Lucinda Soltero-González
3126 W 36th Ave, Denver, CO 80211
[email protected]
EDUCATION
Ph.D.
University of Arizona, 2007
Language, Reading, and Culture
Emphasis in Bilingual Education, Literacy and Education
M.A.
University of Arizona, 2001
Bilingual Special Education
B.A.
Panamerican University, 1995, Mexico City
Pedagogy
PROFESSIONAL EXPERIENCE
2017
Education Consultant for research projects in the BUENO Center for
Multicultural Education.
ACADEMIC APPOINTMENTS
2016 JuneDecember
Research Associate, The BUENO Center for Multicultural Education
School of Education, University of Colorado Boulder
2007-2016
Assistant Professor, Educational Equity and Cultural Diversity, University of
Colorado Boulder
2005-2006
Instructor on record, Children’s Literature in the Classroom, University of
Arizona (Department of Language, Reading and Culture).
2004-2007
Research Assistant, “Emergent Literacy and Language Development in Latino
Children.” Principal Investigator: Iliana Reyes, University of Arizona.
2004-2005
Research Assistant, “College Academy for Parents.” Principal Investigators: Luis
Moll, University of Arizona (Department of Language, Reading and Culture) and
Gary Rhoades, University of Arizona (Department of Higher Education).
2001-2002
Research Assistant, “Reading Instructional Methods of Efficacy with Students.”
Principal Investigator: Nancy Mather, University of Arizona (Department of
Special Education, Rehabilitation & School Psychology).
1998-1999
Instructor on record, History of Education, Catholic University of Culiacán,
México.
Lucinda Soltero-González | Page 2
FUNDED RESEARCH
Hoover, J., Klingner, J., & Soltero-González, L. (January 2011-2016). Response to Intervention
Effectiveness Model for English Language Learners. Investigating the impact of a
researcher-developed culturally and linguistically responsive multi-tiered system of
supports (MTSS) model on changes in teacher practice and the literacy achievement of
emerging bilingual students in dual language as well as English-medium programs. The
goals of this MTSS model are to improve core literacy instruction in the general
education classroom and prevent inappropriate referrals of bilingual learners to special
education. Project activities include extensive professional development to
administrators, interventionists and teachers, coaching, classroom and meeting
observations, and support for the design of a sustainability plan. Research sites include
twelve Grade K-3 classrooms in a rural school district in Colorado. Funder: U.S.
Department of Education’s Office of Special Education Programs (OSEP).
UNIVERSITY TEACHING (significantly revised*)
Course Title
Term
Course Level
EDUC 5615: Second Language Acquisition
Fall 2007, 2008, 2009,
2010, 2011, 2012, 2013,
2014; Spring 2010
Masters/Doctoral
EDUC 5455: Literacy for Linguistically
Different*
(taught in English; Spanish and English)
Spring 2008, 2009,
2010, 2013, 2014, 2016
Masters
EDUC 5435: Materials and Methods in
Bilingual Multicultural Education
Summer 2009, 2010
Masters
EDUC 5625: Methods for Teaching ESL*
Summer 2015
Masters/Doctoral
EDUC 8610: Advanced Topics in Educational
Equity and Cultural Diversity
Fall 2011
Doctoral
Fall 2005
Undergraduate
Fall 1998
Undergraduate
a. University of Colorado Boulder (2007-2016)
Fall 2015, 2016
b. University of Arizona (2005-2006)
LRC 480: Children’s Literature in the
classroom
c. Catholic University of Culiacan, Mexico
(1998-1999)
History of Education*
Lucinda Soltero-González | Page 3
RESEARCH AND SCHOLARLY PUBLICATIONS
(*Indicates graduate student co-author)
Peer-Reviewed Journal Articles
Soltero-González, L., Sparrow, W., Butvilofsky, S., Escamilla, K., & Hopewell, S. (2016). The
impact of paired literacy instruction on the Spanish and English literacy outcomes of
emerging bilingual children in grades first to third. Journal of Literacy Research.
