COMPETITIVE GRANTS

GRANT FUNDED PROGRAMS

One applies for grants for various reasons, such as coordinating conferences or to offer training to specific groups. While the process of applying for a grant is often long and arduous, the benefits of funding make the effort worthwhile.

One of the first grants received was from R J. Reynolds Industries to help es­tablish a legislative intern program in Washington, D. C. The program provided opportunities for graduate students to work on Congressional committee staffs and improve their knowledge and understanding of policy making at the national level. Students received graduate credit and a small stipend for living expenses. Dennis Durden, Vice President of RJ. Reynolds Industries presented the check with these words: 'We are pleased to be able to sponsor such an internship program. RJ. Reynolds Industries strongly believes in fostering the education of young Americans, and encouraging them to participate more directly in the government process." A similar opportunity was established by the Silvio Conte Internship.

In order to assist Italian-American organizations in obtaining federal funding for their programs, in 1980 there was a "Grantsmanship Workshop." The workshop featured speakers and panels that discussed eligibility requirements for federal grants, and how to prepare successful proposals. Joseph T. Ventura, then executive director, said that while many organizations had excellent ideas about helping their communities and promoting their heritage, they often lacked the knowledge about sources of federal funds that could enable them to execute their programs. The workshop helped put those organizations in contact with potential funding sources.

In 1983, under a federal grant of $ 184,000, the Lombardo conducted extensive training programs for Italian immigrant parents with bilingual children enrolled in American schools. The programs were held in New York City and Boston . Dr. Maria Lombardo, who headed the Parent Training Program, provided on-site technical assistance for the Italian-American organizations seeking to expand bilingual education programs. Dr. Lombardo noted that psychology findings indicate that fifty percent of a child's intelligence is developed by age four. "Therefore," she said, "it becomes important for educators to assist in the education that children receive in the home." In the case of Italian-Americans, although parents were interested in having their children educated, most of them were unaware of reading and math activities that they could do at home to help improve their children's academic achievement. Also, many of the Italian­-American parents were not active participants in their children's schools, even in those that had bilingual (English/Italian) programs. The reason for this may be that in Italy there is a centralized education system, whereas in the U.S. decisions about the educational system occur with community participation. On the basis of these facts, a competitive grant to begin a Parent Training Program was submitted. Once the program was funded, parents learned how they could help their children and further their own education.

Two publications resulted from this program: "Italian American Parent Training Institutes," Office of Bilingual Education, 1987, and "Reading Skills and Activities for the Italian American Parent Training Institutes of New York City and Boston Public Schools, ERIC Document Reproduction Service, 1984.

DISTRICT DIRECTOR

Dr. Lombardo conceptualized ideas for programs, wrote proposals,acquired funding, conducted the programs and had outside evaluators examine the programs' strengths and weaknesses. Often these programs became models for other Italian organizations to emulate.

Starting in 1981, Lombardo submitted many grants on behalf of NIAF to the Federal Government, Private Organizations, Italian Government, the University of Massachusetts at Burlington, Private Companies and Individuals:

Burlington School District
Burlington, Massachusetts
Funded by the U.S. Department of Education

Burlington Public Schools received a grant for, model Italian Project FLAG (Foreign Language Assistance Grant) to address all five of the Secretary's Competive Priorities to: 1) train regular education classroom teachers through an intensive summer foreign language program in Italy; 2) link non-native English speakers (Italian Advisors) in the community with the schools to promote two way language learning; 3) promote the sequential study of Italian language and culture to increase students' Language scores, Reading and Math scores; increase Italian instructional time to 45 minutes per day,five days per week and after school; and extend students' Italian language learning to grades 4 and 5 thus serving the total of 1480 students; and to coordinate a sequential curriculum with the middle and high schools based on the National Standards in Foreign Language(ACTFL, 1996); 4) make effective use of technology by using a cable station network system; and 5) promote content based instruction and disseminate videos, Parent and Teacher Handbooks to duplicate Project PLAG at any of the 50 CASIT member elementary schools in the Boston area and to elementary schools offering Italian nationally. Presently, through a combination of CASIT (Centro Attivita Scholastiche Italiane) Italian government funds, that have increased starting with $20,000 and more recently $50,000 per year and its own funds, Burlington has sustained an Italian language program for elementary grade children.

