Validation Study Resource Manual Develop proposal and plan/media/Files/Standards...1.0 Validation...

2010

COUNCIL FOR EXCEPTIONAL CHILDREN

PROFESSIONAL STANDARDS

2010

Validation Study

Resource Manual

YES

NO

YES

Document LiteratureEdit Proposed K&SDevelop Proposed K&S

COMPILING & EDITING

K&SS Edit Complete

NO

YESPrepare Final ReviewConduct Survey Submit Final Literature

SURVEYING & REVIEWING

K&SS Review

Complete

NO

YESPSPC submits Board Report

in consent agendaPSPC Set Approval

Announce Set to Field &

Post to WebInclude set in Redbook

APPROVAL & REPORTING

NO

PRELIMINARY PLANNING

PSPC Study

Approval

Designate Sponsor, Team,

Lead, & CollaboratorDevelop proposal and plan

PSPC Preliminary

Approval

1.0 Validation Studies Resource Manual v2.2

of 41

Manual is a guide to validation teams in understanding and using the CEC consensual validation process for identifying the professionally agreed upon specialized knowledge and skills to begin practice in either an initial or advanced special education specialty. The Validation Study Process can be conceptualized into four stages: planning, compiling, surveying, and approving. This manual hast the templates and materials to guide the validation study team.


of 41

Validation Studies Resource Manual

Introduction This manual is intended as a guide to validation teams in understanding and using the CEC consensual validation process for identifying the professionally agreed upon specialized knowledge and skills to begin practice in either an initial or advanced special education specialty.

Please note that any CEC member or recognized unit within CEC may recommend additions or amendments to the Knowledge and Skill Standards by submitting a request to the Special Assistant to the Executive Director for Professional Standards at CEC Headquarters.

The Validation Study Process can be conceptualized into four major stages. Each of these stages is briefly described and corollary materials for each are identified and provided in the appendices.

Preliminary Planning

Sponsor and Validation Team The process begins with some preliminary steps. Either the PSPC or a sponsoring CEC unit identifies the need for a validation study. During early discussions, the PSPC in collaboration with the sponsoring division will identify a small focused team and a facilitator to conduct the study.

Conceptual Background Paper & Study Plan The team will complete a conceptual background paper that includes the responsibilities of a beginning professional in the specialty, (appendix 1.1) and develop a draft for the plan (appendix 1.2). This plan is formally submitted to the PSPC and the PSPC will review the materials to assure they are complete and establish the need for the study.

External Partners In 2003 CEC began inviting external partners to collaborate in validation studies. External partners are professional associations with a direct connection to the specialty being studied. For example, CEC invited the National Association for Gifted Children to participate in the validation study for the K&S Set for teachers of individuals with exceptional gifts and talents. Likewise, CEC invited CLD to collaborate in the Learning Disabilities Specialist validation study. The process involves identifying an appropriate external partner and asking the CEC liaison to make contact with the external partner association to invite the association to collaborate. If an agreement is reached, it is documented in a written agreement.

Intentional Samples Another corollary task that can be initiated during the planning process is the identification of an appropriate and available intentional sample of individuals to respond to the survey later in the validation study. CEC selects intentional samples as opposed to random samples, to respond to validation study surveys. The use of an intentional sample allows the direct selection of individuals with appropriate backgrounds, experience, and knowledge of the specialty area.

PRELIMINARY PLANNING

PSPC Study Approval

Designate Sponsor, Team, Lead, & Collaborator Develop proposal and plan PSPC Preliminary

Approval


of 41

Compiling and Editing the Proposed Knowledge and Skills

Proposed Knowledge & Skill with Literature Report Draft In the Conceptual Background paper, the validation team identifies the responsibilities of a beginning professional in the specialty, and in this stage the team reviews sources to document the literature and identify the proposed knowledge and skills (appendix 2.1) that the team believes is essential for beginning safe and effective practice in the specialty to safely and effectively carry out the identified responsibilities..

Edit and Style Guidelines The team will also edit the proposed items consistent with the editing guidelines used by the K&S committee and submit the edited summary to the K&S committee (appendix 2.2).

Surveying and Reviewing the Proposed Knowledge and Skills

K&S Committee Edit Review Once the proposed items are edited and the literature is documented, the K&S Committee chair will schedule a review of the proposed items with the K&S committee. During this review, the K&S committee assures that editing style has been followed and the proposed items are ready for survey.

Surveying The survey is next posted electronically (appendix 3.1) and respondents are invited to participate in the survey as to whether from their perspective an item is essential for beginning safe and effective practice.

