from Special Education: B S Ed; submitted by K Troup 28 [i] Introduced [d] developed [a] assessed EDST 1001 Intro to Ed SPED 1001 Intro to Sped CI1001 Ed Tech EDST1001 Ed Psych SPED 2001 Overview and Sped Law2 LSLS2001 Phonics I LSLS2002 Phonics II LSLS Teaching Reading and Writing to Students with Disabilities SPED 3004 Reading and Writing in the Content Areas SPED 3005 Reading and Writing in the Content Areas Field Practicum Assessment & Intervention Assessment and Curriculum Planning: Moderate to Intense SPED 4015 Student Teaching Students with Mild to Moderate Educational Needs SPED 4016 Seminar: Teaching Students with Mild to Moderate Educational Needs SPED 4017 Student Teaching Students with Moderate to Intense Educational Needs SPED 4018 Seminar: Teaching Students with Moderate to Intense Educational Needs SPED 4014 Critical Issues: Serving Students with Intense Disabilities MDL Methods Assessments Criteria Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. i i d d d d d a a Pearson Special Education Content Licensure Test 100% meet Ohio pass rate Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self- determination d d d d d a Dispositions assessment; Detailed Dispositions assessment 100% at the acceptable level Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. i i d d d d d a a a a d, a Analysis of student work; 100% at the acceptable level Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions. i d d d d d d a a Analysis of student work; assessment letter; literacy assessment 100% at the acceptable level Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6 to advance learning of individuals with exceptionalities. i d d d d d d d a a a a Lesson plan; reflection on minilesson videotpae 100% at the acceptable level Initial Preparation Standards: Common Core (ICC); General Curriculum (IGC) Individualized Curriculum (IIC) 18 BSED SPED (Special Education)
Transcript
from Special Education: B S Ed; submitted by K Troup 28
[i] Introduced [d] developed [a] assessed
EDST
100
1 In
tro
to E
d
SPED
100
1 In
tro
to S
ped
CI10
01 E
d Te
ch
EDST
1001
Ed
Psyc
h
SPED
200
1 O
verv
iew
and
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LSLS
2001
Pho
nics
I
LSLS
2002
Pho
nics
II
LSLS
Tea
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d W
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Stu
dent
s w
ith D
isabi
litie
sSP
ED 3
004
Read
ing
and
Writ
ing
in th
e Co
nten
t Ar
eas
SPED
300
5 Re
adin
g an
d W
ritin
g in
the
Cont
ent
Area
s Fie
ld P
ract
icum
Asse
ssm
ent &
Inte
rven
tion
Asse
ssm
ent a
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ulum
Pla
nnin
g: M
oder
ate
to In
tens
eSP
ED 4
015
Stud
ent T
each
ing
Stud
ents
with
Mild
to
Mod
erat
e Ed
ucat
iona
l Nee
ds
SPED
401
6 Se
min
ar: T
each
ing
Stud
ents
with
M
ild to
Mod
erat
e Ed
ucat
iona
l Nee
dsSP
ED 4
017
Stud
ent T
each
ing
Stud
ents
with
M
oder
ate
to In
tens
e Ed
ucat
iona
l Nee
dsSP
ED 4
018
Sem
inar
: Tea
chin
g St
uden
ts w
ith
Mod
erat
e to
Inte
nse
Educ
atio
nal N
eeds
SPED
401
4 Cr
itica
l Iss
ues:
Ser
ving
Stu
dent
s with
In
tens
e Di
sabi
litie
s
MDL
Met
hods
Assessments CriteriaBeginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
i i d d d d d a a Pearson Special Education Content Licensure Test
100% meet Ohio pass rate
Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination
d d d d d a Dispositions assessment; Detailed Dispositions assessment
100% at the acceptable level
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
i i d d d d d a a a a d, a
Analysis of student work;
100% at the acceptable level
Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
i d d d d d d a a Analysis of student work; assessment letter; literacy assessment
100% at the acceptable level
Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6 to advance learning of individuals with exceptionalities.
