BARBARA D. ACOSTA, PH.D. 705 Northwood Ter. | Silver Spring, MD 20902 | 301-906-8378 (cell) | barbara.acosta3@verizon.net PROFESSIONAL EXPERIENCE Senior Research Scientist, the George Washington University Bilingual Special Education Program, Washington, DC (2013 – present). Provide curriculum expertise for the Learning through Interdisciplinary Frameworks for Teachers (LIFT) project, funded by the U.S. Office of Postsecondary Education, Fund for the Improvement of Postsecondary Education (FIPSE). Review and reform the curriculum for GW’s Master of Arts in Bilingual Special Education. Conduct literature reviews, research national programs that prepare teacher candidates to work with culturally and linguistically diverse (exceptional) students, develop a set of new competencies to infuse into the curriculum, plan and oversee pilot for reformed courses, collect pre- and post-data from the pilot, and evaluate results. Write reports and journal articles. Instructor, the George Washington University Bilingual Special Education Program, Washington, DC (2013, Spring). Taught SPED 6276, Academic and Psychosocial Assessment of the Culturally and Linguistically Diverse Student, for graduate certificate program in Bilingual Special Education. Senior Research Scientist, the George Washington University Center for Equity and Excellence in Education, Arlington, VA (2006 – 2012). Co-developed the Promoting Excellence Appraisal System (PEAS), an evidencebased framework for evaluating and supporting continuous improvement of English language learner (ELL) programming in Grades PK - 12. Have used this system to design and carry out six comprehensive evaluations for LEAs, a foundation and a state education agency. Provided technical assistance (TA) to 10 state education agencies and dozens of local education agencies to improve systems of support for immigrants, low-income and racial minority students and students who are learning English. Managed a multi-year partnership with a regional comprehensive center, including oversight and implementation of approximately five to six TA projects each year. Conducted applied research regarding effective policy, instructional programs and assessment of ELLs. Developed the capacity of states to improve the lowest performing schools, with a focus on those that enroll large numbers of English language learners. Provided ongoing professional development for SEA, LEA and school administrators and general education and ESL/bilingual teachers to support literacy, language development and academic learning for second language learners. Managed and/or co-wrote 14 winning grant and contract proposals totaling over $2,000,000. Barbara D. Acosta 2 Adjunct Faculty, George Mason University, Center for Language and Culture (2003-2007) Developed curriculum for and taught two graduate courses: EDUC 537 Foundations of Multicultural Education and EDCI 516 Bilingualism and Second Language Acquisition Research for pre-service and in-service teachers. Research Scientist, Virginia Teachers for Tomorrow, University of Virginia, Charlottesville, VA (2005 – 2006). Directed development of a Virginia statewide curriculum for high school teacher academies, utilizing principles of Understanding by Design. Oversaw all aspects of planning, writing, and production, as well as professional development of teachers. Worked closely with counterparts in Virginia Department of Education to complete deliverables and manage budget. Educational Consultant Harrisonburg City Public Schools, Harrisonburg, VA (2005-2006) Coached a reflective practice group of peer mentors learning to implement the Sheltered Instruction Operational Protocol. National Council for Education and the Economy, Washington, DC (2005) Co-developed guidebook regarding inclusion of English language learners in America’s Choice schools. Adjunct Faculty, College of Education, Department of Curriculum & Instruction, Second Language Education Program, University of Maryland at Shady Grove, Shady Grove, MD (2005, Summer). Taught EDCI 688 Human Development for ESOL Teachers. Program Evaluator, George Mason University, Fairfax, VA (2001 – 2003). Lead Evaluator for the Language Minority Teacher Induction Project. Prepared evaluation