preparing a program submission for the council for ...caepnet.org/~/media/archive files/fall 2017...

Jennifer Bullock: Director of Education and Professional

Standards & Practices, Council for Exceptional Children

Kathlene S. Shank: Professor & Chair

Co-coordinator Council for Exceptional Children &

Department of Special Education

Eastern Illinois University

Preparing a Program

Submission for the Council for

Exceptional Children

Agenda

Q&A

Option A: Program Report

Performance-Based Program Report Options

CEC Initial and Advanced Preparation Standards

Introduction and Review

© 2016 CEC. All rights reserved. 2

CAEP Program Review

Options (determined in State Partnership Agreements)

1. National Recognition of programs that have

met Specialty Professional Association

(SPA) standards, e.g. CEC

2. State program approval

3. CAEP Program Review with Feedback


What is a program? • A planned sequence of academic courses and

experiences leading to a degree, a

recommendation for a state license, or some

other credential that entitles the holder to perform

professional education services in schools

• Each program should be submitted separately

with data disaggregated by licensure area

• Program submissions may be linked, if the

assessments are the same (e.g. baccalaureate

and post bac program leading to the same

licensure)© 2014 CEC. All rights reserved. 4

© 2014 CEC. All rights reserved.

7th Edition

The Redbook

5

CEC Initial and Advanced

Preparation Standards


CEC Standards: Structure

• Align to

• Assessment,

• Scoring Guide and

• Data Tables

Major Elements/Components

• Broad standards for all special educators

• Informed by the appropriate specialty set(s


skill

28 major

elements

7 Standards

7

Use CEC Initial or Advanced

Standards?

Use CEC Initial Standards

If candidates are being

prepared for their initial

role as special educators

If candidates are being

prepared to teach

students with a disability

not included in initial

certificate e.g. visual

impairments

Use CEC Advanced

Standards

If candidates possess

initial credential in special

education

If program prepares for

advanced role, e.g.

educational diagnostician,

transition specialist ,

advanced specific

disability areas

8© 2014 CEC. All rights reserved.

CEC Initial Preparation Standards

Seven standards with elements describing

the specialized knowledge and skill

needed by special educators for initial safe

and effective special education

professional practice.


Learner Development and

Individual Learning Differences


1.0 Beginning special education professionals understand how

exceptionalities can interact with development and learning

and use this knowledge to provide meaningful and

challenging learning experiences for individuals with

exceptionalities.

Key Elements

1.1 Beginning special education professionals understand how language,

culture, and family background can influence the learning of individuals

with exceptionalities.

1.2 Beginning special education professionals use understanding of

development and individual differences to respond to the needs of

individuals with exceptionalities.

10

Learning Environments


2.0 Beginning special education professionals create safe, inclusive,

culturally responsive learning environments so that individuals

with exceptionalities become active and effective learners and

develop emotional well-being, positive social interactions, and

self-determination.

Key Elements

2.1 Beginning special education professionals through collaboration with general

educators and other colleagues create safe, inclusive, culturally responsive

learning environments to engage individuals with exceptionalities in meaningful

learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional

interventions to teach individuals with exceptionalities how to adapt to different

environments.

2.3 Beginning special education professionals know how to intervene safely and

appropriately with individuals with exceptionalities in crisis.

11

Curricular Content


3.0 Beginning special education professionals use knowledge of

general and specialized curricula to individualize learning for


Key Elements

3.1 Beginning special education professionals understand the central concepts,

structures of the discipline, and tools of inquiry of the content areas they teach

, and can organize this knowledge, integrate cross-disciplinary skills, and

develop meaningful learning progressions for individuals with exceptionalities

3.2 Beginning special education professionals understand and use general and

specialized content knowledge for teaching across curricular content areas to

individualize learning for individuals with exceptionalities

3.3 Beginning special education professionals modify general and specialized

curricula to make them accessible to individuals with exceptionalities.[1] As used “general curricula,” means the academic content of the general curricula including math, reading, English/language ar ts, science, social studies, and the

arts.[2] As used, “specialized curricula” means the content of specialized interventions or sets of interventions including, but not l imited to academic, strategic,

communicative, social, emotional, and independence curricula. 12

Assessment


4.0 Beginning special education professionals use multiple methods of

assessment and data-sources in making educational decisions.

Key Elements

4.1 Beginning special education professionals select and use technically sound formal

and informal assessments that minimize bias.