Peng You Project
Cambridge Public School
Funded by the U.S. Department of Education

Working with Dr. Mary Cazabon, Bilingual Director, the Peng You Project was funded as a Foreign Language Assistance Program (FLAP) grant. The purpose of the program is to conduct Mandarin classes for students JK to the high school level. To assist other school districts that may wish to duplicate the program, a Mandarin Curriculum based on thematic units was developed incorporating Health content. Students were pre and post tested individually approach using the SSALD Exam. Teachers received training and worked with Boston Public School teachers. Parents attended the Chinese New Year Celebration and the Peng You Fair. A highlight of the program was having student interns of the Project work in the community to utilize their Mandarin skills. Both student and teacher exchanges were started with China.

Union Ridge School District Consortium August, 2001
Foreign Language Proposal

Funded by:

In a unified effort, the Italian consulate of Chicago through Anna Fiore; the Union Ridge School District 86 through Dr. Raymond Kuper; and Dr. Maria Lombardo prepared a foreign language proposal that rendered successful results from the U.S. Department of Education. The Foreign Language Assistance Grant titled "Language and Learning for the Future: Global Education for the Global World" constituted a total matching fund of 4.3 million dollars for continuing and establishing the Italian language in Chicago area schools for the next three years. The U.S. Department of Education, the Italian consulate and the Union Ridge School District 86 made the matching funds available.

As a result of this grant, nine suburban schools from six school districts in the Chicago area, the Italian government and community groups established, developed and implemented an innovative model of foreign language "FLES program content enriched." This program provided Italian language instruction to 2,274 students from Kindergarten through eighth grade as part of the regular school day. Through this grant the nine schools developed a sequential integrated curriculum in Grades K-8 by delivering Italian language instruction three times a week, from forty to sixty minutes each time, including immersion units in art, music and social studies.

Washington, D.C. 1995
Preserving, Promoting The Italian Language & Culture in the U.S.A.

Funded by:

In 1995 Dr. Lombardo wrote a proposal to the Italian Ministry of Education and Ministry of Foreign Affairs to conduct a conference in Washington, D.C., as way of preserving and promoting Italian language in the United States. Her entire proposal was based on the research and implementation of a grant she had funded by the U.S. Department of Education in 1982. Competing with various Italian American organizations and universities nationally, the NIAF, together with the Italian Cultural Institute of Washington, D.C., was awarded funding from the Italian Ministry of Education and the Italian Ministry of Foreign Affairs to conduct a major international conference to discuss the status of Italian language study in the United States, and to develop strategies for establishing, maintaining and reinstating Italian language and culture programs throughout the country.

The intent of the conference "Preserving and Promoting the Italian Language and Culture in Washington D.C." was to bring educators together from Italy, Canada and the U.S. to discuss the most effective strategies for starting Italian programs and, maintaining Italian programs where they existed. A critical focus was to help teachers learn about exemplary programs. Another central concern was to discuss how to educate the general public about the positive aspects of the Italian and Italian American history and culture, thus eradicating the negative stereotypes of the Mafia etc. This International conference was held to present models for maintaining and promoting the Italian language and culture in the United States and abroad.

The Advisory Committee, which set the agenda for the language conference, was comprised of U.S. Senators and Members of Congress, including: Senators Patrick Leahy and Richard Santorum; Congresswomen Rosa DeLauro, Susan Molinari, Constance Morella, Nancy Pelosi and Marge Roukema; and Congressmen John Baldacci, Sonny Bono, Mike Doyle, Thomas Foglietta, Dan Frisa, John LaFalce, Rick Lazio, Frank LoBiondo, Donald Manzullo, Bill Martini, Frank Mascara, John Mica, George Miller, Joe Moakley, Frank Pallone, James Oberstar, James Traficant, and Robert Torricelli.

This stimulating international conference established the NIAF as a leader and pioneer in providing a forum for the promotion of Italian culture and, in particular, the Italian language, the study of which is threatened with extinction in the United States.

