The Department of Education Policy and Leadership
Leanne Ketterlin Geller, Ph.D.
Associate Professor
Leanne Ketterlin Geller, Ph.D., is engaged in research and scholarship
focused on supporting all students in mathematics education through application
of instructional leadership principles and practices. She has served as
Principal Investigator for federally and locally funded research grants
emphasizing the development of formative
assessment procedures in mathematics and valid decision-making systems for
students with diverse needs in the general education curriculum. Specifically,
she investigates:
a) Formative assessment design frameworks using modern test theory, including Item Response Theory;
b) Empirical impact of accommodations and other test changes on the validity of test-score interpretations and uses;
c) Implications of using technology to implement universal design of assessment principles to support accessibility; and
d) Mathematics teachers’ decision-making with a focus on integrating research-based instructional design and delivery principles with teacher content knowledge.
The context of her research efforts is middle-school mathematics with an emphasis on supporting algebra-readiness. She publishes and presents to audiences focused on research as well as practice in the areas of mathematics education, measurement and assessment, and special education with the intent of broadly disseminating her research findings to make the greatest impact.
Her research is informed by her experiences in K-12 education. She taught high-school science in public schools and is trained as a K-12 administrator. During these experiences, she focused on supporting all students. In addition to teaching advanced placement, college-preparatory, and general science courses, she designed and taught science classes for culturally and linguistically diverse students using principles and techniques of Sheltered Instruction. Also, she served as a coordinator for the AVID (Advancement Via Individual Determination) program that is intended to encourage and provide academic supports for college-bound students from typically underrepresented populations.
Publications
Scholarship
Refereed Publications
Ketterlin-Geller, L. R., & Yovanoff, P. (in press). Diagnostic Assessments in Mathematics to Support Instructional Decision Making. Practical Assessment, Research and Evaluation.
Baker, S.K., Chard, D.J., Ketterlin-Geller, L.R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75(3), 303-318.
Chard, D.J., Ketterlin-Geller, L.R., Baker, S.K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75(3), 263-281.
Ketterlin-Geller, L.R. (2008). Testing students with special needs: A model for understanding the interaction between assessment and student characteristics in a universally designed environment. Educational Measurement: Issues and Practice, 27(3), 3-16.
Ketterlin-Geller, L.R., Chard, D.J., & Fien, H. (2008). Making Connections in Mathematics: Conceptual Mathematics Intervention for Low-Performing Students. Remedial and Special Education, 29(1), 33-45.
Ketterlin-Geller, L.R., & Tindal, G. (2008). Embedded technology: Current and future practices for increasing accessibility for all students. Journal of Special Education Technology, 22(4), 1-15.
Ketterlin-Geller, L.R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28(4), 194-206.
Ketterlin-Geller, L.R., Yovanoff, P., & Tindal, G. (2007). Developing a new paradigm for accommodations research. Exceptional Children, 73(3), 331-347.
Ketterlin-Geller, L.R., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163-172.
Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2006). Using a Concept Maze to Assess Student Understanding of Secondary Content. Assessment for Effective Intervention, 31 (2), 39-50.
Ketterlin-Geller, L.R. (2005). Knowing what all students know: Procedures for developing universally designed assessments. Journal of Technology, Learning, and Assessment, 4(2). Available from http://escholarship.bc.edu/jtla/vol4/2
McCoy, J.D. & Ketterlin-Geller, L.R. (2004). Rethinking instructional delivery in a diverse age: Serving all learners with concept-based instruction. Intervention in School and Clinic, 40(2), 71-93.
Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2003). How do critical thinking measures fit within standards-based reform? Assessment for Effective Intervention, 28(3&4), 37-48.
Twyman, T., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (2003). Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27(2), 333-348.
Non-refereed Publications
Crawford, L., & Ketterlin-Geller, L.R. (2008). Introduction to the special issue. Remedial and Special Education, 29(1), 5-8.
Ketterlin-Geller, L.R., Jungjohann, K., Chard, D.J., & Baker, S. (2007). From arithmetic to algebra. Educational Leadership, 65(3), 66-71.
