houses do not have running water. Over half of all houses lack sewer or septic tank systems. 77.5% of all houses lack telephones

91% of Chinle Primary School students live at or below the poverty level (Title I 1995). 99% of the students in the Chinle Unified School are Native American, 62%: 2,633 are LEP. Of the 25 certified teachers at Chinle Primary School 40% are bilingual in Navajo. 11 certified teachers at Chinle Primary School hold an Arizona Bilingual Endorsement. Three Navajo bilingual teachers will complete student teaching at Chinle Primary School in 1998-99.

From 1993-1997, as a member of a consortium of five institutions of teacher education sponsored by the Ford Foundation, Northern Arizona University offered courses leading to an undergraduate degree to bilingual paraprofessionals in Kayenta, Chinle and Tuba City. When funding for this consortium was phased out, Northern Arizona University continued to offer undergraduate courses to these cohorts of paraprofessionals. The Ford Consortium has graduated 287 students. The NAU cohorts in Chinle, Kayenta and Tuba City have graduated 75 students. Many recent graduates of NAU, including three student teachers at Chinle Primary school, are not fully certified in bilingual education. Completion of the M. Ed. in Bilingual Multicultural Education in conjunction with mentoring from experienced bilingual teachers will fill this gap between the requirements of the Ford Foundation graduates and the requirements for an Arizona Bilingual Endorsement. Completion of the M.Ed. degree will further fill the gap between the role of the paraprofessional and the role of the bilingual teacher holding an endorsement in bilingual education, a teacher empowered to provide high quality education to limited English proficient students and to transform curriculum and pedagogy.

The goals and objectives of the project are:

1. To support school reform by strengthening an existing network of schools on the Navajo Nation which provide exemplary community based programs for LEP students.

2. To implement a curriculum aligned with state and national content area standards which reflects the Diné philosophy of education.

3. To support new bilingual teachers in their first years of teaching.

The Center for Excellence in Education at Northern Arizona University will work with a consortium of seven rural Reservation schools which are currently working with the Diné Division of Education to change Navajo education and to bring systemic reform to rural schools. Each school has been identified as seeking to implement the Diné Language and Culture teaching perspective, a perspective based on the premises that 1)Education is best when it reflects a sense of place 2) education should be based on the philosophy and values of those being educated 3) preparation of teachers/mentors should reflect the Diné perspective of education. At each of these seven sites there is a reciprocal relationship between the schools and the community, involving the community in the identification of themes/ issues to be explored in the teaching process and involving students in field research. In each site a series of relational learning opportunities has been developed in which the values of "place" and culture are reinforced.

The seven sites have both a successful network of teachers holding a Navajo Bilingual Endorsement and bilingual teachers in their first years of teaching:

Rock Point Community School, a PL 93-638 contract school, implements a coordinated bilingual education program which recognizes both the Navajo and English language as equals and emphasizes maintenance and developmental aspects of both cultures. Rock Point Community School has exemplified community involvement in education. Rock Point School has developed and implemented culturally and linguistically authentic Diné curriculum units that are representative of local traditions such as clan affiliations.

Chinle Primary School serves 775 first through third grade students. Chinle Primary School provides all students with daily Navajo language instruction. Six classrooms participate in a dual language project which immerse students in community based thematic units in Navajo and English. At the District level the Dean C. Jackson Culture Center and the Chinle Unified School District Curriculum Center develop curriculum materials in Navajo and English.

Fort Defiance Elementary School implements a Navajo Language Immersion Program which serves 300 students a year. In this program students receive content area instruction in Navajo. They are required to communicate only in the Navajo language. Parents sign a contract to reinforce the use of the Navajo language at home.

The Kayenta Unified School District is recognized for innovation in technology-based instruction. The District has implemented a "learning on demand" interactive curriculum which allows students to use their prior knowledge as a springboard for further investigation into community issues.

The Tuba City Unified School District implements a Diné culturally integrated curriculum based on the Navajo Philosophy of Learning/ Beauty Way which has four components: respect for nature, standards (positive attributes) for life, social competence, and making a living. The District is engaged in a successful partnership with local businesses and employers through its school-to-work program.

Ganado Primary School serves 500 children in preschool through second grade. Ganado Primary School has received national recognition for its innovative educational program where students create much and learn on their own with guidance from their teachers, parents, and community citizens. For example, children publish their own newsletters, operate a post office, write letters to each other and to the principal, and have produced a video bulletin board using puppets. Ganado Primary School offers Navajo Language and culture as a part of the school curriculum and a Navajo language immersion class.

