When designing the curriculum and courses for the special education major, the Initial Practice-Based Professional Preparation Standards for Special Educators, created by the Council for Exceptional Children (CEC) are used. Student learning outcomes for the program are the CEC standards: https://exceptionalchildren.org/standards/initial-
In the following chart, the CEC standards/student learning outcomes are paired with the courses and assignments used to assess the outcomes.
Specific Program Goals and Student Learning Outcomes Aligned with the CEC Initial Practice-Based Professional Preparation Standards for Special Educators
Standard Description UG Courses Assessment
Field
and
Clinical
Exp. Special education candidates progress through a series of developmentally sequenced field and clinical experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing. These field and clinical experiences are supervised by qualified professionals. EDS 473 US Observation and Disposition -EDS 473 Observation and Disposition-EDS 473
1 Engaging in Professional Learning and Practice within Ethical Guidelines: Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.
1.1
Candidates practice within ethical guidelines and legal policies and procedures. EDS 473 Field Experience Disposition- EDS 473
Specific Program Goals and Student Learning Outcomes Aligned with the CEC Initial Practice-Based Professional Preparation Standards for Special Educators
Standard Description UG Courses Assessment
1.2 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. EDS 365 EDS 570 EDS 572 Service Learning Reflection-EDS 365 Home Visit Project/ Family Support Project-EDS 570 Transition Plan – EDS 572
1.3 Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices. EDS 473 Lesson Plans-EDS EDS 473
2 Understanding and Addressing Each Individual’s Developmental and Learning Needs: Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities 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.
2.1 Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities. EDS 472 EDS 473 EDS 365 RTI Project – EDS 472 Lesson Plans- EDS 473 Mayerson Student Philanthropy – EDS 365
2.2 Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments. EDS 472 EDS 570 EDS 473 RTI Project – EDS 472 Home Visit Interview Home Visit Report Family Support Project-570 Lesson Plans and Field Placement-473
3 Demonstrating Subject Matter Content and Specialized Curricular Knowledge: Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
3.1 Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities. EDS 472 EDS 473 RTI Project – EDS 472 Lesson Plans and Observations-EDS 473
3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives. EDS 472 EDS 473 EDS 572 RTI Project – EDS 472 Lesson Plans and Observations-EDS 473 Secondary Lesson Plan – 572
Specific Program Goals and Student Learning Outcomes Aligned with the CEC Initial Practice-Based Professional Preparation Standards for Special Educators
Standard Description UG Courses Assessment
4 Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making: Candidates assess student’s learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
4.1 Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities. EDS 473 EDS 362 EDS 464 Field Placement-EDS 473 BIP Report- EDS 362 Assessment Report – EDS 464
4.2 Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services. EDS 464 Child Assessment Report
4.3 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. EDS 472 EDS 473 EDS 362 RTI Project – EDS 472 Field Placement and lesson plans- EDS 473 BIP Report – EDS 362
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 and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta/cognitive strategies to support and self-regulate learning.
5.1 Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual. EDS 472 EDS 473 EDS 362 RTI Project – EDS 472 Lesson Plans and Observations-EDS 473 BIP Report – EDS 362
5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning. EDS 472 EDS 473 EDS 362 Self-Correcting Activity Instructional Strategy Presentation RTI Project – EDS 472 Lesson Plans Observations – EDS 473 BIP Report - 362
5.3 Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear EDS 364 Dyslexia Assignment – EDS 364
Specific Program Goals and Student Learning Outcomes Aligned with the CEC Initial Practice-Based Professional Preparation Standards for Special Educators
Standard Description UG Courses Assessment what a learner needs to do or think about while learning. EDS 473 EDS 572 Lesson Plans and Observations- 473 Secondary Lesson Plan-572
5.4 Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group. EDS 473 Lesson Plans and Observations- EDS 473
5.5 Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual. EDS 473 RTI Project – EDS 472 Deposition, Lesson plans and Observations- EDS 473
5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual. EDS 472 EDS 473 RTI Project – EDS 472 Disposition, Lesson plans and Observations- EDS 473
6 Supporting Social, Emotional, and Behavioral Growth: 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.
6.1 Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities. EDS 473 EDS 365 Deposition- EDS 473, Lesson Plans, Observations- EDS 473 Classroom Management Plan Lesson – EDS 365
6.2 Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being. EDS 473 EDS 365 Disposition-EDS 473, Lesson Plans and Observations-EDS 473 Classroom Management Plan – EDS 365
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. EDS 473 EDS 362 Lesson Plans and Observations- EDS 473 BIP Project/Report – EDS 362
7 Collaborating with Team Members: 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.
7.1 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 EDS 322/323/324 EDS 472 IEP Handbook – EDS 322/323/324 IEP Role Play – EDS 472 PBL Community Resources Home Visit Report – EDS 570
Specific Program Goals and Student Learning Outcomes Aligned with the CEC Initial Practice-Based Professional Preparation Standards for Special Educators
Standard Description UG Courses Assessment and jointly address students’ instructional and behavioral needs. EDS 570
7.2 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. EDS 473 EDS 572 Disposition- EDS 473 Transition Plan - 572
7.3 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. EDS 570 EDS 572 Problem Based Learning Project Family Support Project- EDS 570 Transition Plan - 572
7.4 Candidates work with and mentor paraprofessionals in the paraprofessionals’ role of supporting the education of individuals with exceptionalities and their families. EDS 473 Disposition Para reflection Lesson Plan/Observation EDS 473