Analyzing Survey Results Once complete the survey results are analyzed (appendix 3.2) by the validation team to prepare for the next meeting with the K&S committee. At this meeting the participants consider each item in relation to the resulting survey data. There are no hard and fast criteria for inclusion or exclusion of items based on the data, but the participants consider the data and the validation team has the opportunity to explain why a specific item should remain. The resulting K&S set approved by the K&S committee is sent, along with the literature documentation, to the PSPC.

Approval and Reporting of the Knowledge and Skill Set

NO

YES PSPC submits Board Report

in consent agenda PSPC Set Approval Announce Set to Field & Post to Web Include set in Redbook

APPROVAL & REPORTING

NO

YES Prepare Final Review Conduct Survey Submit Final Literature

SURVEYING & REVIEWING

K&SS Review Complete

Document Literature Edit Proposed K&S Develop Proposed K&S

COMPILING & EDITING

K&SS Edit Complete


of 41

PSPC Oversight & Approval The PSPC will assure that procedures were appropriately followed and that the resulting set is ready. When the set is determined to be ready it is sent in the next PSPC report to the CEC Board who routinely accepts the set as an information item.

Appendices Appendix 1.1 Validation Study Plan Template

Appendix 2.1 Literature Report Template

Appendix 2.2 Proposed Initial K&S Set

Appendix 2.3 Proposed Advanced K&S Set

Appendix 2.4 Editing and Style Guidelines

Appendix 2.5 Proposed Initial Editing Template v1.0

Appendix 2.6 Proposed Advanced Editing Template v1.0

Appendix 3.1 Survey

Appendix 3.2 Survey Data Report

Appendix 4.1 Approved K&S Set

Appendix 4.2 PSPC Submitted K&S Set


of 41

Appendix 1.1 Validation Study Plan Template v1.2

Validation Study Plan For [Working title]

Introduction The Validation Study Team (validation team) is working through TED as an ad hoc committee of CEC’s Knowledge and Skills Committee to develop and validate professional standards for an [insert working position title here].

Sets of initial knowledge and skills that all special educators must possess have been developed, validated, and approved by CEC, addressing Foundations, Development and Characteristics of Learners, Individual Learning Differences, Instructional Strategies, Learning Evironment and Social Interactions, Language, Instructional Planning, Assessment, Pro0fessional and Ethical Practice, and Collaboration.

Sets of advanced knowledge and skills that all special educators must possess have been developed, validated, and approved by CEC addressing the areas of Leadership & Policy; Program Development & Organization; Research & Inquiry; Individual and Program Evaluation; Professional Development & Ethical Practice; and Collaboration at the advanced special education level.

In this validation study, CEC intends to identify the specialized knowledge and skills essential to safe and effective practice, along with documenting the literature supporting each knowledge and skill for the special education [insert working title here]

1. Sponsor(s)

2. Collaborator(s)

3. PSPC Approval Date:

Need for Special Education [insert working title] Extraordinary progress has been made over the last 25 years toward providing most students with disabilities an education in the general education classroom for much of the school day (McLeskey, Hoppey, Williamson, & Rentz, 2004; Williamson, McLeskey, Hoppey, & Rentz, 2006). However, many have questioned whether these inclusive programs have resulted in improved outcomes for students with disabilities (Fuchs & Fuchs, 1994; Kavale & Forness, 2000; McLeskey, 2007). What has become clear from research and commentary in the professional literature is that successfully implementing inclusive programs is a complex, demanding task that requires on-going support from highly skilled professionals. From our perspective, this task requires specialists who have high level knowledge and skills related to school change, collaboration, effective instruction and interventions, differentiated instruction, professional development, effective behavior management, and so forth. Persons in this role must see their work as integral to school reform. Basic preparation programs in special education do not provide teachers with the high level skills that are needed to work with general and special education teachers and other professionals in developing, implementing, evaluating, and supporting inclusive classrooms and schools. The validation team proposes Advanced Professional Standards for Inclusion Specialists to address this need.

Proposed Position Description: Responsibilities and Roles Special education X specialists are experienced special educators who work with both general and special education teachers and other professionals (e.g., principals, school psychologists,


of 41

behavior specialists) to ensure effective, inclusive programs are delivered for students with disabilities. These specialists will often be the point person who facilitates the development, implementation, evaluation, and on-going support for inclusive programs.

The critical roles relate to approaches to school improvement and systems change to develop inclusive programs; effective methods for collaboration and building learning communities within schools; effective instructional practices (e.g., evidence-based practices, differentiation of instruction); methods for evaluating the effectiveness (i.e., student outcomes) of all aspects of inclusive programs; and the delivery and evaluation of high quality, learner centered professional development.