design, developed instruments, coordinated data collection, analyzed quantitative and qualitative data, and wrote formative and summative reports. Research Analyst, American Institutes for Research, Pelavin Research Center, Washington, DC (2001 – 2002). Synthesized research regarding literacy and mathematics instruction for children with disabilities, with an emphasis on students who are culturally and linguistically diverse. Developed contract proposals and worked closely with U.S. Department of Education Office of Special Education Programs (OSEP) to manage task orders, oversee budgets, and supervise personnel. Barbara D. Acosta 3 Research Associate, American Institutes for Research, Pelavin Research Center, Washington, DC (1999 – 2000). Provided training and technical assistance for school districts wishing to implement research-based change in literacy instruction for culturally and linguistically diverse students with disabilities Analyzed research, conducted literature reviews, performed program evaluations, and wrote contract proposals, reports and papers on a variety of literacy-related themes. English for Speakers of Other Languages Coordinator/Academic Skills Counselor, University of Maryland, Learning Assistance Service, College Park, MD (1998). Coordinated tutoring program for university students who were speakers of English as a second language. Counseled and provided workshops to diverse students to strengthen skills in university-level reading and writing. English as a Second Language Instructor, University of Maryland English Institute, College Park, MD (1997). Taught ESL Reading and Writing to pre-university students. Co-founder and Member, Board of Trustees, Monsignor Oscar Romero University, Tejutla, Chalatenango, El Salvador (1990 – present). One of eight founding trustees of this university in rural northern El Salvador which serves over 1300 students from an impoverished former war zone. Director of Communications and Development (1990 – 1996), Treasurer, Board of Directors, Center of Education for Rural Development (CEDRO), El Salvador (1990 – 1992). Co-founded this non-profit environmental organization which promoted sustainable development through community education programs. As a founding member of the Executive Council, was responsible for strategic planning and overall direction of 80 office and field employees in over 24 community projects. Wrote more than 45 project grants, raising over three quarters of a million dollars. English as a Second Language Teacher, Bell Multicultural High School, District of Columbia Public Schools, Washington, DC (1987 – 1990). Designed curriculum and taught ESL, ESL Reading and Writing and ESL for Math and Science. Language Acquisition and Basic Skills (LABS) Teacher, Francis Junior High School, District of Columbia Public Schools, Washington, DC (1986 – 1987). Taught content-based ESL for academically delayed adolescent Spanish-speakers in collaboration with native language instructional aide. Barbara D. Acosta 4 Title IV Assistant, Bilingual Division, District of Columbia Public Schools, Washington, DC (1985 – 1986). Administered Title IV grant, managed databases, wrote grant proposals and reports, and coordinated programs for ESL and bilingual students in the DC Public Schools. English as a Foreign Language Teacher, Inglés para Todos, Los Reyes, Michoacan, Mexico (1983 – 1984). Beginning English Conversation (children and adults). EDUCATION Ph.D. George Mason University Multilingual/Multicultural Education (2005) The Influence of Literacy Instructional Practices on the Long-term Achievement of English Language Learners in Two-Way Bilingual Immersion Programs Virginia Collier, Wayne Thomas (co-chairs) and Stephen White M.S. Ed. University of Pennsylvania Educational Linguistics (1988) Instructional Mode, Management Style, and Student Behavior in a Bicultural Classroom: An Ethnography Nancy Hornberger B.A. Antioch University Psychology and Cross Cultural Studies (1984) Battered Women in Mexico Victor García AWARDS AND FELLOWSHIPS George Mason University College of Education and Human Development Distinguished Alumni Award (2010). Bilingual Research Journal. Exemplary Reviewer award (2010). American Educational Research