4.2 Beginning special education professionals use knowledge of measurement

principles and practices to interpret assessment results and guide educational

decisions for individuals with exceptionalities.

4.3 Beginning special education professionals in collaboration with colleagues and

families use multiple types of assessment information in making decisions about


4.4 Beginning special education professionals engage individuals with exceptionalities

to work toward quality learning and performance and provide feedback to guide

them.

13

Instructional Planning and Strategies


5.0 Beginning special education professionals select, adapt, and use a

repertoire of evidence-based instructional strategies to advance

learning of individuals with exceptionalities.

Key Elements5.1 Beginning special education professionals consider an individual’s abilities, interests, learning

environments, and cultural and linguistic factors in the selection, development, and adaptation of

learning experiences for individual with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment,

planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative

communication systems and a variety of assistive technologies to support the communication and

learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and

communication skills of individuals with exceptionalities

5. 5 Beginning special education professionals develop and implement a variety of education and

transition plans for individuals with exceptionalities across a wide range of settings and different

learning experiences in collaboration with individuals, families, and teams.

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as

critical thinking and problem solving to individuals with exceptionalities.

[1] Instructional strategies, as used throughout this document include intervention used in academic and specialized curricula.

14

Professional Learning and Ethical Practice


6.0 Beginning special education professionals use foundational

knowledge of the field and the their professional Ethical Principles and

Practice Standards to inform special education practice, to engage in

lifelong learning, and to advance the profession.

Key Elements

6.1 Beginning special education professionals use professional Ethical Principles and

Professional Practice Standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge

and current issues influence professional practice.

6.3 Beginning special education professionals understand that diversity is a part of

families, cultures, and schools, and that complex human issues can interact with the

delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong

learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in

activities such as advocacy and mentoring

6.6 Beginning special education professionals provide guidance and direction to

paraeducators, tutors, and volunteers.

15

Collaboration


7.0 Beginning special education professionals collaborate with

families, other educators, related service providers,

individuals with exceptionalities, and personnel from

community agencies in culturally responsive ways to

address the needs of individuals with exceptionalities across

a range of learning experiences.

Key Elements

7.1 Beginning special education professionals use the theory and elements

of effective collaboration.

7.2 Beginning special education professionals serve as a collaborative

resource to colleagues.

7.3 Beginning special education professionals use collaboration to promote

the well-being of individuals with exceptionalities across a wide range of

settings and collaborators.

16


CEC Advanced Standards

For safe and effective practice at accomplished levels of special education and in advanced special education roles.

Deepening expertise

Classroom and Non-classroom

roles

Teacher leaders

Addresses need for specialists

Special education career ladders

1717

Assessment


1.0 Special education specialists use valid and

reliable assessment practices to minimize bias.

Key Elements

1.1 Special education specialists minimize bias in

assessment.

1.2 Special education specialists design and implement

assessments to evaluate the effectiveness of

practices and programs.

18

Curricular Content Knowledge


2.0 Special education specialists use their knowledge of general and

specialized curricula to improve programs, supports, and services at

classroom, school, community, and system levels.

Key Elements

2.1 Special education specialists align educational standards to provide access to

challenging curriculum to meet the needs individuals with exceptionalities.

2.2 Special educators continuously broaden and deepen professional knowledge,

and expand expertise with instructional technologies, curriculum standards,

effective teaching strategies, and assistive technologies to support access to

and learning of challenging content.

2.3 Special education specialists use understanding of diversity and individual

learning differences to inform the selection, development, and implementation

of comprehensive curricula for individuals with exceptionalities.

[1] As used, “general curricula”, means the academic content of the general curriculum including math, reading, English/language arts, science, social studies, and the

arts.[2] As used, “specialized curricula” means the content of specialized interventions or sets of interventions including, but not limited to academic,

strategic, communicative, social, emotional, and independence curricula.19

Programs, Services, and Outcomes


3.0 Special education specialists facilitate the continuous improvement of general

and special education programs, supports, and services at the classroom,

school, and system levels for individuals with exceptionalities.

Key Elements

3.1 Special education specialists design and implement evaluation activities to improve

programs, supports, and services for individuals with exceptionalities.

3.2 Special education specialists use understanding of cultural, social, and economic

diversity and individual learner differences to inform the development and improvement

of programs, supports, and services for individuals with exceptionalities.