References Sparks, S. & Mainzer, R. (2007). CEC Validation Studies Overview 2007. Arlington, VA: Council for Exceptional Children. [Insert references in APA here]

Validation Study Team1 CEC Division External Collaborators

1 Name

Institution Address

Office Phone

Mobile

Home

Email

2 Name

Institution Address

Office Phone

Mobile

Home

Email

3 Name

Institution Address

Office Phone

Mobile

Home

Email

4 Name

Institution Address

Office Phone

Mobile

Home

Email

5 Name

Institution Address

Office Phone

1 Provide names and contact information


of 41

Mobile

Home

Email

Proposed Timeline (Approximately 18 months)2

COMPLETE BY:CALENDAR

DAYSRESPONSIBLE

9/14/2010 14 1 Complete the Validation Study Plan with timelineVST Chair with

CEC Liaison

9/28/2010 30 2 Approve the Validation Study Plan PSPC

10/28/2010 30 3 Conduct external organization negotiation. CEC Liaison

11/27/2010 90 4Develop proposed knowledge and skill

statements and document the literatureVST

2/25/2011 15 5 Edit proposed knowledge and skill statements VST

3/12/2011 40 6Verify that the proposed knowledge and skill

statements are prepared appropriatelyK&SS*

4/21/2011 20 7 Identify sample for the surveyK&SS Chair with

VST Chair & CEC

Liaison

5/11/2011 15 8 Prepare survey CEC Liaison

5/26/2011 30 9 Conduct web-based survey. CEC Liaison

6/25/2011 7 10Submit results of the survey to the K&SS Chair

and the VST facilitator.CEC Liaison

7/2/2011 7 11Prepare to identify proposed validated knowledge

and skill statementsVST

7/9/2011 40 12Review & identify validated K&S Set with survey

data.K&SS*

8/18/2011 14 13Submit the proposed approved K&S Set along

with the literature base to the PSPCK&SS Chair

9/1/2011 30 14Determine appropriateness of VS procedures

and documents.PSPC Chair

10/1/2011 30 15Submit K&S Set as an information item to CEC

BoardPSPC Chair

ACTION

For questions and comments please contact: Richard Mainzer Professional Standards and Practice

2 Enter the projected end date only. All prior dates will automatically compute. Steps 6 and 12 are K&SS meetings in the April and October of each year.


of 41

Council for Exceptional Children 2900 Crystal Drive, Suite 1000 Arlington, VA 22202 703 264 9408 [email protected]

Appendix 2.1 Literature Report Template

CEC Knowledge/Skills Literature-Base Report Directions: For each proposed knowledge and skill item, use the three definitions to

document the references that are the basis of the body of knowledge. Place each of reference in the appropriate section, i.e. research-based, theory/literature-based, or practice–based. For a proposed item, do not list a reference in more than one section. Provide the full APA style reference. The boxes will automatically expand as needed.

For the next proposed item, copy and paste the format changing the standard number as appropriate. Repeat until all proposed items are completed. Begin on page 2. Insert appropriate coding consecutively for each proposed item. After the proposed items have been approved, the team will edit the coding and items as appropriate and remove this first page.

SAMPLE ONLY

Standard 1

Proposed Code Proposed Item

Research-based References

Theory-based References

Practice-based References

Definitions:

Research-based Research-based knowledge or skills are based on peer-reviewed studies that use appropriate research methodologies to address questions of cause and effect, and that researchers have independently replicated and found to be effective

Literature/theory-based: Literature/theory-based knowledge or skills are based on theories or philosophical reasoning. They include knowledge and skills derived from sources such as position papers, policy analyses, and descriptive reviews of the literature.

mailto:[email protected]


of 41

Practice-based Practice-based knowledge or skills are derived from a number of sources. Practices based on a small number of studies or nomination procedures, such as promising practices are usually practice-based. Practice-based knowledge or skills also include those derived primarily from model and lighthouse programs. Practice based knowledge and skills include professional wisdom. These practices have been used so widely with practical evidence of effectiveness that there is an implicit professional assumption that the practice is effective. Practice base knowledge and skills also include “emerging practice,” practices that arise from teachers’ classroom experiences validated through some degree of action research.


of 41

Date Set Title

Standard 1 Proposed Code Proposed Item




Standard 1

Proposed Code

Proposed Item





of 41

Appendix 2.2 Proposed Initial K&S Set


Standard 1 Foundations Knowledge

ICC1K1 Models, theories, philosophies, and research methods that form the basis for special education practice

ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation

ICC1K3 Relationship of special education to the organization and function of educational agencies