Association Bilingual Education Research SIG Outstanding Dissertation Award (2007). First place winner. American Educational Research Association/Institute of Education Sciences Dissertation Fellowship (2003 - 2004). $15,000 competitive award, one of four awarded per year. Graduate School of Education Dissertation Completion Fellowship, George Mason University, Fairfax, Virginia (2003 – 2004). Barbara D. Acosta 5 American Educational Research Association Division H Mentorship Program (2003, summer). Competitive award to shadow a mentor at the Research and Evaluation Division of the Texas Education Agency in Austin, TX. Title VII Doctoral Fellowship, U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs (2000 – 2003). Full tuition award. Humanitarian Service Award, Centro de Educación para el Desarrollo Rural, El Salvador (1996). PUBLICATIONS Acosta, B., Anstrom, K., and Rivera, C. (2012). Building Communities of Practice in Linguistically and Culturally Diverse School Districts. In Calderon, M. (Ed.) Breaking Through: Effective Instruction and Assessment for Reaching English Learners. Bloomington, IN: Solution Tree. Acosta, B., Marzucco, L., Connors, C. and Rivera, C. (2012). Evaluation of Arlington Public School Programs for English language learners. Arlington, VA: George Washington University Center for Equity and Excellence in Education. Acosta, B., Marzucco, L., Bayraktar, B. and Rivera, C. (2012). Evaluation of Programs for English language learners in Red Clay Consolidated School District. Arlington, VA: George Washington University Center for Equity and Excellence in Education. Acosta, B., Marzucco, L., Bayraktar, B. and Rivera, C. (2012). Evaluation of Programs for English language learners in Alexandria City Public Schools. Arlington, VA: George Washington University Center for Equity and Excellence in Education. Acosta, B., and Marzucco, L. (2011). Doing What Works: Implementing Effective Literacy and English Language Instruction for Elementary English Learners in Accomack County Public Schools, Final Evaluation Report. Prepared for Wested. Arlington, VA: George Washington University Center for Equity and Excellence in Education. Acosta, B. (2011). Normas para la enseñanza de las artes del lenguaje en español para programas de inmersión doble. Arlington, VA: Mid-Atlantic Equity Center at the George Washington Center for Equity and Excellence in Education. Available: http://maec.ceee.gwu.edu/node/735 Acosta, B., Anstrom, K., Oxnam, G. and Lanier, J. (2010, April). Appraisal of the English Language Learner Program of the Metropolitan Nashville Public Schools. Prepared for the Tennessee Department of Education. Charleston, WV: Appalachia Regional Comprehensive Center. Barbara D. Acosta 6 Shafer Willner, L., Rivera, C., & Acosta, B. (2010). Examination of Peer Review and Title I Monitoring Feedback Regarding the Inclusion and Accommodation of English Language Learners in State Content Assessments. Prepared for the LEP Partnership. Arlington, VA: George Washington University Center for Equity and Excellence in Education. Rivera, C., Shafer Willner, L., & Acosta, B. (2009). Improving the Selection of Accommodations for English Language Learners in Content Assessments. (Vol. 1 Issue 2). Accelerate Quarterly Newsletter of the National Clearinghouse on English Acquisition. Acosta, B. and McGee, L. (2009). Final Evaluation of the Delaware Advanced Placement Incentive Program. Prepared for the Delaware Department of Education. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Acosta, B., Kortecamp, K., and Orr, J. (2009, June). Formative Evaluation of the Deutsche Bank Americas Foundation Immigrant Education Network. Prepared for the Deutsche Bank Americas Foundation. Arlington, VA: George Washington University Center for Equity and Excellence in Education. Shafer Willner, L., Rivera, C., & Acosta, B. (2009, May). Ensuring Accommodations Used in Content Assessments Are Responsive to English-Language Learners. The Reading Teacher, 62(8), 696–698. Acosta, B. (2008). “Does Reading Approach Matter in Two-Way Immersion Programs?” Leadership Information. 