51²è¹Ý

Leanne R. Ketterlin-Geller, Ph.D., is a professor in the department of Education Policy and Leadership, and holds the Texas Instruments Endowed Chair in Education at 51²è¹Ý, Dallas, Texas. In addition to Dr. Ketterlin-Geller’s faculty appointment, she serves as the director of the Research in Mathematics Education unit. Her research focuses on the development and validation of formative assessment systems in mathematics that provide instructionally relevant information to support students experiencing mathematics difficulty. She works nationally and internationally to support achievement and engagement in mathematics and other STEM disciplines for students in Kindergarten through Grade 8.
Her research has been funded by international, national, state, and local funding agencies who are equally committed to supporting positive outcomes for all students. She has published numerous articles and book chapters, and presented original research findings at local, national, and international conferences.
She works closely with teachers and administrators to understand the application of measurement and assessment principles for making decisions in school settings. Dr. Ketterlin-Geller was a high school science teacher and trained as a K-12 administrator.
For more information about her research projects, visit the Research in Mathematics Education website here (smu.edu/rme).

External Funding

National and Internationally Funded Grants

Promoting Algebra Readiness (PAR): A Randomized Control Trial of a Tier 2 Sixth Grade Mathematics Intervention
U.S. Department of Education, Institute for Education Sciences,
Budget from 2023-2028: $3,800,000 (Subaward: $787,171); R324A230007
Description: Co-Principal Investigator responsible for implementing rigorous efficacy study of a previously developed intervention focused on students’ understanding of rational numbers.

Project STAIR 2.0:
Supporting Teaching of Algebra: Individual Readiness (STAIR 2.0): Research to Accelerate Pandemic Recovery in Special Education
U.S. Department of Education, Institute for Education Sciences,
Budget from 2022-2025: $2,999,992 (Subaward: $814,267); R324X220102
Description: Co-Principal Investigator responsible for implementing data-based individualization for middle school students struggling in algebra.

Scalability, Capacity, and Learning Engagement (SCALE) for Fraction Face-Off to Accelerate Mathematics Learning of Students Experiencing Mathematics Difficulty
U.S. Department of Education, Education Innovation and Research
Budget from 2021-26: $7,996,477; S411B210032
Description: Principal Investigator responsible for implementing rigorous replication and efficacy studies of an existing intervention focused on fractions understanding for upper elementary and middle school students.

Project LIME: Leaders Investigating Mathematics Evidence
U.S. Department of Education, Office of Special Education Programs, Personnel Preparation Development
Budget from 2021-26: $3,685,176 (Subaward: $1,164,729); H325D210061
Description: Co-Principal Investigator responsible for training four pre-doctoral scholars studying mathematics and special education.

Integrating Human Computer Interaction, Machine Learning, Game Design, and Educational Assessment in a STEM+C Curriculum
National ScienceFoundation, Division of Research on Learning
Budget from 2019-22: $1,521,616; DRL-1933848
Description: Co-Principal Investigator responsible for implementing an intervention focused on teaching computer science and computational thinking with community gaming applications.

Project STAIR: Supporting Teaching of Algebra: Individualization for Readiness
U.S. Department of Education, Office of Special Education Programs, Model Demonstration Projects to Improve Algebraic Reasoningfor Students with Disabilities in Middle and High School
Budget from 2018-22: $1,568,000(Subaward: $412,452); H326M170006
Description: Co-Principal Investigator responsible for implementing data-based individualization for middle school students struggling in algebra.

Measures of Mathematical Reasoning Skills
National Science Foundation, Discovery Research PreK-12
Budget from 2017-21: $2,549,000; DRL-1721100
Description: Principal Investigator responsible for developing and evaluating the validity of a universal screening assessment system for numerical relational reasoning and spatial reasoning for students in grades K-2.

Partnering with Parents to Foster Academic Success
Inter-American Development Bank
Budget from 2015-17: $550,000
Description: Principal Investigator responsible for developing, implementing, and evaluating a parent intervention in Jamaica to support young children’s development of early mathematics concepts.

Project PAR: Promoting Algebra Readiness
U.S. Department of Education, Institute for Education Sciences, Goal 2
Budget from 2012-15:$1,500,000(Subaward: $351,168); R324A120115
Description: Co-Principal Investigator responsible for developing and assessing the feasibility of a strategic mathematics intervention on rational number concepts for grade 6 students struggling in mathematics.

Project DIVIDE: Dynamic Instruction Via Individually Designed Environments in Mathematics
U.S. Department of Education, Office of Special Education Programs, Steppingstones
Budget from 2006-09: $399,278
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
Budget from 2006-09: $896,971
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.

Early Learning in Mathematics: A Prevention Approach
U. S. Department of Education, Institute for Education Sciences
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.

State Funded Grants

TIER Progress Monitoring System for Elementary School Students
University of Texas, Austin; Texas Education Agency
Budget from 2020-21: $300,000
Description: Principal Investigator responsible for designing progress monitoring measurement system for elementary mathematics classrooms to support teachers’ instructional decision making in grades K-6.

Elementary and Middle School Students in Texas Algebra Ready Initiative Enhancements
Educational Services Center, Region XIII; Texas Initiatives
Budget from 2017: $115,000
Description: Principal Investigator responsible for initiating and evaluating enhancements to the ESTAR and MSTAR universal screening and diagnostic assessment systems for students and teachers in grades 2-8.

Professional Development Partnership for Advance Math and Science Courses
Texas Education Agency in collaboration with Grand Prairie Independent School District
Budget from 2015-16: $46,000
Description: Principal Investigator responsible for developing and deploying professional development to teachers at the Young Woman’s Leadership Academy.

