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2011 Semi-Annual Assessor/Instructor Meeting June 25, 2011. Assessor/Instructor Semi-Annual Meeting. Opening DCV Instructional Program DCV Assessment Program Instructor in-service presentations Assessor - Assessment Debrief SDI meeting SDA meeting

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2011 Semi-Annual

Assessor/Instructor Meeting

June 25, 2011


Assessor instructor semi annual meeting
Assessor/Instructor Semi-Annual Meeting

Opening

DCV Instructional Program

DCV Assessment Program

Instructor in-service presentations

Assessor - Assessment Debrief

SDI meeting

SDA meeting

Instructor - Recert materials

Assessor - 2011 POE

Wrap up


Assessor instructor semi annual meeting1
Assessor/Instructor Semi-Annual Meeting

Opening

DCV Instructional Program

DCV Assessment Program

Instructor in-service presentations

Assessor - Assessment Debrief

SDI meeting

SDA meeting

Instructor - Recert materials

Assessor - 2011 POE

Wrap up


Assessor instructor semi annual meeting2
Assessor/Instructor Semi-Annual Meeting

Opening

DCV Instructional Program

DCV Assessment Program

Instructor in-service presentations

Assessor - Assessment Debrief

SDI meeting

SDA meeting

Instructor - Recert materials

Assessor - 2011 POE

Wrap up


Year in review instruction
Year in Review - Instruction

How did we do in 2010 -2011?


Year in review instruction class distribution
Year in Review - InstructionClass Distribution


Year in review instruction student distribution
Year in Review - InstructionStudent Distribution


Year in review instruction dcv referee count
Year in Review - InstructionDCV Referee Count

*About 3000 from previous year did not recertify.


Year in review instruction dcv referee count1
Year in Review - InstructionDCV Referee Count

12

7

9

8


Year in review instruction1
Year in Review - Instruction

New Class Evaluation


Year in review instruction new clinic class evaluation
Year in Review - InstructionNew Clinic Class Evaluation

  • New Grade 8 Classes - What topics do you find most confusing?

    • Restarts - Goal kick, corner kick, kick off, PK, Free kicks - DFK and IFK

    • Offside

    • Local Modifications of the laws

    • Advantage

    • Substitution

    • Ball in play

    • Law 5, 6 - Hand signals; AR signals; AR flag meanings were a little confusing; Referee positioning; How to move on the field

    • Law 12; Just remembering which penalties you give for different infringements Law 12; Misconducts – issuing cards; What constitutes unsportsmanly behavior; Cautions vs sendoffs but acronym and matrix very helpful; Fouls dealing with goalkeeper


Year in review instruction new clinic class evaluation1
Year in Review - InstructionNew Clinic Class Evaluation

  • New Grade 8 Classes - How to make the class more effective?

    • Class Management

      • Short classes 2-3 hours each, Maybe longer breaks

      • Let people write down more notes and slow down

      • Should have a class for players/coaches who are already familiar with the game; A little long for adults probably great for kids

      • Smaller classes

      • More explaining and less videos

      • As you work through the laws reference to the book more/pages, especially for the younger refs

    • Content

      • More practice quizzes; Study for test; more practice questions

      • Go over additional info not talked about on the test


Year in review instruction new clinic class evaluation2
Year in Review - InstructionNew Clinic Class Evaluation

  • New Grade 8 Classes - How to make the class more effective?

    • Instructional Methods

      • More demonstration, Less lecturing; More AR Techniques

      • Add field module; Let us go outside and play a game; More time on the field showing how referees need to be positioned; More hands on practice; practice on field; A few practice games will be helpful

      • Get the students more into the conversation

      • Could make the entire course computer based

      • A sequence of teaching the rules more logically would help

    • Clinic Materials

      • Update the visual, need to ask yourself if the format is right for the facebook generation; Update the graphics and modernize the language. Most of the class was 13-16 years old; Up to date videos.

      • Make videos work on the slide show, The slides and accompanying videos are horrible, very inconsistent format, choppy and visually painful


Year in review instruction new clinic class evaluation3
Year in Review - InstructionNew Clinic Class Evaluation

  • New Grade 12 Classes - What topics do you find most confusing?

    • DFK and IFK

    • Penalties of field players and goalkeepers

    • Ref training mixed with AR; Move through material covering head referee not AR more quickly; Focus on what and AR needs to know, Materials could have been organized and presented better; Too much info that was taught that was irrelevant to AR/STAR role; Too much coverage of referee responsibilities; Referee topics when you go very in depth

    • Offside

    • Laws vs rules (local modifications)


Year in review instruction new clinic class evaluation4
Year in Review - InstructionNew Clinic Class Evaluation

  • New Grade 12 Classes - How can we make the class more effective?