8( 1), 30-35. (Reprinted from American Council on Immersion Education Newsletter: The Bridge [2005, Fall] 1 - 8.) Available www.carla.umn.edu/immersion/ACIE/vol9/bridge_fall05.pdf Rivera, C., Acosta, B., & Shafer Willner, L. (2008). Guide for refining state assessment policies for accommodating English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available from http://ells.ceee.gwu.edu/ Acosta, B., Rivera, C., and Shafer Willner, L. (2008). Best Practices in the Accommodation of English Language Learners: A Delphi Study. Prepared for the LEP Partnership. Arlington, VA: George Washington University - Center for Equity and Excellence in Education. Shafer Willner, L., Rivera, C. & Acosta, B. (2007). Decision-Making Practices of Urban Districts for Including and Accommodating English Language Learners in NAEP: School-Based Perspectives. Prepared for the National Center for Educational Statistics, U.S. Department of Education. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Barbara D. Acosta 7 Acosta, B. and McGee, L. (2008). Formative Evaluation of the Delaware Advanced Placement Incentive Program: Year 1. Prepared for the Delaware Department of Education. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Acosta, B. (2007). Twice as Smart: The Exchange of Cultural Capital in a Two-Way Immersion Program. In L. Franklin and S. McGinnis (Eds.), The Many Views of Diversity: Understanding Multiple Realities (NECTFL Report). Columbus, OH: McGraw-Hill Higher Education. Shafer Willner, L., Rivera, C. & Acosta, B. (2007). Decision-Making Practices of Urban Districts for Including and Accommodating English Language Learners in NAEP – School-Based Perspectives. Prepared for the National Center for Educational Statistics, U.S. Department of Education. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Acosta, B. (2002). Literacy Instruction for Culturally, Linguistically and Ability Diverse Students. Prepared for Office of Special Education Programs, U.S. Department of Education. Washington, DC: American Institutes for Research, Inc. Available: http://www.emstac.org/registered/topics/literacy/differentiating.htm Acosta, B., Gerver, M., Nishi, L., O’Cummings, M., Ritter, S. and Shanley, J. (2002). Literacy Communication Product. Prepared for Office of Special Education Programs, U.S. Department of Education. Washington, DC: American Institutes for Research, Inc. Available from: http://www.emstac.org. Acosta, B. (2002). Mathematics Instruction for Culturally, Linguistically and Ability Diverse Students: EMSTAC Extra. Prepared for Office of Special Education Programs, U.S. Department of Education. Washington, DC: American Institutes for Research, Inc. Berman, K., Gerver, M., Nishi, L., Ritter, S. and Acosta, B. (2001). Study Skills Instruction for Students with Behavioral and Learning Disabilities. Prepared for Office of Special Education Programs, U.S. Department of Education. Washington, DC: American Institutes for Research, Inc. Available from: http://www.emstac.org. Killos, L. and Acosta, B. (2000). Effective Instruction for English Language Learners with Learning Disabilities and Those At-Risk for School Failure. Prepared for Office of Special Education Programs, U.S. Department of Education. Washington, DC: American Institutes for Research, Inc. Available from: http://www.emstac.org. McInerney, M., Osher, D. and Acosta, B. (1999). Technology to Support Literacy Strategies for Students Who Are Deaf. Prepared for Office of Special Education Programs, U.S. Department of Education. Washington, DC: American Institutes for Research, Inc. Available from: http://www.emstac.org. Barbara D. Acosta 8 Okolo, C., Acosta, B. and McInerney, M. (1999). The Use of Technology to Teach Reading and Writing to Students with Disabilities. Prepared for Office of Special Education Programs, U.S. Department of Education. Washington, DC: American Institutes for Research, Inc. PROFESSIONAL PRESENTATIONS Invitational Conferences Acosta, B. (2012, Oct.) Meeting the Needs of Migrant English Language Learners: EvidenceBased Practices. Pennsylvania Migrant Education Conference. Education without Borders - Different Voices, ONE Dream, Hershey, PA. Acosta, B. & Marzucco, L. (2012, Oct.). Beyond Title III Evaluation: Appraising System-wide Supports for English Language Learners. CREATE/National Evaluators Institute