Disseminating the Dyslexia Handbook for Texas
Educational Services Center, Region X
Budget from 2015: $110,000
Description: Principal Investigator responsible for developing and deploying mobile applications and websites for disseminating information about the Dyslexia Handbook for Texas.

Response to Intervention: Guidance Documentation
Educational Services Center, Region XIII; Texas Initiatives
Budget from 2014-15: $850,000
Description: Principal Investigator responsible for developing, disseminating, and providing professional development training on implementing Response to Intervention guidance documentation.

Middle School Students in Texas Algebra Ready (MSTAR) Universal Screener Alignment
Educational Services Center, Region XIII; Texas Initiatives
Budget from 2014-15: $350,000
Description: Principal Investigator responsible for aligning the existing MSTAR universal screening system with the new Texas Essential Knowledge and Skills for grades 5-8.

Elementary School Students in Texas Algebra Ready (ESTAR) Diagnostic Assessment System
Educational Services Center, Region XIII; Texas Initiatives
Budget from 2013-14: $1,100,000
Description: Principal Investigator responsible for developing algebra-readiness diagnostic assessment systems for students in grades 2-4 using learning progressions.

Texas Algebra Ready (TX-AR) Professional Development
Educational Services Center, Region XIII; Texas Initiatives
Budget from 2013: $206,000
Description: Principal Investigator responsible for developing professional development materials to support teachers’ and administrators’ use of data from the algebra-readiness diagnostic assessment systems for instructional decisions making.

Elementary School Students in Texas Algebra Ready (ESTAR) Universal Screener Assessment System
Educational Services Center, Region XIII; Texas Initiatives
Budget from 2012-13: $1,000,000
Description: Principal Investigator responsible for developing algebra-readiness universal screener assessment systems for grades 2-4.

Middle School Students in Texas Algebra Ready (MSTAR) Diagnostic Assessment System
Educational Services Center, Region XIII; Texas Initiatives
Budget from 2011-13: $1,200,000
Description: Principal Investigator responsible for developing diagnostic assessment systems for students in grades 5-8 using learning progressions and professional development opportunities for teachers.

Assessment Development Projects

Spanish Assessments Validity Studies
istation: Imagination Station, Inc
Budget from 2017-18: $475,000
Description: Principal Investigator responsible for evaluating the validity of Spanish Assessments in grades PK-5.

Universal Screening and Progress Monitoring Assessment Development
istation: Imagination Station, Inc
Budget from 2010-16: $1,404,000
Description: Principal Investigator responsible for developing and evaluating the validity of (1) a computerized-adaptive universal screening assessment system for making instructional decisions in grades PK-8, and Algebra 1, and (2) an algebra-readiness progress monitoring system.

Inventory Assessment for Informed Decision-Making
istation: Imagination Station, Inc
Budget from 2012-13: $494,626
Description: Principal Investigator responsible for developing an inventory assessment for grades PK-8 for intervention design. Also responsible for developing and evaluating the validity of a formative assessment item bank for grades PK-2.

Teacher Resources to Support Learning in Mathematics
istation: Imagination Station, Inc
Budget from 2011-12: $329,080
Description: Principal Investigator responsible for developing and evaluating teacher resources to support student learning in grades 3-8.

Foundation Funding

Science, Technology, Engineering, and Mathematics (STEM) Academy
Texas Instruments Foundation, O’Donnell Foundation, Dallas Independent School District, 51²è¹Ý - 2016-20: $4,078,405
Description: Project Director responsible for planning and implementing STEM programming for middle school science teachers and administrators to support student achievement and engagement in STEM.

RME Research-to-Practice Conference
The Hoglund Foundation - 2015-17: $30,000
Istation, Inc - 2015-17: $50,000
Description: Support to host the annual Research-to-Practice conference for educators in North Texas focused on improving mathematics achievement.

Research in Mathematics Education
The Meadows Foundation
Budget from 2011-17: $775,000
Description: Project Director responsible for establishing and growing a research and outreach unit to support mathematics achievement.

University and College Funded Grants

Kindergarten Mathematics: Explicit and Systematic Teaching Routines
University Research Council, 51²è¹Ý
Budget from 2013-15: $2,500
Description: Co-Principal Investigator responsible for developing sample teaching routines to support Kindergarten teachers’ mathematics instruction.

Project iTEST: Interactive Tools for Equitable Student Testing in mathematics
University Research Council, 51²è¹Ý
Budget from 2010-11: $4,500
Description: Principal Investigator responsible for developing and evaluating the validity of accommodated item designs to support accurate measurement in algebra.

Mathematicians Workshop Series
College of Education, University of Oregon
Budget from 2008-09: $25,000
Description: Project Director responsible for designing, implementing, and evaluating a series of workshops offered by leading mathematicians for middle school mathematics teachers.

Professional Development in Algebra
Fairway Funds, College of Education, University of Oregon
Budget from 2007-09: $74,668
Description: Project Director responsible for designing, implementing, and evaluating teacher professional development modules on algebra instruction and assessment.

Project VISION: Vignettes in Instruction to Situate, Integrate, and Optimize New learning
University of Oregon Educational Technology Fund
Budget from 2004-05: $42,000
Description: Project Director responsible for developing and evaluating multimedia instructional vignettes for teaching measurement and assessment concepts to graduate students in Educational Leadership coursework.

Publications

Books

Ketterlin-Geller, L.R., Powell, S., Chard, D., & Perry, L. (2019). Teaching Math in Middle School: Using MTSS to Meet All Students’ Needs. Baltimore, MD: Brookes Publishing.

Refereed Publications

Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (in press). Promoting spatial orientation: Math activities for school and home learning. Teaching Young Children.