i d d d d d d d a a a a Lesson plan; reflection on minilesson videotpae
100% at the acceptable level
Initial Preparation Standards: Common Core (ICC); General Curriculum (IGC) Individualized Curriculum (IIC) 18 BSED SPED (Special Education)
from Special Education: B S Ed; submitted by K Troup 28
Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
i d a a a Case studies in ethical experiences; functional behavior assessment plan
100% at the acceptable level
Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
i d d a a a Co-teaching pre and post test; dispositions assessments
25% growth on co-teaching survey; accetpable on dispositions assessment
SPED BS Ed Initial Standards map submitted Aug 8 2013
NOTE: Council for Exceptional Children (CEC) standards include a common core of standards (ICC); standards for preparing teachers to work with learners who can access the general curriculum (IGC) and different standards for preparing teachers to work with learners who need an individualized curriculum (IIC)
Tab 2 of this attachment includes CEC standards and SPED courses
Initial Preparation Standards: Common Core (ICC); General Curriculum (IGC) Individualized Curriculum (IIC)
EDST
100
1 In
tro
to E
d
SPED
100
1 In
tro
to S
ped
CI10
01 E
d Te
ch
EDST
1001
Ed
Psyc
h
SPED
200
1 O
verv
iew
and
Spe
d La
w2
LSLS
2001
Pho
nics
I
LSLS
2002
Pho
nics
II
LSLS
Tea
chin
g Re
adin
g an
d W
ritin
g to
Stu
dent
s with
Disa
bilit
ies
SPED
300
4 Re
adin
g an
d W
ritin
g in
the
Cont
ent A
reas
SPED
300
5 Re
adin
g an
d W
ritin
g in
the
Cont
ent A
reas
Fie
ld P
ract
icum
Asse
ssm
ent &
Inte
rven
tion
Asse
ssm
ent a
nd C
urric
ulum
Pla
nnin
g: M
oder
ate
to In
tens
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SPED
401
5 St
uden
t Tea
chin
g St
uden
ts w
ith M
ild to
Mod
erat
e Ed
ucat
iona
l Nee
ds
SPED
401
6 Se
min
ar: T
each
ing
Stud
ents
with
Mild
to M
oder
ate
Educ
atio
nal N
eeds
Mid
dle
Met
hods
SPED
401
7 St
uden
t Tea
chin
g St
uden
ts w
ith M
oder
ate
to In
tens
e Ed
ucat
iona
l Nee
ds
SPED
401
8 Se
min
ar: T
each
ing
Stud
ents
with
Mod
erat
e to
Inte
nse
Educ
atio
nal N
eeds
SPED
401
4 Cr
itica
l Iss
ues:
Ser
ving
Stu
dent
s with
Inte
nse
Disa
bilit
ies
MDL
Met
hods
ICC 1 K1Typical and atypical human growth and development
ICC 1 K2Similarities and differences among individuals with exceptionalities i
ICC 1 K3Educational implications of characteristics of various exceptionalities i
ICC 1 K4Family systems and the role of families in supporting development i
ICC 1 K5
Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction i
Year 4
[i] Introduced [d] developed [a] assessed
Year 1 Year 2 Year 3
1. Learner development and individual learning differencesKnowledge
ICC 1 K6
Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptionalities, family, and schooling i
ICC 1 K7
Characteristics and effects of the cultural and environmental milieu of the individual with exceptionalities and the family i
ICC 1 K8Similarities and differences of individuals with and without exceptionalities i
ICC 1 K9Effects of various medications on individuals with exceptionalities i
ICC 1 K10Effects an exceptional condition(s) can have across an individual’s life i
ICC 1 K11
Impact of individuals with exceptionalities academic and social abilities, attitudes, interests, and values on instruction and career development i
ICC 1 K12
Differing ways of learning of individuals with exceptionalities, including those from culturally diverse backgrounds and strategies for addressing these differences i
ICC 1 K13Effects of cultural and linguistic differences on growth and development i
ICC 1 K14
Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages i
ICC 1 K15
Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding i
IGC1 K1 i
IIC1 K1 i
IGC1 K2i
IIC1 K2 i
IGC1 K3 iIIC1 K3 i
IGC1 K4 i
IIC1 K4 i
IGC1 K5Common etiologies and the impact of sensory exceptionalities on learning and experience i
IGC1 K6IIC1 K5
IIC1 K6Complications and implications of medical support services
IIC1 K6Impact disabilities may have on auditory and information processing skills i a
IIC1 K8Impact of multiple disabilities on behavior i a
IGC1 K7Impact of exceptionalities on auditory and information processing skills i a
IGC1 K8
Impact of language development and listening comprehension on academic and non-academic learning of individuals with exceptionalities
Types and transmission routes of infectious disease
Psychological and social-emotional characteristics of individuals with exceptionalities
Etiology and diagnosis related to various theoretical approaches
Impact of sensory impairments, physical and health exceptionalities on individuals, families, and societyEtiologies and medical aspects of conditions affecting individuals with exceptionalities
IGC1 K8Communication and social interaction alternatives for individuals who are nonspeaking
IGC1 K10Typical language development and how that may differ for individuals with learning exceptionalities
IGC1 S1Relate levels of support to the needs of the individual
EDST
100
1 In
tro
to E
d
SPED
100
1 In
tro
to S
ped
CI10
01 E
d Te
ch
EDST
1001
Ed
Psyc
h
SPED
200
1 O
verv
iew
and
Spe
d La
w2
LSLS
2001
Pho
nics
I
LSLS
2002
Pho
nics
II
LSLS
Tea
chin
g Re
adin
g an
d W
ritin
g to
Stu
dent
s with
Disa
bilit
ies
SPED
300
4 Re
adin
g an
d W
ritin
g in
the
Cont
ent A
reas
SPED
300
5 Re
adin
g an
d W
ritin
g in
the
Cont
ent A
reas
Fie
ld P
ract
icum
Asse
ssm
ent &
