CEC Program Reviewer Training - Council for Exceptional Children ...

CEC Program Reviewer Training 

Christy M. Hooser 

Eastern Illinois University 

CEC Consultant

3/23/2011 

Agenda 

Introduction: NCATE and CEC: Standards in Context 

•NCATE Accreditation and CEC Professional Recognition 

• Coordination with other standards 

• Council for Accreditation of Education Programs 

CEC Preparation Standards 

• Components of Professional Preparation 

• CEC Preparation Standards: Pyramid 

• Initial and Advanced Content Standards 

• Major Elements 

• Specialties Sets 

Reviewing Performance-Based Program Reports 

•CEC Reviewer Responsibilities 

•Program Reports: Types and Options 

•Program Report Process and Components 

•Required Assessment Foci and Alignment 

•Program Review Report 

•Reviewer Resources 

© 2011 Council for Exceptional Children. All rights reserved. 2

Participants will be able to 

� Explain the steps and components in reviewing a CEC 

Program Report on the Preparation of Special 

Education Professionals 

� Assure program assessments align with the major 

elements of the appropriate CEC Content Standards. 

� Write CEC Professional Recognition Reports that are 

comprehensive and offer specific advice for corrections 

when appropriate. 

� Determine if program data demonstrates candidate 

mastery, and if the data was used for program 

improvement. 

3/23/2011 


NCATE and CEC: 

Standards in Context

3/23/2011 

National Standards Coordination 

• Professional 

Program 

Recognition 

• Accomplished 

Teacher 

Certification 

CEC NCATE 

NBPTS 

InTASC 

• Institutional 

National 

Accreditation 

• State 

Licensing 


NCATE Speak 

� Unit = School, College, or Department of Education 

plus other entities on campus 

� Program = Specific Discipline Area 

� Candidate = preservice teachers 

� Students = K-12 students 

� Program Report = what the program submits 

� Recognition Report = what the reviewer completes 

3/23/2011 

© 2011 Council for Exceptional Children. All rights reserved. 

6

3/23/2011 

Units and Programs 

Unit 

Review 

Institutional 

Accreditation 

Program Review 

Professional 


Recognition 


7

3/23/2011 

NCATE Accreditation Process 

UAB 

Unit 

Accreditation 

Unit 

On-site 

BOE 


3/23/2011 

CEC Program Recognition Process 

Professional 


Recognition 

Audit Team 


Electronic 

Reviews 

Reviewers 


CEC Program Reviews 

A combination of courses and experiences 

that lead to a professional credential or 

professional certificate is a preparation 

program. 

Program reviews are based on CEC Content 

Standards depending on the NCATE State 

Partnership Agreement. 

3/23/2011 


3/23/2011 

NCATE State Partnerships 

NCATE Program Review 

Alaska, Arkansas, 

Arizona, Colorado, 

Connecticut, Delaware, 

District of Columbia, 

Hawaii, Illinois, Iowa, 

Louisiana, Maryland, 

Massachusetts, Michigan, 

Mississippi, Nevada, New 

Jersey, New York, Ohio, 

Oklahoma, Pennsylvania, 

Puerto Rico, Rhode Island, 

South Carolina, Texas, 

Utah, Virginia, West 

Virginia, Wyoming 


State Program Review 

Alabama, California,, 

Florida, Georgia, Idaho, 

Indiana, Kansas, 

Kentucky, Maine, 

Minnesota, Missouri, 

Montana, Nebraska, 

New Mexico, North 

Carolina, North Dakota, 

Oregon, South Dakota, 

Tennessee, Washington, 

Wisconsin 

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CEC Position 

All programs, traditional and nontraditional, 

preparing special education teachers 

regardless of affiliation, location, or intensity 

will adhere to CEC’s professional standards, 

demonstrating that their graduates possess 

the profession’s entry-level knowledge and 

skills by seeking CEC’s official recognition 

through the evidence-based process of 

program review 

3/23/2011 

Approved: July 2002 

Citation: CEC Policies Section Four, Part 3 


NCATE Unit Standard 1: 

Candidates preparing to work in schools as 

teachers or other school personnel know 

the content of their fields, demonstrate 

professional and pedagogical knowledge, 

skills, and dispositions and apply them so 

that students learn. Assessments indicate 

that candidates meet professional, state, 

and institutional standards. 

3/23/2011 


3/23/2011 

Program Review System 

� Performance-Based 

� Links unit and program review explicitly 

� Provides uniformity among SPA procedures & 

structure 

� Streamlines process and report 

� Requires program/departmental planning of 

assessments 

� Elicits coordination of unit and program data 

� Elicits ongoing program improvement data 

collection and analyses 


Purpose of the CEC Program Review 

� For CEC to recognize Programs that 

demonstrate program candidates master of 

the major elements of the CEC Content 

Standards as informed by the specialty 

set(s) for safe and effective practice 

� Provide information for the Unit to use in 

responding to NCATE Standard 1. 

3/23/2011 


Council for the Accreditation of 

Educator Preparation (CAEP): 

Merger of NCATE and TEAC 

Approved October 22, 2010

CAEP 

� 501c(3) membership corporation 

� Two-year transition period for 

consolidation 

� Augmented Design Team to 

serve as Interim Board of 

Directors 

3/23/2011 


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Four Accreditation Options 

• Continuous Improvement 

• Inquiry Brief 

• Internal Academic Audit 

• Transformation Initiative 

Options available in the unified system will be 

comparable in rigor and status as they continue to evolve 

in our own continuous-improvement processes. 

3/23/2011 


Dr. James Cibulka, 2010 

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Three Review Options 

1. Professional recognition of programs that have 

met Specialty Professional Association 

standards, e.g. CEC 

� Disaggregated assessment data by program will be required. 

2. State program approval 

3. CAEP review of clusters of programs with 

report to institution, visiting team, & state 

3/23/2011 

� Secondary programs 

� Cross-grade programs such as elementary education, special 

education, & early childhood education 

� Other school professionals 


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Two-year Transition Activities 

� Augmented Design Team to serve as Interim Board of 

Directors 

� Flesh out operational details for CAEP 

� Speak for accreditation with a single voice 

� Continue current NCATE and TEAC accreditation 

independently, but in more collaborative fashion 

� Renegotiate state partnerships 

� Expand NCATE’s Accreditation Information Management 

System (AIMS) to serve NCATE, TEAC, & CAEP needs 

� Consolidate duplicate functions 

� Refine the CAEP standards 

3/23/2011 


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Foci: 

�Well-prepared 

�Career-oriented 

�Professional Leaders 

4/19/2011 

CEC Preparation Standards 

Note: This presentation uses the draft reorganization of the CEC Initial and Advanced Content 

Standards to preview the changes. The new standards will not be official until the fall of 2011. The 

organization of the CEC Preparation Standards is in effect until official approval.