Powell, S. R., Mason, E. N., Bos, S. E., Hirt, S., Ketterlin-Geller, L. R., & Lembke, E. S. (in press). A systematic review of mathematics interventions for middle-school students experiencing mathematics difficulty. Learning Disabilities Research and Practice.

Basaraba, D., Yovanoff, P., Shivraj, P., & Ketterlin-Geller, L.R. (2020). Increasing efficiency and reliability of stopping rules for fixed-length tests: Methods and applications. Practical Assessment, Research, and Evaluation (25), 8. Available at: https://scholarworks.umass.edu/pare/vol25/iss1/8

Clarke, B., Nelson, N. J., Ketterlin-Geller, L. R., Kosty, D., Smolkowski, K., Lesner, T., Furjanic, D., & Fien, H. (2020). Investigating the promise of a tier two sixth grade fractions intervention. Learning Disabilities Quarterly.

Ketterlin-Geller, L.R., & Ellis, M. (2020). Designing accessible learning outcome assessments for higher education through intentional test design. Creative Education, 11(7). http://disq.us/t/3qpgfvm

Ketterlin-Geller, L.R., Zannou, Y., Sparks, A., & Perry, L. (2020). Empirical Recovery of Learning Progressions Through the Lens of Educators. Journal of Mathematical Behavior.

Powell, S. R., Lembke, E. S., Ketterlin-Geller, L. R., Petscher, Y., Hwang, J., Bos, S.E, Hirt, S, Mason, E., Pruitt-Britton, T., Thomas, E., and Hopkins, S. (2020). Data-based individualization in mathematics to support middle-school teachers and their students with mathematics learning difficulty. Studies in Educational Evaluation.

Shivraj, P., & Ketterlin-Geller, L. R. (2019). Interpreting reports from universal screeners: Roadblocks, Solutions, and Implications for designing score reports. Frontiers in Education. DOI: 10.3389/feduc.2019.00108

Ketterlin-Geller, L.R., Perry, L., & Adams, E. (2019). Integrating validation arguments with the assessment triangle: A framework for operationalizing and instantiating validation. Applied Measurement in Education, 32(1), 60-76. 10.1080/08957347.2018.1544136

Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Using mathematical learning progressions to design diagnostic assessments. Measurement: Interdisciplinary Research and Perspectives, 17(1), 1-22. DOI:10.1080/15366367.2018.1479087

Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., & Schielack, J. (2019). Universal Screening for Algebra Readiness in Middle School: Why, What, and Does It Work? Investigations in Mathematics Learning, 11(2), 120-133.

Ketterlin-Geller, L. R., Perry, L., Platas, L. M., & Sitbakhan, Y. (2018). Aligning test scoring procedures with test uses of the early grade mathematics assessment: A balancing act. Global Education Review, 5(3), 143-164.

Shivraj, P., Ketterlin-Geller, L. R., Basaraba, D., Geller, J., & Hatfield, C. (2018). Developing and refining usable, accessible, and culturally relevant materials to maximize parent-child interactions in mathematics. Global Education Review, 5(3), 82-105.

Sitabkhan, Y., Platas, L., & Ketterlin-Geller, L. R. (2018). Capturing children’s mathematical knowledge: An assessment framework. Global Education Review, 5(3), 106-124.

Woods, D., Ketterlin-Geller, L.R., & Basaraba, D. (2017). Supporting numeracy development in kindergarten using number lines. Intervention in School and Clinic, 53(4), 229-236.

Platas, L.M., Ketterlin-Geller, L.R., & Sitabkhan, Y. (2016). Using an assessment of early mathematical knowledge and skills to inform policy and practice: Examples from the early grade mathematics assessment. International Journal of Education in Mathematics, Science and Technology, 4(3), 163-173. DOI:10.18404/ijemst.20881

Ketterlin-Geller, L.R., Gifford, D., & Perry, L. (2015). Measuring middle school students’ algebra readiness: Examining validity evidence for experimental measures. Assessment for Effective Intervention, 41, 28-40.

Jamgochian, E., & Ketterlin-Geller, L.R. (2015). The 2% transition: Supporting access to mathematics for students with moderate disabilities using accommodations. TEACHING Exceptional Children, 48(1), 28-35.

Ketterlin-Geller, L.R., Baumer, P., & Lichon, K. (2015). Administrators as advocates for teacher collaboration. Intervention in School and Clinic, 51(1), 51-57.

Ketterlin-Geller, L.R., Crawford, L., & Huscroft-D’Angelo, J. N. (2014). Screening to assign accommodations: Using data to make decisions. Learning Disabilities: A Multidisciplinary Journal, 20(2), 61-74.

Ketterlin-Geller, L.R., Yovanoff, P., Jung, E., Liu, K., & Geller, J. (2013). Construct definition using cognitive-based evidence: A framework for practice. Educational Assessment, 18, 122-146. DOI: 10.1080/10627197.2013.790207

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.

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. Australian Journal of Learning Disabilities, 16(1), 65-78.

Ketterlin-Geller, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(16). Available online:.