ICC1K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs

ICC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds

ICC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services

ICC1K7 Family systems and the role of families in the educational process

ICC1K8 Historical points of view and contribution of culturally diverse groups

ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them

ICC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school

Skills

ICC1S1 Articulate personal philosophy of special education

Standard 2 Development and Characteristics of Learners Knowledge

ICC2K1 Typical and atypical human growth and development

ICC2K2 Educational implications of characteristics of various exceptionalities

ICC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family

ICC2K4 Family systems and the role of families in supporting development

ICC2K5 Similarities and differences of individuals with and without exceptional learning needs


of 41

ICC2K6 Similarities and differences among individuals with exceptional learning needs

ICC2K7 Effects of various medications on individuals with exceptional learning needs

Skills

Standard 3 Individual Learning Differences Knowledge

ICC3K2 Effects an exceptional condition(s) can have on an individual’s life

ICC3K3 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development

ICC3K4 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling

ICC3K5 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction

ICC3K6 Differing ways of learning of individuals with exceptional learning needs, including those from culturally diverse backgrounds and strategies for addressing these differences

Skills

Standard 4 Instructional Strategies Knowledge

ICC4K1 Evidence-based practices validated for specific characteristics of learners and settings


of 41

Skills

ICC4S1 Use strategies to facilitate integration into various settings

ICC4S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs

ICC4S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs

ICC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments

ICC4S5 Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem

ICC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs

Standard 5 Learning Environments/Social Interactions Knowledge

ICC5K1 Demands of learning environments

ICC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs

ICC5K3 Effective management of teaching and learning

ICC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs

ICC5K5 Social skills needed for educational and other environments

ICC5K6 Strategies for crisis prevention and intervention

ICC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world

ICC5K8 Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage

ICC5K9 Ways specific cultures are negatively stereotyped

ICC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism


of 41

Skills

ICC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued

ICC5S2 Identify realistic expectations for personal and social behavior in various settings

ICC5S3 Identify supports needed for integration into various program placements

ICC5S4 Design learning environments that encourage active participation in individual and group activities

ICC5S5 Modify the learning environment to manage behaviors

ICC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments

ICC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs

ICC5S8 Teach self-advocacy

ICC5S9 Create an environment that encourages self-advocacy and increased independence

ICC5S10 Use effective and varied behavior management strategies

ICC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs

ICC5S12 Design and manage daily routines

ICC5S13 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences

ICC5S14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person

ICC5S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors

ICC5S16 Use universal precautions

Standard 6 Language Knowledge

ICC6K1 Effects of cultural and linguistic differences on growth and development

ICC6K2 Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages


of 41

ICC6K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding

ICC6K4 Augmentative and assistive communication strategies

Skills

ICC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs

ICC6S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language

Standard 7 Instructional Planning Knowledge

ICC7K1 Theories and research that form the basis of curriculum development and instructional practice

ICC7K2 Scope and sequences of general and special curricula

ICC7K3 National, state or provincial, and local curricula standards

ICC7K4 Technology for planning and managing the teaching and learning environment

ICC7K5 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service

Skills

ICC7S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs

ICC7S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members

ICC7S3 Involve the individual and family in setting instructional goals and monitoring progress

ICC7S4 Use functional assessments to develop intervention plans

ICC7S5 Use task analysis

ICC7S6 Sequence, implement, and evaluate individualized learning objectives

ICC7S7 Integrate affective, social, and life skills with academic curricula

ICC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences


of 41

ICC7S9 Incorporate and implement instructional and assistive technology into the educational program

ICC7S10 Prepare lesson plans

ICC7S11 Prepare and organize materials to implement daily lesson plans

ICC7S12 Use instructional time effectively

ICC7S13 Make responsive adjustments to instruction based on continual observations

ICC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions

ICC7S15 Evaluate and modify instructional practices in response to ongoing assessment data

Standard 8 Assessment Knowledge

ICC8K1 Basic terminology used in assessment

ICC8K2 Legal provisions and ethical principles regarding assessment of individuals

ICC8K3 Screening, prereferral, referral, and classification procedures

ICC8K4 Use and limitations of assessment instruments

ICC8K5 National, state or provincial, and local accommodations and modifications

Skills

ICC8S1 Gather relevant background information

ICC8S2 Administer nonbiased formal and informal assessments

ICC8S3 Use technology to conduct assessments

ICC8S4 Develop or modify individualized assessment strategies

ICC8S5 Interpret information from formal and informal assessments

ICC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds

ICC8S7 Report assessment results to all stakeholders using effective communication skills