Components of Professional Preparation 

Subjectmatter 

Content 

Liberal Arts 

Pedagogy 

Induction 


Liberal Arts 

Solid grounding in the liberal arts of a 

bachelor’s degree ensuring proficiency in 

reading, written and oral communications, 

calculating, problem-solving, and thinking 

demonstrated by holding at least a 

bachelor’s degree from an accredited 

institution. 

Liberal Arts 


Induction and Mentoring 

� Minimum of a 1-year mentorship during the first year of professional 

special education practice (Council for Exceptional Children, 2010). 

� The mentor should be an experienced special education 

professional in the same or a similar role as the individual being 

mentored who can provide expertise and guided support on a 

continuing basis. 

� The goals of the mentorship program must include 

� Facilitating the application of knowledge and skills learned 

� Conveying advanced knowledge and skills 

� Acculturating into the school’s learning community 

� Reducing job stress and enhancing job satisfaction 

� Supporting professional induction 

Liberal Arts 


CEC Preparation Standards: Structure 

Major 

Elements 

Content 

Standards 

Specialty Sets 

Literature Reports 

Major 

Elements 

Content 

Standards 

Specialty 

Sets 

Literature 

Reports 


•Align to 

•Assessment, 

•Scoring Guide and 

•Data Tables 

• Rich narrative for all special educators 

• Informed by the appropriate specialty 

set(s 

•Common Core Knowledge and Skills 

•Plus specialty specific knowledge and 

Skill 

•Use for Curriculum Development 

•Literature base for each knowledge and 

skill 

•Classified 

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Validated Specialty Sets: Initial 

1. Special Education Individualized General 

Curriculum 

2. Special Education Individualized Independence 

Curriculum 

3. Special Education Blind & Visual Impairments 

4. Special Education Deaf & Hard of Hearing 

5. Special Education Deafblindness 

6. Special Education Early Intervention 

7. Special Education Emotional & Behavior Disorders 

8. Special Education Gifts & Talents 

9. Special Education Developmental Disabilities & 

Autism 

10. Special Education Learning Disabilities 

11. Special Education Physical and Health Disabilities 


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4/19/2011 26

Specialty Sets Inform the Content Standards 

Programs do this in a variety of ways, but the most meaningful way is 

to assure that the content and issues for a specialty set are reflected in 

the assessments, scoring rubrics, and performance levels within 

rubrics. 

There is no expectation for either explicit or complete correspondence 

between the items in a specialty set with program assessment items, 

and reviewers do not review for this level of correspondence. 

Likewise, reviewers do not require that programs use the exact wording 

of the specialty sets within the assessments or scoring rubrics. 

However, it is expected that the appropriate content and issues for a 

specialty set are reflected in designing assessments, scoring rubrics, 

and performance levels. 


CEC Initial Content Standards – 

New Organization 

Rich narrative describing the knowledge and skills needed by all special 

educators for initial safe and effective special education professional practice 

Learners and Learning 

1 Development & Characteristics of Learners and Individual 

Learning Differences 

2 Learning Environments & Social Interactions 

Content Knowledge and Professional Foundations 

3 Foundations & Curricula Content Knowledge 

Instructional Pedagogy 

4 Instructional Strategies and Instructional Planning 

5 Assessment 

Professionalism and Collaboration 

6 Professional Practice 

7 Collaboration 


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Initial Content Standard 1. Foundations & Curricula Content Knowledge 

Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based 

principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have 

historically influenced and continue to influence the field of special education and the education and treatment of individuals 

with exceptional needs both in school and society. Special educators understand how these influence professional practice, 

including assessment, instructional planning, implementation, and program evaluation. Special educators understand how 

issues of human diversity can impact families, cultures, and schools, and how these complex issues of human diversity 

can interact with issues in the delivery of special education services. They understand the relationships of organizations 

of special education to the organizations and functions of schools, school systems, and other agencies. Special 

educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special 

education. 

Special educators work within the limits of their professional knowledge and skill. As needed in the provision of instruction and 

services to individuals with exceptionalities they consult with and seek support of colleagues who have additional expertise in a 

specific content area. Special educators demonstrate in their planning and teaching, a solid base of understanding of the 

general content area curricula sufficient to collaborate with general educators in: 

� Teaching or co-teaching academic subject matter content of the general curriculum to Individuals with exceptionalities across 

a wide range of performance levels. 

� Designing appropriate learning and performance accommodations and modifications for individuals with exceptionalities in 

academic subject matter content of the general curriculum. 

Because of the significant role that content specific subject matter knowledge plays at the secondary level, special education 

teachers routinely teach secondary level academic subject matter content classes in consultation or collaboration with one or more 

general education teachers appropriately licensed in the respective content area When special education teachers assume sole 

responsibility for teaching a general curriculum academic subject matter class at the secondary level, the special educators 

possess a solid subject matter content knowledge base sufficient to assure the students can meet state curriculum 

standards. 

Special educators know and use the supplementary curricula, e.g. academic, strategic, social, emotional, and independence 

curricula, to individualize meaningful and challenging learning for individuals with exceptionalities, as appropriate. 


Initial Content Standard 1. Foundations & Curricula Content Knowledge 

Beginning Special Educators: 

Know relevant philosophies, theories, laws, policies, and the issues of human diversity 

Know principles of evidence-based practice 

Know the issues in the organization of special education services and their relationship 

to the organization schools 

Use this knowledge to construct their own understandings and philosophies of special 

education practice 

Use solid grounding in the liberal arts curriculum to demonstrate proficiency in reading, 

written and oral communications, calculating, problem solving, and thinking 

Use knowledge of the general curricula to provide individualized instructional content to 

individuals with exceptionalities 

Use supplementary curricular content to individualize meaningful and challenging 

learning to individuals with exceptionalities 

Subject-matter 

Content 


Initial Content Standard 2. Development, Characteristics, & 

Individual Learning Differences of Learners 

Special educators know and demonstrate respect for their students first as unique human beings. Special 

educators understand the similarities and differences in human development and the characteristics between and 

among individuals with and without exceptionalities. Moreover, special educators understand how exceptional 

conditions can interact with the domains of human development and impact their families, and they use this 

knowledge to respond to the varying abilities and behaviors of individuals with exceptionalities. Special 

educators understand how the experiences of individuals with exceptionalities can impact families, as well as the 

individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community. 

Special educators understand the effects that an exceptional condition can have on an individual’s learning in 

school and throughout life. Special educators understand that the beliefs, traditions, and values across and 

within cultures can affect relationships among and between students, their families, and the school 

community. Moreover, special educators are active and resourceful in seeking to understand how primary language, 

culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic 

and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences 

and their possible interactions provides the foundation upon which special educators individualize instruction 


Know of similarities and differences in human development, and how exceptional learning conditions 

can interact with the domains of human development, family beliefs, traditions, and values across and 

within cultures can affect relationships among and between students, their families, and the school 

community, as well as an individual’s ability to learn, interact socially, and live as fulfilled contributing 

members of the community. 