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. DOI: http://dx.doi.org/10.1111/j.1745-3992.2008.00124.x

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. doi:10.1177/0741932507309711

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. doi:10.1177/07419325070280040101

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. doi:10.1177/073724770603100204

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. doi:10.1177/10534512040400020401

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. doi:10.1177/073724770302800305

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. doi:10.1080/15235882.2003.10162806

Non-refereed Publications

Sitabkhan, Y., Davis, J., Earnest, D., Evans, N., Ketterlin-Geller, L., Lutfeali, S., Ngware, M., Perry, L., Pinto, C., Platas, L., Ralaingita, W., Smith, K., & Srikantaiah, D. (2019). Instructional Strategies for Mathematics in the Early Grades. A Working Paper Developed by the Mathematics Working Group. Retrieved from

Powell, A., Nielsen, N., Butler, M., Buxton, C., Johnson, O., Ketterlin-Geller, L.R., & McCulloch, C., (2018). Broadening Participation in K–12 STEM Education: Insights and Implications for Policy and Practice. Waltham, MA: Education Development Center, Inc. Retrieved from

Powell, A., Nielsen, N., Butler, M., Buxton, C., Johnson, O., Ketterlin-Geller, L., Stiles, J., & McCulloch, C. (2018). The Use of Theory in Research on Broadening Participation in PreK–12 STEM Education: Information and guidance for prospective DRK–12 grantees. Waltham, MA: Education Development Center, Inc. Retrieved from

Platas, L. M., Ketterlin-Geller, L. R., Brombacher, A., & Sitabkhan, Y. (2013). Core early grade mathematics assessment (Core EGMA) Toolkit. Research Triangle Park, NC: RTI International.

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:

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.

Kettler, R., Bechard, S., Russell, M., Camacho, C., Thurlow, M., Ketterlin-Geller, L., Godin, K., McDivitt, 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.

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.

Crawford, L., & Ketterlin-Geller, L.R. (2008). Introduction to the special issue. Remedial and Special Education, 29(1), 5-8. doi:10.1177/0741932507309685

Ketterlin-Geller, L. (2008). CCSSO professional development materials: A navigation guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

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

Chapters

Perry, L., Ketterlin-Geller, L. R., & Hatfield, C. (2019). Substantiating claims about students’ algebraic reasoning with evidence: Initial evidence based on response processes and internal structure. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.

Ketterlin-Geller, L.R. (2016). Understanding and improving accessibility for special populations. In A. Rupp & J. P. Leighton (Eds.), Handbook of Cognition and Assessment (pp. 198-225). Hoboken, NJ: Wiley-Blackwell.

Ketterlin-Geller, L. R., Johnstone, C., & Thurlow, M. (2015). Universal design of assessment. In S. Burgstahler (Ed), Universal Design in Higher Education: From Principles to Practice, 2nd Edition, pp. 163-175. Boston, MA: Harvard Education Press.

Zannou, Y., Ketterlin-Geller, L.R., & Shivraj, P. (2013). Best practices in mathematics instruction and assessment in secondary settings. In P.L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Data-based and collaborative decision-making (6th ed.) (pp. 233-246). Bethesda, MD: National Association of School Psychologists.

Ketterlin-Geller, L. R., & Jamgochian, E. M. (2012). Instructional Accommodations and Modifications that Support Accessible Instruction. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), , pp. 131-146. New York: Springer.

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., & 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, pp. 105-126. Charlotte, NC: Information Age Publishing.

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.

Chard, D. J., Ketterlin-Geller, L. R., & Jitendra, A. (2008). Systems of instruction and assessment to improve mathematics achievement for students with disabilities: The potential and promise of RtI. In E. L. Grigorenko (Ed.), Educating Individuals with Disabilities: IDEIA 2004 and Beyond, pp. 227-248. New York: Springer.

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.

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.

Presentations

International and National Presentations

Basaraba, D. L., Sparks, A., & Ketterlin-Geller, L. R. (October, 2020). Bilingual programs to support Spanish literacy development: Exploring program effectiveness and teacher perceptions. Paper to be presented at the 8th International Conference on Immersion and Dual Language Education: Salt Lake City, UT.

Adams, E. L., Sparks, A., & Ketterlin-Geller, L. R. (April, 2020). Introducing the STEM teacher observation protocol (STEM TOP): Evidence of internal structure. Paper to be presented at the National Council on Measurement in Education (NCME), San Francisco, CA.

Adams, E. L., Sparks, A., & Ketterlin-Geller, L. R. (April, 2020). Middle school students’ motivation for learning science: Understanding change across time and relationships with achievement. Paper presentation at the American Educational Research Association (AERA) Research Conference, San Francisco, CA (Conference canceled).

Adams, E. L., Ketterlin-Geller, L. R., & Sparks, A. (April, 2020). The relationship between teachers’ STEM beliefs and enacted instruction within an intensive STEM academy. Roundtable presentation at the American Educational Research Association (AERA) Research Conference, San Francisco, CA (Conference canceled).

Ketterlin-Geller, L. R., Barton, T., & Perry, L. (2020, April). Designing Diagnostically-informative Assessments Using Human Centered Design. Paper to be presented at the National Council on Measurement in Education (NCME), San Francisco, CA.

Lembke, E., Ketterlin-Geller, L. R., Powell, S., & Smith, A. (April, 2020). Improving teachers’ mathematics instruction for middle school students at-risk/with disabilities: Collaboration to support algebraic readiness. Paper presentation at the American Educational Research Association (AERA) Research Conference, San Francisco, CA (Conference canceled).

Adams, E. L. Knox, T., Hatfield, C. & Ketterlin-Geller, L. R. (2020, March). Teacher beliefs and practice within the context of an intensive teacher STEM professional development. Poster presentation at the National Association for Research in Science Teaching (NARST) Research Conference, Portland, OR (Conference canceled).

Davis, J., Evans, N., Ketterlin-Geller, L. R., Ralaingita, W., & Srikantaiah, D. (March, 2020). Improving mathematics education in low- and middle-income countries: Exploring research-based instructional practices. Paper presentation at the 64th Annual Conference of the Comparative and International Education Society, Miami, Florida.

Pruitt-Britton, T., Adams, E. & Ketterlin-Geller, L. R. (2020, March). Implementation of active-learning during STEM Academy for middle school science teachers. Panel presentation at the National Association for Research in Science Teaching (NARST) Research Conference, Portland, OR. (Conference canceled).