    • Air conditioning and coffee

    • More videos

    • Limit questions from class; Stay focused

    • Sometimes the QA moved a little too quickly for us novices

    • Outside on field, Do it on a field, not in a classroom; More hands on

    • Manage time more efficiently, could have covered in 2-4 hours less

    • Specific positions of flag for AR

    • Took too much time on several elements that were for the head referee; Shorten it – focus on what AR’s really need to know, Restrict qa to AR questions


Year in review instruction2
Year in Review - Instruction

Instructor Survey

57/89 took the survey – 64%


Year in review instruction instructor survey
Year in Review - InstructionInstructor Survey

  • State Director of Instruction solicited input from all Instructors in MDCVASRP in areas that required discussion by the State Referee Committee and decision

  • The SRC is continually looking to improve all programmatic areas

  • Team teaching is one area that received a lot of support

  • Flat rate instructor Pay by class and not by the number of students in a class

    • Allows better student to instructor ratio

    • Facilitates learning with smaller classes

    • Supports move to on field module more easily


Year in review instruction instructor survey1
Year in Review - InstructionInstructor Survey

  • Class Size

  • 35 maximum – 27.6%

  • 35 is too big – 41.4%

  • 69% thinks it is max or too big


  • Year in review instruction instructor survey2
    Year in Review - InstructionInstructor Survey

    • Comments about class size -

    • I teach for a living and 15 - 20 is the ideal class size for two instructors.

    • It's the enthusiasm of the Instructor not class size that matters. I do find it despicable to NOT pay instructors for large classes. Our function is to teach as many referees as we can. Time will sort out those not committed.

    • The key variable is the age of the students, not class size. Too many 12 and 13-year olds and any class becomes a challenge


    Year in review instruction instructor survey3
    Year in Review - InstructionInstructor Survey

    • Instructor Pay for New 8 with 35 Students

    • $350 – 46.6%

    • $250 – 24.1%


    Year in review instruction instructor survey4
    Year in Review - InstructionInstructor Survey

    • Maximum Class Size

    • Never exceed 35 – 44.8%

    • Never exceed 25 – 34.5%

    • Class size to room capacity – 20.7%

  • 79.3% of Instructors believe that classes should have a cap to the enrollment.


  • Year in review instruction instructor survey5
    Year in Review - InstructionInstructor Survey

    • Teaching solo:

      • 8-hour class is taxing but manageable – 37.9%

      • 8-hour class needs an assistant – 25.9%

      • 8-hour class is ridiculous and should not happen – 17.2%


    Year in review instruction instructor survey6
    Year in Review - InstructionInstructor Survey

    • It is a known fact that students learn better if they have different instructors...and 8 hours of teaching is very taxing for the instructor and the students.

    • Teaching a class with 30-40 properly registered adult students is a breeze. Managing a class of 35 teenagers is an entirely different story. Keeping them focused and engaged is a challenge and requires a variation in the messenger to help maintain focus.

    • I have always believed that team teaching is much more effective. It prevents mistakes and gives instructors opportunity to assess whether information is being absorbed.


    Year in review instruction instructor survey7
    Year in Review - InstructionInstructor Survey

    • All clinic should have two instructors:

      • Agree – 41.4%

      • Decided by the SDA - 20.7%

      • Decided by lead instructor – 36.2%

      • Do not need more than one instructor - 1.7%


    Year in review instruction instructor survey8
    Year in Review - InstructionInstructor Survey

    • Team Teaching:

    • Comfortable with any instructor that SDA assigns – 59.6%

    • Choose my own assistant instructor – 40.4%


    Year in review instruction instructor survey9
    Year in Review - InstructionInstructor Survey

    On Clinic Reporting

    Procedure


    Year in review instruction instructor survey10
    Year in Review - InstructionInstructor Survey

    On Getting Paid

    In a Timely Manner


    Year in review instruction clinics before ussf online registration
    Year in Review - InstructionClinics Before USSF Online Registration

    • Pre-registration

    • In July and August before USSF online-registration email to the lead instructor.

    • In class

    • Announce certification is not complete until after they register online.

    • Do not collect checks or money in class.

    • At end of class, give each student who passes the class a pre-stamped envelop to write their name and address on it for mailing badges later.

    • Clinic report

    • When online registration is available, email all the students on the rosters and give them 2 weeks to register and pay online.

    • Once roster is complete, lead instructor will complete the clinic report.

