0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 1 of 15 1 CEC PROGRAM REPORT DEVELOPER AND REVIEWER FAQ

Topics  Voluntarily Seeking CEC Program Recognition  Identifying Programs to Submit  How Many Program Reports  Aligning Assessments and Major Elements of CEC Preparation Standards  CEC Preparation Standards Informed by K&S Specialty sets  Preponderance of the Evidence  Field Experience  Program Assessment Examples  Using Course Grades & GPAs  Assessment 1  Rubrics  Data  CEC Standards Alignment with InTASC  CEC Professional Recognition outside of NCATE  CEC Technical Assistance  Resubmission Report Contents  Program Review Report Language “Recognized With Conditions”

VOLUNTARILY SEEKING CEC PROGRAM RECOGNITION (RETURN TO TOPICS) My university’s professional education unit earned renewed accreditation from NCATE and special education state program approval in 2002 and again in 2009. The professional education unit is preparing for its upcoming NCATE 1. Quest accreditation review to monitor progress toward a Transformational Initiative. ion Given our association with NCATE and the State Department of Education, is it possible for our Special Education program to apply for national recognition from the Council of Exceptional Children? Response Yes, it is possible and many programs in similar situations seek CEC Program Recognition. In fact, CEC policy calls for all programs to seek CEC Program

1 This FAQ addresses questions CEC has received and provides guidance for Program Report development and review. Periodically, responses are modified as procedures change, and new questions and answers added. If you want to submit a question submit it to [email protected] with the subject line Developer FAQ Question The topics can be accessed by holding the control key and clicking the topic. Recognition (see question 2.). To submit a report, you should notify CEC of your intention and CEC notify NCATE to prepare the appropriate program report shells for the specific semester you plan to submit. NCATE has instructions for doing all of this on their web site under Accreditation/Program Review. There is no additional fee to the unit to submit these program reports.

IDENTIFYING PROGRAMS TO SUBMIT (RETURN TO TOPICS) 2. Questi Does CEC have a position on preparation program recognition? on CEC expects that all programs, traditional and non-traditional, preparing special education teachers regardless of affiliation, location, or intensity will adhere to CEC’s professional preparation standards, providing evidence that their candidates demonstrate the profession’s entry-level knowledge and skills by seeking the CEC’s official recognition through the evidence-based process of professional program review. Background Special educators, like other professionals, have a unique public trust. As a part of this trust, parents of individuals with exceptionalities and the community reasonably expect that special educators are prepared to practice safely and Response effectively. The CEC standards are subject to a rigorous, evidence based validation process involving practicing teachers and teacher educators. Through these standards, CEC provides preparation programs the opportunity to demonstrate to the public that their candidates master validated knowledge and skills. This demonstration involves an evidence based program review conducted by professionals in the field. CEC has recognized hundreds of preparation programs as having demonstrated that their graduates have mastered the knowledge and skills for entry to the special education profession and for advanced practice. (CEC Board , 2002)

We have a master’s degree program in special education that is designed for 3. Quest special education credentialed teachers to advance their knowledge in special ion education. Must this be program be submitted for program review under the NCATE accreditation process? If so, what standards should be used? NCATE no longer requires faculty to submit programs for the advanced preparation of teachers in the same discipline in which they were previously trained. This guideline does not apply to programs that prepare “other school Response personnel.” Advanced teaching programs will continue to have the option to seek national recognition if they so choose. However, CEC expects faculty to submit all programs for CEC program review.

4. Questi What does CEC consider a preparation program? on A combination of courses and experiences that lead to a state professional Response credential or professional certificate is a preparation program.

5. Questi Should faculty prepare an initial program report for a post-baccalaureate on program required for an initial special education endorsement? 0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 3 of 15 Yes, it is a special education preparation program using the Initial CEC Response Preparation Standard as informed by the appropriate specialty set(s).

6. Questi Has CEC developed standards for advanced degree programs in Special on Education? CEC has developed advanced standards for preparation programs in a variety of areas. CEC advanced standards are for preparation programs preparing Response special education candidates for advanced roles. For example, a special education teacher who would like to advance to a special education administrative position.