Boston, Massachusetts 1982
New York City, New York 1983
The Italian American Parent Training Institutes of Parents and Teachers

Parent Training- $184,000 from U.S. Department of Education and $275,000 from School Districts

Funded by:

To help Italian parents, who were from Southern Italy and had historically not taken part in the American schools. The scope of the project was to examine the impact of training upon: a) parents' active participation in the schools and political structure of the bilingual programs; b) the behaviors of parents as to the activities that they conduct with their children and c) the reading achievement of bilingual, elementary age children. Presentations in the program introduced parents to the structure of the American school, bilingual education, and reading skills and activities that they can do with their children on a day-to-day basis, and parents to work as aides in the various school programs. Based on research and practical experience, in 1982, Lombardo wrote a proposal for a Parent Training Program. When the program was funded it financed Lombardo's position as Education Director for NIAF. This was a dream come true. Lombardo had the opportunity to do some serious pioneer work using her education skills for the Italian American community. She developed programs, always from the immigrant, creative prospective of figuring out how to finance her ideas. In 1983, the NIAF conducted extensive training programs for Italian immigrant parents with bilingual children enrolled in American schools. The programs were held in New York City and Boston. Dr. Maria Lombardo, who headed the Parent Training Program, provided on site technical assistance for the Italian American organizations seeking to expand bilingual education programs. She noted that psychology findings indicate that fifty percent of a child's intelligence is developed by age four. "Therefore," she said, "it becomes important for educators to assist in the education that children receive in the home." In the case of Italian Americans, although parents were interested in having their children educated, most of them were unaware of reading and math activities that they could do at home to help improve their children's academic achievement. Many of the Italian American parents were not active participants in their children's schools, even in those that had bilingual (English Italian) programs. The reason for this may be that in Italy there is a centralized education system, whereas in the U.S. decisions about the educational system occur with community participation. Once the program was funded, parents learned how they could help their children and further their own education. The outcomes of this program were: the development of Parent Advisory Committees, organization of parents in making their opinions known to school officials, voting of parents at School Board elections, and training of parents who are involved in their children's education see increases in the reading levels of their children.

Two publications resulted from this program: "Italian American Parent Training Institutes," Office of Bilingual Education, 1987, and "Reading Skills and Activities for the Italian American Parent Training Institutes of New York City and Boston Public Schools," ERIC Document Reproduction Service, 1984.

National Endowment of the Humanities
Federal matching funds: $164,040 cost sharing: $104,400

Lombardo of the Italian American Foundation working with Facing History and Ourselves, the American Jewish Committee, the Anti Defamation League, the Wiesenthal Center and other groups conducted a two-year program in nine cities. At each site, American and International scholars offered four lecture discussion sessions: "Southern Europe during the Holocaust," "Christian-Jewish Relations under Italian Fascism and Nazism" and the last two sessions focused on perennial, ethical questions. The general public interacted with scholars for a greater understanding of the topic's historical and philosophical implications. At the project's end, a Resource Guide, was published and disseminated to community based organizations for conducting similar local lecture/discussion series. Films and photographic exhibits accompanied the conferences.

U.S. State Department
United States Information Agency
Washington, D. C.

Federal Funding: $71,795

Funded by:

Constantly assessing the needs of the Italian American community and considering contemporary issues, the NIAF Education Department continued to create interesting and informative conferences for the Italian American community and other communities in the United States. Under the direction of Chairman Frank D. Stella, the NIAF began special interest sessions with leaders of the Italian American community. Italian American college presidents were invited to Washington, D.C. to discuss specific programs that the NIAF together with universities could conduct nationwide to meet America's Goals 2000.On November 23, 1991, the Italian Embassy and the National Italian American Foundation hosted more than 200 teachers and professors of Italian at the Italian Embassy. The group, representative of the American Association of Teachers of Italian, attended a conference sponsored by the American Council on the Teaching of Foreign Languages at the Washington Convention Center. The Italian language course focused on art history, language and cultural while the other tours will focus on the comparison of the Italian and American legal system. The cities included in the tours were Rome, Camerino, Orvieto, Gubbio, Urbino, San Marino, Assisi, Perugia, Florence, Spoleto, Arezzo and Siena, Honored guests at the event included Italian Ambassador Boris Biancheri; Professor Albert Mancini, President of the AATI.

Professor Albert N. Mancini, president of the AATI, expressed gratitude for the warm welcome extended to the teachers by the Embassy and the NIAF during their stay in Washington. In response, Italian Ambassador Boris Banchieri stressed the importance of teachers and professors of Italian, not only in maintaining and promoting the Italian language in the United States, but also in presenting modern day Italy to students.