Sparks, A., Adams, E. L., Perry, L., & Ketterlin-Geller, L. R. (2020, March). The development of an instrument to measure teachers’ perceptions of STEM practice. Paper presentation at the National Association for Research in Science Teaching (NARST) Research Conference, Portland, OR. (Conference canceled).

Ketterlin-Geller, L. R. & Adams, E. (February, 2020). Predicting High School Algebra Performance with Middle School Screener Data: Evaluating the Validity. Panel presented with Namkung, J., Powell, S., Satsangi, R., & Watt, S. at the Pacific Coast Research Conference, Coronado, California.

Powell, S. R., Ketterlin-Geller, L., & Lembke, E. S. (February, 2020). Using Data to Improve the Math Outcomes for Middle School Students. Paper presented at the Council for Exceptional Children 2020 Convention and Expo, Portland, OR.

Adams, E., & Ketterlin-Geller, L. R. (January, 2020). The Influence of a STEM Academy on Teacher Beliefs, Pedagogical Content Knowledge, and Frequency of Active Learning. Paper presented at the 33rd International Congress for School Effectiveness and Improvement, Marrakech, Morocco.

Ketterlin-Geller, L. R., Powell, S., & Lembke, E. S. (January, 2020). Data-based Individualization to Support Positive Outcomes for Middle School Students and Teachers. Paper presented at the 33rd International Congress for School Effectiveness and Improvement, Marrakech, Morocco.

Haider, Q. M., Perry, L., Ketterlin-Geller, R. L., & Kuehnert, A. E. (2019). Equality on a Scale vs Equal Sign in a Mathematical Equation. Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 220-221). St Louis, MO: University of Missouri.

Ketterlin-Geller, L. R. (November, 2019). Learning progressions-based classroom assessments: Sources of Evidence. Paper presented at the 19th annual meeting of the Maryland Assessment research Center (MARC) Conference, Enhancing Effective Instruction and Learning Using Assessment Data, University of Maryland, College Park.

Kuehnert, E. A., Perry, L., & Ketterlin-Geller, L. R. (November, 2019). Making reasoning visible: Cognitive interview evidence for numeric relational reasoning learning progressions for grade K-2. Presented at the 2019 biennial meeting of Erikson Institute’s Promising Math conference, Chicago, IL.

Basaraba, D., Ketterlin Geller, L. R., & Sparks, A. (October, 2019). Comparing the diagnostic efficiency of Spanish screeners for identifying risk. Poster presented at the Council for Learning Disabilities Conference, San Antonio, TX.

Thomas, E. R., Mason, E. N., Bos, S. E., Hopkins, S., Lembke, E. S., Ketterlin-Geller, L. & Powell, S. R. (October, 2019). Project STAIR: Preliminary Findings. Poster  presented at the 39th International Conference on Learning Disabilities. San Antonio, TX.

Adams, E. L. & Ketterlin-Geller, L. R. (April, 2019). Evidence of Validity for a Middle Grades Mathematics Universal Screener Based on Relationships to State Test Scores. Paper presented at the Annual Meeting of the National Council on Measurement in Education (NCME), Toronto, ONT.

Adams, E. L. & Ketterlin-Geller, L. R. (April, 2019). The Predictive Relationship Between an Algebraic Readiness Universal Screener and Algebra I Outcomes. Paper presented at the National Council of Teachers of Mathematics 2019 Research Conference, San Diego, CA.

Basaraba, D. L., Walkington, C., Luft Baker, D., Ketterlin-Geller, L., & Yovanoff, P. (April, 2019). Teacher perceptions of factors that make word problems more difficult for English learners. Paper presented at the annual conference of the American Educational Research Association: Toronto, CA.

Perry, L., Kuehnert, E. A., & Ketterlin-Geller, L. R. (April, 2019). Spatial Reasoning: Activities and Questioning Strategies to Elicit Complex Reasoning in K-2. Presented at the 2019 Annual Meeting of the National Council for Teachers of Mathematics, San Diego, CA.

Ketterlin-Geller, L. R., Zannou, Y., Perry, L., & Adams, E. L. (April, 2019). Empirical Recovery of Learning Progressions through the Lens of Educators. Paper presented at the annual conference of the American Educational Research Association: Toronto, CA.

Kuehnert, E. A., Perry, L., & Ketterlin-Geller, L. R. (February, 2019). Numeric relational reasoning learning progressions: K-2 protocols. Presented at the 2019 Annual Meeting of the Research Council on Mathematics Learning, Charlotte, NC.

Hirt, S. M., Powell, S. R., Lembke, E. S., Mason, E. N., & Ketterlin-Geller, L. (January, 2019). Improving algebra readiness for middle school students: A systematic literature review. Presented at the Council for Exceptional Children 2019 Convention and Expo, Indianapolis, IN.

Perry, L., Ketterlin-Geller, L. R., & Geller, J. (November, 2018). Assessment of K-2 relational reasoning skills: Strengths and limitations of item types and formats. Poster presented at the 40th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Greenville, SC.

Clark, A., Ketterlin-Geller, L. R., & Duke, D. (October, 2018). Supporting teacher use of score reports. Panel presentation at the 2nd National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Confrey, J., Ketterlin-Geller, L. R., Carney, M., Graf, E. A., & Christensen, J. (October, 2018). Why purpose and grain-size matters in the design of learning trajectories/progressions-based classroom assessment. Panel presentation at the 2nd National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Hirt, S. M., Gonzalez, J. M., Powell, S. R., Lembke, E. S., Ketterlin-Geller, L., & Mason, E. N. (October, 2018). Improving algebra readiness for middle school students: A literature review. Poster presented at the 40th International Conference on Learning Disabilities, Portland, OR.

