Department of Education Policy & Leadership

Leanne Ketterlin Geller

Associate Professor & Director of Research in Mathematics Education



Ph.D., University of Oregon
3101 University Blvd, Ste.306,
Dallas, 75205
Box 750114
214-768-4947
Send an email

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.

Scholarship

Refereed Publications

Ketterlin-Geller, L.R., Yovanoff, P., Jung, E., Liu, K., & Geller, J. (in press). Construct definition using cognitive-based evidence: A framework for practice. Educational Assessment.

Crawford, L., & Ketterlin-Geller, L. R. (2012). Middle School Teachers’ Assignment of Test Accommodations. The Teacher Educator, 48(1), 29-45.

Ketterlin-Geller, L. R., Jamgochian, E., Nelson-Walker, N., & Geller, J. (2012). Disentangling mathematics target and access skills: Implications for accommodation assignment practices. Learning Disabilities Research and Practice, 27(4), 178-188.

Perry, L., Ketterlin-Geller, L. R., Benson, S., Schielack, J., & Broadway, E. (2012). Supporting students’ algebra readiness: A response to intervention approach. Texas Mathematics Teacher, 59(2), 26-29. Available electronically at: http://www.tctmonline.org/TMT_archive/TMT_2010s/TMT_2012_Fall.pdf 

Scalise, K., & Ketterlin-Geller, L. R. (2012). Reciprocal Leading: Improving Instructional Designs in E-Learning. In P. Ghislandi (Ed.), e-Learning: Theories, Design, Software and Applications, pp. 73-90. Rijeka, Croatia: InTech Open Access Publisher (http://www.intechopen.com/articles/show/title/reciprocal-leading-improving-instructional-designs-in-e-learning ).

Carrizales, D., & 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 Margins: Challenges, Strategies, and Techniques. Charlotte, NC: Information Age Publishing.

Ketterlin-Geller, L. R., & Chard, D. J. (2011). Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number. Australasian Journal of Learning Disabilities, 16(1), 65-78.

Ketterlin-Geller, L. R., & Crawford, L. (2011). Improving accommodations assignment: Reconceptualizing professional development to support accommodations decision making. In M. Russell, & M. Kavanaugh (Eds.), Assessing Students in the Margins: Challenges, Strategies, and Techniques. Charlotte, NC: Information Age Publishing.

Ketterlin-Geller, L. R., & Jamgochian, E. M. (2011). Instructional Accommodations and Modifications that Support Learning. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), The Handbook of Accessible Achievement Tests for All Students: Bridging the Gap Between Research, Practice, and Policy, pp. 131-146. New York: Springer.

Chard, D. J., Ketterlin-Geller, L.R., Jungjohann, K., & Baker, S. (2010). Evidence-based math instruction: Developing and implementing math programs at the core, supplemental, and intervention levels. In Gimpel-Peacock, Ervin, Daly, and Merrell (Eds), Practical Handbook of School Psychology, pp. 287-299. New York, NY: Guilford Publications.

Baker, D. L., & Ketterlin-Geller, L.R. (2010). Conceptualizing a school-wide bilingual literacy model: Closing the achievement gap through systematic formative assessment. National Association for Bilingual Education (NABE) News, 32(2), 6-9.  

Ketterlin-Geller, L. R., & Yovanoff, P. (2009). 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

Baker, D.L., & Ketterlin-Geller, L.R. (2010). Conceptualizing a school-wide bilingual literacy model: Closing the achievement gap through systematic formative assessment.
National Association for Bilingual Education (NABE) News, 32(2), 6-9.

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

Carrizales, D., & Ketterlin-Geller, L.R. (in press). Alternate assessments based on modified achievement standards: Reflections on assessment design and implementation. In M. Russell, & M. thurlow (Eds.),  Assessing Students in the Margins: Challenges, Strategies, and Techniques. Charlotte, NC: Information Age Publishing.

Ketterlin-Geller, L.R., & Crawford, L. (in press). Improving accommodations assignment: Reconceptualizing professional development to support accommodations decision making. In M. Russell, & M. Thurlow (Eds), Assessing Students in the Margins: Challenges, Strategies, and Techniques. Charlotte, NC: Information Age Publishing.

Ketterlin-Geller, L.R., & Jamgochian, E.M. (in press). Instructional Accommodations and Modifications that Support Learning. In S.N. Elliott, R.J. Kettler, P.A. Beddow, & A. Kurz (Eds.), Accessible tests of student achievement: Issues, innovations, and applications. New York: Springer

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., Jungjohann, K., & Baker, S. (2010). 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.

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

Ketterlin-Geller, L.R., Lei, C.F., & Basaraba, D. (2009). Project DIVIDE: Feasibility and Utility Study of Project DIVIDE Instructional Modules (Tech. Rep. No. 09-03). Dallas, TX: Southern Methodist University, Education Policy and Leadership.

