Dianna Carrizales-Engelmann

Dianna Carrizales-Engelmann profile picture
  • Title: Assistant Dean for Administration, Director for Equity and Inclusion
  • Phone: 541-346-5407
  • Office: 230 HEDCO Education Bldg.

Biography

Dr. Carrizales-Engelmann serves as liaison for the dean regarding internal and external matters, and as Director of Diversity, Equity, and Inclusion in the college. Dr. Carrizales-Engelmann supports the college’s governance policies and related committees, as well as on advancing college-wide matters related to equity, inclusion, and climate. Dr. Carrizales-Engelmann works with the dean and college operations team on matters requiring administrative or timely action in the college. In addition to her experience as a School Psychologist in Oregon schools, Dianna’s assessment experience includes state general assessments, state assessments based on modified and alternate standards, and classroom- and curriculum-based assessments. Dr. Carrizales-Engelmann has published in the areas of assessment, measurement, standard setting, and assessment policy, and is co-author of Strong Kids, Strong Teens Social Emotional Learning Curricula (2nd ed.). Dr. Carrizales-Engelmann served as Director of Monitoring, Systems, and Outcomes at the Oregon Department of Education from 2008-2012.

Education

Ph.D., 2006, University of Oregon, Eugene, OR
Major: School Psychology

M.A., 2005, University of Oregon, Eugene, OR
Major: Special Education

B.A., 1998, University of Texas, San Antonio, TX
Major: Psychology
Minor: French

Publications

Carrizales, D. C., & Ketterlin-Geller, L. R. (2011). Alternate Assessments Based on Modified Achievement Standards: Reflections on Assessment Design and Implementation. In M. Russell & M. Kavanaugh (Eds.), Assessing Students in the Margin: Challenges, Strategies, and Techniques. (235-258). Charlotte, NC: Information Age Publishing.

Carrizales, D.C., & Tindal, G. (2009) Test Design and Validation of Inferences for the Oregon Alternate Assessment. In W. Schafer & R. Lissitz (Eds.), Alternate Assessments Based on Alternate Achievement Standards: Policy, Practice, and Potential. (Ch. 15). Baltimore, MD: Brookes Publishing.