Use this knowledge of learning differences to individualize instruction to provide meaningful, culturally 

responsive, and challenging learning for individuals with exceptionalities 


Initial Content Standard 3. Instructional Strategies & Individualized 

Instructional Planning 

Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for 

individuals with exceptionalities. Special educators select, adapt, and use these instructional strategies to promote 

positive learning results in general and special curricula and to modify learning environments for individuals 

with exceptionalities appropriately. They teach literacy and numeracy to individuals with exceptionalities. They 

enhance the learning of critical thinking, problem-solving, and performance skills of individuals with 

exceptionalities, and increase their self-awareness, self-management, self-control, self-reliance, and selfesteem. 

Moreover, special educators emphasize the development, maintenance, and generalization of knowledge 

and skills across environments, settings, and the life span. 

Individualized decision-making and instruction are at the center of special education practice. Special educators 

develop long-range individualized instructional plans anchored in both general and special education curricula. In 

addition, special educators systematically translate these individualized plans into carefully selected shorter-range 

goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a 

myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient 

guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of 

these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, 

adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified 

based on ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this 

instructional planning in a collaborative context including the individuals with exceptionalities, families, professional 

colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of 

individualized transition plans, such as transitions from preschool to elementary school and from secondary 

settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using 

appropriate technologies to support instructional planning and individualized instruction. 

Special educators understand typical and atypical language development and the ways in which exceptional 

conditions can interact with an individual’s experience with and use of language. Special educators use individualized 

strategies to enhance language development and teach communication skills to individuals with exceptionalities. 

Special educators are familiar with augmentative and alternative communication systems, and assistive 

technologies to support and enhance communication of individuals with exceptional needs. Special educators 

match their communication methods to an individual’s language proficiency and cultural and linguistic differences. 

Special educators provide effective language models and they use communication strategies and resources to facilitate 

understanding of subject matter for individuals with exceptionalities whose primary language is not English. 


Initial Content Standard 3. Instructional Strategies & Individualized 

Instructional Planning 

Beginning Special Educators:: 

Know augmentative and alternative communication systems, and other assistive technologies to 

support and enhance communication and learning of individuals with exceptional needs 

Select, adapt, and create a repertoire of powerful evidence-based instructional strategies to promote 

positive learning results in general and special curricula, to appropriately individualize and modify 

learning for individuals with exceptionalities, and to enhance the learning of critical thinking, problemsolving, 

and performance skills of individuals with exceptionalities including acquisition, maintenance, 

and generalization of knowledge and skills across environments, settings, and the life span 

Teach literacy and numeracy to individuals with exceptionalities 

Develop long-range individualized instructional plans anchored in both general and special education 

curricula, and systematically translate individualized plans into shorter-range goals and objectives 

taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of 

cultural and linguistic factors 

Modify individualized instructional plans based on ongoing analysis of the individual’s learning 

progress. 

Develop & implement individualized transition plans, such as transitions from preschool to elementary 

school and from secondary settings to a variety of postsecondary work and learning contexts 

Use technologies to support assessment, instructional planning, and individualized instruction 

Pedagogy 


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Initial Content Standard 4. Learning Environments and Social Interactions 

Special educators actively create learning environments for individuals with exceptionalities that 

foster cultural understanding, safety and emotional well-being, positive social interactions, and active 

engagement of individuals with exceptionalities. In addition, special educators foster environments 

in which diversity is valued and individuals are taught to live harmoniously and productively in a 

culturally diverse world. Special educators shape environments to encourage the independence, 

self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with 

exceptionalities. Special educators help their general education colleagues integrate individuals with 

exceptionalities in general education environments and engage them in meaningful learning activities 

and interactions. Special educators use direct motivational and instructional interventions with 

individuals with exceptionalities to help them to respond effectively to current expectations. 

When necessary, special educators can safely intervene with individuals with exceptionalities in 

crisis. Special educators coordinate all these efforts and provide guidance and direction to 

paraeducators and others, such as classroom volunteers and tutors. 


Actively create learning environments for individuals with exceptionalities that foster safety and 

emotional well-being, positive social interactions and cultural understanding, and active engagement 

and independence. 

Intervene safely with individuals with exceptionalities in crisis 

Provide guidance and direction to paraeducators and others 

Pedagogy 


Initial Content Standard 5. Assessment 

Assessment is integral to the decision-making and teaching of special educators and special educators use multiple 

types of assessment information for a variety of educational decisions. Special educators use the results of 

assessments to help identify exceptional learning needs and to develop and implement individualized instructional 

programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the 

legal policies and ethical principles of measurement and assessment related to referral, eligibility, program 

planning, individualized instruction, learning, and placement for individuals with exceptionalities, including those 

from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and 

practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, 

special educators understand the appropriate use and limitations of various types of assessments. Special educators 

collaborate with families and other colleagues to assure nonbiased, meaningful assessments and decisionmaking. 

Special educators conduct formal and informal assessments of behavior, learning, achievement, and 

environments to individualize the learning experiences that support the growth and development of individuals with 

exceptionalities. Special educators use assessment information to identify supports and adaptations required for 

individuals with exceptionalities to access the general curriculum and to participate in school, system, and 

statewide assessment programs. Special educators regularly monitor the progress of individuals with 

exceptionalities in general and special curricula. Special educators use appropriate technologies to support their 

assessments. 


Know measurement theory and use multiple types of assessment information for a variety of educational decisions including: 

referral, eligibility, program planning, instruction, and placement for individuals with exceptionalities, including those from culturally 

and linguistically diverse backgrounds 

Participate on multidisciplinary child-study teams and practice in ways to assure non-biased assessments and decision-making 

Conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences, 

and identify supports and adaptations required for individuals with exceptionalities to access the general curriculum and to 

participate in school, system, and statewide assessment programs 

Regularly monitor the progress of individuals with exceptionalities in general and special curricula, and adjust instruction 


Initial Content Standard 6. Ethics & Professional Practice 

Special educators are guided by the profession’s ethical principles and professional practice standards. Special 

educators practice in multiple roles and complex situations across wide age and developmental ranges. Special 

Educators demonstrate in their professional practice mastery of the CEC Initial Common Core Knowledge and 

Skills and the CEC Initial Specialty Area(s) Knowledge and Skills appropriate to their area(s) of professional 

practice. Their practice requires ongoing attention to legal matters along with serious professional and ethical 

considerations. Special educators engage in professional activities and participate actively in professional 

learning communities that benefit individuals with exceptionalities, their families, colleagues, and their own 

professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust 

their practice. Special educators are aware of how their own and others’ attitudes, behaviors, and ways of 

communicating can influence their practice. Special educators understand that culture and language can interact with 

exceptionalities, and are sensitive to the many aspects of diversity of individuals with exceptionalities and their 

families. Special educators actively plan and engage in activities that foster their professional growth and keep 

them current with evidence-based best practices. Special educators know their own limits of practice and practice 

within them. 


