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Language proficiency, academic achievement, mandated norm and/or criterion referenced assessments, and their appropriate uses with English language learners are considered. Fairness and equity in test selection, administration and interpretation are addressed. State and national standards for content and language proficiency and the assessment of those standards at the state and classroom levels are examined.  

The importance of culture in addressing the educational and social needs of children from a diverse background, especially English language learners (ELLs) and immigrant children are examined.  Issues related to cultural assimilation and cultural conflict are explored, as they relate to learning styles, academic and behavioral expectations. Participants will develop strategies for designing culturally relevant learning opportunities to foster the academic success of diverse groups in a multi-language, multi-ethnic learning community.  Approaches for advocating for ELLs and their families are also explored.