We are in the process of writing program reports for initial program 7. Questi recognition. Do we need to submit a program report for our post- on baccalaureate special education endorsement program? A sequence of courses and experiences designed to lead to a state credential, e.g. license, certificate, endorsement, is a preparation program, and a program report should be submitted for CEC Professional Recognition. Response In addition, preparation programs designed to lead to a specific certificate from the university or program, e.g. special education technology specialist, is also a preparation program, and a program report should be submitted for CEC Professional Recognition.

We license students in intense interventions at the graduate level. Our first question is whether the program is an initial or advanced program. Many of our graduate students enter the mild/moderate Master of Education in Special Education for initial licensure. While we do have a Master of Education in Special Education for intense interventions, approximately 95% of our students take the coursework at the same time as they complete their mild/moderate degree. As a result, the intense intervention program has become an endorsement or additional licensure under the mild/moderate program. Students only have to take additional three courses and 8. Questi practica in intense special education interventions while completing the mild/moderate on program to receive their additional licensure in intense intervention. Since students cannot earn their intense interventions licensure without first having the coursework in the special education mild/moderate program, my sense is that the intense interventions program would be an advance degree. If students complete three additional courses plus practica experiences as part of the initial degree program in mild to be licensed also in special education intense, do we submit a separate program report for the special education intense program? If so, would the special education intense program report be at the initial or advanced level? The two special education programs are designed to lead to two initial special education credentials. Response The special education intense interventions program is an additional initial special education program that leads to a separate and initial special education credential and should be submitted as such.

HOW MANY PROGRAM REPORTS (RETURN TO TOPICS) Our program offers two licensure tracks (Ages 0-8 and Grades 4-12) and 9. Questi although some or most assignments are the same for both tracks, should on faculty submit two program reports? Response If the programs prepare candidates for two different credentials, there are two programs.

We have a certificate program and then candidates may take several extra 10. Questi courses and get a masters degree, so that all candidates get the certificate on program, but not all matriculate to the master’s degree. We do expect programs at different levels (like UG and PB) to have a row in PRS for each level, but since we link them together, they really only have to submit the first report (with data disaggregated for each level) and then go through the linking maneuver to copy everything in the second row. Response In this situation, the faculty is submitting a certificate program for review. Nothing in the additional courses is required to meet the major elements of the CEC Preparation Standards as informed by the appropriate specialty set(s), so in this case only submit a program report for the certificate program.

We have one M.Ed. program for early childhood teachers who want to get a special education certification and another M.Ed. program for secondary teachers to get special education certification. 11. Quest In order to submit one report that includes both of these programs, do they ion have to use exactly the same assessments? That is my understanding. So if they have different assessments, they will need to do two separate reports. They have asked if they can submit one combined report, so I want to be sure I understand this correctly. If the two preparation programs lead to an identical special education teaching credential, e.g. pre-k through 12, it is possible in theory to have identical program assessments that cover the entire range. Response However, the University has two preparation programs, i.e. for early childhood teachers and another for secondary teachers, reflecting the faculty recognition that the program assessments for the two programs should address different age groups, educational issues, contexts, etc. Thus, the two preparation programs should be documented in two program reports.

ALIGNING PROGRAM ASSESSMENTS AND MAJOR ELEMENTS OF THE CEC

PREPARATION STANDARDS (RETURN TO TOPICS) 12. Questi Must program reports provide evidence that program candidates master the on major elements of the CEC Preparation Standards? CEC requires that a preponderance of the evidence establish that the assessments align with the major elements of the CEC Preparation Standards Response as informed by the appropriate specialty knowledge and skill set(s) and that program candidates master the major elements in CEC Preparation Standards as informed by the appropriate specialty set(s).

If a specific performance assessment aligns with multiple CEC Preparation 13. Questi Standards, should every CEC Preparation Standard addressed be identified or on the major alignments? Response The program faculty may use either approach so long as the major elements of the CEC Preparation Standards are sufficiently addressed in the overall report. However, the program faculty is encouraged to align the performance assessments in a thoughtful and substantial manner. Assessments that demonstrate superficial alignment do not provide strong evidence of alignment with the major elements in the CEC Preparation Standard as informed by the 0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 5 of 15 appropriate specialty set(s).

