Program Assessment(s) Content The content of the program assessment(s) does NOT align with and measure candidates’ understanding of how exceptionalities can interact with development and learning as informed by the appropriate specialty set AND The content of the program assessment(s) does NOT measure candidates’ mastery of the skills in using this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. The content of the program assessment(s) does not sufficiently measure the candidates’ understanding of how exceptionalities can interact with development and learning as informed by the appropriate specialty set. OR The content of the program assessment(s) does not sufficiently measure candidates’ mastery of the skills in using his knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. The content of the program assessment(s) clearly and consistently measures a the candidates’ understanding of how exceptionalities can interact with development and learning as informed by the appropriate specialty set. AND The content of the program assessment(s) clearly and consistently measures a preponderance of candidates’ mastery of the skills in using this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Program Assessment(s) Scoring Guides/ Rubrics Scoring guide(s) or rubric(s) does not clearly describe performance expectations for each distinct level of candidate mastery in relation to the essential elements within the CEC Preparation Standard. OR Scoring guide(s) or rubric(s) describes the performance expectations for each distinct level of candidate mastery in relation to the essential elements within the CEC Preparation Standard too broadly or subjectively. OR Scoring guide(s) or rubric(s) clearly and consistently describes performance expectations of candidate mastery in relation to the essential elements within the CEC Preparation Standard, allowing objective and unbiased judgments AND Scoring guide(s) or rubric(s) does not align with the essential elements within the CEC Preparation Standard as informed by the specialty set Scoring guide(s) or rubric(s) aligns inconsistently or incompletely with the essential elements within the CEC Preparation Standard as informed by the specialty set Scoring guide(s) or rubric(s) aligns with the essential elements within the CEC Preparation Standard as informed by the specialty set
Candidates’ Performance Data The data are not disaggregated by program, application, and, if appropriate by program location OR The data are missing OR only partially disaggregated by program, application, and, if appropriate by program location OR The data are consistently disaggregated by program, application, and, if appropriate by program location AND The data is not disaggregated to align in apparent ways to the elements within the CEC Preparation Standard as informed by the specialty set AND The data is not disaggregated in ways that are meaningful and useful for program improvement OR The data are not sufficiently disaggregated to align in apparent ways to the elements within the CEC Preparation Standard as informed by the specialty set AND The data is not sufficiently disaggregated in ways that are meaningful and useful for program improvement OR The data are clearly and consistently disaggregated to align in apparent ways to the elements within the CEC Preparation Standard as informed by the specialty set AND The data is disaggregated in ways that are meaningful and useful for program improvement. AND Program assessment(s) performance data do not demonstrate that candidates’ understand how exceptionalities can interact with development and learning and candidates’ mastery of the skills in using this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities as informed by the specialty set. Program assessment(s) performance data is not sufficient to demonstrate candidates’ understand how exceptionalities can interact with development and learning and candidates’ mastery of the skills in using this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities as informed by the specialty set. Program assessment(s) performance data clearly and consistently demonstrate candidates’ understand how exceptionalities can interact with development and learning and candidates’ mastery of the skills in using this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities as informed by the specialty set. CEC Initial Preparation Standard 2 Learning Environments 2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so
preparation. preparation. for the area(s) of preparation. CEC Initial Preparation Standard 3 Curricular Content Knowledge 3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. 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. Program Assessment(s) NOT MET MET WITH CONDITIONS MET Section 4 Program Assessment(s) Components The components of the program assessment(s) for this CEC Preparation Standard are missing, incomplete, or not coordinated with each other The narrative descriptions and scoring guides for the program assessment(s) are present, but incomplete or not coordinated with each other. The components of the program assessment(s) are present, complete, and coordinated with each other. Program Assessment(s) Content The content of the program assessment(s) content does not align with or does not appropriately measure a the knowledge of general and specialized curricula to individualize learning and teach across curricular content areas; skills in developing meaningful learning progressions for The content of the program assessment(s) does not sufficiently measure knowledge of general and specialized curricula to individualize learning and teach across curricular content areas; skills in developing meaningful learning progressions for learners; and skills to modify general and specialized curricula The content of the program assessment(s) clearly and consistently measures the knowledge of general and specialized curricula and skills in developing learning progressions s, and individualizing general and specialized curricula as informed by the specialty set for the area(s) of preparation.