Know culture and language can interact with exceptionalities, and are sensitive to the many aspects 

of diversity of individuals with exceptionalities and their families. 

Use the profession’s ethical principles and professional practice standards to reflect on and adjust 

their practice, and know how their own and others’ attitudes, behaviors, and ways of communicating 

can influence their practice, 

Engage in professional activities and participate in professional communities that benefit individuals 

with exceptionalities, their families, colleagues, and their own professional growth. 


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Initial Content Standard 7. Collaboration 

Special educators routinely and effectively collaborate with families, other educators, related service providers, 

and personnel from community agencies in culturally responsive ways to help assure that the needs of 

individuals with exceptionalities are addressed throughout schooling. Additionally, special educators use collaboration 

to facilitate successful transitions of individuals with exceptionalities across settings and services. Moreover, 

special educators embrace their special role as advocate for individuals with exceptionalities. Special educators 

promote and advocate the learning and well-being of individuals with exceptionalities across a wide range of 

settings and different learning experiences. Special educators are viewed as specialists by a myriad of people who 

actively seek their collaboration to effectively include and teach individuals with exceptionalities. Special educators are 

a resource to their colleagues in understanding the laws and policies relevant to individuals with exceptionalities. 


Collaborate with families, other educators, related service providers, and personnel from community agencies in culturally 

responsive ways. 

Promote and advocate the learning and well-being of individuals with exceptionalities across a wide range of settings and a 

range of different learning experiences 


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 


38 

4/19/2011 38

CEC Preparation Standards: Pyramid 

Major 

Elements 

Content 

Standards 




39

Validated Specialty Sets: Advanced 

1. Special Education Administrators 

2. Special Education Technology Specialist 

3. Special Education Transition Specialist 

4. Special Education Diagnostic Specialist 

5. Special Education Early Childhood Specialist 

6. Special Education Learning Disabilities Specialist 

7. Special Education Gifted & Talented Specialist 

8. Special Education Developmental Disabilities & 

Autism Specialist 

9. Special Education Deaf/Hard of Hearing Specialist 

10. Special Education Inclusion Specialist 

11. Special Education Academic Intervention Specialist 

12. Special Education Behavior Intervention Specialist 

TEACHER LEADERS 


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4/19/2011 40

CEC Advanced Content Standards 

Learners and Learning 

1. Individual and Program Evaluation 

Content Knowledge and Professional Foundations 

2. Foundations and Content Knowledge 

Instructional Pedagogy 

3. Program Development & Organization 

4. Research and Inquiry 

Professionalism and Collaboration 

5. Leadership and Policy 

6. Professional Practice and Development 

7. Collaboration 


41

Advanced Content Standard 1: Individual and Program Evaluation 

Evaluation is critical to advanced practice of special educators. Underlying evaluation is 

the knowledge of systems and theories of educational assessment and evaluation, 

along with skills in the implementation of evidence based practices in assessment. 

Special education specialists design and implement research activities to evaluate the 

effectiveness of instructional practices and, as appropriate to their role, to assess 

progress toward the organizational vision, mission, and goals of their programs. It 

is critical in evaluation that nonbiased assessment procedures are used in the 

selection of assessment instruments, methods, and procedures for both programs 

and individuals. With respect to evaluation of individuals, special education specialists 

prepared at the advanced level are able to apply their knowledge and skill to all 

stages and purposes of evaluation including: prereferral and screening, preplacement 

for special education eligibility, monitoring and reporting learning progress in the general 

education curriculum and other individualized educational program goals. 

Special education specialists: 

Know systems and of educational assessment and evaluation, and evidence-based practice in assessment, 

theories 

Design and implement research activities, and assess progress toward the organizational vision, mission, and goals 

Use nonbiased assessment procedures in the selection and use of assessment instruments, methods, and 

procedures for both programs and individuals. 


Advanced Content Standard 2 Foundations & Content Knowledge 

Special education specialists practicing at advanced levels have a comprehensive knowledge of the special education field 

as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws 

and policies, diverse and historical points of view, and issues that have influenced and continue to influence the field of 

special education and the education and treatment of individuals with exceptionalities both in school and society. 

Special education specialists have knowledge of the relationships of organizations of special education service delivery to 

the organizations and functions of schools, school systems, and other agencies. 

Special education specialists have knowledge of how complex issues of human diversity can impact families, cultures, and 

schools, can interact with issues in the delivery of education services. 

Special education specialists use this broad foundation of knowledge to construct their own professional understanding 

of special education professional practice, and to help others understand how these factors influence special education 

professional practice and the education and treatment of individuals with exceptionalities both in school and society. 

Special education specialists work within the limits of their professional knowledge and skill, and they facilitate access to 

the general education curricula and special supplementary curricula, e.g. academic, strategic, social, emotional, transition, 

independence curricula to individualize meaningful and challenging learning for individuals with exceptionalities, as 

appropriate. 


Know the special education field comprehensively as an evolving and changing discipline based on philosophies, evidence-based 

principles and theories, relevant laws and policies, diverse and historical points of view, and issues that have influenced and continue 

to influence the field of special education and the education and treatment of individuals with exceptionalities both in school and 

society. 

Know the relationships of organizations of special education service delivery to the organization and administration of schools, school 

systems, and other agencies; and, how complex issues of human diversity can impact families, cultures, and schools, can interact with 

issues in the delivery of education services. 

Construct their own professional understanding of special education professional practice, and help others understand the varied 

influences on special education professional practice and the education and treatment of individuals with exceptionalities both in 

school and society. 

Work within the limits of their professional knowledge and skill, and they facilitate access to the general education curricula and 

special supplementary curricula, e.g. academic, strategic, social, emotional, transition, independence curricula to individualize 

meaningful and challenging learning for individuals with exceptionalities 


Advanced Content Standard 3: Program Development & Organization 

Special education specialists apply their knowledge of cognitive science, learning theory, and 

instructional technologies to improve instructional programs. They advocate for a continuum of 

program options and services to ensure the appropriate instructional supports for individuals with 

exceptionalities. They help design and deliver, as appropriate to their role, ongoing resultsoriented 

professional development designed to support the use of evidenced-based practices at all 

relevant organizational levels. They use their understanding of the effects of cultural, social, and 

economic diversity and variations of individual development to inform their development of 

programs and services for individuals with exceptionalities. . Special education specialists 

continuously broaden and deepen their professional knowledge, and expand their expertise 

with instructional technologies, curriculum standards, effective teaching strategies, and 

assistive technologies to support access to learning. They use their deep understanding of how 

to coordinate educational standards to the needs of individuals with exceptionalities to help all 

individuals with exceptionalities to access challenging curriculum standards. 


Apply their knowledge of cognitive science, learning theory, and instructional technologies to improve instructional 

programs. 

Advocate for a continuum of options and services to ensure appropriate instructional supports for individuals with 

exceptionalities. 