14. Questi What are the major elements of the CEC Preparation Standards? on The bolded phrases in the CEC Preparation Standards are the major Response elements.

15. Questi Is the language to align to the “major elements” of the CEC Preparation on Standards a new requirement? No, the language to align to the “major elements” of the CEC Preparation Standards is not a new requirement? It is further clarification of the expectation that program reports will clearly and convincingly provide Response evidence that program assessments align to the “shaded areas” or major elements of the CEC Preparation Standards. CEC has chosen to use this language in anticipation of the use of the “major elements” terminology by NCATE. It is intended as helpful clarification. CEC PREPARATION STANDARDS INFORMED BY K&S SPECIALTY SETS

(RETURN TO TOPICS) What does “informed by the appropriate specialty knowledge and skills set 16. Questi mean? Should the program report explicitly refer to specific CEC Knowledge on and Skills Specialty sets or items? The major elements of the CEC Preparation Standards as informed by the appropriate specialty knowledge and skill set is to be reflected in the program’s assessments, rubrics, and data. This means that every program must demonstrate alignment to the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s) whether the program uses the Initial or Advanced Content Standards. Without being informed by the appropriate specialty knowledge and skills set, every special education preparation program would look the same. Since this is not the case, knowledge and skills specialty sets differentiate programs. Programs can assure that the assessments, rubrics, and data are informed by Response the appropriate specialty area in a variety of ways, but the most meaningful way is to assure that performance levels within rubrics demonstrate the use of the appropriate specialty knowledge and skill set(s). There is no requirement or expectation for explicit or complete correspondence between the items in a specialty set with assessment items, and reviewers do not look for this level of correspondence. Likewise, reviewers do not expect that programs use the exact wording of the knowledge and skills within the rubrics. However, it is expected that the appropriate specialty knowledge and skill set is used in designing assessments and rubrics.

Do program reviewer references to “CEC Standards” pertain to the ten Initial 17. Questi or six advanced CEC Preparation Standards rather than the CEC Knowledge on and Skill Specialty sets? Response CEC Program Reviewers use the major elements of Initial or Advanced CEC Preparation Standards as the organizing focus for their review, and their references to “CEC Standards “are to the CEC Preparation Standards. However, the reviewers will look for clear and convincing evidence that the CEC Preparation Standards as informed by the appropriate specialty set(s) are reflected in the assessments, rubrics, and data. They judge whether the content in the assessments is aligned to the major elements of the CEC Preparation Standards based on the appropriate specialty set(s) and they may refer to the CEC specialty sets, for example in finding that an assessment in two programs are not sufficiently differentiated. There is no expectation for explicit or complete correspondence between the items in a knowledge and skill set with assessment items and reviewers do not look for this level of correspondence.

18. Questi Where does the program report document how the specialty set informs the on major elements of the CEC Preparation Standards? CEC does not require program reports to cite specific specialty set items. However, program reviewers are instructed to assure clear and convincing evidence that the specialty set informs the major elements of the CEC Preparation Standards in the assessments, scoring guides, and Section 1 narratives. Program faculty assures that the content, populations, vocabulary, concepts, settings, and issues from the specialty Assessment Response set are used throughout the assessment items and components. Program faculty assures that the content, populations, Scoring vocabulary, concepts, settings, and issues from the specialty Guide set are used throughout. Program faculty describe how the assessment addresses the Section I specialty set specific content, populations, vocabulary, Narrative concepts, settings, and issues.

19. Questi How should the program report refer to specific CEC Knowledge and Skills? on CEC Program developers use the major elements of the Initial or Advanced CEC Preparation Standards as the organizing focus for their program reports, and references to “CEC Standards “are to the CEC Preparation Standards. There is no requirement or expectation for complete or explicit Response correspondence between the items in a specialty knowledge and skill set and assessment items. Reviewers are trained not to look for complete or explicit correspondence between the items in a specialty knowledge and skill set and assessment items.

