![](media/image1.png){width="1.375in" height="1.2340277777777777in"}

**[LEP PARTNERSHIP MEETING]{.smallcaps}**

**[SUNDAY, OCTOBER 28, 2007]{.smallcaps}**

# [Hilton Washington Hotel, Washington DC]{.smallcaps}

**7:30 a.m. -- 8:30 a.m. [Registration and continental
breakfast]{.smallcaps}**

**8:30 a.m. -- 8:45 a.m. [Welcome and Opening Remarks]{.smallcaps}**

> *Raymond Simon*, Deputy Secretary of Education, U.S. Department of
> Education
>
> *Session Location: Jefferson Room*

**8:45 a.m. -- 9:00 a.m. [Vision and goals for the LEP
Partnership]{.smallcaps}**

> *Margarita Pinkos*, Acting Assistant Deputy Secretary, Office of
> English Language Acquisition
>
> *Session Location: Jefferson Room*

**9:00 a.m. -- 10:30 a.m. [A Framework for Developing High-Quality
English Language Proficiency Standards and Assessments]{.smallcaps}**

> *Stanley Rabinowitz*, Director, Assessment and Accountability
> Comprehensive Center (AACC), WestEd
>
> *Edynn Sato*, Director of Special Populations, Assessment and
> Standards Development Services Program, and Director of Research,
> AACC, WestEd
>
> *Kathryn Doherty*, Special Assistant, Office of the Deputy Secretary,
> U.S. Department of Education

### *Session Location: Jefferson Room*

> *Introduction of the Framework Project*: This session will provide an
> overview of the Framework for Developing High Quality English Language
> Proficiency Standards and Assessments. The Framework lays out
> standards of practice for ELP standards and assessments and explores a
> variety of ways States can ensure that ELP standards and assessments
> are aligned with the achievement of challenging content standards
> under Title I. The Framework was developed in response to requests
> from States for assistance from the U.S. Department of Education on
> how to evaluate the technical quality, validity, and alignment of
> English language proficiency (ELP) standards to ELP assessments, and
> the alignment of ELP standards and assessments to the achievement of
> challenging academic content standards in the core subject areas
> required to be assessed under NCLB. 
>
> *State Review of the Draft Framework*: The U.S. Department of
> Education invites States to engage in an independent and self-directed
> review of their ELP standards and assessments over a 3-month period.
> States would critique the Framework by actually using it as a tool for
> reviewing their own State ELP standards and assessments. Information
> about the self-directed review will be presented.

**10:30 a.m. -- 10:45 a.m. [Break]{.smallcaps}**

**10:45 a.m. -- 11:45 a.m. [Break-out sessions]{.smallcaps}**

> **[Handbook of Best Practices for State Assessment Policies for
> ELLs]{.smallcaps}** *Charlene Rivera*, Research Professor and
> Executive Director, Center for Equity and Excellence in Education, The
> George Washington University
>
> *Session Location: Georgetown West*
>
> This session will summarize the efforts to date to develop a model
> State assessment policy handbook that can be used to refine and update
> individual State assessment policies for ELLs.  Examples of the tasks
> that the project team is working on include the following:

-   Completing a review of 2006--2007 State policies for including and
    accommodating ELLs in content assessments.

```{=html}
<!-- -->
```
-   Refining the list of ELL-responsive accommodations (with the support
    of a group of experts representing SEA and LEA Title III Assessment
    Directors and researchers).

-   Developing and collecting feedback from Title III and State
    Assessment Directors on a working paper that includes the results of
    the State policy review. 

> **[English Language Learner Assessment Collaboration: Potential for
> State Partnerships]{.smallcaps}**
>
> *Ellen Forte,* President, edCount and LEP SCASS Coordinator, Council
> of Chief State School Officers
>
> *Session Location: Georgetown East*
>
> Collaborative approaches to the development of English language
> proficiency assessments and general content assessments in the past
> several years have proven successful for many States. This same
> collaborative approach could be applied to developing alternate
> content assessments for ELLs, and allow at least some States to
> provide more options to appropriately include their ELLs in State
> content assessments. This session is designed to gauge States'
> interest in this potential collaborative project, as well as begin a
> discussion of necessary components of such a collaborative and its
> feasibility.