Tindal, T., & Ketterlin-Geller, L.R. (2004). Research on Mathematics Test Accommodations Relevant to NAEP Testing. Washington, D.C.: National Assessment Governing Board. Available at http://www.nagb.org/pubs/conferences/tindal.pdf
Chapters
Chard, D. J., Ketterlin-Geller, L.R., Jungjohann, K., & Baker, S. (in press). Evidence-based math instruction: Developing and implementing math intervention programs at the core, supplemental, and intervention levels. In Gimpel-Peacock, Ervin, Daly, and Merrell (Eds), Practical Handbook of School Psychology. New York, NY: Guilford Publications.
Tindal, G., & Ketterlin-Geller, L. (in press). Test Accommodations Research: Decision-Making, Outcomes, and Designs. In R. Kopriva (Ed), Validity and accommodations: Psychometric and policy perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
Chard, D. J., Ketterlin-Geller, L. R., & Jitendra, A. (2008). A model of instructional support to enhance mathematics learning for all students. In E. L. Grigorenko (Ed.), Educating Individuals with Disabilities: IDEA 2004 and Beyond. New York: Springer.
Thurlow, M., Johnstone, C., & Ketterlin-Geller, L. R. (2008). Universal design of assessment in higher education. In S. Burgstahler and R. Cory (Eds), Universal Design in Postsecondary Education: From Principles to Practice. Boston, MA: Harvard Education Press.
Ketterlin-Geller, L.R., Baker, S., & Chard, D. (2008). Assessment strategies for secondary mathematics. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V, pp. 465-475. Bethesda, MD: National Association of School Psychologists.
Alonzo, J., Ketterlin-Geller, L.R., & Tindal, G. (2007). Curriculum Based Assessment. In L. Florian (Ed), Handbook of Special Education. Thousand Oaks, CA: Sage Publications.
Beghetto, R., & Ketterlin-Geller, L.R., (2006). Instructional Leadership, Part 2: Monitoring Progress. In S.C. Smith & P.K. Piele (Eds.), School Leadership: Handbook for Student Learning. Lanham, MD: Scarecrow Publishers.
Duesbery, L., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (2006). A computer-adaptive mathematics test accommodates students with diverse needs. In S. L. Howell (Ed.), Online Assessment and Measurement, Volume II: Case studies from higher education, K-12, and Corporate (pp. 157-170). Hershey, PA: Idea Group Publishing.
Tindal, G., Duesbery, L., & Ketterlin-Geller, L.R., (2006). Managing data for decision-making. In S.C. Smith & P.K. Piele (Eds.), School Leadership: Handbook for Student Learning. Lanham, MD: Scarecrow Publishers.
Reference Material
Ketterlin-Geller, L.R. (2007). Assessment accommodations for students with disabilities. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: John Wiley & Sons, Inc.
Ketterlin-Geller, L.R. (2007). Assessment modifications for students with disabilities. In C.R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education. Hoboken, NJ: John Wiley & Sons, Inc.
McCoy, J.D., Twyman, T., Ketterlin-Geller, L.R., & Tindal, G. (2005). Academic Achievement. In S.W. Lee (Ed), Encyclopedia of School Psychology. Thousand Oaks, CA: Sage Publications.
Educational Curricula
Bettesworth, L.R., Twyman, T., Ketterlin-Geller, L.R., & Tindal, G. (2002). Concept-based instruction: Second Languages. Hood River, OR: Ed Progress.
Ketterlin-Geller, L.R. & Tindal, G. (2002). Concept-based instruction: Science (2nd Ed.). Hood River, OR: Ed Progress.
Ketterlin-Geller, L. & Tindal, G. (2001). Concept-based instruction: Science. Hood River, OR: Ed Progress.
McCoy, J.D., Ketterlin-Geller, L., & Tindal, G. (2001). Concept-based instruction: Middle school social studies. Hood River, OR: Ed Progress.
McDonald, M., Ketterlin-Geller, L.R., & Tindal, G. (2002). Concept-based instruction: Mathematics (2nd Ed.). Hood River, OR: Ed Progress.
McDonald, M., Ketterlin-Geller, L., & Tindal, G. (2001). Concept-based instruction: Mathematics. Hood River, OR: Ed Progress.
