Program Title:
ESL/LEP: Assessment and LEP Students
Presenters:
Delia Pompa and Rocio Inclan
Program Length:
2 Hours
Delivery Method:
Stream-Video
Program Provider:
USDLC-Keynote Addresses 1
Audience:
Teachers and
Administrators, Adults, Tutors, Counselors
Additional Information:
http://www.usdlc.org/pathways/keynote.jsp
Registration:
http://doe.sd.gov/octa/ddn4learning/programguide/registration/usdlc.asp
Overview: Accountability policies as a key part of school
improvement have put a spotlight on assessing LEP students. This
session will examine the practicalities and issues of assessing LEP
students appropriately within local, state, and federal policy
requirements. The presenters will provide teachers and
administrators with a framework for examining the purposes, uses and
outcomes of various forms of assessment for LEP students. The use of
assessments within accountability systems will also be discussed.
Finally, the presenters will give examples of best practices in use
around the country. Delia Pompa, the Executive Director of the
National Association for Bilingual Education and a long-time
advocate of language-minority children, has extensive experience at
the local, state, and national level. She began her career in
bilingual education as a kindergarten teacher in the Edgewood
Independent School District in San Antonio, Texas. She ahs served on
a variety of national advisory boards and committees for a variety
of institutions addressing the needs of limited English proficient
children. In 1995, Ms. Pompa was appointed Director of the Office of
Bilingual Education and Minority Languages Affairs (OBEMLA) by U.S.
Secretary of Education, Richard Riley. In 1999, NABE bestowed one of
its highest honors on Ms. Pompa. Through the Ramon L. Santiago
President’s Award, NABE recognized both her leadership in the
profession of bilingual education and her stewardship at OBEMLA.
Rocio Inclan, who serves as a Program Specialist at the National
Association for Bilingual education, has had varied experiences
within the field of education and professional development. She has
served as a bilingual educator, a school assistant principal and a
director of Title VII professional development funds. In her role as
a bilingual teacher for at-risk youth, Rocio designed and
implemented after school tutoring programs, parent involvement
programs and further developed newly implemented bilingual programs.
As the director of Title VII professional development federal
programs, Rocio planned, supervised, evaluated and directed
professional development activities for school faculty and district
personnel. As Program Specialist with the NAEB, she coordinates
professional development for members, affiliates and partners.
NSDC Standards for Staff Development
Context Standards
Staff development that improves the learning of all students:
- Organizes adults into learning communities whose goals are
aligned with those of the school and district. (Learning
Communities)
- Requires skillful school and district leaders who guide
continuous instructional improvement. (Leadership)
- Requires resources to support adult learning and
collaboration. (Resources)
Process Standards
Staff development that improves the learning of all students:
- Uses disaggregated student data to determine adult learning
priorities, monitor progress, and help sustain continuous
improvement. (Data-Driven)
- Uses multiple sources of information to guide improvement
and demonstrate its impact. (Evaluation)
- Prepares educators to apply research to decision making.
(Research-Based)
- Uses learning strategies appropriate to the intended goal.
(Design)
- Applies knowledge about human learning and change.
(Learning)
- Provides educators with the knowledge and skills to
collaborate. (Collaboration)
Content Standards
Staff development that improves the learning of all students:
- Prepares educators to understand and appreciate all
students, create safe, orderly and supportive learning
environments, and hold high expectations for their academic
achievement. (Equity)
- Deepens educators' content knowledge, provides them with
research-based instructional strategies to assist students in
meeting rigorous academic standards, and prepares them to use
various types of classroom assessments appropriately. (Quality
Teaching)
- Provides educators with knowledge and skills to involve
families and other stakeholders appropriately. (Family
Involvement)
NOTE:
Each site must audio mute upon connecting to the session to prevent
voice activated moving of the cameras from site to site.
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