Inte
rven
tion
Asse
ssm
ent a
nd C
urric
ulum
Pla
nnin
g: M
oder
ate
to In
tens
e
SPED
401
5 St
uden
t Tea
chin
g St
uden
ts w
ith M
ild to
Mod
erat
e Ed
ucat
iona
l N
eeds
SPED
401
6 Se
min
ar: T
each
ing
Stud
ents
with
Mild
to M
oder
ate
Educ
atio
nal N
eeds
Mid
dle
Met
hods
SPED
401
7 St
uden
t Tea
chin
g St
uden
ts w
ith M
oder
ate
to In
tens
e Ed
ucat
iona
l Nee
ds
SPED
401
8 Se
min
ar: T
each
ing
Stud
ents
with
Mod
erat
e to
Inte
nse
Educ
atio
nal N
eeds
SPED
401
4 Cr
itica
l Iss
ues:
Ser
ving
Stu
dent
s with
Inte
nse
Disa
bilit
ies
MDL
Met
hods
2. Learning environments
ICC 2 K1 Demands of learning environments
ICC 2 K2Basic classroom management theories and strategies for individuals with exceptionalities
ICC 2 K3Effective management of teaching and learning
Skills
[i] Introduced [d] developed [a] assessed
Knowledge
ICC 2 K4Teacher attitudes and behaviors that influence behavior of individuals with exceptionalities
ICC 2 K5Social skills needed for educational and other environments
ICC 2 K6Strategies for crisis prevention and intervention
ICC 2 K7Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world
ICC 2 K8
Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage
ICC 2 K9Ways cultures are negatively stereotyped
ICC 2 K10Strategies used by diverse populations to cope with a legacy of former and continuing racism
IGC2 K1IIC 2K1IGC2K2IIC K2IGC2K3IIC 2K3
IIC5 K4Specialized health care interventions for individuals with physical and health exceptionalities in educational settings a
IIC2 K5
Advantages and disadvantages of placement options and programs on the continuum of services for individuals with exceptionalities
Barriers to accessibility and acceptance of individuals with exceptionalitiesAdaptation of the physical environment to provide optimal learning Methods for ensuring individual academic success in one-to-one, small-
Skills
ICC 2 S1Create a safe, equitable, positive, and supportive learning environment in which diversities are valued
ICC 2 S2Identify realistic expectations for personal and social behavior in various settings
ICC 2 S3Identify supports needed for integration into various program placements
ICC 2 S4Design learning environments that encourage active participation in individual and group activities
ICC 2 S5Modify the learning environment to manage behaviors
ICC 2 S6
Use performance data and information from all stakeholders to make or suggest modifications in learning environments
ICC 2 S7Establish and maintain rapport with individuals with and without exceptionalities
ICC 2 S8 Teach self-advocacy
ICC 2 S9Create an environment that encourages self-advocacy and increased independence
ICC 2 S10Use effective and varied behavior management strategies a
ICC 2 S11
Use the least intensive behavior management strategy consistent with the needs of the individual with exceptionalities
ICC 2 S12 Design and manage daily routines
ICC 2 S13
Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences
ICC 2 S14
Mediate controversial intercultural issues among individuals with exceptionalities within the learning environment in ways that enhance any culture, group, or person
ICC 2 S15Structure, direct, and support the activities of paraeducators, volunteers, and tutors
IGC2 S6Establish a consistent classroom routine for individuals with exceptionalities
IIC2S6
Structure the educational environment to provide optimal learning opportunities for individuals with exceptionalities
IIC2 S7
Design learning environments that are multisensory and that facilitate active participation self-advocacy, and independence of individuals with exceptionalities in a variety of group and individual learning activities
IIC2 S8
Use techniques of physical positioning and management of individuals with exceptionalities to ensure participation in academic and social environments a
Use skills in problem-solving and conflict resolution
Teach individuals with exceptionalities to give and receive meaningful
Provide instruction in community-based settings
Use and maintain assistive technologies
Plan instruction in a variety of educational settings
IIC2 S9
Demonstrate appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning, and seating a
IIC2 S10
Use positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation a
IIC2 S11Design and implement sensory stimulation programs
IIC5 S12
Plan instruction for independent functional life skills relevant to the community, personal living, sexuality, and employment a
EDST
100
1 In
tro
to E
d
SPED
100
1 In
tro
to S
ped
CI10
01 E
d Te
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EDST
1001
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Psyc
h
SPED
200
1 O
verv
iew
and
Spe
d La
w2
LSLS
2001
Pho
nics
I
LSLS
2002
Pho
nics
II
LSLS
Tea
chin
g Re
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g an
d W
ritin
g to
Stu
dent
s with
Disa
bilit
ies
SPED
300
4 Re
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d W
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g in
the
Cont
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reas
SPED
300
5 Re
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Cont
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Fie
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Asse
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Inte
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Pla
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SPED
401
5 St