Ketterlin-Geller, L., Crawford, L., & Powell, S. (October, 2018). Problems of practice in mathematics: Instruction and assessment. Panel presentation at the 40th International Conference on Learning Disabilities, Portland, OR.

Ketterlin-Geller, L. R., Lembke, E., Hirt, S., Mason, E., & Elliott, S. (October, 2018). Classroom assessments to support individualized intervention design: Instantiated examples of data-based individualization. Panel presentation at the 2nd National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Kingston, N., Confrey, J., Wilson, M., Barton, K., & Ketterlin-Geller, L. R. (October, 2018). Learning progressions: Progress on progressions. Invited panel presentation at the 2nd National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Shepard, L., Karvonen, M., Wright, L., & Ketterlin-Geller, L. R. (October, 2018). Promoting equity in classroom assessments. Panel presentation at the 2nd National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Ketterlin-Geller, L.R. (September, 2018). The role of big data in collecting and evaluating validity evidence for response processing. Paper presented at the 44th Conference of the International Assessment in Education Association, University of Oxford, United Kingdom.

Perry, L., Ketterlin-Geller, L. R., & Hatfield, C. (July, 2018). Impact of shifting expressions within equations and inequalities on item difficulty of middle-school mathematics items. Presented at the 11th Conference of the International Test Commission, Montreal, Canada.

Perry, L., Ketterlin-Geller, L. R., & Hatfield, C. (July, 2018). Developing parallel tests: Using item templates and constraints to construct comparable progress monitoring forms. Poster presented at the 11th Conference of the International Test Commission, Montreal, Canada.

Ketterlin-Geller, L. R., & Perry, L. (June, 2018). Measuring early mathematical reasoning skills: Developing tests of numeric relational reasoning and spatial reasoning. Presented at the Discovery Research K-12 PI Meeting, Washington, D.C.

Ketterlin-Geller, L. R., & Zumbo, B. (April, 2018). Test Validity. Invited panel presentation at the 2018 Annual Meeting of the American Educational Research Association, New York, NY.

Ketterlin-Geller, L. R., Perry, L., & Adams, B. (April, 2018). Instantiating the Validity Argument Framework: Evaluating the Validity of the Uses of Universal Screeners. Symposium presented at the 2018 Annual Meeting of the American Educational Research Association, New York, NY.

Ketterlin-Geller, L. R., Perry, L., Adams, B., Sparks, A., & Hogan, K. (April, 2018). Investigating Score Reports for Universal Screeners: Do they Facilitate the Intended Uses. Paper presented at the 2018 Annual Meeting of the National Council on Measurement in Education, New York, NY.

Geller, J., Ketterlin-Geller, L. R., Shivraj, P., & Naslund-Hadley, E. (March, 2018). Parents’ Usage of Mathematics Activities with their Children at Home: Results from a Descriptive Study. Poster presented at the Comparative and International Education Society Annual Conference, Mexico City, Mexico.

Ketterlin-Geller, L. R., Geller, J., Shivraj, P., & Naslund-Hadley, E. (March, 2018). Supporting Parents’ Mathematics Knowledge to Increase Parent-Child Engagement. Paper presented at the Comparative and International Education Society Annual Conference, Mexico City, Mexico.

Perry, L., & Ketterlin-Geller, L. R. (March, 2018). Parents’ Understanding of Early Mathematics: Investigating Misconceptions. Paper presented at the Comparative and International Education Society Annual Conference, Mexico City, Mexico.

Ketterlin-Geller, L. R., Perry, L., & Hogan, K. (February, 2018). Investigating score reports for universal screeners: Do they facilitate the intended uses? Poster presented at the 27th Annual Pacific Coast Research Conference, San Diego, CA.

Barton, K., Davidson, A., Ketterlin-Geller, L. R., Magee, M., & Zachary, S. (September, 2017). Accessibility of Classroom Assessment. Panel presentation at the National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Brookhart, S., Ketterlin-Geller, L. R., Perry, D., Shivraj, P., & Wilson, M. (September, 2017). The Complexity of Complexity: Disentangling Cognitive Complexity from Item Difficulty. Panel presentation at the National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Carney, M., Confrey, J., Gianopulos, G., & Ketterlin-Geller, L. R. (September, 2017). The Role of Learning Theory in the Design and Utility of Classroom Assessment. Panel presentation at the National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Ketterlin-Geller, L. R., (March, 2017). Validity Evidence for Internal Structure: Appropriateness of the Test Scoring Procedures. Panel presented at the Comparative and International Education Society Annual Conference, Atlanta, GA.

Ketterlin-Geller, L. R., Shivraj, P., Hatfield, C., Geller, J., & Simon, E. (March, 2017). Encouraging Parent-Child Interactions in Mathematics at Home: Research on Materials Development. Poster presented at the Comparative and International Education Society Annual Conference, Atlanta, GA.

Ketterlin-Geller, L. R., & Shivraj, P. (July, 2016). Interpreting Reports from Formative Assessments: Roadblocks, Solutions, and Implications for Test Design. Poster presented at the 10th Conference of the International Test Commission, Vancouver, Canada.

Basaraba, D., Ketterlin-Geller, L. R., Woods, D., & Simon, E. (April, 2016). Exploring Kindergarten Mathematics Instruction: A Survey of Teachers’ Instructional Practices and Resources. Paper presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, D.C.

Ketterlin-Geller, L. R., Shivraj, P., & Basaraba, D. (April, 2016). Evaluating the Technical Rigor of Algebra-Readiness Screeners. Paper presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, D.C.

Perry, L., & Ketterlin-Geller, L. R. (2016, April). Teachers’ use of formative assessment data: Challenges and opportunities. Paper session presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, D.C.