OnlineFirst, first published on June 29, 2016, doi:10.1177/1086296X16653842
Soltero-González, L., & Butvilofsky, S. (2015). The early Spanish and English writing
development of simultaneous bilingual preschoolers. Journal of Early Childhood
Literacy. OnlineFirst, first published on September 7, 2015, doi:
10.1177/1468798415602050
Solano-Flores, G., *Wang, C., Kachchaf, R., Soltero-González, L., & Nguyen-Le, K. (2014).
Developing testing accommodations for English language learners: Illustrations as visual
supports for item accessibility. Educational Assessment, 19(4), 267-283. DOI:
10.1080/10627197.2014.964116
Butvilofsky, S., Escamilla, K., Soltero-González, L., & Aragon, L. (2012). Promoting reflective
teaching through simulation in a study in Mexico program. Journal of Hispanic Higher
Education, 11(2), 197-212. DOI: 10.1177/1538192711435561
Soltero-González, L., K., Escamilla, K., & Hopewell, S. (2012). Changing teachers’ perceptions
about the writing abilities of emerging bilingual children: Towards a holistic bilingual
perspective on writing assessment. International Journal of Bilingual Education and
Bilingualism, 15(1), 71-94. http://dx.doi.org/10.1080/13670050.2011.604712
Klingner, J., & Soltero-González, L. (2009). Culturally and linguistically responsive literacy
instruction for English language learners with learning disabilities. Multiple Voices for
Ethnically Diverse Exceptional Learners, 12(1), 4-20. DOI:
10.5555/muvo.12.1.886533p11t14t216
Soltero-González, L. (2009). Preschool Latino immigrant children: Using the home language as
a resource for literacy learning. Theory into Practice, 48(4), 283-289. DOI:
10.1080/00405840903192771.
Soltero-González, L. (2008). The hybrid literacy practices of young immigrant children:
Lessons learned from an English-only classroom. Bilingual Research Journal, 31, 75-93.
DOI: 10.1080/15235880802640581
Refereed Books
Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa,
O., & Escamilla, M. (2014). Biliteracy from the start: Literacy Squared in action. Caslon
Pub. Inc.
Book and Handbook Chapters
Klingner, J., Soltero-González, L., Hoover, J., Eppolito, A., *Smith, C., *White, K., & *CanoRodriguez, E. (in press). Systemic issues in the implementation of RTI in culturally and
Lucinda Soltero-González | Page 4
linguistically diverse schools. Handbook of Multicultural School Psychology: An
Interdisciplinary Perspective (2nd ed.). Routledge.
Soltero-González, L., Klingner, J., & *Cano-Rodríguez, E. (2013). English language learners:
Assessment and instructional practices to support literacy development. In Stone, C.A.,
Silliman, E.R., Ehren, B.J., & Wallach, G.P. (Eds.), Handbook of Language and
Literacy: Development and Disorders (pp. 654-674). New York: Guilford Press.
Soltero-González, L. & Reyes, I. (2012). The literacy practices and language use of emergent
bilinguals in English immersion preschool classrooms. In E.B. Bauer & M. Gort (Eds.),
Early biliteracy development: Exploring young learners’ use of their linguistic resources
(pp. 34-54). NY: Routledge.
Solano-Flores, G., & Soltero-González, L. (2011). Meaningful assessment in linguistically
diverse classrooms. In B.B. Flores, R.H. Sheets, & E.R. Clark (Eds.), Teacher
preparation for bilingual student populations: Educar para transformar (pp. 146-163).
New York: Routledge.
Soltero-González, L., Escamilla, K., & Hopewell, S. (2010). A bilingual perspective on writing
assessment: Implications for teachers of emerging bilingual writers. In G. Li & and P. A.
Edwards (Eds.), Best practices in ELL instruction (pp. 222-244). New York: Guilford
Press.
Soltero-González, L. & Klingner, J. (2010). Effective reading instruction for culturally and
linguistically diverse exceptional learners. In R. T. Boon & V. Spencer, (Ed.), Best
practices for the inclusive classroom: An evidence-based guide for teachers (pp. 143162). Waco, TX: Prufrock.