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t Tea
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ith M
ild to
Mod
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ucat
iona
l N
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SPED
401
6 Se
min
ar: T
each
ing
Stud
ents
with
Mild
to M
oder
ate
Educ
atio
nal N
eeds
Mid
dle
Met
hods
SPED
401
7 St
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chin
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ts w
ith M
oder
ate
to In
tens
e Ed
ucat
iona
l Nee
ds
SPED
401
8 Se
min
ar: T
each
ing
Stud
ents
with
Mod
erat
e to
Inte
nse
Educ
atio
nal N
eeds
SPED
401
4 Cr
itica
l Iss
ues:
Ser
ving
Stu
dent
s with
Inte
nse
Disa
bilit
ies
MDL
Met
hods
ICC 3 K1Theories and research that form the basis of curriculum development and instructional practice
[i] Introduced [d] developed [a] assessed
3. Curricular Content KnowledgeKnowledge
ICC 3 K2Scope and sequences of general and special curricula
ICC 3 K3National, state or provincial, and local curricula standards
ICC 3 K4Technology for planning and managing the teaching and learning environment
ICC 3 S1
Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptionalities
ICC 3 S2Integrate affective, social, and life skills with academic curricula
ICC 3 S3
Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences
ICC 3 S4Incorporate and implement instructional and assistive technology into the educational program
ICC 3 S5 Prepare lesson plans
ICC 3 S6Prepare and organize materials to implement daily lesson plans
ICC 3 S7 Use instructional time effectively
ICC 3 S8Make responsive adjustments to instruction based on continual observations
ICC 3 S9Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions
ICC 3 S10Evaluate and modify instructional practices in response to ongoing assessment data
Skills
ICC 3 S11Use strategies to facilitate maintenance and generalization of skills across learning environments
EDST
100
1 In
tro
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100
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tro
to S
ped
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EDST
1001
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SPED
200
1 O
verv
iew
and
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LSLS
2001
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nics
I
LSLS
2002
Pho
nics
II
LSLS
Tea
chin
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g an
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Stu
dent
s with
Disa
bilit
ies
SPED
300
4 Re
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reas
SPED
300
5 Re
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Asse
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SPED
401
5 St
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iona
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SPED
401
6 Se
min
ar: T
each
ing
Stud
ents
with
Mild
to M
oder
ate
Educ
atio
nal N
eeds
Mid
dle
Met
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SPED
401
7 St
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oder
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to In
tens
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iona
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SPED
401
8 Se
min
ar: T
each
ing
Stud
ents
with
Mod
erat
e to
Inte
nse
Educ
atio
nal N
eeds
SPED
401
4 Cr
itica
l Iss
ues:
Ser
ving
Stu
dent
s with
Inte
nse
Disa
bilit
ies
MDL
Met
hods
4. Assessment
ICC 4 K1 Basic terminology used in assessment
ICC 4 K2Legal provisions and ethical principles regarding assessment of individuals
ICC 4 K3Screening, prereferral, referral, and classification procedures
ICC 4 K4Use and limitations of assessment instruments
ICC 4 K5National, state or provincial, and local accommodations and modifications
[i] Introduced [d] developed [a] assessed
Knowledge
IGC4 K1IIC4 K1IGC4 K2IIC4 K2IGC4 K3IIC4 K3
IGC4 K4Procedures for early identification of young children who may be at risk for exceptionalities
ICC 4 S1Gather relevant background information
ICC 4 S2Administer nonbiased formal and informal assessments
ICC 4 S3 Use technology to conduct assessments
ICC 4 S4Develop or modify individualized assessment strategies
ICC 4 S5Interpret information from formal and informal assessments
ICC 4 S6
Use assessment information in making eligibility, program, and placement decisions for individuals with exceptionalities, including those from culturally and/or linguistically diverse backgrounds
ICC 4 S7Report assessment results to all stakeholders using effective communication skills
ICC 4 S8Evaluate instruction and monitor progress of individuals with exceptionalities
Implement procedures for assessing and reporting both appropriate and Use exceptionality-specific assessment instruments with individuals with Select, adapt and modify assessments
Skills
Specialized terminology used in the assessment of individuals with Laws and policies regarding referral and placement procedures for individuals Types and importance of information concerning individuals with
IIC4 S3IGC4 S4IIC4 S4IGC4 S5IIC4 S5
IIC4 S4
Adapt and modify assessments to accommodate the unique abilities and needs of individuals with exceptionalities
IIC4 S5Develop and use a technology plan based on adaptive technology assessment
EDST
100
1 In
tro
to E
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SPED
100
1 In
tro
to S
ped
CI10
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d Te