Tindal, G., Alonzo, J., & Ketterlin-Geller, L.R. (2002). Concept-based instruction: Language Arts (2nd Ed.). Hood River, OR: Ed Progress.
Tindal, G. & Ketterlin-Geller, L. (2001). Concept-based instruction: Language Arts. Hood River, OR: Ed Progress.
Twyman, T., Ketterlin-Geller, L.R., & Tindal, G. (2002). Concept-based instruction: High school social science (2nd Ed.). Hood River, OR: Ed Progress.
Twyman, T., Ketterlin-Geller, L., & Tindal, G. (2001). Concept-based instruction: High school social studies. Hood River, OR: Ed Progress.
Technical Documents
Kettler, R., Russell, M., Camacho, C., Thurlow, M., Ketterlin-Geller, L. R., Godin, K., McDivitt, P., Hess, K., & Bechard, S. (in press). Improving Reading Measurement for Alternate Assessments: Suggestions for Designing Research on Item and Test Alternations.
Liu, K., Sundstrom-Hebert, K., Ketterlin-Geller, L. R., & Tindal, G. (2008). Instrument Development Procedures for Maze Measures. Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Ketterlin-Geller, L. (2008). CCSSO professional development materials: A navigation guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Ketterlin-Geller, L.R., Jung, E., Geller, J., & Yovanoff, Y. (2008). Project DIVIDE Instrument Development (Tech. Rep. No. 08-10). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Ketterlin-Geller, L.R., & Liu, K. (2008). Using Verbal Protocols to Understand Students’ Cognitive Processing in Division of Fractions (Tech. Rep. No. 08-09). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Jung, E., Liu, K., Ketterlin-Geller, L. R., & Tindal, G. (2008). Instrument Development Procedures for Mathematics Measures (Tech. Rep. No. 08-02). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Liu, K., Carling, K., Ketterlin-Geller, L. R., & Tindal, G. (2008). Instrument Development Procedures for Rapid Reading Measures (Tech. Rep. No. 08-04). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Liu, K., Ketterlin-Geller, L. R., Yovanoff, P., & Tindal, G. (2008). Examining Item Functioning of Math Screening Measures for Students in Grades 1-8 (Tech. Rep. No. 08-04). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Liu, K., Sundstrom-Hebert, K., Ketterlin-Geller, L. R., & Tindal, G. (2008). Instrument Development Procedures for Silent Reading Measures (Tech. Rep. No. 08-03). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Martinez, M.I, Ketterlin-Geller, L.R., & Tindal, G. (2007). Content-Related Evidence for Validity for Mathematics Tests: Teacher Review (Tech. Report. No. 42). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Alonzo, J., Ketterlin-Geller, L.R., & Tindal, G. (2004). Instrument Development: Examining the Appropriateness of Student and Teacher Surveys for Determining the Need for Testing Accommodations (Tech. Rep. No. 31). Eugene, Oregon: University of Oregon, College of Education, Behavioral Research and Teaching.
Ketterlin-Geller, L. R., Alonzo, J., & Tindal, G. (2004). Use of Focus Groups to Inform the Construction of a Universally Designed Mathematics Test (Tech. Rep. No. 29). Eugene, Oregon: University of Oregon, College of Education, Behavioral Research and Teaching.
Ketterlin-Geller, L.R., & Tindal, G. (2004). Analysis of Reading Fluency and Comprehension Measures for 3rd-Grade Students (Tech. Rep. No. 22). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
Unpublished Manuscripts
Ketterlin-Geller, L.R. (2003). Establishing a validity argument for using universally designed assessments. Unpublished doctoral dissertation, University of Oregon, Eugene.
International and National Presentations
Chard, D., & Ketterlin-Geller, L.R. (July, 2009). Implementing Response to Intervention in Mathematics. Paper to be presented at the International Association of Special Education, Alicante, Spain.
Ketterlin-Geller, L.R. (July, 2009). Assessment supports for students who struggle. Paper presented at the 16th Annual International Literacy and Educational Research Conference, Barcelona, Spain.
Ketterlin-Geller, L.R. (June, 2009). Accommodations decision making: Online tools to increase the validity of assessments for students with disabilities. Presented with Cawthon, S., Kopriva, R., & Thurlow, M. at the 39th National Conference on Student Assessment, Los Angeles, CA.