20. Questi Where are CEC Preparation Standards on Initial and Advanced CEC Preparation Standards along with the specialty Knowledge and Skill Sets can be found in What Every Special Educator Must Know, and on the CEC Professional Standards website. Response CEC has developed a flowchart that will guide you to the appropriate specialty K&S set(s). If you still have questions after consulting the flowchart, please contact [email protected]

21. Quest Which Specialty Set(s) is appropriate for which programs? ion Appendix 2 of the Sixth edition of What Every Special Educator Must Know… Response has a flowcharts that should help you identify the appropriate Specialty Set(s) 0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 7 of 15

What K&S Set(s) should a program preparing candidates for an initial 22. Questi multicategorical special education credential use to inform the major on elements of the CEC Preparation Standards In reality, multicategorical programs prepare candidates for work with some set of categories and severity levels of disabilities. However, CEC had developed the knowledge and Skill Specialty sets for Individualized General Curriculum programs and for Individualized Independence Curriculum Response programs. A K&S Set Flowchart will guide you to the appropriate specialty K&S set(s). If you still have questions after consulting the flowchart, please contact [email protected]

PREPONDERANCE OF THE EVIDENCE (RETURN TO TOPICS) 23. Questi What does CEC mean by “a preponderance of the evidence” for the major on elements of the CEC Preparation Standards? “Preponderance of evidence” is a standard of proof indicating that the mass or bulk of the evidence is clear and convincing, as opposed to the more rigorous “beyond a reasonable doubt” standard. A preponderance of evidence cannot be reduced to a simple quantity, i.e. 75%. It is a reasoned judgment by a set of collegial reviewers and auditors based on the evidence presented that the mass or bulk of the evidence is clear and convincing. CEC program reviewers use the “preponderance of the evidence” standard with each of the CEC Preparation Standards as informed by the appropriate specialty set(s). Using a preponderance of the evidence standard, the reviewer judges whether the mass or bulk of the evidence in the report for each CEC Preparation Standard is clear and convincing. Response In order to determine that a program aligns to preponderance of the major elements of a CEC Preparation Standard, the reviewers judge whether the mass or bulk of the pieces of evidence presented in the program report are clear and convincing that the program assessments align with a preponderance of the major elements of the respective CEC Preparation Standard as informed by the appropriate specialty set(s); and that the program data clearly and convincingly demonstrate that the program candidates are mastering a preponderance of the the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s). For a program report to receive a “Recognized” decision overall, the reviewer must find that every CEC Preparation Standard is “Met”.

FIELD EXPERIENCE 24. Quest Does the CEC Field experience standard specify a required number, duration, ion and hours of field experiences The CEC standard for field experience standard does not specify a required number, duration, and hours of field experiences. However, the standard requires preparation program faculty with their school Response partners to have designed, implemented, and evaluated field sequential and developmental experiences and clinical practica sufficient for prospective special educators to develop and apply knowledge, skills, and dispositions essential to the roles for which they are being prepared. We are developing an initial special education certification program at the post baccalaureate level. In this state the special education credential is an “add on” to an existing teacher license (e.g. elementary education). The State does 25. Questi not require candidates to complete a full semester of clinical teaching. Are on these candidates, required to complete field placements in special education settings? Can they do structured field assignments with supervision within their own classroom or school? The CEC standard for field experience does not have a specific semester, hour, or week requirement. However, the standard requires preparation program faculty with their school partners to have designed, implemented, and Response evaluated field sequential and developmental experiences and clinical practica sufficient for prospective special educators to develop and apply knowledge, skills, and dispositions essential to the roles for which they are being prepared.

Our program candidates are general education licensed teachers seeking a special education credential. The majority currently teach special education 26. Questi while taking classes. Will a variety of experiences demonstrating teaching, on assessment, working with families, experience with low to high incidence disabilities, etc. meet the field experience requirement? The CEC Field Experiences and Clinical Practice Standard focus on the kinds of experiences provided, and no longer have a requirement for a specific number of hours or weeks. However, CEC acknowledges practica as an essential part of preparation. The Field Experiences and Clinical Practice Response Standard requires that programs provide appropriate practicum experiences to ensure that candidates are prepared through sequential and developmental experiences and clinical practica sufficient for prospective special educators to develop and apply knowledge, skills, and dispositions essential to for safe and effective practice in the roles for which they are being prepared

27. Questi Does supervised experience include BOTH a cooperating teacher/certified on special education specialist AND a university supervisor? Although CEC has not put this in writing as a requirement, it only makes sense that a team does the supervision. If you have another case that makes sense Response as described in the narrative, it will depend on whether the reviewer finds the evidence clear and convincing.