3.3 Special education specialists apply knowledge of theories, evidence-based practices,

and relevant laws to advocate for programs, supports, and services for individuals with

exceptionalities.

3.4 Special education specialists use instructional and assistive technologies to improve

programs, supports, and services for individuals with exceptionalities.

3.5 Special education specialists evaluate progress toward achieving the vision, mission,

and goals of programs, services, and supports for individuals with exceptionalities.

Research & Inquiry


4.0Special education specialists conduct, evaluate, and

use inquiry to guide professional practice.

Key Elements

4.1 Special education specialists evaluate research and inquiry to identify effective

practices.

4.2 Special education specialists use knowledge of the professional literature to

improve practices with individuals with exceptionalities and their families

4.3 Special education specialists foster an environment that is supportive of

continuous instructional improvement and engage in the design and

implementation of research and inquiry.

21

Leadership and Policy


5.0 Special education specialists provide leadership to formulate goals, set and

meet high professional expectations, advocate for effective policies and

evidence-based practices and create positive and productive work

environments.

Key Elements

5.1 Special education specialists model respect for and ethical practice for all

individuals and encourage challenging expectations for individuals with

exceptionalities.

5.2 Special education specialists support and use linguistically and culturally

responsive practices.

5.3 Special education specialists create and maintain collegial and productive work

environments that respect and safeguard the rights of individuals with

exceptionalities and their families.

5.4 Special education specialists advocate for policies and practices that improve

programs, services, and outcomes for individuals with exceptionalities.

5.5 Special education specialists advocate for the allocation of appropriate resources

for the preparation and professional development of all personnel who serve


22

Professional and Ethical Practice


6.0 Special education specialists use foundational knowledge of the field and

professional Ethical Principles and Practice Standards to inform special

education practice, engage in lifelong learning, advance the profession, and

perform leadership responsibilities to promote the success of professional

colleagues and individuals with exceptionalities.

Key Elements

6.1 A comprehensive understanding of the history of special education, legal policies,

ethical standards, and emerging issues informs special education specialist leadership.

6.2 Special education specialists model high professional expectations and ethical

practice, and create supportive environments that safeguard the legal rights and

improve outcomes for individuals with exceptionalities and their families.

6.3 Special education specialists model and promote respect for all individuals and

facilitate ethical professional practice.

6.4 Special education specialists actively participate in professional development and

learning communities to increase professional knowledge and expertise.

6.5 Special education specialists plan, present, and evaluate professional development

focusing on effective and ethical practice at all organizational levels.

6.6 Special education specialists actively facilitate and participate in the preparation and

induction of prospective special educators.

6.7 Special education specialists actively promote the advancement of the profession.

23

Collaboration


7.0 Special education specialists collaborate with stakeholders to

improve programs, services, and outcomes for individuals with

exceptionalities and their families.

Key Elements

7.1 Special education specialists use culturally responsive practices to

enhance collaboration.

7.2 Special education specialists use collaborative skills to improve programs,

services, and outcomes for individuals with exceptionalities

7.3 Special education specialists collaborate to promote understanding,

resolve conflicts, and build consensus for improving program, services,

and outcomes for individuals with exceptionalities.

24

What are the specialty sets?

What is their purpose?

How do we use them?

CEC Specialty Sets

Specialty Sets Purpose: Inform the Preparation Standards

Programs must demonstrate alignment to the major

elements of the CEC Preparation (Content)

Standard as informed by the appropriate

specialty set(s) in the program’s assessments,

rubrics, and data.

Without being informed by the appropriate specialty

knowledge and skills set, every special education

preparation program would look the same.



CEC Standards: Structure

• Specialty specific Knowledge and Skill

• Use for Curriculum Development & Professional Development

Specialty Sets

27


Initial Level Validated Specialty Sets

1. Special Education Individualized General Curriculum

2. Special Education Individualized Independence Curriculum

3. Special Education Early Childhood/EI

4. Special Education Blind & Visual Impairments

5. Special Education Deaf & Hard of Hearing

6. Special Education Emotional & Behavior Disorders

7. Special Education Gifts & Talents

8. Special Education Developmental Disabilities & Autism

9. Special Education Learning Disabilities

10. Special Education Physical and Health Disabilities

11. Special Education Deafblindness

28


Advanced-Level Validated Specialty Sets

1. Special Education Early Childhood Specialist

2. Special Education Learning Disabilities Specialist

3. Special Education Gifted & Talented Specialist

4. Special Education Developmental Disabilities &

Autism Specialist

5. Special Education Deaf/Hard of Hearing Specialist

6. Special Education Administrators

7. Special Education Technology Specialist

8. Special Education Transition Specialist

9. Special Education Diagnostic Specialist

10. Special Education Inclusion Specialist

11. Special Education Academic Intervention Specialist

12. Special Education Behavior Intervention Specialist

TEACHER LEADERS

29

Using Specialty Sets

Programs can assure that the assessments, rubrics, and data are

informed by the appropriate specialty area in a variety of ways, e.g.

