intasc and cec standards

Explore a directory of partners who provide products, services, or programming supporting your work and career. 2008), Core Principle #1 Both general and special education teachers have command of the subject matter. What are some examples of content assessments? Rubric indicators must focus on consequential attributes and must address increasing levels of functioning. Home CEC Professional Standards Cross-walks: Alignment of the CEC High Leverage Practices with the CEC Initial Practice-Based Professional Preparation Standards for Special Educators In July 2020, the CEC Board of Directors approved the CEC Initial Practice-Based Professional Preparation Standards for Special Educators. Programs in which candidates starting the program do not have a special education licensure, even if they hold a general education licensure, should use the Initial Preparation Standards in program development, assessment development, and rubric design and in preparation of the CEC/CAEP program report. DOWNLOAD PDF Download the Initial Preparation Standards with full research explanations. A breif summary of the standards follows. Create and support partnerships between preparation programs and local communityz., CEC: The teacher has obtained full state certification as a special education teacher (including certification obtained through alternative routes to certification), or passed the state special education teacher licensing examination, and holds a license to teach in the state as a special education teacher. As part of the process of updating the InTASC Model Core Teaching Standards, InTASC commissioned a review of research from 1990 to 2011 on the main topics addressed by the standards. content knowledge and foster collaborative skills of new and veteran teachers. I will include this in my teaching and reflection as well. 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. In development of rubrics and levels of performance is there a given set of preferred levels or tier ranking? Rubric indicators must be descriptive and reflect increasing higher level functioning at the given tiers/levels. The International Society for Technology in Education (ISTE) standards offer competencies for teaching, leading, and learning in the digital era. How is it determined which knowledge and skill set(s) are appropriate to a given program? (InTASC 3,7,8/CEC 2, 5) Data by individual is not an acceptable format in which to submit data. The elements address the depth and breadth of the given standard. All special education programs that culminate with program completers receiving a credential/license/certificate to provide special education services to individuals with disabilities and their families should be designed to meet the CEC Standards and elements as informed by the appropriate knowledge and skill set(s). (INTASC, 2008) Both general and special education teachers understand how,and can effectivelyteach, content to students with disabilities. The edTPA is NOT aligned to the Initial Common Specialty Items or any of the Initial Specialty Set knowledge and skills sets. The edTPA if used within the parameters of its standardization and copyright may be used as an initial program assessment but it is not an appropriate advanced program assessment. In using a knowledge and skill set to inform the CEC Standards and elements should both the Common Specialty Items and the Specialty Set knowledge and skills be used? Indicator language should focus on candidate performance, demonstration of what they know (knowledge) and are able to do (skills). There are 10 standards. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Candidate performance data must demonstrate that candidates are meeting the performance expectations as delineated in the Standards and elements as informed by the appropriate knowledge and skill set(s). What constitutes a program for purposes of submission through the CEC/CAEP specialty program review process? A thorough description of the content and context for the grades being used. Any assessment that focuses on candidates demonstration of content knowledge across standards is an appropriate content assessment. InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0. As a general rule, it is better to submit more rather than less as the more information and evidence provided the more the reviewer has to use to determine Standards and elements are met. It is further clarification of the expectation that program reports will clearly and convincingly provide evidence that program assessments align to the Standards and major elements of the CEC Preparation Standards. As a res, Research suggests that most people tend to 1) seek out information that might challenge, or disconfirm, their pre-existing beliefs 2) seek out information that agrees with, or confirms, their pre-exis, This is a lab for weak acids, bases. At each level of performance what the candidate demonstrates (knowledge and skills) must be described and well defined. The CAEP Standards are Standards that must be met across Educator Preparation Programs (EPP) in a given institution. learners to develop deep understanding of content areas and their connections, and Our department's The program