Little Singer Community School is operated as a community-controlled school in grant status. Little Singer Community School implements a successful Parent Model Program, which allows 25-30 parents to work in classrooms assisting with instruction. Parents attend training workshops and conferences. This program has increased parental support for learning.

An initial cohort of 35 Bilingual Master's Fellows from the seven consortium districts will be identified. The principal at each exemplary site will nominate five candidates.

Fellows will be selected on the basis of:

Mentor teachers at each site will be identified by the Learn in Beauty Advisory Council.

Mentors will be selected on the basis of:

These goals and objectives lead to an increased capacity of the seven consortium sites to provide a quality education to LEP students and to provide continual support to new bilingual teachers. The capacity of Northern Arizona University to provide graduate programs through the Navajo-Hopi Statewide Office will be strengthened during the five years of the project. This also project serves as a model of long-term collaboration between colleges, public, and tribal schools to serve language minority students in rural settings.

In the initial year of the project a cohort of 35 bilingual fellows will begin their participation in the project during the Learn in Beauty Institute sponsored by the Diné Division of Education at Navajo Community College July 6-31^st 1998. The fellows will attend an NAU class in the morning: BME 534 Science and Math for the LEP, and will work with the 14 mentor teachers in the afternoon developing culturally relevant thematic units for their schools following the Dine Learning framework. These thematic units will be pilot tested during the Fall semester and published and distributed to Mentor teachers and Master's Fellows in December. Other institute participants will attend training in Navajo reading writing and curriculum standards. All institute participants will attend a weekly general session featuring keynote speakers and panel discussions on concerns of local systemic initiatives in bilingual settings.

In the Fall of 1999, NAU will offer BME 630 Foundations of Bilingual Multicultural Education. This course will be taught in Chinle to the initial cohort of 35 bilingual fellows. The class will meet on Friday evening and on Saturday for four weekends. This cohort will continue to work with mentor teachers and with the project director to develop culturally bound curriculum during the remainder of the 1998-99 academic year. In June, during Summer Session I 1999 at Northern Arizona University Fellows will enroll in two selected graduate courses in accordance with their program. In July during the Second Annual Learn in Beauty Summer Institute at Diné College they will be joined by 35 new Master's fellows in cohort II The 70 Bilingual Fellows in Cohorts I and II will enroll in Sections 1 and 2 of BME 533 Curricula and Materials for the Bilingual and ESL Classroom. They will attend class in the morning and they will work on culturally bound thematic units in the afternoon. In the Fall of 1999 cohort I Fellows will enroll in BME 637: The Cultural Component of Bilingual ESL Instruction in Ganado following the weekend schedule. They will return to the Flagstaff campus for Summer Session I 2000 to enroll in two selected courses. At this stage in the project they will complete the bilingual or ESL endorsement. They will continue five additional classes to obtain their M. Ed. Degree: enrolling in two selected courses during Summer Session II. In the Fall of 2000 they will enroll in BME 634: Testing and Evaluation of Minority Students in Kayenta. In the Summer 2001 they will return to Flagstaff to complete the Master's program with BME 698: Graduate Seminar.

A new cohort of 35 teachers will begin in years two and three of the project. Cohort I will graduate in 2001, Cohort II in 2002 and Cohort III in 2003. Participants from Cohorts I, II, and III will be invited to attend the Summer 2003 Institute to share their use of Navajo language curriculum in the classroom and to plan to assume the role of mentors with new bilingual teachers. The Director will work with mentor teachers and with students during the final year of the project to assure that all students complete their M.Ed. degrees. Because the demands of work, family and study often require additional time to complete degree requirements, the Director will meet with individuals to discuss options for completing coursework and obtaining financial support when the project has ended. Fellowship assistance will be provided to members of cohorts I, II, and III in Year 5 of the project to assure that all Bilingual Fellows complete the M. Ed.

The following graduate courses in BME will be offered on the Navajo Nation and adapted to the needs of the local community and the Diné Language Framework.

BME 533 Curricula and Materials for Bilingual Methodology Practice in developing curricula and materials for minority students in their native language and in English.

BME 534 Science and Mathematics Education for LEP Students Provides teachers with pedagogical information and experiences to develop and implement science and mathematics curriculum with Limited English Proficient students.

BME 637 The Cultural Component of Bilingual and ESL Instruction How to develop and implement programs and practices relevant to local cultures and subcultures to promote parental and community involvement.

