Marilyn Olson

Marilyn OlsonMarilyn R. Olson, Ph.D.

Research Associate for the Center for Advanced Technology in Education

A career educator, Dr. Olson has experience as a secondary classroom teacher, a regional curriculum and professional development specialist, a teacher educator, and an education researcher. She has extensive experience working with districts and schools to implement state and national educational reform initiatives. Early publications include the NewsSchool series published by Pearson Assoc. Her current work focuses on measuring and monitoring improvements in teaching and learning at the middle and high school levels. She earned the M. A. from the University of Missouri and the Ph.D. from the University of Oregon.


Curriculum Vita

Current Projects

The QCTeach Project: Quality Content Teaching for Successful Rural Schools

 

 

Peggy Marconi

Associate Director, Oregon Writing Project at the University of Oregon

My Mom said, “You will need to write the principal a good letter.” From my position flat-bellied on the linoleum floor, with a nice fat yellow pencil firmly gripped in my sweaty palm, I began. I don’t have a single memory of what I wrote; I just remember the importance of the letter. Would the principal of Yew Lane Elementary School allow me, a five year old, to attend first grade? I’ve come to realize this: writing that letter was an act which would frame my future.

For the past fifty-six years, come September, I go shopping. I buy a new book bag, a box of #2 Ticonderoga pencils, a new outfit. Then I let the freshly polished floors, clean desks and eager faces of whatever school I happen to be attending or teaching in, welcome me back.

As the years passed, degrees, were earned, workshops attended, awards accepted, boards served on and thousands of students taught well. Now I find myself here at CATE at the College of Education at the University of Oregon, managing OWP’s Summer Institute. I feel like the caretaker of a precious giftmore precious than the letter that started me on this journey fifty-six years ago.

My Mom was an author, and her mother, a teacher and writer. I like to envision them both proudly looking over my shoulder, smiling at each other, exchanging a knowing nod–a nod that affirms what many of us have learned through our participation in the Oregon Writing Project. The Oregon Writing Project is huge, but we are like family; connected by some obscure genetic code: a chain of writers past, present and future. We are intimately connected to each other through our stories. And what we know is that summer is a time to play, to be children again, to find ourselves in our writing, to recognize ourselves in other’s writings, to keep the chain strong by passing this understanding on to our students.

You will find me, come this June, at the Summer Institute with my computer satchel, brand new laptop and a welcoming smile. Bring a story.

Patricia Almond

Research Associate

patricia_almond_cate_407Dr. Almond is a Research Associate at the Center for Advanced Technology in Education (CATE) at the University of Oregon. Currently she is on the research teams for three federally funded projects at CATE: MeTRC, SOAR, and COPELLS. Dr. Almond is a nationally recognized expert in the areas of assessment and students with disabilities (SWD) particularly related to assessment accommodations, alternate assessments for students with significant cognitive disabilities, and statewide assessment systems. Dr. Almond has worked cooperatively with more than 20 states on projects involving SWD, testing accommodations, and/or alternate assessment and has numerous experiences in reaching consensus with collaborating state teams. Prior to 2005, Dr. Almond was the Oregon alternate assessment and accommodations coordinator for the State of Oregon’s assessment system and was the lead architect for Oregon’s alternate assessments. She led an accommodations panel that evaluated the validity of accommodations in reading, writing, mathematics, and science. She consulted directly with individual states, including WA, AK, and WY, on the design, implementation, and validity of their alternate assessments. She is currently a member of a team at SRI International applying Evidence- Centered Design to academic content (mathematics and English language arts) in the design and development of alternate assessments based on alternate academic achievement standards. Her current research interest is access to academic content for students with disabilities and the link between classroom instruction and academic achievement on statewide assessments.

Curriculum Vita

Sample Publications

Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke-Midura, J., Torres, C., Haertel, G., Dolan, R., Beddow, P., & Lazarus, S. (2010). Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities-A Foundation for Research. Journal of Technology, Learning, and Assessment, 10(5). Retrieved November 10, 2010 from http://www.jtla.org.