report must provide clear and convincing evidence that candidates progress through a series of developmentally appropriate and sequenced field experiences with individuals with disabilities across the full range of ages, disability categories and severity, with collaborative opportunities appropriate to the licensure/certification and roles for which candidates are being prepared. If a portfolio is used ALL candidates must submit the same set of artifacts. The content of the Specialty Knowledge and Skill set(s) is what differentiates program assessments. In an Option A (1) program report this assessment must be the #4assessment. Furthermore, teachers must work cooperatively with professionals that maintain the health and well-being of children with special needs (CEC, 2015). As with portfolio assessments, programs may use one of the tasks and the scores for it as an assessment, or the entire edTPA. I want this job but the manager hasn't offered it to me yet. In the case of state or national examinations that are given multiple times throughout the year, data from two academic terms or aggregated by years must be submitted. Address the following in a 250-500 word analysis: Compare the InTASC standards to the CEC standards to identify at least two common themes. I,II,III,IV) CEC Standards 2,3,5,6,8,9,10 D. Compare and contrast findings from current research on perception, attention, cognition, consciousness, brain A program cannot be Recognized without data. There are seven CEC Preparation Standards with twenty-eight key elements. CEC, INTASC, and the NCLB High Quality Teacher Standards. Course Title SPD 500 Uploaded By ohmygoshani Pages 3 This preview shows page 1 - 2 out of 3 pages. Artifact: Last Updated: intasc and cec standards - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. InTASC is separated into ten standards, while CEC is divided into seven standards. If the proprietary test is a pen and pencil test then the data may provide evidence of candidate knowledge but it will not provide meaningful evidence of candidate demonstration of skills. Interstate Teacher Assessment and Support Consortium (InTASC) is a resource for ongoing teacher development established by the Council of Chief State School Officers (CCSSO). Those seeking more complete information An alignment chart reflecting the alignment of the edTAP to the CEC Standards and elements is provided on the CEC web site. Box 172880Bozeman, MT 59717-2880, Telephone: (406) 994-6786Email:[emailprotected]. for example: NaHCO3+ H2O > NaOH + H2CO3 and so on. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. revised in 2018. If the prior decision was Further Development or Not Recognized a revised and complete (all parts) Option A (1) report is required. For example, programs may use all of Task 1, Planning for Instruction, and the associated data, OR the entire edTPA, but may not use both the full edTPA and a discrete task nor can the tasks be individually used to constitute more than one of the programmatic assessments included in the program submission. for student learning, to collaborate with learners, families, colleagues, other school All rights reserved. These standards provide a gauge against which to measure improvement in foreign language education practice. This question was created from Communication plan .docx. 84 0 obj <>stream To submit a report, CAEP should be notified of the intention to submit program reports. Standard #3: Learning Environments - The teacher works with others to create environments that support individual and Course Hero is not sponsored or endorsed by any college or university. The CEC Standards and elements are rich with significant breadth and depth and are interrelated. Explain how these themes are represented in each standard set and how they relate to the knowledge, skills, and values of effective teachers. Under each page, included is the INTASC standard and the CEHS dimensions of teaching. If the programs prepare candidates for two different credentials or grade levels, two discrete program reports are required. The first submission of a program report must include data for at least 2 administration cycles for each assessment generated by the assessment and rubric included in the report. The data should also be disaggregated by rubric indicator. CCSSO, through its Interstate Teacher Assessment and Support Consortium (InTASC), is pleased to offer this set of combined resources that both define and support ongoing teacher effectiveness to ensure. CAEP provides for linked program reports. Field experiences must be supervised by qualified professionals, and program faculty should be involved in supervision and evaluation of field experiences. However, CEC expects program reports to provide clear and convincing evidence that the content of the appropriate specialty set(s) is used in the design of field experiences, assessments, rubrics and scoring guides, and Section I narratives. It is incumbent on the program to demonstrate this alignment in apparent ways in the program report submitted. Expert Answer 100% (1 rating) The InTASC standards describe the knowledge, skills, and dispositions that ALL teachers should possess. How do we access the CEC Preparation