    • Put a badge in each stamped and self addressed envelop and drop them in the mail.


    Year in Review - InstructionClinic Reporting Procedures After Online Registration

    • Registration

    • If the online system is available before or during the class, inform the students on the roster to register online before the end of the class.

    • Do not give out badges to students who fail to register online by the end of the class.

    • Clinic Reports

    • Complete the clinic report and check the "complete" box.


    Assessor instructor semi annual meeting3
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up


    Assessor instructor semi annual meeting4
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up


    Instructor in service training
    Instructor In-Service Training

    Perception and

    Interpretation



    Instructor in service training2
    Instructor In-Service Training

    YELLOW

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    Instructor in service training4
    Instructor In-Service Training

    BLACK

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    Instructor in service training8
    Instructor In-Service Training

    BLACK

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    Instructor in service training10
    Instructor In-Service Training

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    Instructor in service training13
    Instructor In-Service Training

    - Data collected from all six senses Hearing Smelling Touching Seeing Tasting Common (intuition)

    - Brain uses data to “make sense” from experience and use


    Instructor in service training14
    Instructor In-Service Training

    New Grade 8 Class Demographic Distribution

    >30= 20%

    <15 = 32%

    19-30 = 8%

    16-18 = 40%


    Instructor In-Service Training

    BOO

    all in play

    >30= 20%

    <15 = 32%

    n the field of play

    19-30 = 8%

    16-18 = 40%

    pponent


    Sharing successes

    Sharing Successes

    What Works

    Harvey Snyder, Ed.D.

    USSF Referee Instructor


    The concepts
    The Concepts

    • Engage students through action learning

    • Use their experiences

    • Avoid lectures

    • Vary your techniques

    • Challenge yourself to try something different


    Resources
    Resources

    • Workbooks or handouts (Arlington Soccer pays!)

    • Masking tape

    • Small and large soccer balls

    • Nerf soccer balls

    • Coins

    • Laws of the Game and other USSF booklets

    • “Myths of the Game”

    • Soccer “Video Clips,” some from recerts

    • More senior members of the class


    The process
    The Process

    • Develop a comfortable class format

      • Do an activity for each Law

      • Relate the activity to workbook/handout content

      • Review using USSF PowerPoint

      • Review questions from workbook

    • After you are comfortable with a format, change the sequence


    Beginning
    Beginning

    • Even before formal class starts, you can begin class by having students learn Law I.

    You will want 6 or seven rolls of masking tape.

    Select individuals as they come in to begin marking a tape field (or two) on the floor. Have them put in all marks. Dimensions: about 12’x10’

    When reviewing Law 1, use the fields that students have made.


    Law 1 and more
    Law 1… and More

    • Putting the marks on the tape “field” is ACTIVE engagement. The “fields” are frequently used throughout each session with different Laws.


    The field how the exercise works
    The Field: How the Exercise Works

    • You may want one group or more depending on class size. 10-12 per group is OK.

    • Have each student put down a mark or line. After putting down one mark or line, give the tape to another person.



    The field
    The Field

    • Discuss results

    • Fill in the workbook


    Law 1 from the field to the workbook
    LAW 1 From the Field to the Workbook

    • Some excerpts from the Workbook

      • “What part(s) of the field is (are) described by the following dimensions? Fill in the blanks:

        • _____________ 18 yards

        • _____________ 12 yards

        • _____________ 10 yards

        • _____________ 6 yards

        • ____________8 feet ________ 8 yards

        • ____________5 feet ________ 5 inches”


    Dimensions
    Dimensions

    5’

    6 yds

    5” lines

    18 yds

    12 yds

    10 yds to arc


    Law 1
    Law 1

    • At this point, you might review both the USSF PowerPoint for Law 1 or the Laws of the Game booklet, or both.

    • Move on to questions that are part of the workbook at the end of each Law.


    The questions page
    The Questions Page

    • Law 1. The Field of Play (continued)

    • Talk in small groups or pairs as assigned. Use your FIFA law book to identify the measurements and label them on the diagram on the previous page. Answer the questions below with a partner or as a group, as assigned by your instructor.

    • 1. What is the goal area?

    • 2. What is the penalty area?

    • 3. How high is a corner flag post? Where, besides the corners, may flags be placed?

    • 4. What is the radius of the corner arc?


    Questions
    Questions

    • Each Law has between 7 and 20 questions. Questions are taken from “Ask a Referee” and other official sources.

    • Stress: 1. important questions that students ‘may see later’, and; 2. questions the students wish to discuss.