Ketterlin-Geller, L.R., Nelson-Walker, N.J., & Jamgochian, E.M. (2009). Project DIVIDE: Instructional Module Development (Tech. Rep. No. 09-01). Dallas, TX: Southern Methodist University, Education Policy and Leadership.

Kettler, R., Bechard, S., Russell, M., Camacho, C., Thurlow, M., Ketterlin Geller, L., Godin, K., McDevitt, P., & Hess, K. (2009). White paper: Improving reading measurement for alternate assessment: Suggestions for designing research on item and test alterations. Dover, NH: Measured Progress and Menlo Park, CA: SRI International.

Jamgochian, E.M., & Ketterlin-Geller, L.R. (2009). Project DIVIDE: Instructional Module External Review (Tech. Rep. No. 09-02). Dallas, TX: Southern Methodist University, Education Policy and Leadership.

Taylor, M.J., Dimino, J.A., Ketterlin-Geller, L.R., & Koontz, T. (2009). Identifying professional development needs in mathematics: A planning tool for grades 3-7.
Portsmouth, NH: RMC Research Corporation, Center on Instruction

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

Ketterlin-Geller, L.R. (July, 2013). Diagnostic assessments to support mathematics achievement. Paper to be presented at the Biennial Conference of the International Association of Special Education, Vancouver, British Columbia, Canada.

Basaraba, D., Ketterlin-Geller, L. R., Yovanoff, P., Zachary, S., & Hill, S. (April-May, 2013). Documenting validity evidence for the design, development, and evaluation of a diagnostic assessment for algebra readiness. Paper to be presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Ketterlin-Geller, L. R. (April-May, 2013). Sources of construct irrelevant variance: Rethinking traditional definitions and supports. Paper to be presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Basaraba, D., Ketterlin-Geller, L. R., & Zachary, S. (April, 2013). Using verbal protocols to develop a diagnostic assessment of algebra readiness. Panel to be presented at the 2013 Council for Exceptional Children Convention and Expo, San Antonio, TX.

Ketterlin-Geller, L. R., Basaraba, D., Zachary, S., & Hill, S. (April, 2013). Using learning progressions to guide instruction on fractions. Panel to be presented at the 2013 Council for Exceptional Children Convention and Expo, San Antonio, TX.

Ralaingita, W. D. S., & Ketterlin-Geller, L. R. (March, 2013). Development of mathematical skills across countries: Examining findings from the Early Grade Mathematics Assessment in Africa. Paper to be presented at the Comparative and International Education Society Annual Conference, New Orleans, LA.

Ketterlin-Geller, L. R. (March, 2013). Increasing access to quality education through accommodations and modifications. Paper to be presented at the Comparative and International Education Society Annual Conference, New Orleans, LA.

Ketterlin-Geller, L. R. (February, 2013). Do visual representations increase the accessibility of mathematics test items? Poster to be presented at the 20th Annual Pacific Coast Research Conference, San Diego, CA.

Ketterlin-Geller, L. R. (December, 2012). Preparing to Teach Mathematics. Presented at the International Numeracy Conference, Berlin, Germany.

Ralaingita, W., & Ketterlin-Geller, L. R. (December, 2012). Assessing Math Skills in the Early Grades: The Early Grade Mathematics Assessment (EGMA). Presented at the International Numeracy Conference, Berlin, Germany.

Ketterlin-Geller, L. R., Wasserman, N., Chard, D. J., Zachary, S. & Hill, S. (October, 2012). Progress with fractions: Using learning progressions to guide instruction. Council for Learning Disability’s 34th Annual International Conference, Austin, TX.

Ketterlin-Geller, L. R., Gifford, D., & Shivraj, P. (July, 2012). Accessibility or comparability: Priorities in mathematics test item design. Paper presented at the 8th Conference of the International Test Commission, Amsterdam, The Netherlands.

Platas, L., Ralaingita, W., & Ketterlin-Geller, L. R. (July, 2012). Assessing early mathematics skills in developing countries: Instrument design, development, and validations. Paper presented at the 8th Conference of the International Test Commission, Amsterdam, The Netherlands.

Ketterlin-Geller, L. R, Baumer, P., & Lichon, K. (April, 2012). Administrators’ role in supporting collaboration. Research Symposium Panel presented with Dougherty, B., Karp, K., Bryant, D., Chard, D., & Bryant, B. at the National Council of Teachers of Mathematics 2012 Meeting and Exposition, Philadelphia, PA.

Ketterlin-Geller, L. R. (February, 2012). Using Assessment Results to Improve Mathematics Achievement. Presented at the 1st Annual Research-to-Practice Conference, Southern Methodist University, Dallas, TX.

Ketterlin-Geller, L. R. (October, 2011). Research methodology to support decisions in mathematics. Panel presented with Crawford, L., and Yovanoff, P. at the Council for Learning Disability’s 33rd Annual International Conference, Austin, TX.

Ketterlin-Geller, L. R., Hall, L., & Crawford, L. (October, 2011). Designing research to develop and validate an intervention. Council for Learning Disability’s 33rd Annual International Conference, Austin, TX.