Standards and elements and the knowledge and skill sets? If the program results in candidates not getting the same credentials upon program completion then separate reports reflecting the program, field experiences, assessments, rubrics and data for the candidates earning each is required. Can a program be recognized by CEC outside of the CAEP processes? Alignment with InTASC Standards 10 Alignment with CEC High-Leverage Practices 12 Key Elements of Standards Sets 17 Cross-Cutting Themes 18 Differences from the 2012 Standards 19 . Assessment #1 and 2 are both expected to be content assessments when programs are submitting Option A (1) program reports. Can a state-mandated credentialing test or the edTPA be used as the sole or primary evidence of alignment with CEC Preparation Standard as informed by the appropriate specialty set(s)? Standard #1: Learner Development- The teacher understands how learners grow and develop, recognizing that patterns of the discipline(s) he or she teaches and creates learning experiences that make According to the expectations of the profession expressed in the InTASC standards, describe how teachers are expected to assume the responsibilities of improving practice and advancing the profession. If assessments and rubrics are aligned with the InTASC Standards and/or CAEP Standards is this sufficient alignment? If a performance assessment aligns with multiple CEC Standards and elements should the Section III chart reflect that assessment for each Standard? (Generally 2 tiers do not provide meaningful and usable data.) The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts to practice to meet the need of each learner. Education has remained a significant right for all individuals in the United States. According to the Council for Exceptional Childrens webpage, CEC professional preparation, standards define the specialized expertise educators must master for the safe and effective. The language of the indicators must focus on candidate performance and the knowledge and skills demonstrated not on the product or parts of the product. Further information is available at theCEC Professional Standards Technical Assistance webpage. InTASC STANDARDS 2011 Introduction Administrative Rule 67.1-02-02-02 requires all applicants for initial teacher licensure for in-state . The sequence of performance levels must be developmental from level to level with increasing expectations for each performance level. InTASC gives detailed implementation of standards, while CEC is instructional standards. If a program is focused on young children across disability categories which specialty knowledge and skill set(s) should inform the CEC Standards and elements? Interstate Teacher Assessment and Support Consortium (InTASC) is a resource for ongoing teacher development established by the Council of Chief State School Officers (CCSSO). A program cannot be Recognized without data for all assessments. Programs are encouraged to carefully consider all reviewer comments in the prior review and to contact the CEC Program Review Coordinator for guidance as to how to proceed in making programmatic and assessments changes needed to meet Standards and elements. CEC, INTASC, and the NCLB High Quality Teacher Standards, INTASC Core Principles: Core Principle #1 Both general and special education teachers have command of the subject matter. Items from CEC Standard 2, applied also at mid-point, reflect growth at program completion compared to midpoint with average scores at Target. Cite the CEC and InTAS C standards in your analysis. Rubric indicators must focus on consequential attributes and must address increasing levels of functioning. There are samples of performance-based assessments on both theCEC websiteand on theCAEP website. Effective July 1, 2012, all applicants in special education majors must . What changes in the workplace will happen in the next ten years? collaborative learning, and that encourage positive social interaction, active engagement Two of the knowledge and skill set(s) are across categories and severity ranges: Individualized Independence Curriculum (IIC) and Individualized General Curriculum (IGC) knowledge and skill sets. (INTASC Core Principles #2 and #3). The program review process is an evidence-based program review process. These topics include instruction, assessment, teacher knowledge, learning environment, technology, planning and reflection, and teacher collaboration. Is alignment of rubric indicators to specific CEC Knowledge and Skill Specialty sets items required? CEC offers multiple levels of technical assistance, ranging from self-help materials, webinars, day-long workshops, individualized on-site support. See CAEP Guidance (CAEP web site) on Using Course Grades in Program Reports for further guidance on use of grades.. Academics. Traditional and non-traditional programs, undergraduate, post-baccalaureate, certificate, licensure programs, masters programs and add-ons that prepare special education teachers and specialist, regardless of affiliation, location, or state licensure should be designed to align to CECs professional preparation standards and should provide the evidence the Standards and elements as informed by the appropriate