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

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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 © 2011 Council for Exceptional Children. All rights reserved. 28
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. © 2011 Council for Exceptional Children. All rights reserved. 29
Page 1 and 2: CEC Program Reviewer Training Chris
Page 3 and 4: Participants will be able to � Ex
Page 5 and 6: 3/23/2011 National Standards Coordi
Page 7 and 8: 3/23/2011 Units and Programs Unit R
Page 9 and 10: 3/23/2011 CEC Program Recognition P
Page 11 and 12: 3/23/2011 NCATE State Partnerships
Page 13 and 14: NCATE Unit Standard 1: Candidates p
Page 15 and 16: Purpose of the CEC Program Review
Page 17 and 18: CAEP � 501c(3) membership corpora
Page 19 and 20: Three Review Options 1. Professiona
Page 21 and 22: Foci: �Well-prepared �Career-or
Page 23 and 24: Liberal Arts Solid grounding in the
Page 25 and 26: CEC Preparation Standards: Structur
Page 27: Specialty Sets Inform the Content S
Page 31 and 32: Initial Content Standard 2. Develop
Page 33 and 34: Initial Content Standard 3. Instruc
Page 35 and 36: Initial Content Standard 5. Assessm
Page 37 and 38: Initial Content Standard 7. Collabo
Page 39 and 40: CEC Preparation Standards: Pyramid
Page 41 and 42: CEC Advanced Content Standards Lear
Page 43 and 44: Advanced Content Standard 2 Foundat
Page 45 and 46: Advanced Content Standard 4: Resear
Page 47 and 48: Advanced Content Standard 6: Profes
Page 49 and 50: CEC Preparation Standards: Pyramid
Page 51 and 52: Reviewing Performance- Based Progra
Page 53 and 54: 3/23/2011 Semester Review Timelines
Page 55 and 56: Types of Program Reports � Initia
Page 57 and 58: 3/23/2011 Initial Program Report: O
Page 59 and 60: Validity and Reliability Studies Pr
Page 61 and 62: Program Recognition Cover Sheet �
Page 63 and 64: Section II � The Section II Table
Page 65 and 66: Part A. Recognition Report � A.1.
Page 67 and 68: Assessment Evidence Alignments © 2
Page 69 and 70: Section IV The Rubric/Scoring Guide
Page 71 and 72: Question Response 3/23/2011 What do
Page 73 and 74: Individual CEC Content Standard Dec
Page 75 and 76: 3/23/2011 ―met‖ and ―met with
Page 77 and 78: Part C. Evaluation of Program Evide
Page 79 and 80:
Example comment for C.2 The program
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3/23/2011 Program Report: Section V
Page 83 and 84:
Example comment Part D Supportive e
Page 85 and 86:
Final Decisions � The program is
Page 87 and 88:
If final decision is ―nationally
Page 89 and 90:
The Program Report - Section VI Req
Page 91 and 92:
� NCATE website http://www.ncate.
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