the area(s) of preparation. preparation. Scoring Guides/ Rubrics Scoring guide(s) or rubric(s) or guide does not clearly describe performance expectations for each distinct level of candidate mastery in relation to the essential elements within the CEC Preparation Standard. OR Scoring guide(s) or rubric(s) describes the performance expectations for each distinct level of candidate mastery in relation to the essential elements within the CEC Preparation Standard too broadly or subjectively. OR Scoring guide(s) or rubric(s) clearly and consistently describes performance expectations of candidate mastery in relation to the CEC Preparation Standard, allowing objective and unbiased judgments AND Scoring guide(s) or rubric(s) does not align with the essential elements within the CEC Preparation Standard as informed by the specialty set Scoring guide(s) or rubric(s) aligns inconsistently or incompletely with the essential elements within the CEC Preparation Standard as informed by the specialty set Scoring guide(s) or rubric(s) aligns with the CEC Preparation Standard as informed by the specialty set Candidates’ Performance Data The data are not disaggregated by program, application, and, if appropriate by program location OR The data are missing OR only partially disaggregated by program, application, and, if appropriate by program location OR The data are clearly and consistently disaggregated by program, application, and, if appropriate by program location AND The data is not disaggregated to align in apparent ways to the elements within the CEC Preparation Standard as informed by the specialty set AND The data is not disaggregated in ways that are meaningful and useful for program improvement. OR The data are not sufficiently disaggregated to align in apparent ways to the elements within the CEC Preparation Standard as informed by the specialty set AND The data is not sufficiently disaggregated in ways that are meaningful and useful for program improvement OR The data are clearly and consistently disaggregated to align in apparent ways to the elements within the CEC Preparation Standard as informed by the specialty set AND The data is disaggregated in ways that are meaningful and useful for program improvement. AND
the area(s) of preparation. Scoring Guides/ Rubrics Scoring guide(s) or rubric(s) or guide does not clearly describe performance expectations for each distinct level of candidate mastery in relation to the essential elements within the CEC Preparation Standard. OR Scoring guide(s) or rubric(s) describes the performance expectations for each distinct level of candidate mastery in relation to the essential elements within the CEC Preparation Standard too broadly or subjectively OR Scoring guide(s) or rubric(s) clearly and consistently describes performance expectations of candidate mastery in relation to the CEC Preparation Standard, allowing objective and unbiased judgments AND Scoring guide(s) or rubric(s) does not align with the essential elements within the CEC Preparation Standard as informed by the specialty set. Scoring guide(s) or rubric(s) aligns inconsistently or incompletely with the essential elements within the CEC Preparation Standard as informed by the specialty set Scoring guide(s) or rubric(s) aligns with the CEC Preparation Standard as informed by the specialty set. Candidates’ Performance Data The data are not disaggregated by program, application, and, if appropriate by program location OR The data are missing OR only partially disaggregated by program, application, and, if appropriate by program location OR The data are clearly and consistently disaggregated by program, application, and, if appropriate by program location AND The data is not disaggregated to align in apparent ways to the the elements within the CEC Preparation Standard as informed by the specialty set AND The data is not disaggregated in ways that are meaningful and useful for program improvement OR The data are not sufficiently disaggregated to align in apparent ways to the the elements within the CEC Preparation Standard as informed by the specialty set AND The data is not sufficiently disaggregated in ways that are meaningful and useful for program improvement OR The data are clearly and consistently disaggregated to align in apparent ways to the the elements within the CEC Preparation Standard as informed by the specialty set AND The data is disaggregated in ways that are meaningful and useful for program improvement. AND