Ketterlin-Geller, L.R., & Yovanoff, P. (April, 2009). Model comparisons: Fitting cognitive diagnostic models to data. Paper presented at the Annual Meeting of the National Council on Measurement in Education, San Diego, CA.
Kettler, R. J., Putnam, J., Thurlow, M. L., Ketterlin-Geller, L.R., & Bechard, S. E. (April, 2009). Considerations for research to design alternate assessments based on modified achievement standards. Paper presented at the 90th Annual Meeting of the American Educational Research Association, San Diego, CA.
Ketterlin-Geller, L.R., Jamgochian, E., Nelson, N., & Geller, J. (April, 2009). Teachers’ assignment of accommodations: Unmediated changes or insightful practices. Paper presented at the 90th Annual Meeting of the American Educational Research Association, San Diego, CA.
Ketterlin-Geller, L.R. (April, 2009). Dividing fractions: A cognitive-based approach to instruction and assessment. Paper to be presented at the National Council of Teachers of Mathematics 2009 Meeting and Exposition, Washington, DC.
Ketterlin-Geller, L.R., Nelson, N., Jamgochian, E., & Jungjohann, K. (February, 2009). Evaluating a mathematics professional development model: A tiered approach to increase algebra readiness. Poster presented at the 17th Annual Pacific Coast Research Conference, San Diego, CA.
Ketterlin-Geller, L.R. (June, 2008). Formative assessment to guide instruction within a technology-based universally designed framework. Presented with Hall, T., Russell, M., & Dolan, R. at the 38th National Conference on Student Assessment, Orlando, FL.
Ketterlin-Geller, L.R., Yovanoff, P., & Tindal, G. (June, 2008). Evidence for accommodation effectiveness: It’s in the item. Presented with Abedi, J., Thurlow, M., Rivera, C., & Rigney, S. at the 38th National Conference on Student Assessment, Orlando, FL.
Ketterlin-Geller, L.R. (April, 2008). Algebra across the grades: How do we prepare students to be successful in algebra? Paper presented with Baker, S. & Jungjohann, K. at the National Council of Teachers of Mathematics 2008 Meeting and Exposition, Salt Lake City, UT.
Chard, D., Ketterlin-Geller, L.R., & Jitendra, A. (April, 2008). Improving Mathematics Achievement for Students With Disabilities: The Potential of RTI. Poster presented at the 2008 Council for Exceptional Children Convention and Expo, Boston, MA.
Ketterlin-Geller, L.R. (April, 2008). Universal design for learning instruction and tools: A survey. Presented with Hall, T., Graham, S., & Wehmeyer, M. at the 2008 Council for Exceptional Children Convention and Expo, Boston, MA.
Ketterlin-Geller, L.R., Jung, E., Geller, J., & Liu, K. (March, 2008). Cognitive diagnostic assessment: Defining a cognitive model. Paper presented at the Annual Meeting of the National Council on Measurement in Education, New York, NY.
Yovanoff, P., Ketterlin-Geller, L.R., & Tindal, G. (March, 2008). Scaling Scores on District Level Tests for Estimating Growth Relative to State Performance Standards. Paper presented at Annual Research Conference of the Society for Research on Educational Effectiveness, Crystal City, VA.
Ketterlin-Geller, L.R., & Yovanoff, P. (February, 2008). Diagnostic mathematics assessment: Innovations in measurement theory to identify student learning needs. Poster presented at the 16th Annual Pacific Coast Research Conference, San Diego, CA.
Ketterlin-Geller, L.R. (June, 2007). Science assessments for students with significant cognitive disabilities: Issues and examples. Paper presented with Dolan, R., Hollenbeck, K., & Harms, M. at the 37th National Conference on Large-Scale Assessment, Nashville, TN.
Ketterlin-Geller, L.R. (April, 2007). Using assessments to screen and monitor progress of students with mathematics difficulties. Paper presented with Clarke, B. & Baker, S. at the 2007 Council for Exceptional Children Convention and Expo, Louisville, KY.