ICC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs

ICC8S9 Create and maintain records


of 41

Standard 9 Professional And Ethical Practice Knowledge

ICC9K1 Personal cultural biases and differences that affect one’s teaching

ICC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs

ICC9K3 Continuum of lifelong professional development

ICC9K4 Methods to remain current regarding research-validated practice

Skills

ICC9S1 Practice within the CEC Code of Ethics and other standards of the profession

ICC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional

ICC9S3 Act ethically in advocating for appropriate services

ICC9S4 Conduct professional activities in compliance with applicable laws and policies

ICC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs

ICC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals

ICC9S7 Practice within one’s skill limits and obtain assistance as needed

ICC9S8 Use verbal, nonverbal, and written language effectively

ICC9S9 Conduct self-evaluation of instruction

ICC9S10 Access information on exceptionalities

ICC9S11 Reflect on one’s practice to improve instruction and guide professional growth

ICC9S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues

ICC9S13 Demonstrate commitment to engage in evidence-based practices


of 41

Standard 10 Collaboration Knowledge

ICC10K1 Models and strategies of consultation and collaboration

ICC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program

ICC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns

ICC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members

Skills

ICC10S1 Maintain confidential communication about individuals with exceptional learning needs

ICC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs

ICC10S3 Foster respectful and beneficial relationships between families and professionals

ICC10S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team

ICC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families

ICC10S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings

ICC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities

ICC10S8 Model techniques and coach others in the use of instructional methods and accommodations

ICC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs

ICC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds

ICC10S11 Observe, evaluate, and provide feedback to paraeducators


of 41


of 41

Appendix 2.3 Proposed Advanced K&S Set

Advanced Knowledge and Skill Set for xxx

Standard 1 Leadership and Policy

Knowledge

ACC1K1 Needs of different groups in a pluralistic society

ACC1K2 Evidence-based theories of organizational and educational leadership

ACC1K3 Emerging issues and trends that potentially affect the school community and the mission of the school

ACC1K4 National and State education laws and regulations

ACC1K5 Current legal, regulatory, and ethical issues affecting education

ACC1K6 Responsibilities and functions of school committees and boards

Skills

ACC1S1 Promote a free appropriate public education in the least restrictive environment

ACC1S2 Promote high expectations for self, staff, and individuals with exceptional learning needs

ACC1S3 Advocate for educational policy within the context of evidence-based practices

ACC1S4 Mentor teacher candidates, newly certified teachers and other colleagues

Standard 2 Program Development and Organization

Knowledge

ACC2K1 Effects of the cultural and environmental milieu of the individual and the family on behavior and learning


of 41

ACC2K2 Theories and methodologies of teaching and learning, including adaptation and modification of curriculum

ACC2K3 Continuum of program options and services available to students with exceptional learning needs

ACC2K4 Prereferral intervention processes and strategies

ACC2K5 Process of developing individualized education plans

ACC2K6 Developmentally appropriate strategies for modifying instructional methods and the learning environment

Skills

ACC2S1 Develop programs including the integration of related services for individuals based on a thorough understanding of individual differences

ACC2S2 Connect educational standards to specialized instructional services

ACC2S3 Improve instructional programs using principles of curriculum development and modification, and learning theory

ACC2S4 Incorporate essential components into individualized education plans

Standard 3 Research and Inquiry

Knowledge

ACC3K1 Evidence based practices validated for specific characteristics of learners and settings


of 41

Skills

ACC3S1 Identify and use the research literature to resolve issues of professional practice

ACC3S2 Evaluate and modify instructional practices in response to ongoing assessment data

ACC3S3 Use educational research to improve instruction, intervention strategies, and curricular materials

Standard 4 Individual and Program Evaluation

Knowledge

ACC4K1 Evaluation process and determination of eligibility

ACC4K2 Variety of methods for assessing and evaluating students’ performance

ACC4K3 Strategies for identifying individuals with exceptional learning needs

ACC4K4 Evaluate a student’s success in the general education curriculum


of 41

Skills

ACC4S1 Design and use methods for assessing and evaluating programs

ACC4S2 Design and implement research activities to examine the effectiveness of instructional practices

ACC4S3 Advocate for evidence based practices in assessment

ACC4S4 Report the assessment of students’ performance and evaluation of instructional programs

Standard 5 Professional Development and Ethical Practice

Knowledge

ACC5K1 Legal rights and responsibilities of students, staff, and parents/guardians

ACC5K2 Moral and ethical responsibilities of educators

ACC5K3 Human rights of individuals with exceptional learning needs and their families