Design and deliver, appropriate to their role, ongoing results-oriented professional development designed to support 

the use of evidenced-based practices 

Use their understanding of the effects of cultural, social, and economic diversity and variations of individual 

development to inform the development of programs and services 

Broaden and deepen their professional knowledge continuously, and expand their expertise with instructional 

technologies, curriculum standards, effective teaching strategies, and assistive technologies 

Coordinate educational standards to the needs of individuals with exceptionalities 


Advanced Content Standard 4: Research & Inquiry 

Research and inquiry inform the decisions of special education specialists who have 

completed advanced programs in guiding professional practice. Special education 

specialists know models, theories, philosophies, and research methods that form the 

basis for evidence-based practices in special education. This knowledge includes 

information sources, data collection, and data analysis strategies. Special 

education specialists evaluate the appropriateness of research methodologies in 

relation to practices presented in the literature. They use educational research to 

improve instructional techniques, intervention strategies, and curricular materials. 

They foster an environment supportive of continuous instructional improvement, 

and engage in the design and implementation of action research. Special education 

specialists are able to use the literature to inform issues of professional practice, 

and help others to understand various evidence-based practices. 


Evaluate the appropriateness of research methodologies in relation to practices in the literature 

Use educational research to improve instructional techniques, intervention strategies, and curricular materials, and 

engage in the design and implementation of action research 

Use the professional literature to inform issues of professional practice, and help others to understand various 

evidence-based practices 


Advanced Content Standard 5: Leadership and Policy 

Special education specialists in advanced programs learn to use their deep understanding of the 

history of special education, current legal and ethical standards, and emerging issues to 

provide leadership. Special education specialists promote high professional self-expectations and 

help others understand the needs of individuals with exceptionalities. They advocate for 

educational policy based on solid scientific evidence to support high quality education for 

individuals with exceptionalities. As appropriate to their role, they advocate for appropriate 

resources to ensure that all personnel involved have effective preparation. Special education 

specialists use their knowledge of the needs of different groups in a pluralistic society to promote 

evidence-based practices and challenging expectations for individuals with exceptionalities. They 

model respect for all individuals and ethical practice. They help to create positive and 

productive work environments and celebrate accomplishments with colleagues. They mentor 

others and promote high expectations for themselves, other professionals, and individuals 

with exceptionalities. 


Promote high professional self-expectations and facilitate others understanding the needs of individuals with 

exceptionalities. 

Advocate for educational policy based on scientific evidence 

Advocate for appropriate resources to ensure that all personnel involved have effective preparation and professional 

development 

Create positive and productive work environments, and model respect for all individuals and ethical practice. 


Advanced Content Standard 6: Professional Development and Ethical Practice 

Special education specialists are guided by the professional ethics principles and practice 

standards. Special education specialists have responsibility for promoting the success of 

individuals with exceptionalities, their families, and colleagues. They create supportive 

environments that safeguard the legal rights of students and their families. They 

model and promote ethical and professional practice. Special education specialists 

plan, present, and evaluate professional development, as appropriate to their roles, 

based on models that apply adult learning theories and focus on effective practice at all 

organizational levels. Special education specialists model their own commitment to 

continuously improving their own professional practice by participating in professional 

development themselves. 


Are guided by the professional ethics and practice standards, and facilitate ethical professional practice 

Create supportive environments that safeguard the legal rights of students and their families 

Plan, present, and evaluate professional development, as appropriate to their roles, based on models that apply 

adult learning theories and focus on effective practice 

Model their commitment to continuously improving their professional practice by participating in varied professional 

development 


Advanced Content Standard 7: Collaboration 

Special education specialists prepared at the advanced level have a deep understanding 

of the centrality and importance of consultation and collaboration to the roles 

within special education and use this deep understanding to integrate services for 

individuals with exceptionalities. They also understand the significance of 

collaboration for both internal and external stakeholders, and apply their skill to 

promote understanding, resolve conflicts, and build consensus among both 

internal and external stakeholders to provide services to individuals with 

exceptionalities and their families. 

They possess current knowledge of research on stages and models in both 

collaboration and consultation and ethical and legal issues related to consultation 

and collaboration. Moreover, special education specialists prepared at the advanced 

level have a deep understanding of the possible interactions of language, diversity, 

culture and religion with contextual factors and how to use collaboration and 

consultation to enhance opportunities for individuals with exceptionalities. 


Know the research on stages and models in both collaboration and consultation and ethical and legal issues related 

to consultation and collaboration. 

Know the centrality and importance of consultation and collaboration to the roles within special education to 

integrate services for individuals with exceptionalities. 

Apply their skill to promote understanding, resolve conflicts, and build consensus among both internal and external 

stakeholders. 

Use collaboration and consultation to enhance opportunities for individuals with exceptionalities. 


CEC Preparation Standards: Pyramid 

Major 

Elements 

Content 

Standards 



Major 

Elements 

Content 

Standards 

Specialty 

Sets 

Literature 

Reports 


•Align to 

•Assessment, 

•Scoring Guide and 

•Data Tables 

• Rich narrative for all special educators 

• Informed by the appropriate specialty 

set(s 

•Common Core Knowledge and Skills 

•Plus specialty specific knowledge and 

Skill 

•Use for Curriculum Development 

•Literature base for each knowledge and 

skill 

•Classified 

49

The Redbook 

7 th Edition, 

2012 


Reviewing Performance- 

Based Program Reports

CEC Reviewer Responsibilities 

Based on the program report evidence presented: 

� Decide whether program assessments and candidate 

data align with the major elements of the CEC Content 

Standards as informed by the specialty area knowledge 

and skills set(s). 

� Clearly describe the program’s strengths and 

weaknesses in relation to the major elements of the CEC 

Content Standards 

� Maintain confidentiality of identifiable program 

information 

� Collaborate with other team reviewers and CEC 

coordinators in communicating tentative program 

decisions or questions 

� Honor timelines 

3/23/2011 


52

3/23/2011 

Semester 

Review Timelines 

Begin 

Reviews 

Note that the Spring submission date has been moved to 

March 15 th . There is no longer a February 1st submission). 


Complete 

Reviews 

Spring April 15 March 15 

Fall October 15 November 15 

53

3/23/2011 

Differentiated Team Member Responsibilities 

� Lead Reviewers 

� Contact all reviewers for your assigned team 

� Set timelines 

� Respond to team members’ questions 

� Facilitate decision making for consensus on program review 

decisions 

� Synthesize team comments into a final report 

� Keep abreast of changes 

� Reviewers 

� Collaborate with lead reviewer concerning questions and issues 

� Participate in the decision making process 

� Write and submit a reviewer report according to the agreed upon 

timelines 


� Auditors 


� Assure that the team decisions are valid and are supported by the 

evidence presented 


54

Types of Program Reports 

� Initial Program Report 

� A program report initially submitted by the program 

faculty for review by the CEC. 

� “Revised Program” Report 

� A program report submitted when the decision on the 

previous report was negative. 

