Senior Research Scientist/Instructional Designer
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Biography – Education – Sample Current Projects – Selected Publications
Biography
Dr. Tracey Hall specializes in alternative assessment and instructional design grounded in effective teaching practices. These experiences are applied in the development and implementation of UDL projects, collaborative partnerships, and professional presentations.
Dr. Hall brings to her work at CAST more than two decades of experience in the areas of curriculum-based measurement, teacher professional development, special-needs instruction and curriculum design, progress monitoring, and large-scale assessments.
She directs CAST’s initiatives to create and evaluate digital supported environments across content areas. She is also co- and principal investigator on several federal and foundation funded grants. Dr. Hall also served as director of curriculum for the National Center on Accessing the General Curriculum (1999–2004).
Dr. Hall is a frequent presenter at national and international education conferences. She has taught courses on special education reading and writing, learning disabilities, and behavior management. She has been a special education teacher, consultant, administrator and university professor. She has consulted at the national and international levels. Before joining CAST, Dr. Hall was an assistant professor at Pennsylvania State University in the Department of Educational and School Psychology and Special Education.
Ph.D., Special Education, University of Oregon, Eugene.
M.A., Special Education, University of Oregon, Eugene.
B.S., Elementary/Special Education, University of Oregon, Eugene.
Project Monitor – an OSEP-funded project to create and evaluate the application of progress monitoring in an interactive digital reading environment. The project, Technology and Standards Based Reform - Monitoring Students Progress Towards Standards in Reading, will determine whether the addition of progress monitoring in this environment leads to better reading instruction for all students, especially those with disabilities.
Science Writer – an OSEP-funded project to create a technology-based writing approach to meet the challenge of supporting students (grades 6-10) with and without disabilities in the science report-writing process. The project integrates research-based writing strategies and curriculum based measurement into a flexible, technology-based writing environment.
Urban Ecology Institute – The Boston College Urban Ecology Institute, in partnership with CAST, the University of Arizona, the University of Connecticut, and Northern Illinois University was awarded a NSF Instructional Materials Development Grant to create an ecology curriculum with an urban focus for 11th and 12th grade students. CAST’s role is to create and evaluate an online delivery mechanism for the curriculum which applies the principles of UDL to the curriculum materials, experiments, labs, and action plans students generate while learning about urban ecology.
National Alternative Assessment Center (NAAC) – an OSEP-funded project through the University of Kentucky. The goal of this project is to demonstrate high-quality design and administration of alternative assessments for students with significant disabilities. The center provides technical assistance to states through their expertise in technically sound alternate assessments and disseminates resources nationally. CAST’s role is to provide leadership in applying Universal Design for Learning principles to the design of alternate assessments.
MassONE Writer – an OSEP-funded project through the Massachusetts Department of Education to create an online writing environment for Massachusetts middle school students to improve students’ persuasive writing skills. The program is based on CAST’s composition initiative providing research-based instruction in writing strategies. The MassONE Writer application provides students with supports and scaffolds that address each phase of the writing process, encourages peer-to-peer online dialogue about writing, monitors student performance with formative online measurement, and takes full advantage of the flexibility offered through digital technologies.
Worrell, F., Watkins, M, & Hall, T.E. (in press). Self-concept in Trinidadian adolescents: Reliability and validity of self-concept scores in secondary school students in Trinidad and Tobago. School Psychology International.
Papalia-Berardi, A. & Hall, T. E. (2007). Teacher assistance team social validity: A perspective from general education teachers. Education and Treatment of Children 30 (7) 89-110.
Hall, T. & Stahl, S. (2006). Using Universal Design for Learning to expand access to higher education. In M. Adams & S. Brown (Eds.), Inclusive Learning in Higher Education. London: RoutledgeFalmer.
Hall, T., Meyer, A., & Strangman, N. (2005). UDL implementation: Examples using best practices and curriculum enhancements. In D.H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies . Cambridge, MA: Harvard Education Press.
Hall, T. E., Worrell, F., & Watkins, M. (2004). Exporting school psychology to a developing country: A case study of Trinidad and Tobago. Hawaii International Conference on Education, Waikiki, HI (2004, January).
Guinee, K., Eagleton, M. B., & Hall, T. E. (2003). Adolescents’ internet search strategies: Drawing upon familiar cognitive paradigms when accessing electronic information sources. Journal of Educational Computing Research , 29(3), 363–374.
