CEC Advanced Preparation Standards Review Rubric This rubric is intended to provide guidance to CEC program reviewers as used in conjunction with the Program Report Decision Guide. CEC Advanced Preparation Standard 1: Assessment 1.0 Special education specialists use valid and reliable assessment practices to minimize bias. Key Elements 1.1 Special education specialists minimize bias in assessment. 1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs. Program Assessment NOT MET MET WITH CONDITIONS MET Section 4 Program Assessment Components The components of the program assessment(s) cited for the 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 Content Program assessment does not align with and measure candidates’ skill in designing and implementing assessments to evaluate the effectiveness of individualized practices in ways to maximize validity and minimize bias in assessment as informed by the appropriate specialty set Program assessment inconsistently aligns with and measures candidates’ skill in designing and implementing assessments to evaluate the effectiveness of individualized practices in ways to maximize validity and minimize bias in assessment as informed by the appropriate specialty set Program assessment clearly and consistently aligns with and measures candidates’ skill in designing and implementing assessments to evaluate the effectiveness of individualized practices and programs to maximize validity and minimize bias in assessment as informed by the appropriate specialty set Scoring Guides/ Rubrics The scoring rubric or guide does not clearly describe performance The rubric(s) or scoring guide(s) describes the performance The rubric(s) or scoring guide(s) clearly and consistently describes
evaluate the effectiveness of individualized practices and programs to maximize validity and minimize bias in assessment as informed by the appropriate specialty set evaluate the effectiveness of individualized practices and programs to maximize validity and minimize bias in assessment as informed by the appropriate specialty set assessments to evaluate the effectiveness of individualized practices and programs to maximize validity and minimize bias in assessment as informed by the appropriate specialty set CEC Advanced Preparation Standard 2 Curricular Content 2.0 Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels. Key Elements 2.1 Special education specialists align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities. 2.2 Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content. 2.3 Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities. Program Assessment NOT MET MET WITH CONDITIONS MET Section 4 Program Assessment Components The components of the program assessment(s) cited 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 Content The program assessment(s) content does not align with or does not appropriately measure the elements of candidates’ use The program assessment(s) content aligns inconsistently or incompletely with or it inconsistently measures Program assessment content consistently aligns with and measures of candidates’ use of their knowledge of general and
of their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels as informed by the specialty set for the area(s) of preparation. candidates’ use of their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels as informed by the specialty set for the area(s) of preparation. specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels as informed by the specialty set for the area(s) of preparation. Scoring Guides/ Rubrics The scoring rubric or guide does not clearly describe performance expectations for each level in relation to the elements within the cited CEC Preparation Standard OR The rubric(s) or scoring guide(s) describes the performance expectations for each level in relation to the elements within the CEC Preparation Standard too broadly or shallowly OR The rubric(s) or scoring guide(s) clearly and consistently describes performance expectations for each level in relation to the elements within CEC Preparation Standard, allowing objective and unbiased judgments. AND The rubric(s) or scoring guide(s) does not align with the elements within cited CEC Preparation Standard as informed by the specialty set. The rubric(s) or scoring guide(s) inconsistently or incompletely aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set. The rubric(s) or scoring guide(s) consistently and consistently aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set. Candidate 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 in the CEC Preparation Standard as informed by the The data are not sufficiently disaggregated to align in apparent ways to the elements in the CEC Preparation Standard as The data are clearly and consistently disaggregated to align in apparent ways to the elements in the CEC
programs, supports, and services for individuals with exceptionalities. 3.4 Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities. 3.5 Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. Program Assessment NOT MET MET WITH CONDITIONS MET Section 4 Program Assessment Components The components of the program assessment(s) cited 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 Content The program assessment(s) content does not align with or does not appropriately measure candidates’ facilitation of the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with as informed by the specialty set for the area(s) of preparation. The program assessment(s) content aligns inconsistently or incompletely with or it inconsistently measures candidates’ facilitation of the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with as informed by the specialty set for the area(s) of preparation. Program assessment(s) content consistently aligns with and measures candidates’ facilitation of the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities as informed by the specialty set for the area(s) of preparation. Scoring Guides/ Rubrics The scoring rubric or guide does not clearly describe performance expectations for each level in relation to the elements within the cited CEC Preparation Standard. The rubric(s) or scoring guide(s) describes the performance expectations for each level in relation to the elements within the CEC Preparation Standard too broadly or shallowly The rubric(s) or scoring guide(s) clearly and consistently describes performance expectations for each level in relation to the elements within the CEC Preparation Standard, allowing objective and unbiased
OR OR judgments. AND The rubric(s) or scoring guide(s) does not align with the elements within the cited CEC Preparation Standard as informed by the specialty set. The rubric(s) or scoring guide(s) inconsistently or incompletely aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set. The rubric(s) or scoring guide(s) consistently and consistently aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set. Candidate 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 in 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 in 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 in 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 master the skills in facilitation of the continuous improvement of general and special education programs, supports, Program assessment(s) performance data is not sufficient to demonstrate candidates master the skills in facilitation of the continuous improvement of general and special education programs, supports, Program assessment(s) performance data clearly and consistently demonstrate candidates master the skills in facilitation of the continuous improvement of general and special education programs,