BME 630 Foundations in Bilingual and ESL Instruction The theoretical, historical, and legal background of bilingual and ESL instruction, including an overview of current models.

BME 634 Testing and Evaluation of Minorities This course provides an in-depth study of assessment policies, practices and equity issues; the use of alternative assessment methods such as portfolios and authentic assessment and the development and implementation of assessment in students’ native languages.

Required Courses (15 hours)

Foundations (9 hours one course from each group below)

Electives (12 Hours)

This project will empower teachers to make instructional choices that honor their professionalism and their language background. Knowledge learned in one language paves the way for knowledge acquisition in a second language. Cummins writes, "In social situations where there is likely to be serious erosion of the first (minority) language there is a need for the development and maintenance of the language if intellectual performance is not to suffer. Curriculum is contextualized on the knowledge, skills and experiences the students bring to class. Navajo language curriculum will extend through experiential learning in a community setting in which the values of "place" and culture will be reinforced.

The Learn in Beauty Project will be coordinated with efforts of the Division of Diné Education to implement the new Learn in Beauty curriculum framework and with efforts of the participating districts to provide quality education for LEP students in accord with schoolwide plans of the project schools. Staff development funds from schoolwide projects will be integrated into training activities for mentor teachers. Districts will provide release time in-kind for mentor teachers to collaborate with bilingual fellows.

The Learn in Beauty Project is part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for students. National Standards in selected content areas will be revised in accordance with the Diné Learning Framework.

Fellowship recipients and mentor teachers will be selected on the basis of academic excellence and will be required to attain a GPA of 3.0. Two mentor teachers will be selected from each of the consortium sites and will meet monthly with project teachers and the project staff to develop Navajo language curriculum using the Diné Language and Culture Framework. The mentor teachers will meet with the Project Director three times a year to discuss curriculum and to share stories of success in the classroom. By meeting on a regular basis with project teachers and mentor teachers in a community-based setting, the program will enhance the skills and knowledge of higher education faculty to better prepare all teachers in content and pedagogy related to the needs of LEP students.

There is continuing need for teachers holding a Navajo bilingual endorsement in each of the seven consortium districts. Window Rock consortium advisory board member Gloria Hale-Showalter writes, " …..there are so many diverse needs to address that it is difficult to keep up, especially with a certified staff turnover that averages over 20%. Over the past two decades, using whatever funds were available we have been able to assist over 25 Navajo teacher aides in obtaining their college degrees and becoming classroom teachers. We have several others presently attempting to complete their degrees, but we have been able to provide very limited assistance and they have to juggle jobs, families and studies." The Learn in Beauty Fellowship project will assist teachers in Window Rock and in the six other districts in completing coursework for a Bilingual Navajo endorsement and an M.Ed. and in providing continued support as they "juggle jobs, families and studies".

Sec. 427 of GEPA

Northern Arizona University does not discriminate on the basis of age, race, color, religion, sex, national origin or disability in its admissions, employment or educational activities. It abides by the requirements of Title IX of the Education Amendments of 1972 Title XI and Title XII of the Civil Rights Act of 1964 as amended; Section 504 of the Rehabilitation Act of 1973 as amended; the Civil Rights Act of 1991; the Americans with Disabilities Act of 1990 and the Age Discrimination in Employment Act of 1967. Northern Arizona University's Safe Working and Learning employment policy further guarantees equality in the workplace. The Graduate Minority Opportunities Programs and the Native American Institute at NAU assist students from diverse backgrounds to achieve their academic, social and cultural goals.

A new bilingual teacher is not always a young one. Mentor teachers and project staff will support bilingual fellows of all ages as they make the transition from the role of paraprofessional to the role of teacher in their community and assist them with gaining a sense of empowerment in their new role as a bilingual professional.

The Master's program in Bilingual Multicultural Education at Northern Arizona University was established in 1980. Currently the Center for Excellence offers coursework leading to an endorsement in Bilingual Education (21 hours). This coursework can be applied to an M.Ed. in BME with a bilingual emphasis (36 hours). Since 1995 Northern Arizona University has awarded a M.Ed. in BME to 27 Native American students. Currently 261 students are enrolled in the graduate program. 43 of these Master's students are Navajo bilingual teachers. In 1994 and 1995 the Office of Bilingual Education and Minority Language Affairs sponsored two Stabilizing Indigenous Languages symposiums at Northern Arizona University. At these two symposiums teachers and community activists spoke about bilingual education programs in Native American communities.