knowledge and skill(s) in the submitted CEC/CAEP review process. Aggregated candidate scores and aggregated candidatesubtest scores are required to be submitted. For instance, two themes emerging from the two regulations include identifying individual learner developments and considering appropriate learning environments. (LogOut/ If the program report is submitted without the required sets of data can the program receive recognition?. CEC (2011) Standards mean Council for Exceptional children (CEC). If a program prepares professionals to provide special education services to young children and their families it must be informed by the specialty knowledge and skill sets: Early Childhood Special Education/Early Intervention, the Individualized General Curriculum (IGC) and Individualized Independence Curricula (IIC). Ball State University 2000 W. University Ave. Muncie, IN 47306 800-382-8540 and 765-289-1241, Interstate Teacher Assessment and Support Consortium (InTASC) Standards, Equal Opportunity and Affirmative Action Policy. Standard #4: Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures on others (learners, families, other professionals, and the community), and adapts According toThe Council of Chief State School Officers, "the Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers" (2016). The CAEP standards are not program specific. Data generated must be usable for purposes of assessing candidate performance, program improvement, and evidence the CEC Standards and elements as informed by the appropriate knowledge and skill set(s) are met. Evidence provided should demonstrate that candidates are able to apply critical concepts and principles of learner development (InTASC Standard 1), learning differences (InTASC Standard 2), and creating safe and supportive learning environments (InTASC Standard 3) in order to work effectively with diverse P-12 students and their families. A preponderance of evidence cannot be reduced to a simple quantity, i.e. To reach this goal, INTASC created 10 standards. The InTASC Standards is set-up to help guide students in efficient learning both, in and out of the class. If you have questions after consulting the flowcharts, please contactprostandards@exceptionalchildren.org. If no data was provided in the prior submission then 2 sets of data are required. (INTASC, 2008), their special education area of expertise and the content-specific pedagogy needed (INTASC, 2008, : Revise special education licensure and program approval standards to include academic, : The teacher has obtained full state certification as a special education teacher (including certification obtained through alternative routes to certification), or passed the state special education teacher licensing examination, and holds a license to teach in the state as a special education teacher. CEC standards emphasize that educators should be lifelong learners who should also engage in mentoring programs (CEC, 2015). For more detailed information about the InTASC Model Core teaching Standards: A resource for State Dialogue . Explore resources that CEC has developed for paraeducators and the teachers and Administrators who work with them. Performances 2(a) The teacher designs, adapts, and delivers Examples of content assessments, other than proprietary tests include: teacher work samples, IEPs, IFSPs, FBAs, and clinical practice assessments. INTASC Core Principles: " Core Principle #1 "Both general and special education teachers have command of the subject matter. If a program results in an advanced degree in special education but it does not result in licensure or an additional credential to perform in an advanced role in special education what Standards and elements should be used to design the program? decision making. Create a free website or blog at WordPress.com. Uploaded by api-310422729. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. We collect limited information about web visitors and use cookies on our website to provide you with the most optimal experience. Scribd is the world's largest social reading and publishing site. A linked report may be used if two or more programs use the same assessments and rubrics but each program results in differing licensure/certification. Standard #5: Application of Content - The teacher understands how to connect concepts and use differing perspectives I want this job, bu. profession. If a program completer will receive their first licensure in special education, that program is considered an Initial program and a program report should be submitted. addendum is aligned with the CEC Standards. The overall data must be accompanied by indicator and indicator performance level data. Best Answer Top Expert 500+ questions answered Careful consideration should be given to which Standards and elements the assessment reflects the more apparent alignment. Institutions can request that the CAEP program shells are linked. Linking provides the ability to submit the parts of the reports that are the same only once. The edTPA and the data may be used as supplementary evidence for meeting CEC Preparation Standards, butthe edTPA may not be used as the sole source of evidence for meeting any CEC Preparation Standard. Each level/tier