When STARS reform efforts were launched in 2000, teacher training in assessment was seen as crucial to the success of the program. The STARS reform efforts focus on both supporting the implementation of quality classroom assessment practices and implementing a district‐based accountability system. The training programs described in this article were developed in response to one or both of these needs. Two of the programs were designed to provide training to experienced teacher. The other two programs were designed to meet the needs of pre‐service teachers. Evidence suggests that the training programs have had a positive impact on teacher confidence, knowledge, and skill in key areas of assessment. In addition, there also appears to be evidence, while somewhat limited, which suggests students also experience positive outcomes.

The No Child Left Behind Act of 2001 allows states to assess students with "significant cognitive disabilities" on "alternative content standards" for determining adequate yearly progress. Alternative standards that align with regular content standards can allow for a continuum of performance expectations from very basic to approaching grade level, therefore tapping into the abilities of students with significant cognitive disabilities. Performance level descriptors were developed in an effort to identify students' level of attainment for each content standard. States must demonstrate that assessments align with articulated alternative standards and that alternative standards align with the state's content standards. The purpose of this study is to examine a methodology for aligning alternative content standards to regular content standards.Federal requirements based on the No Child Left Behind Act of 2001 legislation allow states to assess students with "significant cognitive disabilities" on "alternative content standards" for determining adequate yearly progress. Alternative standards that align with regular content standards can allow for a continuum of performance expectations from very basic to approaching grade level, therefore tapping into the abilities of students with significant cognitive disabilities. Assessments derived from alternative content standards will provide students with significant cognitive disabilities opportunities to demonstrate their performance capabilities and in turn help teachers monitor students' attainment of standards. Alternative standards must still be aligned with the state's academic content standards and reflect the highest learning standards possible for these students (U.S. Department of Education, 2003).Alignment is intended to inform instruction directly and ensure policy needs related to overall student achievement are met (Webb, 1997). Herman, Webb, and Zuniga (2002) define alignment as the degree of agreement between a state's content standards for a specific subject area and the assessments used to measure student achievement of standards. Bhola, Impara, and Buckendahl (2003) describe an alignment model that defines alignment as, "the extent to which the items/skill statements on a test match relevant content standards" (p. 22). Often, teachers, or content area experts make the determination regarding the match between assessment items/skill statements and content standards. To that end, performance level descriptors (PLDs) are developed in an effort to differentiate students' performance or attainment of each content standard. PLDs are written for each level of student performance that will be determined (e.g., basic, proficient, and advanced). These performance level categories, which are defined by the PLDs, are often used to describe a student's level of attainment on the content standards.States are required to demonstrate that their state assessments are aligned to the state's content standards.According to regulations (U.S. Department of Education, 2003), a...

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