    Review of methodology
    Review of Methodology

    • Students develop the tape field(s).

    • Discuss definitions while standing besides the fields.

    • Encourage students to fill in blanks in workbook.

    • Review USSF PowerPoint slides.

    • Look at questions in one law as a group, another time in pairs or assigned groups.

    • Emphasize questions “they may see again.”


    And more
    …And More

    • Other uses for the tape fields.

      • Law 9. The Ball in and Out of Play

      • Law 10. The Method of Scoring

      • Law 12. Offside

      • Law 13. Free Kicks

      • Law 14. The Penalty Kick

      • Law 15. The Throw-In

      • Law 16. The Goal Kick

      • Law 17. The Corner Kick


    The field and law 9 the ball in and out of play
    The Field and Law 9: The Ball In and Out of Play

    • The field is here. Is the ball in or out of play?


    In or out of play
    In or Out of Play?

    • Perception is everything.

      Using the field, line up two groups, a small group along one touch line and a larger group along the other touch line.


    Perception is everything
    Perception is Everything

    Is the ball in or out of play?


    The field and law 11 offside
    The Field and Law 11: Offside

    • In groups use the tape fields to explain offside. Use different coins or ref patches to distinguish each team.

    • Students manipulate the coins within the field of play in “What if” situations.

    • Use the small balls with demonstration.


    Law 11 offside
    Law 11: Offside

    • Use coins or patches for different teams.


    The field and law 14 the penalty kick
    The Field and Law 14: The Penalty Kick

    • Using coins, have students place players, goal keeper, and officials.

    • Stress official and player positioning.

    • Have students develop different situations based on their own experience.



    Law 14 the penalty kick1
    Law 14: The Penalty Kick

    • Review USSF PowerPoint.

    • Fill in the workbook/handouts.

    • Q&A


    The field and law 15 the throw in
    The Field and Law 15: The Throw-In

    • Use the tape field.

    • Use a standard ball or Nerf ball.

    • Have students demo good and bad throw-ins.

    • Correct any misconceptions.

    • Use the opportunity to explain your expectations as a ref for correcting errors.


    Law 15 the throw in
    Law 15: The Throw-in

    • How many of us learned that we must keep our feet behind the touch line?


    Sharing success
    Sharing Success

    • Action

      • Develop activities that move students.

    • Vary techniques.

      • USSF PowerPoint

      • DVD

      • Clips

      • Laws of the Game booklet

    • Use workbook or handouts that students fill in.

    • Use Q&A

    • Be prepared to change based on your class.


    Sharing successes1

    Sharing Successes

    What Works?

    These Techniques Work


    Alternative instruction methods

    ALTERNATIVE INSTRUCTION METHODS

    Grade 9 Recreational Referee Instruction

    Law 1: The Field of Play


    Grade 9 recreational referee instruction
    Grade 9 Recreational Referee Instruction

    • POI

      • 4 hours, Classroom (covers Laws)

      • 3 hours, Field (mechanics, signals, offside, fouls, caution, send-off, free kicks, penalty kicks, dealing with adults)

    • Typical Instruction

      • 5 to 6 hours, Classroom (cover the Laws Made Easy)

      • 1 to 2 hours, Field (mechanics, signals)

    • Inclement Weather Instruction

      • All classroom


    Grade 9 recreational referee alternative instruction
    Grade 9 Recreational Referee Alternative Instruction

    • Slides too boring, too slow, single training aid

  • Slides are good for presentations

  • Need something more practical for referee learning

    • Referees physically apply what they learn

    • Refereeing and reading and writing?


  • Grade 9 recreational referee alternative instruction1
    Grade 9 Recreational Referee Alternative Instruction

    • 7 hours, Field

      • All show and tell, hands-on instruction

      • Demonstrations, use the students

      • Pace based on how fast you can see they get it

      • Many training aids

      • Simple, directly relevant training aids

      • Can still instruct Laws in a logical order


    Law 1 the field of play instruction
    Law 1: The Field of Play Instruction

    • Parts of the field and dimensions

      • Why instruct parts and dimensions

      • Is it meaningful

      • Exciting for the first block of instruction?