The NIAF has supported the efforts of the AATI by collaborating on conferences and hosting officials from the Italian Ministry of Education. It is in part through receptions such as this one held at the Italian Embassy that appreciation can be expressed to dedicated and committed educators of the Italian language.

Family English Literacy
Submitted to the U.S. Department of Education

Requested $127,590

• U.S. Department of Education $64,879

The proposal titled, "Project Achieve"–Developing the English as a Second Language Skills of LEP Adults and Out-of-School Youth To Impact The Education Achievement of LEP children was a request for a Family English Literacy Program by Dr. Lombardo for a three year grant from 1992–1995. Once Federal funds were terminated the applicant would absorb all costs for continuing the program and increasing the number of participants. During the first year 100 Italians would be served at the Community Educational Center (CEC). During the second year and the third year the group would increase by 50%. The project proposed to assist students, parents and teachers to accomplish the following: To assist out-of-school youth in improving English Language proficiency academic achievement and drop out rates and to assist parents in English as a Second Language; parenting; job skills; and help improve their attitude toward Bilingual Education Programs. Senator Edward Kennedy and his wife were honored by the parent participants in East Boston.

The Model that Lombardo used for NIAF was to conceptualize a program, raise funds and then conduct the program and create a model that could be replicated nationally. Programs like the Blue Ribbon, Student Exchange, Parent Involvement and Women Training are some examples.

The Blue Ribbon School National Program

Created by the Secretary of Education in 1982, the purpose of the Blue Ribbon Schools Program is to identify and honor America outstanding public and private schools while encouraging other schools and communities to look to them for ideals and inspiration. To receive recognition, a school must first be nominated by its Chief State School Officer or the Council for American Private Education and then pass a rigorous screening and a two-day site visit. Each school is evaluated on outcome measures and conditions of effective schooling, such as leadership, teaching environment, curriculum and instruction, student environment, parent and community support, and organizational vitality. Recommendations on which schools best meet the Blue Ribbon criteria are made to the Secretary of Education by a national panel of distinguished educators and other prominent private citizens.

Dr. Maria Lombardo assisted in the development of a Model for Our Lady of Mercy

Funded by:

As a result of a successful proposal submitted and selected as an exemplary program by the U.S. Department of Education, Our Lady of Mercy School benefited from my grant writing assistance, the services of an Italian teacher that I had financed by the Italian Cultural Society and the Italian Embassy. I designed a Multicultural Mentoring Program that was to be conducted by Mentoring USA with the assistance of Harvard University.

Lombardo named this program NIAF's Adopt a School Program. She began with Our Lady of Mercy in Potomac, Maryland. Initially, it was important to have the school demonstrate ethnic diversity. To show this she conducted a Needs Assessment. Once it was completed she noted that there were many students of Italian background. She expressed this need to the Italian Embassy and the Italian Cultural Society, who in turn responded by providing an Italian teacher to the school. She cultivated the multi ethnic background of the students and invited Mentoring U.S.A. to conduct a Multicultural Mentoring Program with the assistance of Harvard Multicultural Mentoring Program. With these components in order, She worked with Our Lady of Mercy to submit a proposal to the U.S. Department of Education. The proposal was successful.

Washington, D.C. 1999
Multicultural Mentoring Program

Funded by:

The design of this program was to involve community ethnic organizations that represented the ethnic background of the students. Mentors from the community organizations would work with the students on academic issues but would also incorporate cultural information into the lessons. Students would benefit from role models who represented the culture of their ancestors. Use of the native language was encouraged depending on student knowledge and understanding. Harvard University was interested in diversifying the mentoring program to meet student needs. Ethnic organizations working with the NIAF were encouraged to partake in this model program.

Lombardo wanted to develop this model across the U.S. with the NIAF regions to promote the teaching of Italian and to raise the standards of American Education. Each region's NIAF Vice President would work closely with Headquarters in Washington, D.C. to raise funds. Basically, the majority of funds would come from the school districts, State Government, Italian Ministry of Education and the U.S. Department of Education.

Washington, D.C. 1997
Gala Weekend "Conference for the Council of 1000"

Funded by:

Lamar Alexander the main speaker was former Governor of Tennessee and U.S. Secretary of Education in the George Bush administration. Dr. Alexander spoke on the future of education in America as well as schools' and homes' responsibilities.