**12:00 p.m. -- 1:00 p.m. [Luncheon, Lincoln Room]{.smallcaps}**

**1:00 p.m. -- 2:00 p.m. [Break-out sessions ]{.smallcaps}**

> **[A Guide for Sight Translation of Assessments]{.smallcaps}**
>
> *Charles Stansfield,* President, Second Language Testing, Inc.
>
> *Session Location: Georgetown West*
>
> This presentation will provide an overview of the topics to be covered
> in the Guide for Sight Translation of Assessments. Such topics include
> a description of sight translation and how it differs from other forms
> of native language assessments; a list of the States and districts
> that use sight translation; how to find a qualified interpreter who
> can carry out the sight translation; and guidance to provide to the
> interpreter. Recording a foreign language audio version of an
> assessment on a CD, an alternative to sight translation, also will be
> described.
>
> **[A Guide for Plain English/Linguistic Modifications]{.smallcaps}**
>
> *Jamal Abedi*, Profession of Education, University of California
>
> *Edynn Sato,* Director of Special Populations, Assessment and
> Standards Development Services Program, and Director of Research,
> AACC, WestEd
>
> *Session Location: Georgetown East*
>
> This session will present both the conceptual and research framework,
> as well as practical guidelines, to help States navigate the stages of
> developing, implementing, and evaluating linguistic modifications to
> large-scale assessments. The Guide focuses on linguistic modification
> (also referred to as plain English or simplified English) as a viable
> assessment strategy for States. The discussion will focus on the
> following key topics:

-   Rationale/Principles and Research on Linguistic Modification: What
    is Linguistic Modification?

-   Instruction and Guidelines: How To Develop a Linguistically Modified
    Assessment.

2:00 p.m. -- 3:00 p.m. **[Break-out sessions]{.smallcaps}**

> **[A Guide for Native Language Assessments]{.smallcaps}**
>
> *Charles Stansfield,* President, Second Language Testing, Inc.
>
> *Session Location: Georgetown West*
>
> This session will provide an overview of the Guide for Native Language
> Assessments, which will provide a practical, user-friendly approach to
> written native language assessments. States not using native language
> versions of assessments requested that the LEP Partnership provide a
> summary of experiences of other States that have used these
> assessments.
>
> **[A Guide for How Title I and Title III Assessments Can Inform Each
> Other]{.smallcaps}**
>
> *Stanley Rabinowitz,* Director, Assessment and Accountability
> Comprehensive Center (AACC), WestEd
>
> *Session Location: Georgetown East*
>
> This session will summarize the issues that will be included in the
> Guide for How Title I and Title III Assessments Can inform Each Other.
> Examples of the issues that will be included are the following:

-   Can ELP and English/language arts assessment results inform each
    other at the student and program level?

-   Can we develop a \"bridge\" between the two by:

    -   Linking the two at joint proficiency or other points on each
        scale;

    -   Developing growth trajectories across the two for accountability
        purposes; and

    -   Modifying ELP assessments to measure reading/language arts
        content?

> A number of States requested the LEP Partnership explore whether and
> how State assessments for LEP students might be able to measure both
> ELP standards and content standards in reading and mathematics with a
> single assessment instrument.

**3:00 p.m. -- 3:15 p.m. [Break]{.smallcaps}**

**3:15 p.m. -- 4:15 p.m.** **[Break-out sessions]{.smallcaps}**

> **[Introducing the Doing What Works Website: A New Resource on
> Literacy Development of K-5 ELLs]{.smallcaps}**

##### Jennifer Ballen Riccards, Management and Program Analyst, U.S. Department of Education 

> *Carolyn Vincent*, Director, RMC Research

##### Session Location: Monroe West

> The U.S. Department of Educations Doing What Works (DWW) website
> translates research findings into practice for ELL practitioners.
> Participants in this session will see how the DWW website illustrates
> research-based practices in action at real school sites and offers
> specific tools related to improved instruction.

###### Working Group on Native American Students

> *Margarita Pinkos*, Acting Assistant Deputy Secretary, Office of
> English Language Acquisition

#### Session Location: Monroe East

> The Department invites States with populations of Native American
> students to engage in a discussion to define and explore issues and
> solutions related to the identification, placement, instruction, and
> assessment of Native American students in diverse educational
> environments.

**4:15 p.m. -- 4: 30 p.m. [Summary and next steps]{.smallcaps}**

> *Meredith Miller,* Senior Policy Advisor, Office of the Deputy
> Secretary, U.S. Department of Education

*Session Location: Jefferson Room*