Using ESSER Funds to Support ELs

How are you using ESSER funds to provide service to ELs?

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August 24, 2021 at 2 p.m. (EDT)

This webinar provides an overview of what ESSER funds are, the difference in their 'characteristics' from typical federal funding (e.g., non-recurring, no supplanting, distributed using Title I formula, but they are not Title I or ESSA funds, etc.), and how to use ESSER funds to support educational and other programs for ELs. The webinar will feature a panel of EL practitioners from several organizations including NAELPA (National Association of English Learner Program Administrators); NAESPA (National Association of ESEA State Program Administrators; NABE (National Association for Bilingual Education); and others. The panel discussion will be facilitated by David Holbrook, NAELPA Executive Director.

Moderator, Dr. David Holbrook

Executive Director, NAELPA

Dr. Holbrook earned his Ph.D. in linguistics at the University of the West Indies in the Republic of Trinidad and Tobago and has over 20 years of experience working with speakers of other languages. He has lived in five countries and worked in more than 15. He spent nearly six years at a state department of education, where he held positions as Federal Programs Division Director, Title I Director, and Title III Director. He trained with the U.S. Department of Education and participated as a contractor in federal monitoring of Title III in five states. He served ten years with the National Association of English Learner Program Administrators, two years as President, and is now Executive Director.

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Panelist, Dr. Julie Sugarman

Senior Policy Analyst for PreK-12 Education

Migration Policy Institute

Julie Sugarman is Senior Policy Analyst for PreK-12 Education at the Migration Policy Institute’s National Center on Immigrant Integration Policy. Her areas of interest include policies that support effective instructional programs for English Learners, school funding, federal education policy, and helping stakeholders understand key education policy issues. Previously, Dr. Sugarman was a senior research associate at the Center for Applied Linguistics specializing in dual language education and program evaluation. She earned her Ph.D. in second language education and culture from the University of Maryland, College Park.

Panelist, Dr. Margarita P. Pinkos

President of the National Association for Bilingual Education (NABE)

Dr. Margarita P. Pinkos currently serves as President of the National Association for Bilingual Education (NABE) where she has been a Board member for over ten years.

She recently retired from her position of Assistant Superintendent - Global Education and Community Outreach for the School District of Palm Beach County, where she supported the District’s mission to develop globally competent students equipped to succeed in the 21st Century.

She is an educational leader whose remarkable 37-year career has been dedicated to building the capacity of students and families, and the educators who serve them. Her professional journey started in 1984 as an elementary school ESOL teacher and includes service as a school principal and district level executive in the School District of Palm Beach County, Florida- the 10th largest public school system in the United States.

One career distinction is Dr. Pinkos’ White House appointment as assistant deputy secretary and director of the Office of English Language Acquisition (OELA) in the United States Department of Education (USDOE) where she worked with state and local education systems across the country to support high quality instructional programs for linguistically and culturally diverse students.

Panelist, Representing NAESPA, Louise Marks, M.Ed.

Title III Coordinator, Office of ESEA Programs, Virginia Department of Education

Louise Marks is the Title III Coordinator at the Virginia Department of Education and responsible for the administration of the Title III, Part A, Language Instruction for English Learners and Immigrant Children and Youth program. She provides guidance, compliance expertise, technical assistance, fiscal oversight, and educational programing support to Title III coordinators across the state. Prior to joining the Department in 2016, Louise was an EL teacher, SIOP coach, and instructional specialist for English learners in Chesterfield County Public Schools. She has been an elementary teacher in inner-city and rural schools in both England and America and has worked with several universities as a student teacher mentor. Louise is proud to be a first generation immigrant to the USA.

Panelist, Kallee Iverson

English Language Development Program Coordinator, Walled Lake School District

Kallee has served as the English Language Development Program Coordinator for the Walled Lake School District for the past 12 years. She strongly believes that one of the things that makes her district great is its cultural and linguistic diversity. Kallee has experience teaching ELD at the adult, middle school, and elementary levels. Kallee earned her degree in Elementary Education and K-12 ESL from Arizona State University and her Master's degree in Language and Learning in the Content Areas from Walden University. She has been a member of the Oakland County ESL Leader's Team for 13 years. She is a SIOP Trainer and has facilitated numerous professional workshops for educators of multi-language learners. Kallee lives in Waterford, MI with her husband, two sons, bulldog, and ferret.

Panelist, Lori Bowen

Director of the English Learners, Gifted and Talented, Interpreting and Translation Services, Migrant Education, and Instrumental Music Departments, Fayette County Public Schools

Lori Bowen is the Director of the English Learners, Gifted and Talented, Interpreting and Translation Services, Migrant Education, and Instrumental Music Departments in Fayette County Public Schools. She is an enthusiastic communicator recognized for unbridled passion for learning, eagerness to meet new challenges, and talent for analyzing the complex to make it accessible. Lori is passionate about designing coherent instruction, facilitating professional learning, and developing collective capacity. Prior to her current role, she was an Instructional Specialist in the district and a classroom teacher.