Klingner, J. K., Soltero-González, L., & Lesaux, N. (2010). Response to intervention for
English language learners. In M. Lipson & K. Wixson (Eds.), Successful approaches to
response to intervention (RTI): Collaborative practices for improving K-12 literacy (pp.
134-162). Newark, DE: International Reading Association.
Manuscripts in Preparation
Guerrero, M., Soltero-González, L., Guerrero, C., & Escamilla, K. (Eds.) (forthcoming),
Abriendo brecha: antología crítica sobre la educación bilingüe de doble inmersión. Dual
Language Education of New Mexico. Albuquerque, NM: Fuente Press.
Soltero-González, L., & Butvilofsky, S. (forthcoming). La enseñanza de la biliteracidad en
programas de doble inmersión. In M. Guerrero, L. Soltero-González, L., C. Guerrero, &
K. Escamilla (Eds.), Abriendo brecha: antología crítica sobre la educación bilingüe de
doble inmersión. Dual Language Education of New Mexico. Albuquerque, NM: Fuente
Press.
Hopewell, S., Escamilla, K., Soltero-González, L., & Slavick, J. (under review). ¿Qué quieren
de mí?: Examining teachers’ belief systems about language use in the classroom. In J.
MacSwan, & C. Faltis, (Eds.), Critical perspectives on codeswitching in classroom
settings: Language practices for multilingual teaching and learning. Routledge.
Soltero-González, L., & Butvilofsky, S. (under review). Simultaneous bilingual children
breaking the code in two languages: Transitioning from pre-syllabic to alphabetic writing.
Special Issue on Early Childhood Biliteracy. Journal of Early Childhood Literacy.
Lucinda Soltero-González | Page 5
Soltero-González, L., & *Cano-Rodríguez, E. (revise and re-submit). The bilingual writing
development of Spanish-English emerging bilingual children in a paired literacy
program: Results from a three-year longitudinal study. Submitted to Journal of Second
Language Writing.
Soltero-González, L., Butvilofsky, S., & *Alvarez, A. (in preparation). The relationship
between early environmental print awareness and Spanish-English biliteracy
development in young simultaneous bilingual children. To be submitted to Language and
Education.
Soltero-González, L. & Hoover, J.J. (in preparation). Collaborative professional development to
improve core literacy instruction and learning for English learners in two rural county
elementary schools. To be submitted to The Reading Teacher.
Dudley, S., Hoover, J.J., Soltero-González, L., Wang, Ch. (in preparation). The impact of a
culturally and linguistically responsive Multi-Tier Systems of Support on EL and non-EL
literacy outcomes. To be submitted to the Elementary School Journal.
Butvilofsky, S., & Soltero-González, L. (in preparation). The writing performance of school age
Spanish speaking children in Mexico and the U.S.: A comparison study. To be submitted
to International Multilingual Research Journal.
Other Publications
Project ELITE, Project ESTRE2LLA, & Project REME. (2015). Effective practices for English
learners: Brief 1, Meeting the needs of English learners through a multitiered instructional
framework. Washington, DC: U.S. Office of Special Education Programs.
Project ELITE, Project ESTRE2LLA, & Project REME. (2015). Effective practices for English
learners: Brief 2, Assessment and data-based decision-making. Washington, DC: U.S. Office
of Special Education Programs.
Project ELITE, Project ESTRE2LLA, & Project REME. (2015). Effective practices for English
learners: Brief 3, Core and supplemental English as a second language literacy instruction
for English learners. Washington, DC: U.S. Office of Special Education Programs.
Project ELITE, Project ESTRE2LLA, & Project REME. (2015). Effective practices for English
learners: Brief 4, Core and Supplemental Biliteracy Instruction for English Learners.
Washington, DC: U.S. Office of Special Education Programs.
Project ELITE, Project ESTRE2LLA, & Project REME. (2015). Effective practices for English
learners: Brief 5, Professional development to support a multitiered instructional framework.
Washington, DC: U.S. Office of Special Education Programs.
Soltero-González, L., & Butvilofsky, S. (Spring, 2012). Connecting Spanish and English
literacy instruction in kindergarten. Soleado. Promising practices from the field. A
Publication of the Dual Language Education of New Mexico, p. 8-9, 14-15.
