Abstract

One of the greatest challenges educators continue to face is in providing instructional services that address the needs of English Language Learners (ELLs) at risk of educational failure. A collaborative professional development model between university and local districts for training educators who teach limited English proficiency LEP students will be examined. Project ESTRELLES (Supporting Academic Excellence for Limited English Proficiency (LEP) Students) provides services and address the needs of LEP students who are at risk of educational failure. It directly addresses gaps or weaknesses in services, infrastructure, and opportunities identified in the needs assessment. It will also prepare personnel for fields in which shortages have been demonstrated. Based on needs assessment, Project ESTRELLES developed five goals which translate into clearly specified and measurable objectives and outcomes. These goals are: 1. Develop and implement a professional development program resulting in improved teaching efficiency/efficacy of new and experienced educators; 2. Develop appropriate scientifically proven, effective instructional and assessment services, resources, and curricula specific to LEP and show evidence of the impact of teaching on LEP students’ academic success; 3. Design a professional plan that enables teachers to understand and use appropriate assessment methods, techniques and procedures; 4. Develop appropriate scientifically proven, effective instructional materials, resources, and curricula specific to LEP students; and 5. Design an effective professional development plan that helps participants develop greater cross-cultural understanding to serve LEP students more effectively.