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Program Development Director — Laura Fetter provides strategic planning leadership to advancing CASAS goals and objectives that support adult educators and workforce partners nationally. These goals include legislative advocacy, fostering meaningful client relationships, and strengthening training initiatives rooted in adult learning theory. She has more than 30 years of experience in the field of adult education, as an ESL instructor, program administrator and school board member. Her experience overseeing the largest WIOA, Title II grant in California gives her a deep understanding of the operational complexities involved in improving program performance, forging WIOA, Title I partnerships and the importance of telling a compelling success story.
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Assessment Development Program Manager — Daniel Esko oversees all assessment development activities at CASAS, including assessment design, item development, and assessment validation. Esko directs the activities of the Item and Test Development Department, including assessment specialists, data analysts, and others. He works in collaboration with research and analysis specialists at CASAS at to ensure that all assessments are valid, reliable, and responsive to the needs of the community. Daniel Esko has developed large and small-scale assessments for organizations both in the United States and Asia for Adult Basic Education, Adult Secondary Education, and English as a Second Language. He is integral to the completion of CASAS assessment development projects.
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Senior Advisor — Linda Taylor is a senior advisor on all facets of the design, development, and implementation of standardized test instruments for English as a Second Language, ESL-Citizenship, adult basic education, adult secondary education, and correctional education at the federal level. She has developed assessments in reading, listening, speaking, and writing for populations in this country and in Central America and Asia. She provides technical assistance and informs staff on research projects in adult education policy, curriculum, and assessment. Her experience has been key to the success of developing remote testing at CASAS. |
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Accountability Director — Jay Wright manages training and technical assistance for federal and California accountability requirements, including California WIOA, Title II: AEFLA federal reporting requirements and the California Adult Education Program (CAEP). He has worked in several areas of adult education including special needs, program development, and data analysis. He applies this experience to improving programs and instruction and identifying issues that require targeted technical assistance. With his extensive knowledge of federal and state reporting requirements, he provides a variety of training workshops to guide schools and agencies with assessment implementation and data management strategies and procedures.
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Senior Research Associate — Jared Jacobsen supports the director of research and analysis to ensure research methods and procedures used at CASAS are justifiable and systematic. He contributes to ongoing studies and reports and evaluates evidence of the reliability and validity of all assessments. Collaborating with psychometricians, he analyzes the psychometric properties of all assessments and reports all technical information. Working with the senior project manager, Jacobsen oversees assessment fairness and sensitivity studies to ensure equity and diverse multicultural and gender representation of all CASAS-developed assessments. He is instrumental in developing and managing new research projects. |
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National External Diploma Program (NEDP) Director — Margaret Kirkpatrick manages NEDP, a pathway to a high school diploma. She oversees outreach, technical assistance, marketing, training, and new program implementation, as well as educational research to ensure that NEDP is in ongoing program improvement. These activities support the goal of better serving the states that offer NEDP as a high school diploma pathway. In addition, Kirkpatrick has more than 30 years of experience in adult education, in roles ranging from teacher and adult school principal to state director of adult education. |