content, populations, vocabulary, concepts, settings, and issues of

the specialty set are clearly addressed in the assessments, rubrics,

and data

There is no requirement or expectation for explicit or complete

correspondence between the items in a specialty set with

assessment items, and reviewers do not look for this level of

correspondence. Likewise, reviewers do not expect that programs

use the exact wording of the knowledge and skills within the rubrics.


Option A: Standard Program Report

Option B: Program Faculty Selected Assessments

Option D: Validity & Reliability Studies

Performance-Based Program Report

Options

Types of Reports

• Initial

• Revised

• Response to Conditions

Program Submission

Components Cover Sheet (online)

Section I Contextual Information (including clinical/field information)

Section II Assessment Chart – list the 6-8 assessments

Section III Standards Chart – which assessments provide evidence for each standard

Section IV Assessments (the assessment, scoring guide and findings)

Section V Use of Assessment Results to Improve Program


Option A Program Reports

Program Reports must include at least 6 program assessments that collectively align to the major elements of the CEC Preparation Standards

All candidates must participate in all 6 assessments!!

Institution may submit 2 additional assessments

A maximum of 20 attachments


Six Required Program Assessments


1. State licensure exam

2. Content knowledge

3. Instruction planning

4. Student teaching/ clinical internship

5. Candidate impact on student learning

6. Program faculty choice

34

What is a Program Assessment?

Assessments that all candidates complete

What assignments are already in your courses? Do they align to the CEC Preparation Standards? Do they have a focus of one of the required program assessments?

Do they have a consistent scoring guide/rubric?

Can you collect data?

Start with those assessments!


Assessment 1: Content Knowledge

State Special Education Licensure Test, e.g. Special Education PRAXIS II, state specific special

education test

Must provide evidence that 80% of candidates

pass total test

Disaggregate subtests scores where possible

Cannot be the sole source for alignment to a

CEC Preparation Standard!


Assessment 2: Content Knowledge

Documents knowledge of special education content

Case study

IEP

Teacher work sample

Action research

“Grades” – see CAEP/CEC website for specific guidance


Assessment 3 Instruction Planning

Assessment that demonstrates program

candidates’ ability to plan individualized

instruction aligned to CEC Preparation

Standards as informed by specialty

set(s)

Example: Individualized unit or multiple

lesson plan assignment that describes

the individualized needs of a student(s)


Assessment 4: Student Teaching/Clinical Internship

Student Teaching/Clinical Internship

assessment must be aligned to the CEC

Preparation Standards.

It can also be aligned to state or unit criteria,

but a “general” student teaching form used by

all programs is not sufficiently specific usually

to document CEC knowledge and skills

This assessment does not have to address

all Preparation Standards and elements.


Assessment 5: Candidate Impact on Student Learning

This assessment should include a

pre-measure, plan for instruction,

post-measure, and reflection.

Unit/lesson plan,

behavior change project,

action research of student learning

Single Subject Project


Assessment 6

Assessment of Choice

Sixth assessment is a required program assessment designed by program faculty to address major elements of any CEC Preparation Standard not yet addressed, or that program faculty use to strengthen its program.

Examples: Assistive Technology project, Standardized assessment project, language analysis, case study, etc.


Assessments 7 and 8

Optional Assessments

Assessments 7 and 8 are optional providing

program faculty opportunity to submit program

assessments to strengthen the coverage of the

major elements of the CEC Preparation

Standards


Do the program assessments align to a preponderance of the major elements of the CEC Preparation Standards covered by the program assessments?

Are the program assessments, scoring rubric, and data each aligned to each other and to the major elements in the CEC Preparation Standards?

Are the alignments sufficiently direct and specific to provide clear and convincing evidence?

Are optional program assessments 7 and 8 needed?


