evaluate the effectiveness of evaluate the effectiveness of assessments to evaluate the individualized practices and individualized practices and effectiveness of individualized programs to maximize validity programs to maximize validity practices and programs to and minimize bias in assessment and minimize bias in assessment maximize validity and minimize as informed by the appropriate as informed by the appropriate bias in assessment as informed specialty set specialty set 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 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 content Program content does not align with or content aligns inconsistently or consistently aligns with and Assessment does not appropriately measure incompletely with or it measures of use of candidates’ Content the elements of use inconsistently measures their knowledge of general and candidates’
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
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