Our state’s license, and therefore our preparation program in mild/moderate 28. Quest disabilities is K-12. Does the CEC field experience standard require ion candidates to have field experience at multiple grade levels? The standard requires preparation program faculty with their school partners to have designed, implemented, and evaluated sequential and developmental experiences and clinical practica sufficient for prospective special educators to develop and apply knowledge, skills, and dispositions essential to the roles for which they are being prepared. Response Since the preparation program in mild/moderate disabilities prepares candidates for K-12 levels, it would be incumbent on the program to have clinical sites at these levels available and to use procedures that ensure candidates have clinical experiences in a variety of these levels. 0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 9 of 15

ASSESSMENT EXAMPLES (RETURN TO TOPICS) 29. Questi Does CEC have examples of well-developed assessments? on Response NCATE has examples at their “assessment library” website.

USING COURSE GRADES & GPAS (RETURN TO TOPICS) 30. Questi Does CEC have guidance or examples of how GPA data can be used as an on assessment of content? It would be necessary for the program report to contain  A thorough description of the assessment content and context,  A clear description of how the assessment content aligns with the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s),  The performance oriented rubric used to determine performance Response levels, and  The results of the assessment aggregated to the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s), A single global measure such as a grade point average makes it impossible for the program report to address the above information. See Guidance on Using Course Grades in Program Reports for more information.

31. Questi Does CEC have guidance for course grades used as an assessment of on content? To be used in this way, course grades would need to afford reviewers the information necessary to determine whether the assessment is sufficient and how well the candidates performed on the assessment. That information is:  A thorough description of the assessment content and context,  Its alignment with the major elements of the respective CEC Preparation Standard as informed by the appropriate specialty set(s),  The performance oriented rubric used to determine performance Response levels, and  The data from the assessment aggregated to demonstrate candidate mastery of the major elements of the CEC Preparation Standard(s) to which it is aligned. The results must also provide meaningful data for program analysis and improvement. See Guidance on Using Course Grades in Program Reports for more information.

If special education courses are aligned with the CEC Preparation Standards, 32. Questi can these course grades be used as assessments in program reports to on indicate candidate mastery of standards? Response Course grades routinely do not provide program reviewers the information necessary to determine whether the assessment is sufficient and how well the candidates performed on the assessment. That information is:  A thorough description of the assessment content and context,  Its alignment with the major elements of the respective CEC Preparation Standard as informed by the appropriate specialty set(s),  The performance oriented rubric used to determine performance levels, and  The data from the assessment aggregated to demonstrate candidate mastery of the major elements of the CEC Preparation Standard(s) to which it is aligned. The results must also provide meaningful data for program analysis and improvement. See Guidance on Using Course Grades in Program Reports for more information.

Does CEC accept course grades for the content based assessments, if you do 33. Questi not have the requirement of a State licensure test? If not, what are some on ways to assess this that have been used by other schools? If the State does not provide an external comprehensive exit exam that addresses the 10 Initial or six Advanced CEC Preparation Standards, faculty will need to identify another assessment that does provide for this data. The question is how much does the assessment data tell you about candidate Response mastery of the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s). It does not have to be a comprehensive exam. Examples of content assessments are portfolios, case studies, action research projects, and clinical practice assessments...

ASSESSMENT 1 (RETURN TO TOPICS) 34. Questi How do I show alignment of my state required test with the CEC Preparation on Standards? CEC Program Reviewers look for narrative in Section 1 describing the test and the alignments of the subparts of the test to the CEC Preparation Standards. Response Then they will look for data tables with aggregated candidate scores delineated into the test subparts for which scores are available.