Ketterlin-Geller, L.R. (April, 2007). Validity of Emerging Assessment Technologies: Levels of Evidence. Paper presented at the Annual Meeting of the National Council on Measurement in Education, Chicago, IL.
Martinez, M. I., & Ketterlin-Geller, L.R. (April, 2007). EL Assessment: The Role of Academic English in Systems Alignment. Paper presented at the 88th Annual Meeting of the American Educational Research Association, Chicago, IL.
Ketterlin-Geller, L.R. (February, 2007). Mathematics assessment: Issues and innovations for assessing students with disabilities. Paper presented with Chard, D., Foegen, A., & Yovanoff, P. at the 15th Annual Pacific Coast Research Conference, San Diego, CA.
Ketterlin-Geller, L.R. (June, 2006). Understanding universal design as it applies to assessment. Paper presented with Burling, K., Felix, A., Harms, M., & Townsend, R. at the 36th National Conference on Large-Scale Assessment, San Francisco, CA.
Ketterlin-Geller, L.R., & Martinez, M. I. (June, 2006). Academic language: Can accommodations help a broken system. Paper presented with Abedi, J., Miner, K., & Tindal, G. at the 36th National Conference on Large-Scale Assessment, San Francisco, CA.
Ketterlin-Geller, L.R. (April, 2006). Universal Design for Assessment: Cognitive Aspects of Assessment. Paper presented at the 87th Annual Meeting of the American Educational Research Association, San Francisco, CA.
Ketterlin-Geller, L.R. (April, 2006). Embedding Accommodations for English Language Learners and Students with Disabilities into Computer-Based Assessments. Paper presented at the Annual Meeting of the National Council on Measurement in Education, San Francisco, CA.
Ketterlin-Geller, L.R., Alonzo, J.,Duesbery, L., & Tindal, G. (April, 2006). Investigating Conative Factors’ Effects on Third Grade Mathematics Performance. Paper presented at the 87th Annual Meeting of the American Educational Research Association, San Francisco, CA.
Ketterlin-Geller, L.R., Yovanoff, P., & Tindal, G. (February, 2006). Reading-based Accommodations: Evidence of Effects on Mathematics Performance. Presented at the 14th Annual Pacific Coast Research Conference, San Diego, CA.
Duesbery, L., Ketterlin-Geller, L.R., Alonzo, J., & Tindal, G. (August, 2005). Conative dimensionality in elementary school mathematics. Poster to be presented at the American Psychological Association Annual Meeting, Washington, DC.
Ketterlin-Geller, L.R. (June, 2005). Current and future technological applications in large-scale assessment. Paper presented with Hall, T., Russell, M., Poggio, J., & Tindal, G. at the 35th National Conference on Large-Scale Assessment, San Antonio, TX.
Ketterlin-Geller, L.R. (June, 2005). Setting alternate achievement standards: Challenges and solutions. Paper presented with Tindal, G., Carrizalas, D., Ferrara, S., Elliott, S., & Arnold, N. at the 35th National Conference on Large-Scale Assessment, San Antonio, TX.
Ketterlin-Geller, L.R. (April, 2005). Universal design for assessment: Including all students in general education math tests. Paper presented at the 2005 Council for Exceptional Children Convention and Expo, Baltimore, MD.
Ketterlin-Geller, L.R., Alonzo, J., CONTACT _Con-4466425342 \c \s \l Carrizalas, D., & Tindal, G. (April, 2005). Silent reading fluency: A viable measure of reading competence? Paper presented at the 86th Annual Meeting of the American Educational Research Association, Montreal.
Ketterlin-Geller, L.R., & Tindal, G. (April, 2005). Developing a new paradigm for conducting research on accommodations in mathematics testing. Paper presented at the Annual Meeting of the National Council on Measurement in Education, Montreal.
Ketterlin-Geller, L.R. (February, 2005). Evaluating the validity of universally designed mathematics tests. Paper presented at the 13th Annual Pacific Coast Research Conference, San Diego, CA.
Tindal, G., Yovanoff, P., & Ketterlin-Geller, L.R. (February, 2005). Scaling early reading and math CBM performance tasks with large-scale standardized tests. Presented at the 13th Annual Pacific Coast Research Conference, San Diego, CA.