GRANT ACTIVITY
2012
Principal Investigator, Reflective Coaching for Teachers of English Language
Learners. Funder: Women Investing in the School of Education. Amount: $3600
(Not funded).
Lucinda Soltero-González | Page 6
2011-2015
Co-Principal Investigator (with John Hoover), Response to Intervention
Effectiveness Model for English Language Learners. Funder: Office of Special
Education Programs (OSEP). Amount: $1,570,849 (Funded).
2010
Co-Principal Investigator (with Kathy Escamilla), Improving a Biliteracy
Intervention for English Language Learner Students. Funder: Institute of
Education Sciences, English Language Learners, Goal 2 Development and
Innovation. (Not funded).
2009
Co-Principal Investigator (with Kathy Escamilla), Improving a Biliteracy
Intervention for English Language Learner Students. Funder: Institute of
Education Sciences, English Language Learners, Goal 2 Development and
Innovation. 1,275,454 (Not funded).
2008
Principal Investigator, Extension, Implementation, and Evaluation of an Early
Elementary Literacy Program for English Language Learners. Funder: Foundation
for Child Development. Amount: $149,932 (Not funded).
2008-2011
Senior Personnel. Principal Investigator: Guillermo Solano-Flores, Design and
Use of Illustrations in Test Items as a Form of Testing Accommodations for
English Language Learners in Science Assessment. Funder: National Science
Foundation, DRK-12 Program. (Funded).
AWARDS, HONORS, AND FELLOWSHIPS
2010
Bilingual Research Journal, Early Career Reviewer Award
2006
University of Arizona, Graduate College Dissertation Fellowship
2006
University of Arizona, Graduate Student Travel Award
2004-06
University of Arizona, Graduate Tuition Achievement Award
2003-04
University of Arizona, Mary F. & Maude Miller Scholarship, two times recipient
2003
University of Arizona, Graduate Tuition Fellowship
1999-01
National Council of Science and Technology (CONACYT Mexico), full
scholarship for graduate social and humanistic studies abroad
1995
Panamerican University, México, Bachelor’s degree with honors
1994
Mexico City, Benito Juárez Academic Honor
CONFERENCE PRESENTATIONS
Organized Symposia
Soltero-González, L., Sparrow, W., Butvilofsky, S., Escamilla, K., & Hopewell, S. (April,
2014). The impact of paired literacy instruction on the Spanish and English literacy
outcomes of emerging bilingual children in grades first to third. Paper presented in
Symposium at the 2014 American Educational Research Association Conference.
Philadelphia, PA.
Lucinda Soltero-González | Page 7
Soltero-González, L., Escamilla, K., & Hopewell, S. (April, 2009). A bilingual perspective on
writing assessment: Implications for teachers of emerging bilinguals. Paper presented at
the 2009 American Educational Research Association Conference. San Diego, CA.
International Conferences
Soltero-González, L. (June, 2014). La enseñanza de la lecto-escritura en español e introducción
a los materiales de la Secretaría de Educación pública. Plenary Session. 2nd Literacy
Squared Institute. Puebla, Mexico.
Soltero-González, L., *Abril-González, P. (June, 2014). Unidad de poesía en 4to y 5to año.
Break Out Session. 2nd Literacy Squared Institute. Puebla, Mexico.
Soltero-González, L., *Schepers, O. (June, 2014). Estrategias de reflexión sobre la language
para 4to y 5to año. Break Out Session. 2nd Literacy Squared Institute. Puebla, Mexico.
Combs, M.C., Reyes, I., Fletcher, T., & Soltero-González, L. (May, 2007). Sociocultural
perspectives on Mexican immigrant students: Language, learning, and literacy
development in home and school settings. Presentation at the 2nd International Research
Conference. Guanajuato, México.
Soltero-González, L. (February, 2001). Un enfoque de lenguage integral: Implicaciones
pedagógicas en el campo de la educación especial. A whole language approach:
pedagogical implications in the special education field. Presentation at the 2001
Congreso Internacional de Educación. Mazatlán, México.