ch
EDST
1001
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Psyc
h
SPED
200
1 O
verv
iew
and
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LSLS
2001
Pho
nics
I
LSLS
2002
Pho
nics
II
LSLS
Tea
chin
g Re
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g an
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Stu
dent
s with
Disa
bilit
ies
SPED
300
4 Re
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reas
SPED
300
5 Re
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Asse
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Inte
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401
5 St
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iona
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SPED
401
6 Se
min
ar: T
each
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Stud
ents
with
Mild
to M
oder
ate
Educ
atio
nal N
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Mid
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Met
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SPED
401
7 St
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SPED
401
8 Se
min
ar: T
each
ing
Stud
ents
with
Mod
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Inte
nse
Educ
atio
nal N
eeds
SPED
401
4 Cr
itica
l Iss
ues:
Ser
ving
Stu
dent
s with
Inte
nse
Disa
bilit
ies
MDL
Met
hods
ICC 5 K1Theories and research that form the basis of curriculum development and instructional practice
ICC 5 K2Scope and sequences of general and special curricula
to accommodate the unique abilities Assess reliable method(s) of response of individuals who lack typical Monitor intragroup behavior changes across subjects and activities
[i] Introduced [d] developed [a] assessed
5. Instructional planning and strategiesKnowledge
ICC 5 K3National, state or provincial, and local curricula standards
ICC 5 K4Technology for planning and managing the teaching and learning environment
ICC 5 K5Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service
ICC 5 K6Evidence-based practices validated for specific characteristics of learners and settings
ICC 5 K7Augmentative and assistive communication strategies
IGC5 K1IIC5 K1
IGC5 K2 Strategies to prepare for and take tests
IGC5 K3
Advantages and limitations of instructional strategies and practices for teaching individuals with exceptionalities
IGC5 K4IIC5 K2IGC5 K5IIC5 K3
IGC5 K6Methods for increasing accuracy and proficiency in math calculations and applications
IGC5 K7Methods for guiding individuals in identifying and organizing critical content
IGC5 K1Integrate academic instruction and behavior management for individuals and groups with exceptionalities
IGC5 K2 aIIC5 K4 a
Model career, vocational, and transition programs for individuals with
Sources of specialized materials, curricula, and resources for individuals
Prevention and intervention strategies for individuals at-risk for a disabilityStrategies for integrating student initiated learning experiences into
IGC5 K3Interventions and services for children who may be at risk for exceptionalities
IGC5 K4Relationships among exceptionalities and reading instruction
IIC5 K5
Resources, and techniques used to transition individuals with exceptionalities into and out of school and post-school environments a
ICC 5 S1
Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members
ICC 5 S2Involve the individual and family in setting instructional goals and monitoring progress
ICC 5 S3Use functional assessments to develop intervention plans
ICC 5 S4 Use task analysis
ICC 5 S5Sequence, implement, and evaluate individualized learning objectives
ICC 5 S6Integrate affective, social, and life skills with academic curricula
ICC 5 S7
Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences
ICC 5 S8Incorporate and implement instructional and assistive technology into the educational program
ICC 5 9 Prepare lesson plans
ICC 5 S10Prepare and organize materials to implement daily lesson plans
Skills
ICC 5 S11 Use instructional time effectively
ICC 5 S12Make responsive adjustments to instruction based on continual observations
ICC 5 S13Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions
ICC 5 S14Use strategies to facilitate integration into various settings
ICC 5 S15Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs
ICC 5 S16
Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptionalities
ICC 5 S17Use strategies to facilitate maintenance and generalization of skills across learning environments
ICC 5 S18
Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem
ICC 5 S19Use strategies that promote successful transitions for individuals with exceptionalities
ICC 5 S20Use strategies to support and enhance communication skills of individuals with exceptionalities
ICC 5 S21
Use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptionalities whose primary language is not the dominant language
ICC 5 K22Modify instructional practices in response to ongoing assessment data
IGC5 S1 aIIC5 S1 aIGC5 S1IIC5 S2
IGC5 S2Use strategies from multiple theoretical approaches for individuals with exceptionalities
IGC5 S3Teach learning strategies and study skills to acquire academic content
IGC5 S4Use reading methods appropriate to individuals with exceptionalities
IGC5 S5Use methods to teach mathematics appropriate to the individuals with exceptionalities
IGC5 S6Modify pace of instruction and provide organizational cues