The State does not require special education teacher candidates to pass a licensing exam (e.g. a Special Education Praxis II exam). However, the State requires all special education teacher candidates to pass an academic subject 35. Questi content area Praxis II test, and to complete a subject-matter content major on along with their special education major. Can program faculty use data from the State required academic subject matter Praxis II for assessment 1, or should the program require a comprehensive examination for Assessment 1? The State required Praxis II tests you refer to are not an appropriate test of special education knowledge mastery and would not demonstrate candidate mastery of major elements of the CEC Preparation Standard as informed by Response the appropriate specialty set(s). Faculty should use another assessment. It does not have to be a comprehensive exam. Some of the other kinds of content assessments to consider are portfolios, case studies, action research projects, and clinical practice assessments.

Are special education candidates required to pass a special education 36. Questi PRAXIS II exam, or is it sufficient for candidates to pass the Praxis II on Elementary Education content test (#0014) if the state requires it for highly qualified status? The referenced Elementary Education test does not align with the CEC Initial Content Standard as informed by the appropriate specialty set(s). If the State Response does not require a test of mastery of the special education appropriate specialty area, faculty should use another assessment for Assessment 1 in the program report.

37. Questi How do we show the relation to the CEC Preparation Standard as informed by on the appropriate specialty set(s) in the program report narrative for Section IV of the SPA report? 0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 11 of 15 In the CEC sample reports, a few reports use the Common Core Praxis II test for Assessment #1. Only one has any detail. The others have a paragraph explaining that the Common Core test measures Standards 1-3. Is the sufficient? The special education Praxis II tests 0353, 0542, 0544, and 0271 are aligned to major elements of the CEC Initial Content Standard as informed by the appropriate specialty set(s). The Praxis 0353 aligns to the Initial Common Core specialty knowledge and skill set. The Praxis 0542 aligns to the Individualized General Curriculum specialty knowledge and skill set. The Praxis 0544 aligns to the Individualized Independence Curriculum specialty knowledge and skill set. The Praxis 0271 aligns to the deaf and hard of hearing specialty knowledge and skill set. Response Program faculty should map the components of the test to the CEC Initial Content Standard as informed by the appropriate specialty set(s). Many program reports use a matrix showing the relationship of the test elements to the respective CEC Preparation Standard as informed by the appropriate specialty set(s). The subareas of the tests should be aligned to the CEC Preparation Standard as informed by the appropriate specialty set(s) to report overall scores and sub-area scores for candidates for each of data sets.

RUBRICS (RETURN TO TOPICS) Our program faculty is currently revising course assignment rubrics within our 38. Questi special education program. We use a 3-tier rank i.e. "Unacceptable", on "Acceptable", or "Proficient". With a range of points assigned to each of these categories. Routinely, reviewers look for whether the performance at "Unacceptable", "Acceptable", or "Proficient“ are clearly described on each scale. Response Assigning each of the three tiers with a range of scores is only acceptable as long as the ranges are sufficiently described and differentiated to make a reasonable level of inter-rater reliability possible.

Is there a place to upload the current artifact/rubric/data table as well as the revised ones that we created based on our feedback (to address reviewer’s 39. Questi concerns). In some cases we are not able to develop/refine our artifacts in on enough time to collect data on them for this semester, thus we would like to show the reviewers our revisions while still reporting data on our old form/rubrics. Response This is a software issue. Please refer to NCATE.

DATA (RETURN TO TOPICS) 40. Quest What data to include? ion Response All candidates who participate must be included in the data

41. Quest What guidance does CEC have for aggregating data so that it communicates ion to reviewers clearly? Response The answer is dependent on the context and type of data. The APA publication standards provide useful guidance for summarizing or aggregating data clearly. In addition, the data should display program candidate performance on the major elements for the respective CEC Preparation Standard as informed by the appropriate specialty set(s). If a single assessment is used to align with more than one CEC Preparation Standard, the data should be aggregated to display the performance of program candidates on each of the major elements of the respective CEC Preparation Standard.