National Conferences
Soltero-González, L. Grimaldo, L., & Linan-Thompson, S. (September, 2016). Implementing
Multi-tiered systems of support for ELs. Presentation at the OSEP Project Directors’
Conference 2016. Washington, DC.
Soltero-González, L., & Butvilofsky, S. (April, 2016). Simultaneous bilingual children breaking
the code in two languages: Transitioning from pre-syllabic to alphabetic writing. Paper
presented at the annual meeting of the American Educational Research Association
(Bilingual Education Research SIG). Washington, DC.
Soltero-González, L., Butvilofsky, S., & *Alvarez, A. (April, 2015). The early Spanish and
English writing development of simultaneous bilingual preschoolers. Paper presented at
the annual meeting of the American Educational Research Association (Bilingual
Education Research SIG). Chicago, IL.
Hoover, J., & Soltero-González, L. (April, 2015). Educating CLD students through a culturally
responsive RTI framework. Session presented at the annual meeting of the Council for
Exceptional Children Conference. San Diego, CA.
Ruíz-Figueroa, O., Soltero-González, L., & Alvarez, A. (November, 2015). Literacy Squared:
Meaningful integration of word work in beginning literacy instruction. Presentation at the
14th Dual Language Conference, La Cosecha, Albuquerque, NM.
Soltero-González, L. & Farup-Romero, R. (November, 2014). Conectando lecto-escritura en
inglés y español con textos de ficción y no-ficción. Presentation at the 13th Dual
Language Conference, La Cosecha, Santa Fe, NM.
Lucinda Soltero-González | Page 8
Guerrero, M., Soltero-González, L., & Celedón Pattichis, S. (November, 2014). The preparation
of dual-language teachers. Invited panel session at the 13th Dual Language Conference,
La Cosecha. Santa Fe, NM.
Hoover, J., & Soltero-González, L. (April, 2014). Examination of teaching abilities in the
delivery of multilevel literacy instruction to English Learners. Presentation at the annual
meeting of the Council for Exceptional Children. Philadelphia, PA.
Escamilla, K., Escamilla, M., Soltero-González, L., & Butvilofsky, S. (June, 2013). Building
Spanish language proficiencies in teachers. Presentation at the 2013 National Two-Way
and Dual Language Education Conference. San Diego, CA.
Soltero-González, L., & *Cano-Rodríguez, E. (April, 2013). The bilingual writing development
of Spanish-English emerging bilingual children in school contexts: Results from a threeyear longitudinal qualitative study. Paper presented at the annual meeting of the
American Educational Research Association. San Francisco, CA.
Berg, H., Soltero-González, L., Butvilofsky, S., & Escamilla, K. (April, 2010). A Comparison
of literacy outcomes of Spanish-English emerging bilinguals in English-only and
bilingual programs. Paper accepted to be presented at the annual meeting of the American
Educational Research Association. Denver, CO.
Escamilla, K., Ruiz, O., Geisler, D., Soltero-González, L., Escamilla, M., & Hopewell, S.
(November, 2008). Transitions to biliteracy: Literacy Squared. Presentation at the 2008
Dual Language Conference, La Cosecha. Santa Fe, NM.
Soltero-González, L., & Reyes, I. (April, 2008). Preschool English language learners’ early
literacy development: Challenges and possibilities from a sociocultural perspective. Paper
presented at the annual meeting of the American Educational Research Association. New
York, NY.
Soltero-González, L. (November, 2007). Language and literacy practices in a preschool
classroom: Two case studies of Mexican immigrant children in a southwest U.S.
community. Paper presented at the American Anthropological Association Conference.
Washington, D.C.
Reyes, I., Soltero-González, L., & Azuara, P. (November, 2006). The development of emergent
biliteracy in preschool children. Paper presented at the National Reading Conference. Los
Angeles, CA.
Reyes, I. & Soltero-González, L. (April, 2006). Literacy development in bilingual preschoolers.
Paper presented at the annual meeting of the American Educational Research
Association. San Francisco, CA.