Tindal, G, & Ketterlin-Geller, L.R. (October, 2004). Universal design in testing: Fitting tests with students. Presented at the 26th International Conference on Learning Disabilities, Las Vegas, NV.
Ketterlin-Geller, L.R., & Geller, J. (June, 2004). How to Leave No Child Behind: Universal Design for Instruction and Assessment. Paper presented at the 11th Annual International Literacy and Educational Research Conference, Havana, Cuba.
Ketterlin-Geller, L.R., McCoy, J.D., & Geller, J. (June, 2004). Case-based reasoning: Influence on pre-service teachers’ instructional decision-making skills. Paper presented at the 11th Annual International Literacy Education Research Conference, Havana, Cuba.
Ketterlin-Geller, L.R. (June, 2004). Universal design for assessment: Theoretical foundations and practical implications. Paper presented with Tindal, G., Abedi, J., & Hall, T. at the 34th National Conference on Large-Scale Assessment, Boston, MA.
Ketterlin-Geller, L.R., & Tindal, G. (April, 2004). Constructing a validity argument for a district-level mathematics screener test. Poster presented at the 85th Annual Meeting of the American Educational Research Association, San Diego, CA.
Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (April, 2003). Influence of case-based instruction on pre-service teachers’ decision-making skills. Poster presented at the 84th Annual Meeting of the American Educational Research Association, Chicago, IL.
Twyman, T., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (April, 2003). Findings from concept-based instruction: Implications for practice. Poster presented at the 84th Annual Meeting of the American Educational Research Association, Chicago, IL.
Regional Presentations
Jamgochian, E., Nelson, N., Doabler, C., Ketterlin-Geller, L.R., & Jungjohann, K. (June, 2008). An Approach to Professional Development to Support Students in Pre-Algebra. Presentation at the Confederation of Oregon School Administrators Conference, Seaside, OR.
Doabler, C., Jamgochian, E., Nelson, N., Ketterlin-Geller, L.R., & Jungjohann, K. (March, 2008). Solving for X: A Tiered Approach to Support Students in Pre-Algebra. Paper presented at the Northwest Association of Teacher Educators conference, Seattle, WA.
Ketterlin-Geller, L.R. (May, 2007). Accommodations: Useful tools for closing the achievement gap? Presented at the 4th Annual Closing the Achievement Gap Conference, Portland, OR.
Ketterlin-Geller, L.R., Alonzo, J., & Duesbery, L. (February, 2005). Ready to progress? Using data to move in the right direction. Symposium to be presented at the 37th Annual Oregon Conference, Eugene, OR.
Ketterlin-Geller, L.R., & Yovanoff, P. (February, 2004). How to leave no child untested: Universal design for assessment. Presented at the 37th Annual Oregon Conference, Eugene, OR.
Twyman, T., & Ketterlin-Geller, L.R. (February, 2003). Concept-Based Instruction: Implications for Practice. Presented at the 6th Annual Meeting of the Oregon Association of Teacher Educators, Portland, OR.
Tindal, G., Bettesworth, L.R., & Ketterlin-Geller, L.R. (January, 2003). Concept-Based Instruction. Presented at the 36th Annual Oregon Conference, Eugene, OR.
Ketterlin-Geller, L.R. & McCoy, J.D. (February, 2002). Participating in Educational Research. Presented at the 35th Annual Oregon Conference, Eugene, OR.
Ketterlin-Geller, L.R. (October - November, 2001). Concept-Based Teaching Techniques Workshop Series. Presented in Cottage Grove School District, Cottage Grove, OR.
Ketterlin-Geller, L.R. & McDonald, M. (March, 2001). Concept-Based Teaching Techniques. Presented at the 34th Annual Oregon Conference: Eugene, OR.
Ketterlin-Geller, L.R. & McDonald, M. (March, 2001). Implementing Concept-Based Teaching Techniques. Presented at the 34th Annual Oregon Conference, Eugene, OR.
Invited Presentations
Ketterlin-Geller, L.R. (December 2008). Teachers’ mathematical content knowledge in grades 5-8 to support algebra readiness. Presented at Center on Instruction’s Mathematics Conference: Developing Working Knowledge of the National Mathematics Panel Report, Long Beach, CA.
