FLARE Staff

Leadership
Development Team
Advisory Board
Districts

Leadership

Development Team

	Margo Gottlieb, Ph.D. WIDA Lead Developer Phone:224-366-8532 Email: mgottlieb@thecenterweb.org
	Timothy Boals, Ph.D. WIDA Executive Director FLARE Assessment Framework Team Member Phone:608-263-4326 Email: tjboals@wisc.edu
	M. Elizabeth Cranley, Ph.D. WIDA Associate Director FLARE Assessment Framework Team Member Phone:608-263-4275 Email: mecranley@wisc.edu
	Mariana Castro WIDA Professional Development Manager FLARE Assessment Framework Team Member Phone:608-263-3976 Email:mcastro@wisc.edu
	Margaret Malone, Ph.D. Benchmark Project Manager Phone:202-362-0700 Email: mmalone@cal.org
	Lorraine Valdez Pierce, Ph.D. Assessment Toolbox, Student Self-Assessment, & Professional Development Leader Phone:703-993-2050 Email: lpierce@gmu.edu   Dr. Lorraine Valdez Pierce is an Associate Professor in the Graduate School of Education at George Mason University. From the Center for Language & Culture, she works with veteran and novice teachers designing curriculum and assessment procedures for English language learners. Read more
Photo not Available	Cathlin Foy Project Administrative Assistant Phone:608-263-1564 Email: cjfoy@wisc.edu   Cathlin Foy provides administrative support to the FLARE project and the WIDA Research team. Read more
	Ross Freshwater, Doctoral student Research Assistant Email:freshwater@wisc.edu Phone:608-890-2551

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Advisory Board

The FLARE Advisory Board consists of experts in the areas of teaching English to students of other languages, implementing assessment systems in urban school settings, student college readiness preparation, and English language learner (ELL) formative assessment. The Board is closely involved in all aspects of FLARE project development, from initial planning to final implementation. The FLARE Advisory Board is comprised of the following members:

• Alison Bailey, Ed.D., Associate Professor in Psychological Studies, University of California at Los Angeles
• Larry Berger, CEO and Co-Founder of Wireless Generation
• Margarita Calderón, Ph.D., Founder of Margarita Calderón & Associates
• Suzanne Donovan, Ph.D., Executive Director of the Strategic Education Research Partnership (SERP)
• Andrés Henríquez, FLARE Program Officer, National Program Carnegie Corporation of New York
• Kenji Hakuta, Ph.D.,Professor, Stanford University School of Education
• Nonie Lesaux, Ph.D., Associate Professor in Human Development and Urban Education Advancement, Harvard University
• Robert Linquanti, Director of the English Learner Evaluation and Accountability Support (ELEAS) in WestEd's Comprehensive School Assistance Program
• Edynn Sato, Ph.D., Director of Research and English Language Learner (ELL) Assessment in the Assessment and Standards Development Services (ASDS) program and the Director of Special Populations for the Assessment and Accountability Comprehensive Center (AACC) at WestEd

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Districts

FLARE cannot be developed without the full commitment and support of participating districts and schools. Initial development and rollout of the FLARE secondary school project is occurring in three urban districts: Chicago, IL , Charlotte-Mecklenburg, NC, and Garden Grove, CA.

Piloting and field testing of these assessments is taking place in urban school districts in keeping with the Carnegie Corporation of New York's priorities for assistance by building the K-16 pipeline, strengthening accountability, and strengthening human capital*, specifically as they related to ELLs' pathway to college. The goal of the project is to have an integrated, secondary formative assessment system aligned with World-Class Instructional Design and Assessment (WIDA) and college readiness standards operationally available by 2011. (*Carnegie Corporation of New York's National Program priorities for assistance)

The FLARE project provides partial funding support for a FLARE district coordinator, and each district has participating middle and high schools serving as FLARE development sites. Development sites have significant populations of ELL students and three to five certified English as a Second Language (ESL)/Bilingual teachers with more than two years teaching experience and should have experience administering the state's English Language Proficiency (ELP) assessment experience, and be familiar with the state's ELP standards.