Reyes, I., Soltero-González, L., Alexandra, D., & Azuara, P. (January, 2006). Emergent
bilingual preschoolers: A report on home and school literacy practices. Paper presented at
the National Association for Bilingual Education Conference. Phoenix, AZ.
Local and Regional Conferences
Soltero-González, L. & Ruiz-Figueroa, O. (October, 2013). Promoting reading fluency,
comprehension and oracy development in bilingual classrooms through a Literacy
Lucinda Soltero-González | Page 9
Squared teaching method. Presentation at the Colorado Association for Bilingual
Education Conference. Denver, CO.
Soltero-González, L. (May, 2013). Examining emerging bilingual students’ writing:
Implications for writing instruction and assessment. Presentation at the Language,
Culture and Equity Academy. Colorado Department of Education, Denver, CO.
Soltero-González, L., & Butvilofsky, S. (October, 2011). Reading, writing and oracy in Literacy
Squared classrooms. Presentation at the Colorado Association for Bilingual Education
Conference. Denver, CO.
Soltero-González, L. (May, 2009). New strategies designed to improve the disproportionality of
English Language Learners enrolled in special education. Presentation at the Building
Bridges Conference, Fargo, ND.
Soltero-González, L. (May, 2009). Issues that affect English Language Learners. Presentation at
the 1st Equity Conference, Region VIII. Equiy Assistance Center, Denver, CO.
Soltero-González, L. (April, 2009). A response to intervention (RTI) model for English
language learners. Presentation at the Wyoming North Central Association Commission
on Accreditation and School Improvement (NCA CASI) Fall Conference, Cheyenne, WY.
Escamilla, K., Aragon, L., Escamilla, M., & Soltero-González, L. (October, 2008). Do children
in Mexico write differently than children in the U.S.? Presentation at the Colorado
Association for Bilingual Education Conference. Denver, CO.
Baker, P., Reyes, I., McPheeters, P., Habib, M., Soltero-González, L., Alexandra, D., Azuara, P.
(October, 2005). Giving voice and visibility to hopes and dreams: families and teachers
in Southern Arizona share hopes and dreams for the young children in their lives.
Presentation at the Southern Arizona Association for the Education of Young Children
Conference. Vail, AZ.
Soltero-González, L., Azuara, P., & Quintos, B. (March, 2005). The power of authentic
literature: Struggling readers’ responses to Latino literature. Presentation at the
Children and Adolescents Literature Conference. University of Arizona, Tucson, AZ.
Invited Presentations
Roberts, G., Linan-Thompson, S., Soltero-González, L., Ortiz, A., Hoover, J., Grimaldo, L.
(September, 2015). Effective practices for English learners: Implementing Multitiered
Systems of Support for English learners. Briefing on Effective Model Practices given at
the U.S. Department of Education Office of Special Education Programs. Washington,
D.C.
Soltero-González, L. (January, 2015). Biliteracy in the XXI Century: Generating and Enacting
a Counter Narrative. Keynote Address. 3rd Annual Oregon Alliance for Multilingual
Multicultural Education (OAMME), Hillsboro, OR.
Soltero-González, L. (December, 2013). Bilingual Writing Development: Perspectives from the
Field. Featured Speaker. 37th Annual Statewide Conference for Teachers Serving
Linguistically and Culturally Diverse Students, Illinois Resource Center. Arlington
Heights, IL.
Lucinda Soltero-González | Page 10
Webinar
Coordinated the creation of a webinar on early literacy and word work instruction in
Spanish and English for the Literacy Squared project.