Skills

ACC5S1 Model ethical behavior and promote professional standards

ACC5S2 Implement practices that promote success for individuals with exceptional learning needs

ACC5S3 Use ethical and legal discipline strategies

ACC5S4 Disseminate information on effective school and classroom practices


of 41

ACC5S5 Create an environment which supports continuous instructional improvement

ACC5S6 Develop and implement a personalized professional development plan

Standard 6 Collaboration

Knowledge

ACC6K1 Methods for communicating goals and plans to stakeholders

ACC6K2 Roles of educators in integrated settings

Skills

ACC6S1 Collaborate to enhance opportunities for learners with exceptional learning needs

ACC6S2 Apply strategies to resolve conflict and build consensus


of 41

Appendix 2.4 Editing and Style Guidelines

Editing and Style Guidelines Guidelines for Editing Proposed Knowledge and Skill Items3

1. Make items more general than detailed, but convey the knowledge or skill clearly. Use words judiciously.

2. Use simple active voice. 3. Eliminate redundant items, and combine closely related items. 4. If a skill clearly requires a related knowledge item, stating the knowledge item is

redundant and unnecessary. 5. Eliminate items that are redundant with a statement in the Initial or Advanced

Common Core. 6. Do not introduce knowledge items with verbs. 7. Avoid jargon and substitute a conceptual term rather than country specific legal

terms. 8. Identify the knowledge and skill but do not identify specific products or

interventions. 9. Do not use a list within an item unless there are only 2 or 3 items and those items

are inclusive. Avoid long and/or partial lists. Do not use “etc” or “…” 10. Do not use parenthetical information. 11. Do not use examples and e.g. phrases when the meaning of the statement is clear

without them. 12. Avoid qualifiers, such as “appropriate”. Selective use of “effective” or “effectively” is

acceptable when it is important to a given statement. 13. Use terminology consistently:

“Individuals with exceptionalities” rather than or student, child…. “Families” (rather than parents, caregivers…; “Child” may be appropriate in

items that focus on the family “Strategies” rather than methods, techniques… Individuals from diverse backgrounds, rather than “culturally and/or

linguistically diverse” backgrounds (See CEC policy on diversity terminology.) Laws and policies (not regulations, rules, guidelines, and so forth). Individuals from diverse backgrounds (rather than “culturally and/or

linguistically diverse” backgrounds) Stakeholders Paraeducators Nonbiased (rather than unbiased)

14. Write statements as to what a teacher does, not what a student learns or does. 15. Do not write statements for specific methods or strategies, e.g., the xyz learning

strategy or the xyz reading method. 16. Avoid qualifiers, such as “appropriate.” Selective use of “effective” or “effectively”

is permitted.

3 The K&S Committee is guided in general by APA writing style. The K&S committee uses the listed guidelines for additional style and editorial guidance.


of 41

17. Keep specificity level similar across statements. 18. Do not write statements to influence the content of other disciplines, 19. Do not duplicate NCATE basic standards.

Working Glossary

Collaboration Collaboration is the highest form of teamwork. In collaboration, teams set mutual goals, share tasks, and work together to assure outcomes are reached.

Families Families include a broad range of relationships across individuals with mutual concerns and intent to care for each other. These relationships include but go beyond biological ties. Family constellations take many forms including but not limited to the nuclear family, blended families, extended families, and a variety of nontraditional and chosen families.

Families includes a broad range of relationships across individuals with mutual concerns and intent to care for each other. These relationships include but go beyond biological ties. Family constellations take many forms including but not limited to the nuclear family, blended families, extended families, and a variety of non-traditional families. addition to families as a structural unit, there are legal implications to family membership that may involve foster care, guardianships, advocates, surrogate parents, and powers of attorney all of which assure stewardship of the individual’s needs.

General Curriculum General Curricula is the curriculum determined by the state, provincial and local that defines what a student should know and be able to do. Often the general curriculum is specified for grade levels. The general curriculum is based on standards set within a jurisdiction in such areas as English language arts, mathematics, science, health, social studies, fine arts, and physical education.

The general curriculum is the curriculum approved for teaching students in a district. The general curriculum is determined by the state, provincial and local definition of what a student should know. Often specified at a given grade level, the general curriculum is based on a set of state or local standards in such areas as English language arts, mathematics, science, health, social studies, fine arts, physical education, etc.

Post-School Education, training, and service options available after a student terminates his/her school (K-12) career as mandated by state/provincial laws and policies, that may include but are not limited to: vocational/professional schools/programs, community colleges, colleges/universities, vocational/rehabilitation, military, supported employment, and sheltered workshops.