Almond, P. J. and Bechard, S. (2005, June).  Alignment f Two Performance-Based Alternate Assessments with Combined Content Standards From Eight States Through Expanded Benchmarks.  Paper presented at the 35th Annual Large-Scale Assessment Conference in San Antonio, Texas on June 19, 2005.

Almond, P. J., Cameto, R., Johnstone, C. J., Laitusis, C., Lazarus, S., Nagle, K., Parker, C. E., Roach, A. T., & Sato, E. (2009). White paper: Cognitive interview methods in reading test design and development for alternate assessments based on modified academic achievement standards (AA-MAS). Dover, NH: Measured Progress and Menlo Park, CA: SRI International.

Almond, P. and Karvonen, M. (2007). Accommodations for a K to 12 Standardized Assessment: Practical Implications for Policy. In C. Cahalan Laitusis & L.L. Cook, (Eds.) Large-scale assessment and accommodations: What works? Arlington, VA: Council for Exceptional Children.

Almond, P.J., Lehr, C., Thurlow, M.L., & Quenemoen, R.(2002).  Participation in Large-Scale State Assessment and Accountability Systems.  In G. Tindal & T. M. Haladyna, (Eds.) Large-scale assessment programs for all students: Validity, Technical Adequacy, and Implementation,(pp. 341-370) Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, 2002.

Crawford, L. Almond, P. Tindal, G., & Hollenbeck, K. (2002). Teacher perspectives on inclusion of students with disabilities in high stakes assessments. Special Services in the Schools, 18(1/2), 95-118.

Helwig, R., Tedesco, M., Heath, B., Tindal, G., & Almond, P. (1999). Reading as an access to mathematics problem solving on multiple-choice tests for sixth grade students. The Journal of Educational Research, 93[2], 113-125.

Hollenbeck, K., Tindal, G., & Almond, P. (1998).  Teachers’ knowledge of accommodations as a validity issue in high-stakes testing. Journal of Special Education, 32, 175-183.

Hollenbeck, K., Tindal, G., & Almond, P. (1999).  Reliability and decision consistency: An analysis of writing mode at two times on a statewide test. Educational Assessment, 6(1), 23-40.

Projects

MeTRC: Mathematics Electronic Text Research Center

Office of Special Education Programs (OSEP at the U.S. Department of Education under the Technology and Media Services for Individuals with Disabilities: Center on Accessible and Supported Electronic Text to Improve Mathematics Achievement for Students with Disabilities (CFDA No. 84.327H)

Project SOAR: Strategies for Online Academic Reading

U.S. Department of Education, Office of Special Education Programs (OSEP)

The COPELLS Project: Collaborative Online Projects for English Language Learners in Science

National Science Foundation (NSF)


 

 

Faculty & Staff

Lynne Anderson-Inman
541-346-2657
Judith Blair
541-346-2692
Rachel Cameron
541-346-2680
Email Rachel Cameron
Len Hatfield
 
Peggy Marconi
541-346-3982
Leslie Martinez
541-346-3576
541-346-2847
Uladzimir Slabin
541-346-2623
Steve Williamson   Email Steve Williamson
Main Office
541-346-3460
 

Lynne Anderson-Inman, Ph.D.

  • Your name, title
  • Picture
  • Biographical description
  • A current 4-page vita (which will be linked to from this page, or provided as a PDF)
  • List of sample recent publications (may include links out, that will open in new window)
  • Current projects (will link to the project page described above)

 

Units

Director, Center for Advanced Technology in Education (CATE)

Director, Center for Electronic Studying (CES)

Director, Oregon Writing Project (OWP)

 

Projects

Director, National Center for Supported eText (NCSeT)

DIrector, Project ESTRELLAS: Electronic Supported Text Research for Elglish Language Learners Academic Success

Director, Project SOAR: Strategies for Online Academic Reading

Co-Director, Project DRAW: Digital Reading and Writing