Two mentor teachers will be selected from each of the consortium sites and will meet monthly with Bilingual Fellows and the project staff to develop Navajo language curriculum using the Diné Language and Culture Framework. By meeting on a regular basis with project teachers and mentor teachers in a community-based setting, the program will enhance the skills and knowledge of higher education faculty to better prepare all teachers in content and pedagogy related to the needs of LEP students.

The Project Coordinator will advise Bilingual Master's Fellows, recruit participating faculty, revise course syllabi, participate in the Summer Learn in Beauty Institute and disseminate information about the project.

Dr. Gina P. Cantoni, Regent's Professor of Bilingual Multicultural Education, Ph.D. University of Rome, is the Area Coordinator of Bilingual Multicultural Education at NAU where she coordinates graduate and undergraduate programs statewide and advises a cohort of Title VII Doctoral Fellows. She is the author of Content Area Language Instruction (1987) and Stabilizing Indigenous Languages (1996).

The Project Director will coordinate efforts of the University, the consortium sites and the Division of Diné Education, meet with mentor teachers three times a year, and meet with Mentor Teachers and Master's Fellows at each site once each semester. The Project Director will advise Bilingual Master's Fellows. The Project Director will assist the mentor teachers in a Navajo language curriculum project during the Summer Institute and coordinate the publication and implementation of culturally bound Navajo language thematic units for each consortium site.

Dr. Louise Lockard, Assistant Professor of Bilingual Multicultural Education, Ph.D University of Arizona, is the author of "New Paper Words; Historical Images of Navajo Language Literacy" (1995). She teaches BME 534: Science and Math for the LEP.

The Project Faculty will teach graduate level courses in Bilingual Multicultural Education at a site on the Navajo Nation or during Summer Sessions at Northern Arizona University. The Project Faculty advises Bilingual Master's Fellows.

Dr. Jon Reyhner, Associate Professor of Bilingual Multicultural Education, Ed.D. Montana State U., teaches the capstone course in the Master's program: BME 698. He is the author of Teaching American Indian Students (1992) and Teaching Indigenous Languages (1997) He serves as editor of the NABE News column "Issues in American Indian/ Alaskan Native Education."

Dr. Roberto Carrasco, Associate Professor of Bilingual Multicultural Education, Ed. D. Harvard University is co-principal investigator of the National Science Foundation funded project: "Native Science Connection". He teaches BME 637: The Cultural Component of Bilingual Multicultural Education.

Dr. Norbert Francis, Assistant Professor of Bilingual Multicultural Education, Ph.D. Universidad Nacional Autonoma de Mexico is Co-Principal Investigator of the Ford Foundation sponsored" International Partnership for Study and Teaching of Issues Related to Indigenous Cultures". He teaches BME 634: Testing Minority Students.

Dr. W. Sakiestewa Gilbert, Associate Professor of Bilingual Multicultural Education, Ed.D. University of New Mexico, is co-principal investigator of the National Science Foundation funded project: "Native Science Connection.". He teaches BME 480: Parent and Community Involvement.

The Summer Institute Director will coordinate efforts of the University, the consortium sites and the Diné Division of Education and will assist the Mentor Teachers and the Bilingual Master's Fellows in a Navajo language curriculum development project during the Summer Institute.

Marjorie Thomas holds a BA in Elementary Education from Northern Arizona University and an MA in Educational Leadership from the University of New Mexico. She has served as a teacher, bilingual coordinator and principal in schools on the Navajo Nation and worked with curriculum and school reform for over 30 years. She was a founding member of the Diné bi Ol ta Association and President of the Diné Language Teachers' Association. In 1997 she retired as Assistant Superintendent of the Chinle Unified Schools to devote her efforts to the development of the Central Navajo Youth Recreation Facility.

Fourteen mentor teachers, two from each consortium target school, will collaborate with the Bilingual Fellows in developing Navajo language curriculum in their local communities. They will participate in the Summer Institute as Site Leaders and they will meet with project staff three times a year.

Northern Arizona University, as a part of its nondiscriminatory employment practices, ensures that its personnel are selected for employment without regard to race, color, national origin, gender, age or handicapping condition. All of the project personnel are fluent and literate in English and have extensive experience in Reservation schools and communities. The Summer Institute Director and the mentor teachers are fluent and literate in Navajo.

5.Quality of the Management Plan

Goals

1. To support school reform by strengthening an existing network of schools on the Navajo Nation which provide exemplary community based programs for LEP students.

2. To implement a curriculum aligned with state and national content area standards that reflect the Diné Philosophy of Education.

