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 The components of the program The narrative descriptions and The components of the program Section 4 assessment(s) cited for this CEC scoring guides for the program assessment(s) are present, Program Preparation Standard are assessment(s) are present, but complete, and coordinated with Assessment missing, incomplete, or not incomplete or not coordinated each other. Components coordinated with each other with each other. The program assessment(s) The program assessment(s) Program assessment(s) content content does not align with or content aligns inconsistently or consistently aligns with and does not appropriately measure incompletely with or it measures candidates’ facilitation of the inconsistently measures facilitation of the continuous candidates’ continuous improvement of facilitation of the improvement of general and candidates’ Program general and special education continuous improvement of special education programs, Assessment programs, supports, and general and special education supports, and services at the Content services at the classroom, programs, supports, and classroom, school, and system school, and system levels for services at the classroom, levels for individuals with individuals with as informed by school, and system levels for exceptionalities as informed by the specialty set for the area(s) of individuals with as informed by the specialty set for the area(s) of preparation. the specialty set for the area(s) of preparation. preparation. The scoring rubric or guide does The rubric(s) or scoring guide(s) The rubric(s) or scoring guide(s) not clearly describe performance describes the performance clearly and consistently expectations for each level in expectations for each level in describes performance Scoring Guides/ relation to the elements within the relation to the elements within the expectations for each level in Rubrics cited CEC Preparation Standard. CEC Preparation Standard too relation to the elements within broadly or shallowly the CEC Preparation Standard, allowing objective and unbiased
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
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