IGC5 S7Use appropriate adaptations and technology for all individuals with exceptionalities
IGC5 S8
Resources and techniques used to transition individuals with exceptionalities into and out of school and post-school environments
IGC5 S9
Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with exceptionalities a
IGC5 S10Identify and teach basic structures and relationships within and across curricula
Relate levels of support to the needs of the individualUse research-supported methods for academic and nonacademic instruction
IGC5 S11
Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval
IGC5 S12Use responses and errors to guide instructional decisions and provide feedback to learners
IGC5 S13IIC5 S3
IGC5 S14Implement systematic instruction in teaching reading comprehension and monitoring strategies
IGC5 S15Teach strategies for organizing and composing written products
IGC5 S16
Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language
IGC5 S1 Enhance vocabulary development
IGC5 S2Teach strategies for spelling accuracy and generalization
IGC5 S3Teach individuals with exceptionalities to monitor for errors in oral and written language
IGC5 S4Teach methods and strategies for producing legible documents
IGC5 S5Plan instruction on the use of alternative and augmentative communication systems a
IGC5 S1
Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior a
Identify and teach essential concepts, vocabulary, and content across general
IGC5 S2Select and use specialized instructional strategies appropriate to the abilities and needs of the individual
IGC5 S3Plan and implement age and ability appropriate instruction for individuals with exceptionalities
IGC5 S4
Select, design, and use technology, materials and resources required to educate individuals whose exceptionalities interfere with communication
IGC5 S5Interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plans
IGC5 S6
Design and implement instructional programs that address independent living and career education for individuals
IGC5 S7Design and implement curriculum and instructional strategies for medical self-management procedures
IGC5 S8
Design, implement, and evaluate instructional programs that enhance social participation across environments
IIC5 S5
Use a variety of non-aversive techniques to control targeted behavior and maintain attention of individuals with exceptionalities
IIC5 S4Use appropriate adaptations and assistive technology for all individuals
IIC5 S6
Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval
IIC5 S7Use responses and errors to guide instructional decisions and provide feedback to learners
IIC5 S8Teach individuals with exceptionalities to monitor for errors in oral and written language
IIC5 S9Teach methods and strategies for producing legible documents
IIC5 S10Plan instruction on the use of alternative and augmentative communication systems
IIC5 S11Plan and implement individualized reinforcement systems and environmental modifications
IIC7 S12Plan and implement age- and ability-appropriate instruction for individuals with exceptionalities
IIC5 S13Select and plan for integration of related services into the instructional program
IIC5 S14
Select, design, and use medical materials, and resources required to educate individuals whose exceptionalities interfere with communications
IIC5 S15Interpret sensory and physical information to create or adapt appropriate learning plans
IIC5 S16Design and implement instructional programs that address independent living and career education
IIC5 S17Design and implement curriculum strategies for medical self-management procedures
IIC5 S18
Design, implement, and evaluate instructional programs that enhance social participation across environments
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ICC 6 K1Models, theories, philosophies, and research methods that form the basis for special education practice i
ICC 6 K2Laws, policies, and ethical principles regarding behavior management planning and implementation i
ICC 6 K3Relationship of special education to the organization and function of educational agencies
ICC 6 K4
Rights and responsibilities of individuals with exceptionalities, parents, teachers, and other professionals, and schools related to exceptionalities i
ICC 6 K5
Issues in definition and identification of individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds
[i] Introduced [d] developed [a] assessed
6 Professional learning and ethical practiceKnowledge
ICC 6 K6
Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services i
ICC 6 K7Family systems and the role of families in the educational process i
ICC 6 K8Historical points of view and contribution of culturally diverse groups i
ICC 6 K9Impact of the dominant culture on shaping schools and the individuals who study and work in them
ICC 6 K10Potential impact of differences in values, languages, and customs that can exist between the home and school
ICC 6 K11Personal cultural biases and differences that affect one’s teaching
ICC 6 K12Importance of the teacher serving as a model for individuals with exceptionalities
ICC 6 K13Continuum of lifelong professional development
ICC 6 K14Methods to remain current regarding research-validated practice
IGC6 K1IIC6 K1IGC6 K2IIC6 K2IGC6 K3 a
IIC6 K3a
IGC6 K4IIC6 K4IGC6 K5
The legal, judicial, and educational systems to assist individuals with Continuum of placement and services
Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.
