1. Perspectives of Hindi, Urdu, and Persian Programs

2. Enrollment Marketing and recruitment must begin in February/March, with funding in place Outreach to the heritage communities: trust, social network, and relationship Student incentive Transportation and daily schedule (e.g., 9-3/4 is better than 9-12) are critical elements of program design

3. Credits Teacher and Student Programs: re-examine the usefulness of credits: who offers them, who will recognize them and for what purposes The meaning and alignment of middle school credits vs. high school credits vs. university credits (content & proficiency expectations) Need more examples, protocols or templates of how to make arrangements for credit granting in K- 12 and university system

4. Common STARTALK Curriculum Need more samples that are sharable If these curricular samples are Standards- based and performance-based, they may have a better chance of receiving credits from the district/state; university- developed curricula may have extra value

5. Materials Need more materials that are authentic, adapted for teenagers in the US Need to have funds to develop or purchase materials way before the program begins May benefit having a material development workshop or institute under the auspice of Flagship programs and STARTALK, building on the collective wisdom and expertise of national resources

6. Meeting the Needs of Younger Learners What does it mean to teach MS, HS, and university students? What are the characteristics of these students? How to differentiate curriculum, instruction, materials, assessment, and classroom management of MS from that of HS students? How about the issues of teaching heritage vs non-heritage students?

7. Continuing the Study of the Language during the School Year The majority of these programs are not available in local schools during the year, so how to continue the study or the retention of the material learned? Online options? Innovative models are needed