42. Questi How many years of performance data are required in the Program Report? on Initial submission program reports must include data for at least 2 administration cycles of the assessments. In the case of state or national examinations that are given multiple times throughout the year, data from two university terms must be included Response Response to Conditions reports must include data from at least 1 administration cycle of the assessments beyond the data in the initial report. Under no conditions does NCATE require program reports to include data from more than three administration cycles of the assessments.

Our program is designed for candidates to add a special education credential by completing the first 18 hours of the program. Some candidates choose to 43. Questi complete a Masters degree. All the program assessments occur within the on first 18 hours of the program. Do we need to disaggregate the data to indicate those completing the Masters degree and those stopping after 18 hours? As long as the program assessments align to the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s) and the program data demonstrate candidates' mastery of the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s) Response there is no need to disaggregate program data. However, disaggregation may have implications for program improvement and program faculty might want to analyze the data for this.

Program faculty report data by rubric component and each rubric component addresses between 1 and 3 CEC Preparation Standard as informed by the appropriate specialty set(s). Some of our artifacts address more than one CEC Standard within the same component or section of the artifact (e.g., a 44. Questi component of the lesson plan may address both standards 5 and 7). on For each artifact and rubric, must the program report aggregate data by CEC Preparation Standard (e.g., we must say 80% of candidates passed standard 8 at the acceptable level)? Or can we say that the candidate passed that component which includes standard 5 and 7? For each assessment the program report must display aggregated data by CEC Preparation Standard and disaggregated to align with the major elements addressed. Response While a respective element of an assessment can address multiple standards, the evidence relating the element to each standard must be present and clear, when all of the assessments for a standard are reviewed.

Can a state mandated credentialing test be used as the sole or primary 45. Questi evidence of alignment with CEC Preparation Standard as informed by the on appropriate specialty set(s)? Response While state-mandated credentialing tests are needed for addressing the 80% cutoff, CEC does not accept state mandated credentialing test data as the 0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 13 of 15 sole or primary evidence of alignment with the major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s).

CEC STANDARDS ALIGNMENT WITH INTASC (RETURN TO TOPICS) CEC has aligned the CEC Initial Content Standards with the InTASC 46. Questi Standards. Is it sufficient to align our program assessments with InTASC on Standards? While the InTASC Teaching Standards and the CEC Preparation Standards are coordinated with each other, they are not identical. The InTASC standards describe the knowledge, skills, and dispositions that ALL teachers should possess. The CEC Preparation Standards describe the knowledge and skill that ALL special educators must possess as informed by the various specialty area sets. While there is considerable overlap between the standards, they are not identical Thus, it is not sufficient to address INTASC Teacher Standards. Special education preparation programs need to show special education knowledge and skill mastery. Response The alignment of the CEC Preparation Standards with the InTASC Standards was done to enable programs to be assured of coordination and to assist in programs that use the InTASC standards organization. This coordination should also make it convenient for program report developers to demonstrate the explicit alignment of their assessments with the major elements in CEC Preparation Standards. Since the review is a review of the program with CEC Preparation Standard as informed by the appropriate specialty set(s), it is incumbent on the program to make this alignment with the CEC major elements of the CEC Preparation Standard as informed by the appropriate specialty set(s) clear.

CEC PROFESSIONAL RECOGNITION OUTSIDE NCATE (RETURN TO TOPICS) 47. Questi Can our program obtain CEC professional recognition if our university’s on teacher education programs are not affiliated with NCATE? Yes, CEC Professional Recognition is available to any regionally accredited Response preparation program that prepares special education candidates for professional practice.

48. Questi What is CEC’s relationship to TEAC? on Currently the governing boards of both TEAC and NCATE have approved a merger of the two organizations. There will be a two year transition period, and there will be multiple options or pathways for accreditation. CEC will participate in the development of these alternatives. Meanwhile, CEC Professional Program Recognition is available to any TEAC Response accredited institution that prepares special education candidates for professional practice. Additionally, special education program faculty in institutions that have selected accreditation through TEAC should use in developing their inquiry brief.