area(s) of preparation. Scoring Guides/ Rubrics The scoring rubric or guide does not clearly describe performance expectations for each level in relation to the elements within the cited CEC Preparation Standard OR The rubric(s) or scoring guide(s) describes the performance expectations for each level in relation to the elements within the CEC Preparation Standard too broadly or shallowly OR The rubric(s) or scoring guide(s) clearly and consistently describes performance expectations for each level in relation to the elements within the CEC Preparation Standard, allowing objective and unbiased judgments. AND The rubric(s) or scoring guide(s) does not align with the elements within the cited CEC Preparation Standard as informed by the specialty set The rubric(s) or scoring guide(s) inconsistently or incompletely aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set The rubric(s) or scoring guide(s) consistently and consistently aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set Candidate 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 in the CEC Preparation Standard as informed by the specialty set AND The data is not disaggregated in ways that are the meaningful and useful for program improvement The data are not sufficiently disaggregated to align in apparent ways to the elements in 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 in 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
specialty set specialty set Candidate 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 in 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 in 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 in 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 master the skill in providing leadership to formulate goals, setting and meeting high professional expectations, advocating for effective policies and evidence-based practices, and creating positive and productive work environments as informed by the specialty set Program assessment(s) performance data is not sufficient to demonstrate candidates master the skill in providing leadership to formulate goals, setting and meeting high professional expectations, advocating for effective policies and evidence-based practices, and creating positive and productive work environments as informed by the specialty set Program assessment(s) performance data clearly and consistently demonstrate candidates master the skill in providing leadership to formulate goals, setting and meeting high professional expectations, advocating for effective policies and evidence-based practices, and creating positive and productive work environments as informed by the specialty set
candidates’ use of foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities as informed by the specialty set for the area(s) of preparation. inconsistently measures candidates’ use of foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities as informed by the specialty set for the area(s) of preparation. foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities as informed by the specialty set for the area(s) of preparation. Scoring Guides/ Rubrics The scoring rubric or guide does not clearly describe performance expectations for each level in relation to the elements within the cited CEC Preparation Standard OR The rubric(s) or scoring guide(s) describes the performance expectations for each level in relation to the elements within the CEC Preparation Standard too broadly or shallowly OR The rubric(s) or scoring guide(s) clearly and consistently describes performance expectations for each level in relation to the elements within the CEC Preparation Standard, allowing objective and unbiased judgments. AND The rubric(s) or scoring guide(s) does not align with the elements within the cited CEC Preparation Standard as informed by the specialty set The rubric(s) or scoring guide(s) inconsistently or incompletely aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set The rubric(s) or scoring guide(s) consistently and consistently aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set
Candidate 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 in 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 in 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 in 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 master the foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities as informed by the specialty set for the area(s) of Program assessment(s) performance data is not sufficient to demonstrate candidates master the foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities as informed by the specialty set for the area(s) of Program assessment(s) performance data clearly and consistently demonstrate candidates master the foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities as informed by the specialty set for the area(s) of
preparation. preparation. preparation. CEC Advanced Preparation Standard 7 Collaboration 7.0 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families. Key Elements 7.1 Special education specialists use culturally responsive practices to enhance collaboration. 7.2 Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities 7.3 Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities. Program Assessment NOT MET MET WITH CONDITIONS MET Section 4 Program Assessment Components The components of the program assessment(s) cited 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 Content The program assessment(s) content does not align with or it does not appropriately measures candidates’ skill in collaborating with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families as informed by the specialty set for the area(s) of preparation. The program assessment(s) content aligns inconsistently or incompletely with or it inconsistently measures candidates’ skill in collaborating with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families as informed by the specialty set for the area(s) of preparation. Program assessment content consistently aligns with and measures candidates’ skill in collaborating with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families as informed by the specialty set for the area(s) of preparation.
Scoring Guides/ Rubrics The scoring rubric or guide does not clearly describe performance expectations for each level in relation to the elements within the cited CEC Preparation Standard OR The rubric(s) or scoring guide(s) describes the performance expectations for each level in relation to the elements within the CEC Preparation Standard too broadly or shallowly OR The rubric(s) or scoring guide(s) clearly and consistently describes performance expectations for each level in relation to the elements within the CEC Preparation Standard, allowing objective and unbiased judgments. AND The rubric(s) or scoring guide(s) does not align with the elements within the cited CEC Preparation Standard as informed by the specialty set The rubric(s) or scoring guide(s) inconsistently or incompletely aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set The rubric(s) or scoring guide(s) consistently and consistently aligns with the elements within the cited CEC Preparation Standard as informed by the specialty set Candidate 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 in 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 in 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 in 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 master the skills in collaborating with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families as informed by the specialty set for the area(s) of preparation. Program assessment(s) performance data is not sufficient to demonstrate candidates the skills in collaborating with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families as informed by the specialty set for the area(s) of preparation. Program assessment(s) performance data clearly and consistently demonstrate candidates master the skills in collaborating with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families as informed by the specialty set for the area(s) of preparation.