� “Response to Conditions” Program Report 

� A program Report that addresses specific conditions 

identified in a previous program review report with a 

“Recognized with Conditions” decision 

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55

Initial Program Report: Option A 

Requires program faculty to use 6 to 8 key 

program assessments required of all 

candidates. Of the 6 to 8 assessments, 

five are mandatory. 

� State licensure test( if a state test is not required then a content 

assessment selected by the program is to be used 

� Content Area Assessment 

� Planning Assessment 

� Student teaching evaluation or internship 

� Impact on P-12 learning assessment 

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56

3/23/2011 

Initial Program Report: Option B 

Provides program faculty greater flexibility to choose their own 

assessments and with the following constraints: 

� Faculty can select from 2 up to 8 assessments 

� One assessment must be the state licensure test if there is a 

state licensure test in the discipline area 

� One assessment must focus on candidate impact on student 

learning, or, 

� for non-teaching programs, an assessment of candidate impact on 

providing a supportive learning environment 

� Assessments collectively must 

� align to the major elements of the CEC Content standards as informed by 

the specialty area set(s) along with 

� candidate mastery of the major elements of the CEC Content standards as 

informed by the specialty area set(s) 

� Assessments must address the following key elements of 

NCATE Unit Standard 1: 

� content, 

� pedagogical content knowledge and skills, and 

� impact on student learning 


57

Continuing Recognition Program Report Option C 

� Available to programs that, were recognized using the 6 to 8 

key assessment model during their previous review cycle. 

� This model was first available for programs submitted in Fall 

2004 and required for all programs submitted in Spring 2005 

and thereafter. 

� Increased focus on how programs have used data to improve 

their program (Section V) 

For programs meet these criteria, the documentation required for 

the current review could be significantly reduced: 

� Program faculty must submit data on all assessments. 

� Program faculty submit documentation only for those 

assessments that are new or substantially changed since the 

previous submission 

� Programs respond only to those items in Section I for which 

there has been substantial change since the pervious 

submission. 

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58

Validity and Reliability Studies Program Report Option D 

� Permits an institution to conduct validity and reliability studies of 

its assessments in lieu of other program report evidence 

requirements. 

� The validity and reliability of assessments (content in relation to 

standards, consistency with other evidence, success in 

subsequent employment, etc.) is so integral to a standards and 

performance-based national recognition review that systematic 

examination of validity is essential. It would, by definition, 

directly address CEC standards. 

� It would permit program faculty with appropriately prepared 

faculty to formulate a task as part of accreditation that is 

meaningful for them, while, not unimportantly, helping to 

advance the research base for educator preparation. 

� It is an option that might lend itself to joint participation across 

several institutions, or at least across programs within an 

institution. 

� It is probably not an option that every institution has the 

capacity to execute; moreover, it would require a different kind 

of selection and/or training of reviewers. 

� Before a program could choose this option, it must receive 

approval from NCATE. 

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59

Program Review Process

Program Recognition Cover Sheet 

� Provides information about the program 

�Type of program – beware as programs can 

only select one option when more than one 

option applies 

�Initial vs. advanced 

� Initial changes - In Spring 2010 and Fall 2010, NCATE will defer 

review of all low-enrollment programs (defined as 5 or fewer 

completers in the last 3 years). Over the next year, NCATE staff will 

work with states, SPAs, and institutions to develop a new strategy 

for review of these programs. It is essential to maintain the integrity 

of the SPA process to ensure that SPA standards and national 

recognition decision are consistently applied. It is also imperative to 

reduce the burden on both programs and SPAs. 

� Advanced Teaching programs—those programs designed as further 

preparation in the same discipline submission is optional. Does 

NOT apply to programs to prepare other school personnel 

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64

Program Report: Section I 

� Section I provides the background information you 

need. 

� Reviewers are seeking CONTEXT 

� Institution and state context (can help a reviewer 

affirm the type of program) 

� Field Experiences (developmental, sequential, and 

supervised) 

� Candidate admission, retention, and completion 

criteria (CEC will keep this requirement) 

� Program alignment (THIS WILL BE REMOVED 

FROM THE TEMPLATE) 

� Conceptual framework 

� Unit Assessment 

� Candidates and Completers table 

� Faculty chart 

� Program of Study 

3/23/2011 


65

Section II 

� The Section II Table identifies the assessments the program has 

submitted, and where in the program the assessments take place. 

� Reviewers can use the Section II table as one of the key tools to 

determine whether the program has the 6-8 assessments as 

required by NCATE/CEC. 

� Section II table can also be used to determine whether the 

mandatory assessments are present. The mandatory assessments 

vary dependent on the program report option that is chosen. 

3/23/2011 

Name of Assessment 

1 Licensure assessment, (required) 

2 Assessment of content (required) 

3 Assessment of candidate ability to plan 

(required) 

4 Assessment of clinical practice (required) 

5 Assessment of candidate effect on student 

learning (required) 

6 Additional assessment (required) 

7 Additional assessment that addresses CEC 

standards (optional) 

8 Additional assessment that addresses CEC 

standards (optional) 

Type or 

Form of Assessment 


When the Assessment Is Administered 

66

Section III 

� Table describes which program assessments provide evidence that 

candidates have mastered the major elements of the respective CEC 

Content Standard as informed by the appropriate specialty set(s). 

� Reviewers can use the Section III table to see an overview of the 

alignment of the assessments to each CEC Content Standard 

� Note Section III table will not show that the assessments are informed by the 

appropriate specialty set(s). 

3/23/2011 

CEC STANDARD 

1. Foundations Special educators understand the field as an evolving and changing discipline 

based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and 

historical points of view, and human issues that have historically influenced and continue to influence the 

field of special education and the education and treatment of individuals with exceptional needs both in 

school and society. Special educators understand how these influence professional practice, including 

assessment, instructional planning, implementation, and program evaluation. Special educators understand 

how issues of human diversity can impact families, cultures, and schools, and how these complex human 

issues can interact with issues in the delivery of special education services. They understand the 

relationships of organizations of special education to the organizations and functions of schools, school 

systems, and other agencies. Special educators use this knowledge as a ground upon which to construct 

their own personal understandings and philosophies of special education. Beginning special educators 

demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and 

Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the 

program is preparing candidates. 


APPLICABLE 

ASSESSMENT 

S FROM 

SECTION II 

□1 □2 

□3 □4 

□5 □6 

□7 □8 

67

Part A. Recognition Report 

� A.1. CEC Decision 

� Specify any conditions, if applicable. 

