GSEG III: Regional Cadre Training Strands,
February 16-18, 2009

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Purpose: To provide intensive training for selected members of the Leadership
 

Assessment Team (LAT) and Jurisdiction Implementation Team (JIT) to serve

as the local "cadre" of their respective entities in support of local capacity

building for the full implementation of an alternate assessment based on

alternate achievement standards (AA-AAS), consistent with the PACIFIC

Project Goals 3 & 4.

 

 

Strand 1: Scoring & Standard Setting

 

Lead Facilitators: Jean Clayton, ILSSA, & June Quitugua, Guam CEDDERS

 

Focus: To build each entity's "cadre" of local support for:

 

 

A. Facilitating the AA-AAS scoring structure and process:

 

  1. Interpreting rubrics and ensuring consistent scoring procedures

  2. Understanding the use of performance level descriptors

 

 

B. Facilitating Standard Setting

 

  1. Understanding the critical components

  2. Planning for implementation

 

 

Strand 2: Implementing with Integrity Validity Instruments

 

Lead Facilitators: Mike Burdge, ILSSA, Dr. Mary Spencer,
  UOG, & June De Leon, Guam CEDDERS

 

Focus: To build each entity's "cadre" of local support for implementing with integrity a
 

set of tools designed to investigate important questions of consequential validity

regarding intended and unintended consequences of alternate achievement

standards assessments and the provision of access to the general curriculum.

Developed by University of Kentucky's National Alternate Assessment Center

(NAAC), the purposeful gathering, compiling, and reporting of data through the

use of these tools will provide each entity and the PACIFIC Project with

information on the extent to which:

 

 

A. Students are currently engaged in academic content
  curriculum and instruction;

 

B. Students continue to receive instruction in skills critical to
  participating in school or community contexts;

 

C. Instruction appropriately links to the student's level
  of communication; and

 

D. Skills and services which enhance a student's independent
  performance are considered part of a high quality instructional program.

 

 

The set of tools include:

 

A. Learner Characteristics Inventory (LCI)

 

B. Student/Classroom Observation

 

C. Student Work Analysis

 

D. IEP Analysis

 

E. Teacher Interview

 

F. Four-Step Self-Evaluation

 

 

Strand 3: Developing Media Clips for Local Training

 

Lead Facilitator: Jonas Macapinlac, Guam CEDDERS

 

 

Focus: To build each entity's "cadre" of local support for developing local media clips to  
 

complement the development of training modules designed for local IEP teams

regarding the "who, what, why, and how" IEP teams determine which students

should be assessed based on alternate achievement standards. Strand 3 will

provide hands-on use of the PACIFIC Project-funded entity

equipment and software:

 

A. Video equipment with accessories

 

B. Computer with editing software

 

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