Definitions and issues related to the identification of individuals with Models and theories of deviance and behavior problems
IIC6 K5IGC6 K6IIC6 K5
IGC6 K7
Factors that influence the over-representation of culturally/linguistically diverse individuals with exceptionalities in programs for individuals with exceptionalities i
IGC6 K8 i aIIC6 K7 i aIGC6 K9 iIIC6 K8 iIGC6 K10 iIIC6 K9 iIGC6 K11 iIIC6 K10 i
ICC 6 S1Practice within the CEC Code of Ethics and other standards of the profession i a
ICC 6 S2
Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional
ICC 6 S3Act ethically in advocating for appropriate services
ICC 6 S4Conduct professional activities in compliance with applicable laws and policies
ICC 6 S5
Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptionalities
ICC 6 S6
Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals
available for individuals with Laws and policies related to provision of specialized health care in
Principles of normalization and concept of least restrictive environmentTheory of reinforcement techniques in serving individuals with exceptionalitiesSources of unique services, networks, and organizations for individuals with Organizations and publications relevant to individuals with exceptionalities
Skills
ICC 6 S7Practice within one’s skill limits and obtain assistance as needed
ICC 6 S8Use verbal, nonverbal, and written language effectively
ICC 6 S9 Conduct self-evaluation of instruction
ICC 6 S10 Access information on exceptionalities
ICC 6 S11Reflect on one’s practice to improve instruction and guide professional growth
ICC 6 S12
Engage in professional activities that benefit individuals with exceptionalities, their families, and one’s colleagues
ICC 6 S13Demonstrate commitment to engage in evidence-based practices
ICC 6 S14Articulate personal philosophy of special education
IGC6 S1IIC6 S1IGC6 S2 aIIC6 S2 a
IIC6 S3
Seek information regarding protocols, procedural guidelines, and policies designed to assist individuals with exceptionalities as they participate in school and community-based activities a
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ICC 7 K1Models and strategies of consultation and collaboration
Knowledge
Participate in the activities of professional organizations relevant to Advocate for appropriate services for individuals with exceptionalities
[i] Introduced [d] developed [a] assessed
ICC 7 K2
Roles of individuals with exceptionalities, families, and school and community personnel in planning of an individualized program
ICC 7 K3Concerns of families of individuals with exceptionalities and strategies to help address these concerns
ICC 7 K4
Culturally responsive factors that promote effective communication and collaboration with individuals with exceptionalities, families, school personnel, and community members
IGC7 K1IIC7 K1IGC7 K2IIC7 K2IGC7 K3IIC7 K3
IGC7 K4
Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning exceptionalities
ICC 7 S1Maintain confidential communication about individuals with exceptionalities
ICC 7 S2Collaborate with families and others in assessment of individuals with exceptionalities
ICC 7 S3Foster respectful and beneficial relationships between families and professionals
ICC 7 S4Assist individuals with exceptionalities and their families in becoming active participants in the educational team
Parent education programs and behavior management guides that Collaborative and/or consultative role of the special education teacher in the Roles of professional groups and referral agencies in identifying,
Skills
ICC 7 S5Plan and conduct collaborative conferences with individuals with exceptionalities and their families
ICC 7 S6
Collaborate with school personnel and community members in integrating individuals with exceptionalities into various settings
ICC 7 S7Use group problem-solving skills to develop, implement, and evaluate collaborative activities
ICC 7 S8Model techniques and coach others in the use of instructional methods and accommodations
ICC 7 S9Communicate with school personnel about the characteristics and needs of individuals with exceptionalities
ICC 7 S10Communicate effectively with families of individuals with exceptionalities from diverse backgrounds
ICC 7 S11Observe, evaluate, and provide feedback to paraeducators
IGC7 S1 aIIC7 S1 aIGC7 S2 aIIC7 S2 a
IGC7 S3Teach parents to use appropriate behavior management and counseling techniques
IGC7 S4IIC7 S3
IIC7 S4Participate in the selection and implementation of augmentative or alternative communication systems
Collaborate with team members to plan transition to adulthood that
Use local community, and state and provincial resources to assist in Select, plan, and coordinate activities of related services personnel to
IIC7 S5Collaborate with families of and service providers to individuals who are chronically or terminally ill a
Assessment Infrastructure –CECH for CAEP Accredited Programs
This attachment is to accompany Special Education (SPED) and Early Childhood Education (ECE) assessment plans submitted August 8, 2013:
18 BSED SPED (18 BSED-LM and 18 BS ED- LN)
Baccalaureate degree in Special Education (leading to Ohio licensure). These two PASLAs help us track SPED undergraduate students who have concentrations in Language Arts/Math (LM) and those students who select concentrations in Language Arts/Natural Science (LN).
18 MED-DL SPED-DL Master’s degree in Special Education; offered in online format only. 18 BSED ECE Early Childhood Education baccalaureate degree, Ohio Pre Kindergarten to
Grade 3 licensure included 18 BSED4 ECEB5-DL Early Childhood Education baccalaureate, working with children Birth to age 5,
online degree 18 AAS-DL ECLC Early Childhood Learning Community , online Associate’s degree/pathway to
baccalaureate degree
The School of Education receives assessment support from the CECH Office of Assessment and Continuous Improvement (OACI). The data collection and summarization is managed by that office. Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. By December 15, each program faculty is required to have analyzed the data provided and develop “next steps” in terms of program improvement. These next steps are returned to OACI and a report is generated. Any curriculum changes must be submitted by review by March 15.
OACI also has a web site that has all the assessment documents that were developed and maintained through our major accrediting body: Council for the Accreditation of Educator Preparation (CAEP). [The National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) were combined into CAEP recently.]