� A. 2. Test Results 

� Take this information from the Cover Sheet of the 

Program Report 

� 80% of completers in at least the previous year 

must have passed the state test 

� This rule is waived if less than 10 completers in the last 3 years 

� A. 3. Program Strengths 

� ―emphasis on reflective practitioner throughout education coursework‖ 

� ―use of an action research project that focuses candidates on their effect on 

student learning‖ 

� ―beginnings of a comprehensive program assessment system that when refined 

should provide useful, current information on candidate success for improving 

the program and tracking candidate progress‖ 

3/23/2011 


***This section is one of the last to be done. 

68

Section IV 

For each of the program assessment submitted, 

the program must provide: 

� A narrative including 

� a description of the assessment, 

� the alignment of the assessment to major elements of 

the CEC Content Standards, 

� an analysis of the data from the assessment, and 

� an explanation of how the assessment provides 

evidence of meeting standards; and 

� Documentation for the assessment, i.e. 

� the assessment instrument, 

� rubric/scoring guide, 

� Candidate data 

3/23/2011 


69

Assessment Evidence Alignments 


� Review: 

3/23/2011 

Section IV 

�Clarity of the assessment description 

(e.g. directions for candidate 

completion of the assessment) 

�Alignment to the major elements of 

the CEC Content Standards Informed 

by the Specialty Area Set(s) 


71

Section IV The Rubric/Scoring Guide 

3/23/2011 

�Align to the major elements of the CEC 

Content Standards as informed by the 

appropriate specialty area set(s) 

�Contain well-defined performance indicators 

informed by the appropriate specialty set(s) 

� This does not mean that the program assessment 

must have exact language found in the major 

elements of the CEC Content Standards as 

informed by the specialty set(s), but the concepts 

of the major elements of the CEC Content 

Standards should be evident. 

�Should be based on candidates’ performance 

to standards as opposed to the grade earned 

on the assessment 


72

Section IV Data Report Format 

� Data should be aggregated and aligned to major 

elements of the CEC Content Standards as 

informed by the appropriate specialty area set(s) 

(direct relationship of data report format and the 

rubric) 

� Data should not contain identifying candidate 

information 

� Use of grades (caution) 

� Minimum data required will be data resulting 

from 

� two applications of the assessments 

� For resubmission reports, one application of new assessments 

-As of Spring 2010 

3/23/2011 


73

Question 

Response 

3/23/2011 

What does CEC mean by ―a preponderance of the evidence‖ for the 

major elements of the CEC Content Standards? 

―Preponderance of evidence‖ is a standard of proof indicating that the evidence is clear 

and convincing, as opposed to the more rigorous ―beyond a reasonable doubt‖ standard. 

CEC program reviewers use the ―preponderance of the evidence‖ standard with each of 

the CEC Content Standards. Using a preponderance of the evidence standard, the 

reviewer judges whether the evidence in the report is clear and convincing. A 

preponderance of evidence cannot be reduced to a simple quantity, i.e. 75%. It is a 

reasoned judgment by a set of collegial reviewers and auditors based on the evidence 

presented. 

In order to determine that a program meets a CEC Content Standard, the reviewers 

judge whether the pieces of evidence presented in the program report are clear and 

convincing that the program assessment aligns with the major elements of the respective 

CEC Content Standard and that the program data demonstrate that the program 

candidates are mastering the major elements of the CEC Content Standard. 

For a program report to receive a ―Met‖ decision overall, the reviewer must find that 

every CEC Content Standard is ―Met‖. The reason for this last criteria is based on the 

NCATE Option C. 

© 2011 Council for Exceptional Children. All 

rights reserved. 74

Individual CEC Content Standard Decisions 

A CEC Content Standard is considered “met” when the 

preponderance of the assessments cited for the standard….. 

� Viable and aligned with the CEC Standards as informed by the 

appropriate specialty area knowledge and skills set(s) 

� Rubrics/Scoring guides are aligned with the CEC Standards as informed 

by the appropriate specialty area knowledge and skills set(s) and 

contain well-defined performance levels. 

� Data are aggregated and reported in a format that has a direct 

relationship to the rubric. 

A CEC Content Standard can be “met with conditions” when the 

preponderance of the assessments cited for the standard…. 

� Viable but rubrics and/or data report format need development (ex. data 

are not useable or missing) 

� Alignment of rubrics/scoring guides and/or data do not appear to be 

informed by the appropriate specialty area knowledge and skills (The 

bolded words in the CEC Content Standards IS NOT enough) 

� Alignment of rubrics and data is lacking or disconnected to what the 

program reports in Section III and in the Section IV alignment 

description 

3/23/2011 


75

Individual CEC Content Standard Decisions 

A CEC Content Standard is “not met” when the 

preponderance of the evidence from the program 

assessments cited for the standard…… 

� Lack clear alignment to the major elements of the CEC Content 

Standards as informed by the appropriate specialty area 

knowledge and skills set(s) 

� Rubrics/Scoring Guides lack defined performance levels and/or 

do not measure candidate as aligned to the major elements of 

the CEC Content Standards as cited by the program 

� Data are not aggregated in alignment with major elements of the 

CEC Content Standards. 

� Data report should not be in ―grades‖. 

� Data format lacks a direct relationship to the elements of the rubric. 

3/23/2011 


76

Status of Meeting CEC Content Standards 

� Identify each CEC Content Standard as 

� Met, 

� Met with Condition, or 

� Not Met 

� For every element that is ―met‖, ―met with 

condition‖ or ―not met‖, include an explanatory 

comment 

� The comment should provide information to the 

program for faculty to understand the issue; or in the 

case where the CEC Content Standard is met provide 

sufficient detail for the program to know why the CEC 

Content Standard was deemed met. 

3/23/2011 


77

3/23/2011 

―met‖ and ―met with condition‖ comments 

Finding 

Finding 

Finding 

Conclusion 

Finding 

The program report cites assessment 3 (unit plan), assessment 4 

(student teaching evaluation), and 6 (language project) as evidence in 

meeting CEC Content Standard 6. 

The preponderance of evidence for the assessments and rubrics are 

aligned to CEC Content Standard 6 as informed by the specialty set. 

Two applications of data aligned to CEC Content Standard 6 as 

informed by the specialty set demonstrate candidate mastery. 

Based on a preponderance of evidence, CEC Content Standard 6 is 

met. 

The program report cites assessment 3 (unit plan) and assessment 4 

(student teaching evaluation) as evidence in meeting CEC Content 

Standard 6. 

Finding Both assessments were aligned to CEC Content Standard 6. 

Finding 

However, the performance indicators within each of the rubrics did not 

appear to be aligned to CEC Content Standard 6 specifically as 

informed by the specialty set. 

Finding 

In addition, two applications of data were not present to demonstrate 

candidates’ mastery of CEC Content Standard 6 

Conclusion Based on the evidence, CEC Content Standard 6 is met with condition. 


78

3/23/2011 

Finding 

Finding 

―not met‖ comment 

The program report cites assessment 3 (unit plan) and 

assessment 4 (student teaching evaluation) as evidence in 

meeting CEC Content Standard 6. 

The rubric and data for each of the assessments focus on 

the language patterns of the candidate rather than the 

learner. 

No evidence in the assessments or rubrics was present 

specific to enhancing the language and communication 

Finding skills of learners with exceptional learning needs and for the 

use of assistive technology as required in CEC Content 

Standard 6. 