Ketterlin-Geller, L.R. (April, 2008). Systems-level considerations for implementing progress monitoring in mathematics. Presented at Mathematics Leadership Academy, Renton, WA.
Ketterlin-Geller, L.R. (September, 2007). Implementing a progress monitoring system in secondary mathematics. Presented at Kick-off for Math Conference, Renton, WA.
Ketterlin-Geller, L.R. (December, 2006). Progress monitoring in mathematics. Presented at It’s All About Math Conference, Tacoma, WA.
Ketterlin-Geller, L.R. & Chard, D.J. (November, 2006). Pre-algebra and algebra instruction and assessment. Presented at the Center on Instruction Math Summit, Annapolis, MD.
Ketterlin-Geller, L.R. (May, 2006). Defining progress monitoring in mathematics. Presented at the Center on Instruction Math Summit, Ann Arbor, MI.
Areas of Research
� Universal Design for Assessment
� Assessment development and validation
� Data-based decision making in educational systems
� Mathematics education and assessment
� Inclusion of students with disabilities in general education services
� Pre- and in-service teacher training and development
External Funding
Federal Funded Proposals
Project DIVIDE: Dynamic Instruction Via Individually Designed Environments in Mathematics
U.S. Department
of Education, Office of Special Education Programs, Steppingstones
Annual budget
from 2006-09: $199,639
Description:
Principal Investigator responsible for developing a universally designed
computer-based instructional system to diagnose student skills and knowledge in
mathematics. Project components include developing diagnostic assessments as
well as instructional units to remediate deficits.
Project INFORM: Instantiating Frameworks of Organized Responsive Measurement
U.S.
Department of Education, Technology and Standards-based Reform
Annual
budget from 2006-09: $298,000
Description:
Co-Principal Investigator responsible for developing and implementing
standards-based reform practices for students with disabilities. Project
components include aligning curriculum with instruction and assessment,
developing appropriate measurement systems, and incorporating web-based training
modules for interpreting data and making decisions to support the needs of
students with disabilities.
University and College Funded Proposals
Professional Development in Algebra
Fairway Funds, College of
Education, University of Oregon
Annual budget from 2007-09:
$37,334
Description:
Principal Investigator responsible for designing, developing, and implementing
professional development modules to support teachers’ understanding of
instruction and assessment in the area of algebra. Project components include
effective use of classroom-based and large-scale assessments, teachers’
professional content knowledge, and design and delivery of effective
instructional strategies.
Project VISION: Vignettes in Instruction to Situate, Integrate, and Optimize New learning
University of
Oregon Educational Technology Fund
Annual budget
from 2004-05: $42,000
Description:
Principal Investigator responsible for developing and evaluating multimedia
instructional vignettes for teaching measurement and assessment concepts to
graduate students in Educational Leadership coursework.
Other Project Roles
Early Learning in Mathematics: A Prevention Approach
U. S. Department of Education,
Institute for Education Science
Annual budget from 2004-08:
$371,283
Description:
Assumed Principal Investigator responsibilities for Dr. David Chard to
disseminate findings from empirical studies designed to investigate the effects
of Kindergarten mathematics curriculum on student achievement and subsequent
risk-status.
Project PREPARE: Proactive, Research-based and Evaluative Procedures for Administrators Reaching for Excellence
U.S. Department of Education, Fund for the Improvement of Postsecondary Education
Annual budget from 2004-07: $185,645
Description: Key Personnel in the development of curriculum-based measurement systems for use in multimedia curricula designed to train pre- and in-service principals to use data to make instructional decisions.
Project MAP: Making Accommodations Personal
U.S. Department of Education, Office of Special Education Programs
Annual budget from 2002-06: $179,847
Description: Project Manager responsible for designing, conducting, and evaluating research studies on the effectiveness of computer-based universally designed tests for addressing the needs of all students.
Focus of Teaching
� Research Methodology
o Action Research
o Quantitative Research Methods
� Measurement and Assessment
o Measurement in Decision Making
o Classroom Assessment Procedures
o Advanced Measurement and Assessment
o Current Issues in Measurement and Assessment
� Teaching and Learning
o Analysis of Teaching and Learning
o Curriculum-Assessment Alignment