3. To support new bilingual teachers in their first years of teaching

The proposed budget is reasonable and adequate due to the fact that a percentage of costs are integrated in streams of funding with Northern Arizona University, Annenburg Rural Systemic Initiative funds which have been allocated directly to the Districts and District funds from the seven project schools.

As Project Coordinator, Dr. Gina Cantoni will devote 10% of her time to the project at no cost to the project. The project will fund 50% of the salary of the Project Director. The project will fund 25% of the salary of the Administrative Assistant. The project will fund the Summer Institute Coordinator for 20 days during the Summer Institute. The grant will fund the 14 mentor teachers @ 1000 per semester. The Annenburg Rural Systemic Initiative will provide training stipends for the Mentor Teachers in years one, two and three of the project. Northern Arizona will provide personnel for an annual internal evaluation.

Annual fringe benefits; life insurance, health insurance and retirement are calculated at 20 percent.

The grant provides for local travel to school sites on the Reservation for the project director and for the summer institute coordinator and for travel to three annual meetings for the mentor teachers. The grant provides for conference travel to NABE and AABE in year one of the project for project staff and for Mentor Teachers, Bilingual Fellows and project staff to present and disseminate information about the program model in years 4 and 5. The Annenburg Rural Systemic Initiative will provide funds to the Districts in years one two and three for Mentor Teachers to travel to exemplary sites.

Northern Arizona University and the consortium members will provide appropriate equipment for their areas of responsibility.

Office supplies and materials will be purchased for the Summer Institute. Curriculum development materials will be purchased for use by mentor teachers and bilingual fellows at each site. Textbooks will be purchased for the bilingual fellows. The Annenburg Rural Systemic Initiative will provide funds for supplies for curriculum development directly to the consortium sites in years one, two and three of the project.

Contractual arrangements for consultants include travel. Consultants will serve as keynote speakers at the Summer Institute. Northern Arizona will contribute one keynote speaker for the Summer Institute. Northern Arizona will provide training for onsite classes in Statewide Library Services. Northern Arizona University will contribute registration fees for 49 participants at the Annual Stabilizing Indigenous Languages Conference in 1999. In each year of the project an external evaluator will be contracted to evaluate the project and to prepare a final report at the close of the project.

No construction costs are involved in this project.

In years one of the project the grant will fund tuition for 35 fellows in Cohort I for four classes @ $350 per class. In year 2 the grant will fund 35 fellows in cohorts I for four classes and 35 fellows in Cohort II for four classes. In year 3 the grant will fund 35 fellows in cohorts I, II, and III four classes. In year 4 the grant will fund 35 fellows in cohorts III and IV for four classes. In Year 5 the grant will fund 35 fellows in Cohort V for four classes and offer assistance to fellows in cohorts I, II and III.

9. Total direct cost See itemized budget

10. Indirect costs are calculated at 8% of direct costs

A yearly program review will be conducted by the program director and will consist of a review of course evaluations, student performance data, endorsements and graduate degrees obtained. This review will report on the number of graduates placed in the instructional setting. This review will identify successful components of the project; exemplary classroom practice, Navajo language teaching materials, and will disseminate information about these successful components to all project participants

For each year in the project participants will successfully complete at least 9 credit hours of coursework leading to a Bilingual or ESL Endorsement and an M. Ed. in Bilingual Multicultural Education in good academic standing. After three years in the program participants will have completed an M.Ed. or requested a leave of absence which includes a plan for tuition support and a timeline for coursework completion.

The number of teachers in each of the seven consortium schools certified for bilingual, English as a Second Language and Navajo as a Foreign Language will be calculated annually. In each district the personnel director will be responsible for updating teaching certificates. For each year in the project the number of Bilingual, English as a Second Language and Navajo as a Foreign Language endorsements will increase by 10%.

At the end of each year an assessment survey will be conducted to assure and to evaluate the performance of teachers regarding the implementation and methods of the Navajo language curriculum. This assessment survey will be administered by the Project Director to Mentor Teachers, Bilingual Master's Fellows and consortium site principals. At the end of year one this survey will be used to re-evaluate project activities

An External Evaluator will provide the Secretary of Education with an evaluation of the Learn in Beauty Bilingual Teacher Project every two years. Course evaluations and information from the BME exit survey, an oral interview administered to all students completing a graduate or undergraduate degree, will be used to inform the project. The Center for Excellence in Education at Northern Arizona University will use the evaluation for program improvement, to further define the program's purposes, and to determine program effectiveness.