Below are the Draft CEC Initial Standards as of May 30, 2018. Each Draft Standard includes the title of the Standard, a description of the Standard, and the components that make up the standard (the numbered list).

In developing this draft, the Standards Development Workgroup focused on performance-based behaviors we want to see from beginning special educators and worked within CEC and CAEP parameters to develop a concise, yet complete, document. As feedback is received, the Workgroup will make revisions. As drafts become more complete, supporting documents will be completed and additional feedback will be sought.

 

Learn more about the Standards Development process in this webinar, presented by the co-chairs of the Standards Development Workgroup.

Draft CEC Initial Preparation Standards (as of June 1, 2018)

DRAFT Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines

Candidates practice within ethical and legal guidelines; engage in ongoing self-reflection to design and implement professional learning activities; and advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity.

  1. Candidates practice within ethical guidelines and legal policies and procedures.
  2. Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds. 
  3. Candidates design and implement professional learning activities based on ongoing analysis of student learning, self-reflection, professional standards, research, and contemporary practices.

DRAFT Standard 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs

Candidates use their understanding of human growth and development, multiple influences on development, individual differences, and diversity to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high-quality learning experiences reflective of each individual’s strengths and needs.

  1. Candidates use their knowledge and understanding of how individuals grow, develop, and learn to plan and implement learning experiences and environments.
  2. Candidates use their knowledge and understanding of multiple influences on individual development and learning to plan and implement learning experiences and environments.
  3. Candidates use their knowledge and understanding of diversity, families and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.

DRAFT Standard 3: Demonstrating Curricular and Content Knowledge

Candidates use their knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities to plan, teach, accommodate, assess, and modify curricula based on the individual learner needs across all settings.

  1. Candidates use rigorous content standards for planning, teaching, accommodating, and assessing to individualize learning for individuals with exceptionalities across all settings.
  2. Candidates modify general and specialized curricula to make them accessible to individuals with exceptionalities in alignment with rigorous content standards.

DRAFT Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making

Candidates evaluate students to determine eligibility, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments instruction using technology as appropriate. Candidates evaluate students’ learning, behavior, and the classroom environment to evaluate and support classroom and school-based problem-solving systems of intervention and instruction.

  1. Candidates develop, select, and administer multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable, understanding their limitations, to determine eligibility.
  2. Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes, using technology as appropriate, to inform both short- and long-term planning and make ongoing adjustments to instruction.
  3. Candidates collaboratively select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based “problem-solving systems” of intervention and instruction for students with and without disabilities.

DRAFT Standard 5: Supporting Learning Using Effective Instruction 

Candidates use knowledge of individuals’ development, learning needs and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies; employ strategies to promote active engagement and increased motivation to differentiate instruction and support each individual; and use flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.

  1. Candidates use multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to plan and guide instruction to meet rigorous content goals for each individual.
  2. Candidates use effective strategies to promote active student engagement, increase student motivation, and enhance self-regulation of student learning.
  3. Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning academic and social-behavioral content.
  4. Candidates use multiple effective instructional practices that are culturally responsive, specialized as needed, using technology as appropriate, to accommodate diverse learning needs.
  5. Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.
  6. Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual.
  7. Candidates organize and manage specialized, individual instruction that is used to meet the learning needs of each individual.

DRAFT Standard 6: Supporting Social, Emotional, and Behavioral Growth

Effective candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.

  1. Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities.
  2. Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional and educational well-being.
  3. Candidates systematically use data from a variety of sources to identify the function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.

DRAFT Standard 7: Collaborating with Families, Paraprofessionals and Other Professionals

Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families. 

  1. Candidates utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavioral needs. 
  2. Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.
  3. Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families.

 

You can provide feedback on the Draft Standards and components using this link. Please provide your feedback by July 9, 2018.