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Join Us for the Fourth Session of Our Webinar Series


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.



Developing and Improving Integrated ELD Programs: Guidance for Leaders


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.


Date and Time: 

Wednesday, September 25, 2024

12:00 p.m. – 1:00 p.m. ET / 9:00 a.m. – 10:00 a.m. PT


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, PhD, Oregon State University

Karen Thompson, PhD, Oregon State University







Forthcoming Webinar


  • Results from the Reimagining and Amplifying Mathematics Participation, Understanding, and Practices Study (RAMP-UP

 
 
 

7 Comments


This webinar sounds like a fantastic opportunity for educators! While you're enhancing your skills, don’t forget to take a break and enjoy heardle. It's a fun way to test your music knowledge and share some laughs with friends!

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The best thing about Drive Mad is the balance between fun and challenge. It feels accessible for new players while still offering enough difficulty to stay engaging.


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For players who grew up in the early internet period in particular, this gives the game a powerful sense of identity and nostalgia. Concurrently, fnf exposed these timeless styles to younger audiences, establishing an intriguing link between online entertainment generations.

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If you think this game is easy to play and complete, you are wrong. Only when you actually witness and experience it can you see how difficult this game is. Especially when the game always gives you surprises, not just about obstacles or character movements. Evidence shows that, in the GD player community, no one has actually completed the challenge on the first playthrough. It even takes them thousands of times to complete, and when they want to conquer time and the number of retries, it takes at least a lot of time to do it. This is also one of the difficult parts that few players can persevere in playing to the end. Although geometry dash meltdown has a…

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The slope game itself is another key part of the experience. It is unpredictable. Each run creates a slightly different path.

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  • National Research & Development Center to Improve Education for Secondary English Learners
  • National Research & Development Center to Improve Education for Secondary English Learners
Institute of Education Sciences (IES) lo

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C200008 to WestEd. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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