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

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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 © 2011 Council for Exceptional Children. All rights reserved. 30
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 Beginning Special Educators: 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 © 2011 Council for Exceptional Children. All rights reserved. 31
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 and 28: Specialty Sets Inform the Content S
Page 29: Initial Content Standard 1. Foundat
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
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Final Decisions � The program is
Page 87 and 88:
If final decision is ―nationally
Page 89 and 90:
The Program Report - Section VI Req
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� NCATE website http://www.ncate.
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