Basaraba, D., Ketterlin-Geller, L. R., Woods, D., & Simon, E. (March, 2016). Exploring Evidence-based Methods to Support English Learners’ Mathematical Understanding. Paper to be presented at the 45th Annual Conference for the National Association for Bilingual Education, Chicago, IL.

Basaraba, D., Yovanoff, P., Ketterlin-Geller, L. R., & Shivraj, P. (April, 2015). Examining the Role of Cognitive Engagement in Students’ Mathematical Understanding. Paper presented at the 77th Annual Meeting of the National Council on Measurement in Education, Chicago, IL.

Jungjohann, K., Ketterlin-Geller, L.R., & Crosby, C. (April, 2015). On PAR for Success: Promoting Algebra Readiness through High Quality Fraction Instruction. Presented at the 2015 Council for Exceptional Children Convention and Expo, San Diego, CA.

Ketterlin-Geller, L. R., Shivraj, P., & Basaraba, D. (April, 2015). Designing Instruction Based on Learning Progressions: Teachers' Use of Diagnostic Assessments to Support Struggling Students. Invited Research Panel presented with Alonzo, A., Alzen, J., Briggs, D., Furtak, E., Heritage, M., Kobrin, J., McClarty, K., Mosher, F., &Peck, F. at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.

Nelson, N., & Ketterlin-Geller, L.R. (April, 2015). PrePARing to Pilot: Studying the Feasibility of a Middle School Algebra Readiness Intervention. Presented at the 2015 Council for Exceptional Children Convention and Expo, San Diego, CA.

Woods, D., Basaraba, D., Ketterlin-Geller, L. R., & Simon, E. (April, 2015). Teaching Number Sense Concepts with Number Line Routines. Presented at the 2015 Annual Meeting & Exposition of National Council for Teachers of Mathematics: Boston, MA.

Basaraba, D., Ketterlin-Geller, L. R., Shivraj, P., & Yovanoff, P. (February, 2015). Item difficulty: What factors influence the difficulty of mathematics items. Poster presented at the 22th Annual Pacific Coast Research Conference, San Diego, CA.

Crawford, L., Huscroft-D’Angelo, J. N., Higgins, K. N., & Ketterlin-Geller, L. R. (October, 2014). Differences in Mathematics Reasoning in Technology or Traditional Environments. Panel presented at the 36th International Council on Learning Disabilities Annual Conference: Philadelphia, PA.

Ketterlin-Geller, L. R., Nelson-Walker, N., Clarke, B., & Jungjohann, K. J. (October, 2014). Preparing Students for Algebra: Intervening with Fractions. Panel presented at the 36th International Council on Learning Disabilities Annual Conference: Philadelphia, PA.

Simon, E., Basaraba, D., Woods, D., & Ketterlin-Geller, L. R. (October, 2014). The Number Line in Kindergarten: Explicit Routines for Number Sense. Presented at the 36th International Council on Learning Disabilities Annual Conference: Philadelphia, PA.

Basaraba, D., Ketterlin-Geller, L.R., & Yovanoff, P. (April, 2014). Establishing a stopping rule for an instructional informative diagnostic assessment of algebra readiness. Paper presented at the 2014 Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Ketterlin-Geller, L.R., Basaraba, D., Shivraj, P., & Yovanoff, P. (April, 2014). Using learning progressions to design diagnostic assessments in mathematics. Paper presented at the 76th Annual Meeting of the National Council on Measurement in Education, Philadelphia, PA.

Nelson-Walker, N., Ketterlin-Geller, L.R., Woods, D., & Zachary, S. (April, 2014). Promoting algebra readiness: Developing a 6th grade rational number curriculum. Presented at the 2014 Council for Exceptional Children Convention and Expo, Philadelphia, PA.

Basaraba, D., Woods, D., & Ketterlin-Geller, L.R. (October, 2013). Insights into the mathematical thinking of students in grades 2-4. Poster presented at the 35th International Council on Learning Disabilities Annual Conference: Austin, TX.

Hill, S., Hatfield, C., Basaraba, D., Woods, D., Simon, E., Ketterlin-Geller, L. R. (October, 2013). Key words or not: Effective instruction on word problems. Presented at the 35th International Council on Learning Disabilities Annual Conference: Austin, TX.

Basaraba, D., Zannou, Y., Woods, D., Yovanoff, P., & Ketterlin-Geller, L. (September, 2013). Exploring the utility of student think-alouds for providing insights into students' metacognitive and problem-solving processes during assessment development. Paper presented at the Fall 2013 conference of the Society of Research on Educational Effectiveness: Washington, DC.

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 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 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 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 presented at the 2013 Council for Exceptional Children Convention and Expo, San Antonio, TX.

Ketterlin-Geller, L. R., Platas, L., & Ralaingita, W. (March, 2013). Development of mathematical skills across countries: Examining findings from the Early Grade Mathematics Assessment in Africa. Paper 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 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 presented at the 20th Annual Pacific Coast Research Conference, San Diego, CA.

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. (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., 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 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 presented 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 Biennial Conference of the International Association of Special Education, Alicante, Spain.

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.M., 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.M., & 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., 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.

Invited Presentations

Ketterlin-Geller, L. R. (November, 2019). Learning progressions-based classroom assessments: Sources of Evidence. Paper presented at the 19th annual meeting of the Maryland Assessment research Center (MARC) Conference, Enhancing Effective Instruction and Learning Using Assessment Data, University of Maryland, College Park.

Kingston, N., Confrey, J., Wilson, M., Barton, K., & Ketterlin-Geller, L. R. (October, 2018). Learning progressions: Progress on progressions. Invited panel presentation at the 2nd National Council for Measurement in Education Conference on Classroom Assessment and Large-Scale Psychometrics, Lawrence, KS.