Deciding on assessments …

43

Things to keep in mind for scoring

guides/rubrics for each assessment

Are the descriptors focused on candidate performance?

Do they address what candidates know and can do?

Do the cell descriptors distinguish the different levels of performance in observable ways?

Are the cell descriptors likely to be interpreted in the same way by different evaluators? (inter-rater reliability)


Section I – Contextual informationDescribing and explaining your

program contextState policies, including applicable

state licensure

Field experiences

Criteria for admission/retention/exit

AttachmentsProgram of studies

Candidate information

FacultyA chart of field experiences may also be

added © 2014 CEC. All rights reserved. 45

CEC Field Experience Standard

Developmental, sequenced field

experiences

Full range of ages, types and levels of

abilities and collaborative opportunities for

licensure

Supervised and evaluated by qualified

professionals

Faculty needs to be involved in field

experiences46© 2014 CEC. All rights reserved.

Section II: List of Assessments Chart

List 6-8 program assessments that are

aligned with the major elements of the

CEC Preparation Standards

Indicate name, type, and administration point

in the program

DO NOT change order or make substitutions

Give assessments brief specific descriptive

names – not course numbers

“OR’s” are not permitted – everyone does

same assessment


Section III: Relationship of Assessment to

Standards Chart

Identify which program assessments provide the evidence of alignment with the major elements of each CEC Preparation Standard.

One assessment may provide evidence for meeting multiple CEC Preparation Standards.

DO NOT cite every assessment as covering all CEC Preparation Standards

MAKE SURE YOU ALIGN THIS SECTION WITH ITEMS IN SECTION IV


Section IV: Assessments and FindingsThe heart of the program report

Assessments Must Have:

The narrative (2 pages maximum)INCLUDE:

brief description of the assessment and use in program

(paragraph),

how it is aligned with the CEC Preparation Standards cited in

Section III,

brief analysis of data finding - At least two administrations of

each assessment. For revised and response to conditions, at

least one additional administration.

summary of how data provides evidence of meeting CEC



Evidence Attachments

Assessment (assignment given to candidates)Directly aligned with major elements of the CEC Preparation Standard(s)

Requirements of candidates are evident

Instructions are clear, explicit

Scoring Guide (Rubric)Objectives are observable and measurable

Indicators of performance are consistent

Number of rating levels are kept to a minimum

Directly aligned with major elements of the CEC Preparation standards


Presenting/Reporting Data

Data tables should be self-explanatory–

reviewers must understand the display

Data for each cell, not just summary data

Give “N” – numbers &/or percents

Data should be presented by categories used in

the scoring guide as aligned to the major

elements of the CEC Preparation Standards


Section V: Use of Assessment

Results Narrative of how the program faculty use

the data from assessments to improve

candidate performance and program

effectiveness.

Organize discussion around

Content knowledge

Professional and pedagogical knowledge,

skills and dispositions

Impact on student learning


Response to Conditions

Submissions Address all concerns cited as conditions in Part G

of Final Report

Complete the following sections of the report: Cover Sheet

Section I: Provide candidate information

Sections IV: Include only those assessments that have been revised and will have new data Provide additional data set for each standard not met or met

with conditions

Consider comments in “areas for consideration” in the review report as well as comments for each standard not met or met with conditions

Complete Sections V and VI


Helpful Hints Focus assessment and rubrics on candidate

performance

Focus assessments on the appropriate CEC Preparation

Standards as informed by the specialty set (s) (e.g.

Visual Impairment, Emotional/Behavior Disorders,

Individualized Independence Curriculum)

Do NOT cite EVERY assessment as addressing

EVERY standard!!

Do NOT abbreviate or use acronyms unless they

have been explained

Be consistent in naming assessments


What happens next?

Review team assigned by CEC program review coordinator

Team (2-3 reviewers) completes review

A group of experienced CEC reviewers serve as auditors; each reviews 15-30 per cycle.

A CAEP tech editor reviews reports from multiple SPAs to ensure consistency

Program notified of decision


Final Decisions The program is nationally recognized.

The program is nationally recognized with conditions.

Insufficient data

Insufficient alignment

Assessments not focused on candidate performance

The program is not recognized: Further development required/recognized with probation Little or no alignment of the assessments and or data to the CEC Preparation

Standards as informed by the specialty set.

CAEP staff will determine which of the above applied


Resources


Question & Answer