Conclusion Based on the evidence, CEC Content Standard 6 is not met. 


79

Part C. Evaluation of Program Evidence 

� C.1: Candidates’ knowledge of content of 

SPA standards (CEC Content Standards 1-3) 

� C.2 Candidates’ ability to understand and 

apply pedagogical and professional content 

knowledge, skills, and disposition. (CEC 

Content Standards 4-10) 

� C.3: Candidate effects on student learning 

and creation of environments that promote 

student learning (CEC Content Standard 5) 

3/23/2011 


80

Example comment for C.1 

The program report cites assessment 1 (Praxis II), 

assessment 2 (unit plan), assessment 3 (IEP), 

assessment 5 (behavior change project), assessment 6 

(assistive technology project), assessment 7 (behavior 

intervention project), and assessment 8 (collaboration 

case study) as evidence of candidates’ content 

knowledge. 

The preponderance of the cited assessments and 

rubrics were aligned with the CEC Content Standards 

as informed by the specialty set. In addition, data were 

aligned to CEC Content Standards. Based on the 

documentation, the program presented sufficient 

evidence to demonstrate candidates’ mastery of 

content knowledge. 

3/23/2011 


81


The program cited assessment 1 (Praxis II), assessment 2 

(unit plan), assessment 3 (IEP),4 (student teaching 

evaluation), assessment 5 (behavior change project), 

assessment 6 (assistive technology project), assessment 7 

(behavior intervention project), and assessment 8 

(collaboration case study) as evidence of candidates’ ability to 

understand and apply pedagogical content knowledge, skills, 

and dispositions. 

The preponderance of the cited assessments and rubrics were 

aligned with the CEC Content Standards as informed by the 

specialty set. However, data were only provided for 3 of the 8 

assessments. 

Due to the lack of data, there is insufficient evidence to 

determine candidates’ ability to understand and apply 

pedagogical content knowledge, skills, and dispositions. 

3/23/2011 


82


The program cited assessment 5 (behavior change 

project) as the impact on P-12 learner assessment. 

While it is apparent that candidates are required to 

plan and implement instruction, no evidence is 

found to indicate that candidates are required to 

collect pre and post test data on learner 

performance. Nor is there evidence of candidates 

reflection and revision of instruction. Consequently, 

there is insufficient evidence to determine 

candidates’ ability to impact student learning. 

3/23/2011 


83

3/23/2011 

Program Report: Section V 

In Section V the program report must describe 

how program faculty has used the data from the 

program assessments to evaluate and make 

appropriate changes to the program. 

For example, the sub-scores on a state test may show that 

candidates score lower in a particular domain or skill. This 

should have prompted the program to analyze whether it 

needs to increase attention to that area or just monitor that 

area carefully in future data reports. 


84

Part D. Evaluation of Use of Assessment Results 

�Is it clear that assessment data is used by the 

institution in evaluating the program, counseling 

candidates, and revising courses or other 

elements of the program? 

�Has the institution made program changes 

based on assessment evidence? 

�Do you find the faculty interpretations consistent 

with the evidence provided in the program 

report? 

�Are the implications for programs that appear in 

this section of the program report derived from 

the interpretations? 

3/23/2011 


85

Example comment Part D 

Supportive evidence is clear for all 

assessments and there is a procedure in 

place for the evaluation and application of 

that evidence for the improvement of 

candidate performance and strengthening of 

the program. 

3/23/2011 


86

Parts E and F 

� Part E: Areas for Consideration 

� Part F: Additional Comments 

3/23/2011 


87

Final Decisions 

� The program is nationally recognized. (Please note: ALL 

CEC STANDARDS MUST BE MET- this is a change) 

� The program is nationally recognized with conditions. 

�Insufficient data 

�Insufficient alignment 

�Poor assessment, scoring guides, etc 

�80% rule 

� Further development required (if first time program has 

ever been submitted)/national recognition with probation 

(if program was recognized by SPA during the last 

accreditation cycle). 

3/23/2011 

� NCATE staff select which of the above is appropriate 


88

� Further development required/recognized with 

probation/not recognized 

� Program really misses the mark, little or no alignment of the 

assessments and or data to the CEC Content Standards as 

informed by the specialty area knowledge and skill set. 

� NCATE staff will determine which of the above applied 

� ***REMEMBER TO MARK YOUR DECISION IN 

SECTION A OF THE REPORT 

3/23/2011 


89

If final decision is ―nationally recognized with 

conditions‖……. 

Conditions are not written unless the overall decision is ―nationally 

recognized with conditions‖ 

3/23/2011 

Question 

Response 

Is there specific language to include in writing a “response to conditions program 

report”, 

The following language should be included in Part A. Recognition Decisions of program 

review reports. 

For each CEC Content Standard or CEC Field Experience Standard judged either “not 

met” or “met with conditions”. the program resubmission report must provide: 

1. The Section II and Section III tables that document the alignment of each program 

assessment to the major elements of the CEC Content Standards; 

2. The assessment descriptions, scoring guide/rubric, and data for each of the 

program assessments that provide the evidence that they are aligned to the major 

elements of each of CEC Content Standard as informed by the specialty area 

knowledge and skills set(s); and 

3. Sufficient performance data for reviewers to determine that the preponderance of 

the performance data for each of the CEC Content Standards demonstrate that the 

program candidates master the major elements of the CEC Content Standards as 

informed by the appropriate CEC knowledge and skill set(s). 

Whenever a “recognized with conditions” program report has additional conditions, 

these should be added to the review report. 


90

Reviewing Revised or Response 

to Conditions Reports 

� If possible, the report will be assigned to at least 

one reviewer from the original review. 

� If Revised, reviewers will only evaluate CEC 

Content Standards that were previously not met 

or met with conditions. 

� If Response to Conditions reviewers only 

address the specified conditions. 

3/23/2011 


91

The Program Report – Section VI 

Required only in Revised or Response to 

Conditions reports. 

3/23/2011 

This section should tell the reviewer what the program has done 

to address the concerns or conditions to recognition specified in 

the previous report, as well as provide a summary of what has 

been submitted in the current report. Reviewers have access to 

the previous program report and to the previous recognition 

report. 


92

Reviewer Resources

� NCATE website 

http://www.ncate.org/programreview/resources.a 

sp 

� Archived web seminars (held every semester) 

� Mini videos 

� NCATE staff, Review team, and CEC 

Coordinators 

� Everyone says the first review can be tough. 

Don’t be reluctant to consult with your fellow 

reviewers and with CEC Coordinators. 

3/23/2011 


94

3/23/2011 

NCATE Staff 

Support Contacts 

� Margie Crutchfield, margie@ncate.org 

� Elizabeth Vilky, elizabeth@ncate.org 

� Tech Support: Cora Mak, cora@ncate.org 

CEC Support 

- Kathlene Shank, ksshank@eiu.edu 

- Richard Mainzer, richardm@cec.sped.org 


95

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