    • How are the parts of the field used

      • The new referees have experience with the game

      • Make it meaningful right away

      • Usually demonstrates how much they do not know and they want to learn


    Assessor instructor semi annual meeting5
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up


    Assessor instructor semi annual meeting6
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up



    Referee department
    Referee Department

    • Due to the importance of referee development on the growth of the game, U.S. Soccer is taking a more strategic approach to managing the Referee Department

      • More focused approach on specific referees groups

      • More integrated approach with other U.S. Soccer departments


    Referee Development

    • Referee Department

    • Professional – New York

    Amateur – Chicago

    • “Evaluation Model” vs. an “Assignment Model

    • Training regimen & method different for this level

    • Identification System

    • Assessment – move to a “coach” set-up with mentoring

    • Provide best age-specific instructional service to youth and adult levels

    • Web-based information



    Amateur referee department1
    Amateur Referee Department

    • Ryan Mooney – Manager of Referee Educational Resources

      • Manages educational content and assignment of instructors for local seminars

    • TBA – Manager of Referee Programs

      • Assists with the administration of programs for non-professional referees

    • Jacque Vanaman – Referee Identification & Training Coordinator

      • Analyzes data on up-and-coming officials in Zone 2


    Goals of amateur referee department
    Goals of Amateur Referee Department

    • Responsible for the education of the 145,000 referees in Grades 8 and 9 via renewed focus to online content

      • Increase effectiveness of instructional materials

      • Revise and update curriculum

      • Apply new video clips and online components

      • Increase direct communication to referees

    • Responsible for classroom and field instruction for 4,000 referees in Grades 5 through 7

      • Standardize, simplify and improve the referee experience

      • Online testing and recertification




    Professional referee department1
    Professional Referee Department

    • Asher Mendelsohn - Director of Referee Programs

      • Manages all administrative aspects of the Pro Referee Department

    • Herb Silva – Director of Professional Referees

      • Manages all technical aspects of the Pro Referee Department

    • Sandra Serafini – WPS Referee Coordinator

      • Manages all technical aspects of referees working in WPS

    • Alan Brown – Professional Referee Assignment Coordinator

      • Manages pro assignments under direction of Director of Professional Referees


    Goals of pro referee department
    Goals of Pro Referee Department

    • Goals for the new U.S. Soccer Professional Referee Department

      • Greater focus on identifying and developing new professional referees

      • New process and criteria for referee evaluation and assignment

        • Shift from assessment to coach model

        • Evaluations based on more data and multiple perspectives

        • Incorporate referee teams into assignments

      • Opportunities to broaden the current training methods for referees

        • Current focus is on fitness and game experience

        • Develop additional training methods to address skill sets of officials (man-management, game awareness, etc.)


    Transition year for professional soccer
    Transition Year for Professional Soccer

    • Next year will be a transition year for professional soccer in the U.S.

      • MLS has expanded substantially

        • Expanded from 16 to 18 teams

        • Launched new Reserve League

      • WPS has reduced the number of teams and games

        • 5 teams with all games played on the East Coast

      • NASL now approved as a Division 2 league

      • USL Pro is new international league

    • As a result, U.S. Soccer will be communicating any new processes for referees as soon as information becomes available

      • Please check Game Officials for latest information


    Ussf learning materials
    USSF Learning Materials

    • New materials for Grade 8 and 9

      • XP and Vista/Mac versions

      • Large zip files (1.4 gb for grade 8)

      • Use youth game videos

    • Online Learning Modules

      • Law 1 test module

    • FIFA AR Test

    • FIFA AR Test Review

    >30= 20%

    <15 = 32%

    19-30 = 8%

    16-18 = 40%


    Assessor instructor semi annual meeting7
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up


    Assessor instructor semi annual meeting8
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up


    2011 2012 recertification
    2011-2012 Recertification

    Law changes for 2011-2012 – USSF Memorandum & Law Changes

    USSF Administrative Overview

    Teammate Character Traits

    Points of Emphasis

    You are the Ref

    AR Involvement/DGSOF

    USSF Position Paper - Extra Person Enters the Field

    USSF Memorandum - Providing Hydration During the Game

    Why Upgrade

    Test; Grading and review; Badges

    >30= 20%

    <15 = 32%

    19-30 = 8%

    16-18 = 40%


    Assessor instructor semi annual meeting9
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up


    Assessor instructor semi annual meeting10
    Assessor/Instructor Semi-Annual Meeting

    • DC United Referee Nights - two remaining games

      • August 13 against Vancouver

      • September 24 against Salt Lake

      • 4 tickets each game to deserving youth referees

        • Identify referees through mentoring, assignors, assessment, etc.


    Assessor instructor semi annual meeting11
    Assessor/Instructor Semi-Annual Meeting

    Opening

    DCV Instructional Program

    DCV Assessment Program

    Instructor in-service presentations

    Assessor - Assessment Debrief

    SDI meeting

    SDA meeting

    Instructor - Recert materials

    Assessor - 2011 POE

    Wrap up


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