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Executive Director, Center for Learning and Development
Michelle W. Woodbridge, Ph.D., has more than two decades of experience in research on and the evaluation of school-based behavioral and mental health services, education, public health, social services, and other community-based services. Woodbridge currently directs multiple large-scale national, statewide, and local research, evaluation, and technical assistance projects. For example, she is co-principal investigator of the U.S. Department of Education (ED)-funded effectiveness trial of Tools for Getting Along, a social problem-solving curriculum for upper elementary school students. In addition, she is co-principal investigator on the ED-funded efficacy trial of Foundations, a positive and proactive approach to schoolwide discipline, and of the National Institute of Justice-funded implementation and evaluation study of positive discipline and trauma-informed services in a large urban school district.
Woodbridge is leader of the Training, Coaching, and Technical Support services for the Regional Educational Laboratory (REL) Appalachia, which works in partnership with education stakeholders to conduct and use rigorous research and evidence to inform policies and practices that benefit students in the Appalachian region.
Woodbridge also recently completed an ED-funded efficacy trial of the Cognitive-Behavioral Intervention for Trauma in Schools program, an intervention to improve the behavior and academic performance of students who have experienced significant traumatic stress. As a subcontractor to the RAND Corporation, she was co-principal investigator on the evaluation and technical assistance team of the California Mental Health Services Authority’s Prevention and Early Intervention Initiatives to provide resources and support for student mental health programs on public K–12 and college and university campuses across the state.
Formerly, Woodbridge codirected the National Effectiveness Study of First Step to Success, a large-scale randomized trial of an early intervention that helps children who are at risk for developing or who demonstrate antisocial or aggressive behaviors. Additionally, she codirected the National Behavior Research Coordination Center, which supported randomized trials conducted by four university partners to build the evidence base for interventions to improve the behavior and academic achievement of young students with severe emotional and behavior disorders. During that time, Woodbridge also directed the provision of technical assistance for the Statewide Evaluation of First 5 California Funded Programs, including the management of technical assistance coaches in all 58 California counties.
Woodbridge is the author or coauthor of numerous articles, book chapters, monographs, and presentations on the efficacy of student behavioral interventions; implementation and evaluation of systems of care for children with emotional and behavioral disorders and their families; participatory research practices and implementation science; inclusion of children with severe emotional and behavioral disturbances; and the use of evaluation data for program improvement and policy development.
Woodbridge received her Ph.D. in education with an emphasis in development and disabilities from the University of California, Santa Barbara.