Chard, D. J., & Ketterlin-Geller, L. R (April, 2011). Designing and implementing a statewide system for RTI in mathematics: Lessons learned. Panel presented at the 2011 Council for Exceptional Children Convention and Expo, Washington, DC.

Ketterlin-Geller, L. R (April, 2011). The role of administrators in supporting collaboration. Panel presented with Bryant, D. P., Bryant, B., Karp, K., Dougherty, B., and Chard, D. at the 2011 Council for Exceptional Children Convention and Expo, Washington, DC.

Ketterlin-Geller, L. R (April, 2011). Assessment and assessment decision-making for students struggling with mathematics. Panel presented at the 2011 Council for Exceptional Children Convention and Expo, Washington, DC.

Ketterlin-Geller, L. R., Gifford, D., & Oliphint, M. (April, 2011). Using visual representations in mathematics instruction and assessment. Paper presented at the 2011 Council for Exceptional Children Convention and Expo, Washington, DC.

Ketterlin-Geller, L. R., & Crawford, L. (April, 2011). Using data to support teachers’ accommodation decision making. Paper presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.

Ketterlin-Geller, L. R., Gifford, D., & Oliphint, M.  (April, 2011). Improving access to mathematics through multiple representations. Paper presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.

Liu, K., & Ketterlin-Geller, L. R. (April, 2011). Using “think aloud” to understand how grade 6 students conceptualize algebra. Poster presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.

Piper, B., & Ketterlin-Geller, L. R. (April, 2011). Early grade mathematics assessment reliability and validity: Assessing the assessment. Paper presented at the 92nd Annual Meeting of the American Educational Research Association, New Orleans, LA.

Ketterlin-Geller, L.R. (March, 2011). Using formative assessment to improve students’ mathematics performance. Presented at the CORE Leadership Summit 2011, San Francisco, CA.

Ketterlin-Geller, L. R., Oliphint, M., & Gifford, D. B. (February, 2011). Monitoring students’ readiness for algebra: What can measures of numeracy tell us? Poster presented at the 18th Annual Pacific Coast Research Conference, San Diego, CA.

Crawford, L., & Ketterlin-Geller, L.R. (April-May 2010).  Investigating teachers' accommodation practices. Paper to be presented at the 91st Annual Meeting of the American Educational Research Association, Denver, CO.

Ketterlin-Geller, L.R., Jamgochian, E.M., Nelson-Walker, N.J., Copeland, H., Park, B.J., & Jungjohann, K.J., (April-May 2010). Improving teachers' content knowledge: Does targeted professional development work? Paper to be prsented at the 91st Annual Meeting of the American Educational Research Association, Denver, CO.

Ketterlin-Geller, L.R., Copeland, H., Jamgochian, E.M., Nelson-Walker, N.J., Park, B.J., Jungjohann, K., & Chard, D. (April 2010). Evidence-based professional development in mathematics: Supporting student learning by supporting educators. Panel presented with Stein, M., Jamgochian, E.M., & Nelson-Walker, N.J. at the 2010 Council for Exceptional Children Convention and Expo, Nashville, TN.

Ketterlin-Geller, L.R., Oliphint, M., & Gifford, D. (April, 2010). RTI in secondary mathematics: Supporting student success through systematic service delivery. Panel presented with Feuerborn, L., Jitendra, A., Nelson-Walker, N.J., & Chard, D. at the 2010 Council for Exceptional Children Convention and Expo, Nashville, TN.

Ketterlin-Geller, L.R. (February, 2010). Diagnostic assessment in mathematics. Evaluating the utility of three approaches. Paper to be presented with Russell, M., Seethaler, P., & CHard, D. at the 18th Annual Pacific Coast Research Conference, San Diego, CA.

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). Designing effective professional development in mathematics: Research to practice. Presented as the Spotlight Presentation for the Division of Research with Chard, D., Gersten, R., & Jungjohann, K. 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. (October, 2010). Mathematics instructional practices for middle-school students. Presented at Center for Teaching and Learning's Research to Practice Conference, Portland, OR.

Chard, D., & Ketterlin-Geller, L.R. (October, 209). Enhancing teachers' instructional effectiveness through targeted professional development. Presented at Center for Teaching and Learning's Research to Practice Conference, Portland, OR.

Ketterlin-Geller, L.R., & Chard, D. (October, 2009). Assisting students struggling with mathematics: Response to intervention in middle school. Presented at Center for Teaching and Learning's Research to Practice Conference, Portland, OR.

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
    • Action Research
    • Quantitative Research Methods
  • Measurement and Assessment
    • Measurement in Decision Making
    • Classroom Assessment Procedures
    • Advanced Measurement and Assessment
    • Current Issues in Measurement and Assessment
  • Teaching and Learning
    • Analysis of Teaching and Learning
    • Curriculum-Assessment Alignment