Conference, Washington, DC. Acosta, B. (2012, April). State and district programming for ELLs: Lessons learned from research and practice. Sustainable SEA Support for Schools and Districts. Meeting of the Appalachia Regional Comprehensive Center, Nashville, TN. Rivera, C., Acosta, B. and Shafer Willner, L. (2008, December). Guide for refining state assessment policies for accommodating English language learners. OELA Summit, Washington, DC. Acosta, B. (2005, December). Language Education as Tracking Mechanism. Panel Member. Educational Equity Conference. Montgomery County Education Foundation, Silver Spring, MD. Acosta, B. (2005, March). Lessons Learned from the 15th Province: Salvadoran Immigrants in the U.S. Public Schools. Keynote panel. International Forum on "Monsignor Oscar Arnulfo Romero 25 Years Later: Human Rights, the Economy, and Migration." Monsignor Oscar Romero University, Chalatenango, El Salvador with recorded broadcast on YSUCA Radio. Acosta, B. (2003, March). Literacy and ESOL. Featured speaker. Virginia State Reading Conference, Roanoke, VA. Acosta, B. (2003, December). Integrating Praxis into Our Everyday Teaching. Keynote speaker. Closing Faculty Meeting, Oscar Romero University, Chalatenango, El Salvador Acosta, B. (2002, June). The Group Where You Know Everybody’s Name. Keynote speaker. Language Minority Teacher Induction Project Conference, George Mason University. Fairfax, VA. Barbara D. Acosta 9 Acosta, B. (2002, April). Mathematics Instruction for English Language Learners with Mild Disabilities. Invited speaker. Quadruple Helix Conference, American University. Washington, DC. Acosta, B. (2001, December).Planting Trees Won’t Save the Forest. Commencement speaker. School of Education, Monsignor Oscar Romero University, Chalatenango, El Salvador. Acosta, B. (2001, December). Theories of Conflict Resolution and Analysis: What Do They Mean for Educators in Post-War El Salvador? Invited speaker. Closing Faculty Meeting, Oscar Romero University, Chalatenango, El Salvador. Acosta, B. and Acosta, F. (1997, October). Peace, Education and Human Ecology in El Salvador. Plenary address at the Annual Conference of the Society for Human Ecology, Bar Harbor, ME. Other refereed professional presentations Acosta, B., and Marzucco, L. (2012, October). Meeting the Needs of English Language Learners: Lessons Learned from Examining District ELL Programs. CREATE/ National Evaluators Institute Conference, Washington, DC. Acosta, B. and Marzucco, L. (2012, April). Helping It Happen: Getting Effective Vocabulary Instruction for English Language Learners Into Practice. American Educational Research Association Conference. Vancouver, British Columbia. Acosta, B., Osterling, J.P., Ndura, E., and Gilbert, W.S. (2011, April). Transforming Traditional Higher Education Paradigms in Post-Conflict Environments: Four Case Studies. Symposium Chair. American Educational Research Association Conference. New Orleans, LA. Acosta, B. and Acosta, F. (2011, April). Competing Higher Education Paradigms in a PostWar Society: The Case of the Oscar Romero University in El Salvador. American Educational Research Association Conference. New Orleans, LA. Acosta, B. and Anstrom, K. (2011, April) Building the Capacity of a State Education Agency to Appraise District Services for English Language Learners. Poster presentation. American Educational Research Association Conference. New Orleans, LA. Acosta, B., Anstrom, K. and Carr, D. (2010, Oct.) Building the Capacity of a State Education Agency to Appraise District ELL Services. CREATE/National Evaluators Institute Conference, Williamsburg, VA. Acosta, B. (2009, April) Predictors of Long-Term Achievement in Two-Way Immersion Programs. American Educational Research Association Conference, San Diego, CA. Barbara D. Acosta 10 Rivera, C. and Acosta, B. (2009, April). Improving Policies and Practices for Accommodating English Language Learners in State Assessments: Findings from the LEP Partnership: Identifying ELL-Responsive Accommodations. American Educational Research Association Conference, San Diego, CA. Acosta, B., and Shafer Willner, L. (2008, April). Best Practices for Including and Accommodating English Language Learners in State Assessments. American Educational Research