Join us for the fourth session of our webinar series, Where the Evidence Leads: Preliminary Findings From IES-Funded English Learner Research Studies, hosted by the National Research & Development Center to Improve Education for Secondary English Learners.
Time: 12:00 p.m. – 1:00 p.m. ET / 9:00 a.m. – 10:00 a.m. PT
Register today!
Integrated English Language Development (ELD) programs are an increasingly prominent model for providing English language development services through integration into content-area across instruction.
In this session, you will learn from the expertise of district and other regional leaders across the state of Oregon who developed a freely available guide for implementing integrated ELD programs across grade levels. Leaders will discuss topics such as program structures, curriculum, instruction, and assessment for integrated ELD, among other topics.
Who Should Attend?
- School, district, and state administrators
- Directors of multilingual and English Learner programs
- Teacher leaders and coaches
- Policymakers
- Researchers
Registration is required. Participation in past sessions in the series is not required to benefit from the current offering. Recordings will be available following the live events.
Featured Panelists
- Shane Burchell, David Douglas School District
- Marleen Carroll, Sherwood School District
- Chrissy Chapman, Woodburn School District
- Robin Farup-Romero, Salem-Keizer Public Schools
- Ashley Harsin, Intermountain Education Service District
- Marcianne Koetje, Corvallis School District
- Melissa Locke, Springfield School District
- Toshiko Maurizio, Beaverton School District
- Karrie Woodruff, Corvallis School District
Moderators
Amanda Kibler
Co-Principal Investigator
Kibler serves as Co-Principal Investigator on the Center’s Co-Teaching study. She is a Professor in the College of Education at Oregon State University and has extensive experience in qualitative and mixed-methods research focused on the classroom experiences of secondary English Learners and their teachers. A former ESL teacher at the secondary level, she has served as Principal Investigator on several grants, including one from the William T. Grant Foundation on peer interaction in middle school classrooms with English Learners. She presents regularly at international conferences for practitioners and has published extensively in the field of multilingualism and secondary English Learner education. Kibler holds a PhD from Stanford University.
Karen Thompson
Co-Principal Investigator
Dr. Thompson serves as the Co-Principal Investigator on the Coursetaking study. She is an Associate Professor in the College of Education at Oregon State University and has extensive experience partnering with education agencies to analyze longitudinal data that affect EL policy and practice. Since 2014, she has led an EL-focused research-practice partnership with the Oregon Department of Education, funded by the Institute of Education Sciences and the Spencer Foundation. She has conducted research about secondary math coursetaking for students who were currently, formerly, or never English Learners in seven California districts. Dr. Thompson holds a PhD from Stanford University.
About the Center
Since 2020, the National Research & Development Center to Improve Education for Secondary English Learners has sought to significantly advance the capacity of educators, policymakers, and researchers to serve students who are classified in school as English Learners by bridging research and practice bidirectionally.
Funded by a grant from the Institute of Education Sciences, the Center consists of a world-class research team from WestEd; the University of Oregon; Oregon State University; and the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles.
The Center seeks to (a) identify and describe the systemic barriers that prevent secondary English Learner students from successfully accessing the general curriculum and (b) develop and test innovative, educative curriculum materials that enable these students to reach their full potential in community, college, and career.