CECH has a web site that has links to ALL our CAEP programs and their assessment data. There is a section entitled “Signature Embedded Assessments” as well as Initial Licensure Programs submitted through Specialized Program Associations. Each of those links has between 6-8 assessments required by our professional organizations. Data from past assessments is also on that site. [ASIDE: CECH and UC is among the first universities to become accredited by CAEP – our visit was November 2012; Board of Directors Spring 2013 to award us CAEP accreditation for 7 years.]
Policies and procedures for data collection, analysis, and use are summarized in these three improvement cycles, documented in the description of our assessment system and provided here:
Candidate Performance and Program Improvement Cycle
For Fall Semester Program Meetings (Summer Work) The following data is aggregated and summarized for decision-makers in program areas:
• Admissions data • Praxis II data • Cohort application data • Intern/Student Teacher Evaluations • Candidate Dispositions Progress Report data • Data about program completers • Follow-up data • New SPA standards • Performance on all SPA assessments • Handbook and candidate materials reviewed • Data posted to web site
By December 1 (Program faculty responsible)
• Data-based decisions made regarding the programs submitted to OACI • Summary report by program area submitted to University Council on Educator
Preparation/Associate Deans • Areas needing attention identified • Curriculum proposals for curriculum adjustment/maintenance generated • Candidates informed of program improvements in response to data • Submission of new programs to Ohio Department of Education for fall approval cycle
By November 15, Fall Semester (Program Faculty responsible; Program Coordinator)
• Finalize major curriculum changes and develop proposals to be considered by the School leadership
• Submit curriculum proposals to the School Leadership • Monitor progress of proposals
During Spring Semester, April 1 (Program Coordinator submits info to appropriate office)
• Record approved curriculum changes • Update curriculum map • Update curriculum guides, degree progress audits (DARS), program outlines • Update evaluation forms for spring semester distribution • Submit updates to bulletins to Associate Dean [there is discussion at the university level
about the need for bulletins if the info is on our web sites] Late Spring Semester (by April 15)-Program Coordinator works with Dean’s office, SSC
• Dean’s office submits official updates to bulletins [see note above about bulletin] • Dean’s office submits official updates to website [Units are responsible for updating
their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole to make changes to curriculum guides and program outlines.]
• Implement program improvements; continue to collect data on candidates and programs
Unit Operations Improvement Cycle for accreditation purposes
For Fall Semester Program Meetings (Summer Work) Unit Heads, Dean’s office The following data is aggregated and summarized for decision-makers in program areas:
• Prior year budget results • Budget projects for current academic year • Results of administrator evaluations • Accreditation annual reports • Faculty productivity • Student Satisfaction Survey results • Reports on grants and projects • Candidate employment rates • Handbook and candidate materials reviewed by program faculty
By December 1 (Program Coordinators, School Leadership team, Unit Head)
• Identify areas needing attention and report to OACI via Program Development Plan • Launch searches for faculty vacancies for the next fall • Identify potential grant opportunities
During Fall Semester (November 15) (completed by Program Coordinators)
• Submit curriculum proposals to School leadership • Monitor progress of proposals • Explore potential areas of outreach
During Spring Semester (by March 1) Unit Head, CECH Graduate Director, Unit Grad Directors
• Complete course schedules for coming year • Complete load reporting for academic year • Finalize Graduate Assistant/Graduate Incentive Award allocation
By March 15 (Office of Assessment and Continuous Improvement)
Late Spring Semester (by April 15) • Dean’s office submits official updates to bulletins [see note above about bulletin] • Dean’s office submits official updates to website [Units are responsible for updating
their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole to make changes to curriculum guides and program outlines.]
• Implement program improvements; continue to collect data on candidates and programs
P-12 Student Outcomes Improvement Cycle for Council for the Accreditation of Educator Preparation (CAEP) programs only
For Fall Semester Program Meetings (Summer Work) completed by OACI The following data is aggregated and summarized for decision-makers in program areas:
• Aggregation and content analysis of teacher evaluations of graduates • Support value added project ( Dr. Julie Morrison) • Generate edTPA (teacher performance assessment) impact on student learning reports • Track employment of graduates
By December 1 (Program Faculty lead by Program Coordinators, Unit Head)
• Identify additional data sources for impact on p-12 student outcomes • Programs review data reports in view of program design and clinical experiences • Programs review syllabi in views of evidence and research based practices
Spring Semester (March 1) OACI completed by OACI
• Aggregate and generate reports from data sources By March 15 (Program Faculty, report submitted by Program Coordinators, Unit Head)
• Programs generate report on program and clinical experiences to improve potential for positive impact on student learning
Late Spring Semester (April 15) • Dean’s office submits official updates to bulletins [see note above about bulletin] • Dean’s office submits official updates to website [Units are responsible for updating
their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole to make changes to curriculum guides and program outlines.]
• Implement program improvements; continue to collect data on candidates, programs, and outcomes