Association Conference, New York, NY. Acosta, B. (2006, January). Does Reading Approach Matter in Two-Way Immersion Programs? National Association for Bilingual Education Conference Dual Language Immersion Pre-Conference Institute, Phoenix, AZ. Osterling, J., Acosta, B., Fox, R., Basterra, R. and Diaz-Greenberg, R. (2005, January). Educating Teachers for Social Justice in an Age of Accountability. National Association for Bilingual Education Conference, San Antonio, TX. Acosta, B. (2004, October). Influence of Literacy Instructional Practices in Two-Way Immersion. Texas Association for Bilingual Education 32nd Annual Conference, El Paso, TX. Acosta, B. Inducting Teachers of Multicultural Students through Reflection. Virginia Association for Multicultural Education Conference, Fairfax, Virginia (2003, Oct.). Acosta, B. (2003, March). Novice Teachers Improving Practice through Reflection. TESOL. Baltimore, MD. Acosta, B. (2002, April). Instructional Strategies for Teaching Mathematics to Culturally and Linguistically Diverse Students with Disabilities. Council for Exceptional Children Annual Convention. New York, NY. Acosta, B. (2001, July). How Do We Know Our Program is Working? Two-Way CABE. Monterrey, CA. Acosta, B. (2001, April). One Right Way? What Culturally Diverse Students Can Teach Us About Math. Council for Exceptional Children Annual Convention. Kansas City, MO. Acosta, B. and Brown, C. (2001, February). Alternative Assessment for English Language Learners. National Association for Bilingual Education Conference. Phoenix, AZ. Acosta, B. (2000, October). Math the Way Your Teacher Never Taught You: Multicultural Mathematics. CEC/DDEL Symposium on Culturally and Linguistically Diverse Exceptional Learners. Albuquerque, NM. Barbara D. Acosta 11 Acosta, B. and Brown, C. (2000, February). Designing a Portfolio Assessment for English Language Learners. National Association for Bilingual Education Conference. San Antonio, TX. Acosta, B. , Killos, L. and Thomas, D. (1999, November). Becoming a Change Agent for Research-Based Change. Collaboration Across Borders Conference. Las Cruces, NM. Okolo, C., Acosta, B., Ferretti, R. MacArthur, C. and McInerney, M. (1999, July). Literacy and Technology for Students with Mild Disabilities. Annual Conference of the Directors of OSEP-Funded Research and Doctoral Training Projects of the Office of Special Education Programs, U.S. Department of Education. Washington, DC. MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS American Educational Research Association International Reading Association National Association for Bilingual Education National Association for Multicultural Education Teachers of English to Speakers of Other Languages PROFESSIONAL SERVICE Reviewer, American Educational Research Association Annual Meeting (2003 - present) Proposal and Manuscript Review Board, International Reading Association (2004 present) Reviewer, Early Childhood Research Quarterly (2006 – present) Reviewer, Bilingual Research Journal (2003 - present) Founding Trustee, Monsignor Oscar Romero University, Tejutla, Chalatenango, El Salvador (1992 – present) International Relations Advisory Committee, Division H, American Educational Research Association (2004 – 2010) Vice President, People for Educational Advancement and Community Enhancement, International (1997 – 2011) Member, Review Panel Team, American Educational Research Association Division G (2008-09) Treasurer, Capital Area National Association for Bilingual Education (2004 - 2008) Member, Education Steering Committee, CASA of Maryland, Silver Spring, MD (2003) Member, NABE Advisory Committee. Determining Appropriate Referrals of English Language Learners to Special Education. Arlington, VA: Council for Exceptional Children (2002) Reviewer, 11th Annual NAME International Conference, National Association for Multicultural Education (2001) Editor, Five Goals for Special Education, Office of Special Education Programs, U.S. Department of Education (2000 - 2001) Editor, Building a Foundation for the Future, Office of Special Education Programs, U.S. Department of Education (2001) Barbara D. Acosta 12 LANGUAGES Bilingual and biliterate in Spanish/English Basic communicative competence in French