Setting Setting incorporates the range and type of environments in which learning and assessment take place. These settings exist within traditional institutions, including but not limited to, classrooms, libraries, technology labs, science labs, band rooms, art rooms,


of 41

lunchrooms, physical education facilities, lecture halls, and playgrounds. Settings also go beyond those provided within our schools. These settings include home and/or community environments in which individuals live and interact with others. Each setting requires a set of skills to negotiate successfully and therefore offers a unique learning opportunity. Settings that offer individuals an opportunity to acquire and practice skills in an authentic way are optimum for learning. Thus, a variety of settings is needed to assure a comprehensive education that is practical for real life.

Supplemental and Specialized Curriculum

Supplemental and specialized curricula is any modified , expanded, or independent curriculum that enables individuals with exceptional learning needs to be able to access the core general education curricula and enables individuals with exceptionalities to function in more independently in society. Specialized curricula may include but are not limited to:

Social interaction skills

Life skills

Self-advocacy

Compensatory skills

Learning skills

Study skills

Research skills

Problem solving

Orientation and mobility

Leisure/recreation

Augmentative and alternative communication

Assistive technology

Sexuality

Specialists Special education specialists denote someone who holds an initial level special education credential and who has completed an advanced level special education program in a recognized domain.

Stakeholders Stakeholders include individuals and/or agencies having a stake in the outcome of a procedure, program, or setting in which an individual with an exceptional learning need participates. The term may include, but is not limited to, an individual with exceptional learning needs, family, teachers, paraeducators, administrators, community members, and support service providers.

CEC Approved Diversity Definitions

Country Of Origin The country where you were born or which holds the most identity with a person.

Culture The sum of a group’s socially transmitted behavior patterns, thoughts and experiences, and its perceptions, values, and assumptions about living that influence behavior and how those emerge with interactions and communications with other cultures.

Cultural Identity The context of one’s life experience as shaped by membership in groups which can be based on ethnicity, race, socioeconomic status, gender, abilities, age, language, religion, sexual orientation, and geographic region.

Diversity Understanding and valuing the range and variety of characteristics and beliefs of individuals (including those who provide services to exceptional children, youth and adults) who demonstrate a wide range


of 41

of characteristics. This includes ethnic and racial backgrounds, language, age, abilities, family status, gender, sexual orientation, socioeconomic status, religious and spiritual values, geographic location, and country of origin.

Ethnicity Takes into consideration people’s national origin, religion, or language. When applied to a group, it refers to a community within a larger society that is set apart by others or who identifies itself primarily on the basis of cultural characteristics such as national origin, religion, beliefs, language or tradition, that can be influenced by racial identity.

Ethnic Or Multicultural Group

Any group which, because of racial or ethnic origin, constitutes a distinctive and recognizable entity in our society. Examples of such groups include Blacks or African Americans; American Indians, Alaskan Natives, or First Nations; Hispanics, such as Mexican Americans, Puerto Ricans, Cubans, and Central and South Americans; Asians; and Pacific Islanders. (This term should only be used to delineate the composition of the Board and the Nominations Committee as outlined in CEC’s Constitution and Bylaws Article V- Board of Directors and Article IX- Committees).

Geographic Location A physical place where a person is regarded as established.

Multicultural An understanding pertaining to, and respect for the range and variety of social, political, economic, academic, and historical constructs of ethnicity, race, socioeconomic status, gender, age, abilities, language, religion, sexual orientation, geographic location, or country of origin.

Race A social construction, traditionally based on biological/physical features, which may also include an individual’s cultural identity.

Approved April 2008

Classifying the Knowledge Base

Literature/theory-based

Literature/theory-based knowledge or skills are based on theories or philosophical reasoning. They include knowledge and skills derived from sources such as position papers, policy analyses, and descriptive reviews of the literature.

Research-based Research-based knowledge or skills are based on peer-reviewed studies that use appropriate research methodologies to address questions of cause and effect, and that researchers have independently replicated and found to be effective

Practice-based Practice-based knowledge or skills are derived from a number of sources. Practices based on a small number of studies or nomination procedures, such as promising practices are usually practice-based. Practice-based knowledge or skills also include those derived primarily from model and lighthouse programs.