must provide a description of expected candidate performance at this given level/tier for each discrete indicator. Technology is significant in facilitating student learning within a special education environment. According to the United States Department of Labor Occupational, special education teachers must work with students with learning, emotional, mental, or physical disabilities (Bureau of Labor Statistics, 2022). Recognition with Conditions reportsmust include data from at least 1 administration cycle of the assessments that has been generated by the rubrics included in the resubmission beyond the data in the initial report. For example, programs may use a lesson plan that is included in the portfolio as the planning assessment (#3 in Option A (1) and the generated data, OR the entire portfolio, but may not use both the portfolio and the lesson plan individually to constitute one of the programmatic assessments included in the program submission. If state licensure for an advanced role (for example, Diagnostician) does not require initial special education licensure and the program is designed to culminate in a credential to practice as a special educator in this role the program is required to demonstrate how it is assuring all program candidates meet the initial standards and elements in addition to the advanced standards and elements as informed by the specialty set of knowledge and skills. As with portfolio assessments, programs may use one of the edTPA tasks and the scores for it as an assessment or the entire edTPA but not both. It was adapted from the Compass-Complete Framework for Teaching . Positive Behavior Interventions and Supports (PBIS), Life Centered Education Transition Curriculum, Gifted Education Professional Preparation Standards, Early Interventionist/Early Childhood Special Educator Preparation Standards, Administrator of Special Education Professional Leadership Standards, Specialty Sets for Specific Practice Areas, Ethical Principles and Practice Standards, CEC Program Review and National Recognition, Resources for Programs Pursuing National Recognition, Group Membership Professional Development Package, Resources for Unit, Division, and Chapter Leaders, flowchart that will guide you to the appropriate standards, flowchart that will guide you to the appropriate specialty set(s), Selecting Specialty Sets for Initial Program Recognition, Selecting Specialty Sets for Advanced Program Recognition, CEC Professional Standards Technical Assistance webpage. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making. . (CEC. If a portfolio is used as an assessment are their specific requirements for its use? Given the program review is a review of the program evidence and specific to the candidates in that given program the assessments and evidence must align in apparent ways to the CEC Preparation Standards and elements as informed by the appropriate specialty set(s). Program reports must provide evidence of program alignment to the Standards and major elements of the CEC Preparation Standards as informed by the appropriate specialty sets. The sequence of performance levels must be developmental from level to level with increasing expectations for each performance level and the quality of the candidate performance. We would also like to offer a special thanks to all the InTASC Core Standards . How does the Teacher Education Programin the School of Education and Human Science (CEHS) at University of Nebraska Lincoln (UNL)respond to InTASC standards? If the assessments are not identical then individual program reports must be submitted for each program. Programs may use portfolio artifacts as assessments, or the entire portfolio but notboth. Take a moment to review the details of this assignment below and gather any necessary files. 56 0 obj <>/Filter/FlateDecode/ID[<65CAA5C88D9C878F67D84FC0DB626CB9><4984B838A9D1704686B78DE3BB646B73>]/Index[29 56]/Info 28 0 R/Length 123/Prev 166403/Root 30 0 R/Size 85/Type/XRef/W[1 3 1]>>stream (CCSSO, 2011). nonprofit organization of public officials who head departments of elementary and The only data set that reflects just the Program completers is the data set for the State test or other proprietary test required by the program for which date is reported for Assessment #1, Content Assessment. If a program is multicategorical across the severity range both would be used. in their own growth, to monitor learner progress, and to guide the teachers and learners Compare and contrast the strengths and weaknesses of formal and informal testing -- CF 1.1 (INTASC principles 1,2,7; LCET Standards IA, IIC, IIIA, IIIB; NCATE Standards I, III, VI; NBPTS Gen. While grades may be used specific parameters must be met. INTASC Standards A Community of Teachers (CoT) prepares teachers to empower individuals through creating personal How is it determined which CEC Standards, Initial or Advanced and which specialty knowledge and skill (s) should be used to design a program, develop assessments and rubrics? CEC document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); 9.Reflective Practice and ProfessionalDevelopment, Reflective Practice and Professional Development.
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