Ketterlin-Geller, L. R. (April, 2018). Test validity for classroom assessment. Invited research presentation at the 2018 Annual Meeting of the American Educational Research Association, New York, NY.

Ketterlin-Geller, L. R. (February, 2018). Supporting Student Success in Mathematics: Evidence-based Instruction and Assessment Practices. Invited presentation at the 2018 Statewide Evaluation Conference, Dallas, TX.

Ketterlin-Geller, L. R. (September, 2017). Learning Assessment of Learners with Disabilities. Invited presentation at UNICEF’s conference on Principles for the Production of Accessible Digital Textbooks, Gallaudet University, Washington, DC.

Ketterlin-Geller, L. R. (April, 2017). Keynote: The Power of Mathematics and Science. Invited keynote presentation for the Inaugural Symposium for President David Chard, Wheelock College, Boston, MA.

Ketterlin-Geller, L. R. (January, 2017). Invited Panelist on Statewide and Regional Mathematics Performance. Invited presentation at the Math Matters Summit: The Role of Math in College Persistence and Completion, Dallas, TX.

Ketterlin-Geller, L. R. (September, 2016). Invited Testimony on the Texas Essential Knowledge and Skills in Mathematics. Invited by the State Board of Education, Austin, TX.

Ketterlin-Geller, L. R., Shivraj, P., & Basaraba, D. (April, 2015). Designing Instruction Based on Learning Progressions: Teachers' Use of Diagnostic Assessments to Support Struggling Students. Invited research presentation at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.

Ketterlin-Geller, L. R. (October, 2014). Mathematics Interventions for the Classroom. Presented at the Teaching Summit for the Bush Presidential Institute’s Middle School Matters Initiative, Dallas, TX.

Ketterlin-Geller, L. R. (April, 2014). Language and Access in Assessment for Students with Disabilities. Invited presentation for AERA Division D Affirmative Action Committee, Language Complexity and Educational Access: Contributions of Educational Research, Philadelphia, PA.

Ketterlin-Geller, L. R. (February, 2014). Supporting Students with Moderate Disabilities Using Accommodations. Presented at the National Center on Educational Outcomes (NCEO) Conference on Successfully Transitioning Away from the Two Percent Assessment, Atlanta, GA.

Ketterlin-Geller, L. R. (October, 2013). Evaluating the Technical Adequacy of Early Grade Mathematics Assessments. Presented to the International Numeracy Community, Webinar Series.

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. (February, 2012). Using Assessment Results to Improve Mathematics Achievement. Presented at the 1st Annual Research-to-Practice Conference, 51²è¹Ý, Dallas, TX.

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. (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, 2009). 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.

Alonzo, J., Ketterlin-Geller, L.R., & Tindal, G. (2007). Curriculum Based Assessment. In L. Florian (Ed), Handbook of Special Education, pp. 307-318. Thousand Oaks, CA: Sage Publications.

Tindal, G., & Ketterlin-Geller, L. (2007). Test Accommodations Research: Decision-Making, Outcomes, and Designs. In R. Kopriva (Ed), Validity and accommodations: Psychometric and policy perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

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.

Regional Conference Presentations

Pinilla, R. K., Hatfield, C., & Ketterlin-Geller, L. R. (2020, March). An iterative design process for early spatial reasoning cognitive interview protocols. Poster presentation at 51²è¹Ý Graduate Research Day, Dallas, TX (Conference Canceled).

Hatfield, C., Perry, L., Kuehnert, E. A., & Ketterlin-Geller, L. R. (June, 2019). The equals sign is more than “just do it.” Submitted to the 2019 Conference for the Advancement of Mathematics Teaching, San Antonio, TX.

Perry, L., Kuehnert, E. A., & Ketterlin-Geller, L. R. (June, 2019). Promoting spatial reasoning in K-2: Activities and questioning strategies. Submitted to the 2019 Conference for the Advancement of Mathematics Teaching, San Antonio, TX.

Adams, E. L., Sparks, A., & Ketterlin-Geller, L. (2019, March) Multi-level exploratory factor analysis: Evidence of internal structure for a measure of STEM instructional practice. Paper presented at the 7th Annual Texas Universities’ Educational Statistics and Psychometrics (TUESAP) Alliance Conference, Dallas, TX.

Ketterlin-Geller, L. R., Jungman, M., & Bilderback, J. A. (September, 2014). RtI Guidance at Your Fingertips. Presented at the Advancing Improvement in Education Conference, Austin, TX.

Hatfield, C., Hill, S., Ketterlin-Geller, L. R., & Bilderback, J.A. (July, 2014). ESTAR: Understanding the value of an assessment plan. Presented at the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Hill, S., Bell, J., Ketterlin-Geller, L. R., & Bilderback, J.A. (July, 2014). MSTAR: Understanding the value of an assessment plan. Presented at the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Jungman, M., Bell, J., Ketterlin-Geller, L. R., & Bilderback, J.A. (July, 2014). Response to Intervention (RtI) Guidance at your Fingertips. Presented at the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Hill, S., Ketterlin-Geller, L. R., & Torres-Martinez, N. (July, 2013). Supporting students’ algebra readiness through the MSTAR initiative. Presented at the Conference for the Advancement of Mathematics Teaching, San Antonio, TX.

Basaraba, D., Wasserman, N., Ketterlin-Geller, L., & Hill, S. (October, 2012). Learning progressions for algebra readiness: A roadmap for assessment design. Poster presented at the 2012 CTL Research to Practice Conference, Portland, OR.

Jamgochian, E.M., 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. M., 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 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