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 NOT MET MET WITH CONDITIONS MET Assessment(s) The components of the program The narrative descriptions and The components of the program Section 4 Program assessment(s) for this CEC scoring guides for the program assessment(s) are present, Assessment(s) Preparation Standard are assessment(s) are present, but complete, and coordinated with Components missing, incomplete, or not incomplete or not coordinated each other. coordinated with each other with each other. The content of the program The content of the program The content of the program assessment(s) content does not assessment(s) does not assessment(s) clearly and align with or does not sufficiently measure knowledge of consistently measures the appropriately measure a the general and specialized curricula knowledge of general and Program knowledge of general and to individualize learning and specialized curricula and skills in Assessment(s) specialized curricula to teach across curricular content developing learning progressions Content individualize learning and teach areas; skills in developing s, and individualizing general and across curricular content areas; meaningful learning progressions specialized curricula as informed skills in developing meaningful for learners; and skills to modify by the specialty set for the learning progressions for general and specialized curricula area(s) of preparation.
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.
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