Practice based knowledge and skills include professional wisdom. These practices have been used so widely with practical evidence of effectiveness that there is an implicit professional assumption that the


of 41

Differentiating Initial and Advanced Standards from Initial and Advanced Programs

Both initial and advanced special education professional standards are the basis for recognizing quality special education preparation programs and for developing special educator licensure frameworks. The initial special education professional standards provide a benchmark that jurisdictions can use to ensure that licensed beginning special educators can practice safely and effectively. The advanced standards provide a benchmark to ensure that experienced special education professionals are able to practice at accomplished levels of skill. Every special educator should use the special education professional standards in guiding their own professional growth and development. Initial special education professional standards describe the minimal knowledge, skills, and dispositions necessary for individuals to enter initial practice safely and effectively as a special education professional. Advanced special education professional standards describe the knowledge, skills, and dispositions necessary for individuals to practice at accomplished levels of special education and in advanced special education roles. After previously mastering initial special education professional standards, special educators work toward mastery of advanced professional standards at the post baccalaureate levels, including masters, specialists, and doctoral degree programs, as well as non-degree advanced certificate programs. Initial and Advanced Standards should be differentiated from NCATE and CEC definitions of initial and advanced programs.

Initial Programs at the baccalaureate or post-baccalaureate levels that prepare candidates for the first license to teach. They include five year programs, master’s programs, and other post-baccalaureate and alternate route programs that prepare individuals for their first license in teaching.

By definition, Advanced Programs are always at the post-baccalaureate levels for (1) the continuing education of teachers who have previously competed initial professional preparation or (2) the preparation of other school professionals. Advanced programs commonly award graduate credit and include masters, specialist, and doctoral degree programs as well as non-degree licensure, certificate, and endorsement programs offered at the post baccalaureate level. Examples of these programs include those for teachers who are preparing for a second license at the graduate level in a field different from the field in which they have their first license; programs for teachers who are seeking a master’s degree in the field in which they teach; and programs not tied to licensure, such as programs in curriculum and instruction. In addition, advanced programs include those for other school professionals. Examples of these are programs in school counseling, school psychology, educational administration, and reading specialist.

Thus, there are situations in which advanced programs should use initial level standard. The most frequently occurring example is probably post-baccalaureate programs that prepare individuals holding educational licensure in an area other than special education for an initial

practice is effective.

Practice base knowledge and skills also include “emerging practice,” practices that arise from teachers’ classroom experiences validated through some degree of action research.


of 41

special education licensure, endorsement, or certificate should use the special education initial level standards.

Knowledge and Skill Sets Coding

Knowledge and skill items are each coded as knowledge or skill and the standard number which is preceded by an acronym for the set. The coding order is acronym, standard number, knowledge or skill designation, and item number. For example ACC3 S9 indicates the item is the ninth skill item under standard three of the Advanced Common Core.

Knowledge and Skill Acronyms

Acronym Set

ACC Advanced Common Core

BVI Blind and Visually Impaired

BVIS Blind and Visually Impaired

DDA Developmental Disabilities and Autism

DHH Deaf and Hard of Hearing

ECSE Early Childhood Special Education

EBD Emotional or Behavioral Disabilities

GT Gifted and Talented

ICC Initial Common Core

IIC Individualized Independence Curricula

IGC Individualized General Curricula

LD Learning Disabilities

PHMD Physical, Health, and Multiple Disabilities

PCCG Paraeducator Common Core Guidelines

PDBI Paraeducator Deafblindness Interveners

SEA Special Education Administrators

SEECS Special Education Early Childhood Specialists

SETRS Special Education Transition Specialists

SEEDS Special Education Diagnostic Specialists

SETES Special Education Technology Specialists

SEDBS Deafblindness Specialists


of 41

Appendix 2.5 Proposed Initial Editing Template v1.0

Proposed Editing Set

ITEM STATUS NUMBER PROPOSED ITEMS for EDIT

Standard 1

Knowledge

Skills

Standard 2

Knowledge


of 41

Skills

Standard 3

Knowledge

Skills

Standard 4

Knowledge


of 41

Skills

Standard 5

Knowledge

Skills


of 41

Standard 6

Knowledge

Skills

Standard 7

Knowledge


of 41

Skills

Standard 8

Knowledge

Skills

Standard 9

Knowledge


of 41

Skills

Standard 10

Knowledge

Skills


of 41

Appendix 2.6 Proposed Advanced Editing Template v1.0

Proposed Editing Set

ITEM STATUS NUMBER PROPOSED ITEMS for EDIT

Standard 1

Knowledge

Skills

Standard 2

Knowledge


of 41

Skills

Standard 3

Knowledge

Skills

Standard 4

Knowledge


of 41

Skills

Standard 5

Knowledge

Skills


of 41

Standard 6

Knowledge

Skills

Validation Study Resource Manual Develop proposal and plan/media/Files/Standards...1.0 Validation...

Documents

Transcript of Validation Study Resource Manual Develop proposal and plan/media/Files/Standards...1.0 Validation...