CEC TECHNICAL ASSISTANCE (RETURN TO TOPICS) 49. Questi What technical assistance does CEC offer for program report developers? on CEC offers multiple levels of technical assistance, ranging from self-help materials, webinars, day-long workshops, individualized on-site support. Response Further information is available at the CEC Professional Standards Technical Assistance webpage. For more information contact CEC at 702 264 9469 or [email protected]

50. Questi How do I know if I am using the most current CEC Preparation Standards? on CEC maintains an active schedule in conducting validation studies of specialty knowledge and skill sets. The results are posted to the CEC professional Response standards website and are included in the next edition of What Every Special Educator Must Know: Ethics, Standards, and Guideline.

RECOGNIZED WITH CONDITIONS PROGRAM REPORTS (RETURN TO TOPICS) When submitting a response to conditions program report, should program 51. Questi faculty submit the entire report (original report) plus changes, or only submit on the components that specifically needed to be addressed (i.e., just the changes). The only required parts of the submission are those necessary to address the conditions indicated in the initial review. However, program faculty should submit ALL sections that might be impacted by the changes that are necessary, so that the subsequent reviewers have sufficient information to make an informed decision. For example, the original report might indicate Response that specific standards are not met and that assessments are not aligned with the major elements of CEC Preparation Standard as informed by the appropriate specialty set(s). If the assessments are revised to align with the major elements of CEC Preparation Standard as informed by the appropriate specialty set(s), then rubrics and data for those new assessments should also be submitted.

PROGRAM REVIEW REPORT LANGUAGE “RECOGNIZED WITH CONDITIONS” (RETURN TO TOPICS) 52. Quest Is there specific language program reviewers include in the decision to a ion “response to conditions” program report? Response Whenever a “recognized with conditions” program report has CEC Preparation Standards “not met” or “met with conditions”, the following language should be included in Part A. Recognition Decisions of program review reports. CEC Preparation Standards [insert the numbers here] were “not met” or “met with conditions.” For each the next program report must provide: 1. Section II and Section III tables; 2. Assessment descriptions and scoring guide/rubric for each of the program assessments that provide clear and convincing evidence of alignment to the major elements of the CEC Preparation Standard as informed by the specialty area knowledge and skills set(s); and 3. Sufficient performance data to demonstrate that program candidates master the major elements of the CEC Preparation Standards as informed by the appropriate CEC knowledge and skill set(s).

Whenever a “recognized with conditions” program report has the CEC Field Experience Standard “not met” or “met with conditions”, the following 0088ca672f97473b9db6584e3525af77.docx Revised 6/2/18 Page 15 of 15 language should be included in Part A. Recognition Decisions of program review reports. The CEC Field Experience Standard were either “not met” or “met with conditions” and the next program report must provide clear and convincing evidence that 1. Special education program candidates progress through a series of developmentally sequenced field experiences; 2. The preparation program uses procedures to maximize the range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which the program prepares candidates; and 3. Field and clinical experiences are supervised by qualified special education professionals.

Whenever a “recognized with conditions” program report has additional conditions, these should be added.

Teacher Performance Assessment (RETURN TO TOPICS) How does the development of the Teacher Performance Assessment (TPA) being developed by the Teacher Performance Assessment Consortium 53. Quest (TPAC) relate to Program Assessment 5: Assessment of Candidate's Impact ion on Student Learning? We have always embedded our program assessment 5 into student teaching, but it does not make sense to have it there in addition to the TPA. The TPA is still in development and piloting, so it is too early to address this question definitively. However, the TPA will address several of the major elements in the CEC Preparation Standards and should certainly be an appropriate choice for Program Assessment 5. CEC is currently working with TPAC to analyze TPA tasks and rubrics ass they Response align to the CEC Preparation Standards. Nevertheless, the use of the TPA in the state is likely to be high-stakes and summative. As such, your faculty may want to consider more formative alternatives earlier on the program, and these more formative versions could be incorporated into a Program Assessment 5 design to show learning growth in candidates’ knowledge and skills.

Since the TPA was developed in alignment with the CEC Preparation 54. Quest standards, have there been conversations between CEC and the TPAC to ion address the issue of what represents a reasonable amount of data collection for our initial certification programs? The inclusion of the TPA as a program assessment per se should not influence Response the amount of data required of preparation programs.

55. Quest ion Response