K-12 TEACHING EXPERIENCE
2000-2002
Bilingual special education teacher – K-5th. Tucson Unified School District
(Tucson, AZ)
1999-2000
Teacher assistant – Kindergarten. Children’s Success Academy (Tucson, AZ)
1996-1999
Special education teacher. AVES Centro Psico-pedagógico (México)
1996-1998
Teacher – 1st and 6th grade. Colegio Chapultepec (México)
Selected Professional Employment
2005
Professional Developer on bilingual education. Colegio Teresiano de la Vera Cruz
(México)
2003-2005
Program Coordinator, America Reads Tutoring program. University of Arizona
2002-2003
Literacy Tutor – 3rd grade. The American Overseas School of Rome (Italy)
SERVICE ACTIVITIES
National/International
2014
Symposium organizer, chair, and presenter: 2014 American Educational Research
Association Conference (AERA). Philadelphia, PA
2014
Co-organizer and presenter: 2 nd Literacy Squared Summer Institute. Puebla,
Mexico
2014-present Conference Reviewer: Literacy Research Association
2014-present Reviewer: Journal of Literacy Research
2014-present Reviewer: International Multilingual Research Journal
2014
Reviewer: The NYS TESOL Journal
2013
Co-Chair, AERA Division G Social Contexts of Education, Section 5
2013-present Reviewer: International Journal of Bilingual Education and Bilingualism
2013
Peer Reviewer: Collaboration for Effective Educator Development,
Accountability, and Reform Center (CEEDAR), University of Florida
2013
Advisory Panel Participant: Smarter Balanced Assessment Consortium
2011
Conference Reviewer: Council of Exceptional Children, 2012 Convention
2011-present Grant Proposal Reviewer: International Reading Association
2009-present Conference Reviewer: AERA—Bilingual Education Special Interest Group
Lucinda Soltero-González | Page 11
2009
Symposium organizer, chair, and presenter: AERA
2008-present Peer Reviewer: Bilingual Research Journal
University
2015-2016
Coordinator of the Ph.D. Language Requirement in the School of Education
2014
Member, Literacy Search Committee
2014
Submitted and obtained Approval from the Colorado Department of Education for
a Culturally and Linguistically Diverse Bilingual Specialist K-12 Endorsement
2013-2016
Coordinator of funding for doctoral students in the Educational Equity and
Cultural Diversity division in the School of Education
2013
Recruiter, Bilingual Education Search Committee
2010
Member, Bilingual Education Search Committee
Local and Out of State Communities
2016
Appointed member of the Board of Trustees, Museo de las Américas, Denver
2015
Professional Developer, Spanish literacy instruction in K-5 grades. Eagle County
School District, Colorado
2015
Invited presentation for the “Learning in and Out of School. Chautauqua
Education Series, Boulder, CO.” Literacy Squared®: Valuing Bilingualism
2013
Member of Adams 14 School District Evaluation Team, The BUENO Center for
Multicultural Education
2011-present Professional Developer, Multi-tiered System of Support (MTSS) for emerging
bilingual students in three rural schools in the Eagle County School District in
Colorado
2008-2011
Educational Liaison, U.S. Department of Education-funded Equity Assistance
Center Region VIII (EAC), School of Education BUENO Center for Multicultural
Education
2008-2010
College Assistance Migrant Program (CAMP) mentor for Latina students
2008-2015
Professional Developer, Literacy Squared Biliteracy Framework (Oregon: SalemKeizer School District)
2008-2016
Professional Developer, Literacy Squared Biliteracy Framework. Colorado:
Denver Public Schools, Adams County School District 14, Jeffco Public Schools.
Illinois: Instructional leaders from various schools selected by the Illinois State
Board of Education. Oregon: Hillsboro School District
Lucinda Soltero-González | Page 12
PROFESSIONAL ASSOCIATIONS
American Educational Research Association
International Reading Association
American Anthropological Association
Colorado Association for Bilingual Education
LANGUAGES
English
Spanish (native speaker)
SELECTED TRAINING
Optimal Learning Environment (OLE) Migrant Project, 2000; Sacramento, CA
The Reggio Emilia Approach to Early Childhood, 2002; Reggio Emilia, Italy
Italian language, 2002; Scuola Dante Alighieri, Roma, Italy
German language, 2016; Schulhaus Denver
REFERENCE PROVIDERS
Katherine Schultz, Dean of the School of Education, University of Colorado Boulder
[email protected]
Deborah Palmer, Associate Professor, University of Colorado Boulder
[email protected]
Mileidis Gort, Associate Professor, University of Colorado Boulder
[email protected]
Guillermo Solano-Flores, Professor, Stanford University
[email protected]