Continuous Improvement in Educator Preparation (CIEP)

Program Report Submission Form

Class B or Alternative Class A Special Education

Institution Name:

Date Submitted:

Program Report Status: Choose one of the options below.

·  Initial Review

·  Continuing Review

·  Feedback Only

Essential Purpose for Each Section:

I.  Background Information: Provide background knowledge of the structure of the program (checklist; numbers of admissions, completers, and recommendations for certification).

II.  Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments.

III.  Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met.

IV.  Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.

V.  Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.

VI.  Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.

SECTION I Background Information

1.  Include proposed checklist.

2.  Data on Unconditional Admissions, Program Completers, and Certificates Issued

Academic Year
September 1 to
August 31[1] / Number of Unconditional Admissions / Number of Program Completers[2] / Number Recommended for Alabama Certification
Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014.

SECTION II Key Assessments

Assessments #1-#5 are required.

# / Key Assessment Title / Name of Key Assessment[3] / Type of Key Assessment[4] / When Required by Program[5]
1 a
1 b
1 c / Praxis II Tests:[6]
Praxis II Content
Praxis II Reading
(if required)
Praxis II Special Education
(if required) / State Certification Tests
2 / Content Knowledge[7]
3 / Planning Instruction[8]
4 / Internship
5 / Effect on Student Learning[9]
6[10]
7
8

SECTION III Alignment of Standards to Curriculum and Key Assessments

Teaching Field: Special Education[11]

For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables.

Standard 1 Learner Development and Individual Learning Differences
Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Prior to program completion:
Indicators / Curriculum Components—Courses or Other Requirements[12]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
1.1
All candidates will:
1.1.1
Understand how language, culture, and family background influence the learning of individuals with exceptionalities.
1.1.2
Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
1.2
Candidates in early childhood special education (P-3) will also:
1.2.1
Support and facilitate families’ and caregivers’ roles in providing developmentally appropriate learning experiences addressing all areas of development.
1.2.2
Support and develop interventions to address individual needs in the developmental domains: social; emotional; cognitive; communication skills; and gross and fine motor skills.
1.3
Candidates in deaf and hard of hearing will also have and apply knowledge of:
1.3.1
Cognitive and language development of individuals who are deaf or hard of hearing.
1.3.2
Effects of the relationship among onset of hearing loss, age of identification, and provision of services on the development of individuals who are deaf or hard of hearing.
1.3.3
Influence of experience and educational placement on all developmental domains.
1.3.4
Influence of cultural identity and language on all developmental domains.
1.3.5
Components of linguistic and non-linguistic communication.
1.3.6
Importance of early intervention on language development.
1.3.7
Effects of sensory input on the development of language and learning.
1.3.8
Spoken and visual communication models.
1.3.9
Current theories of the development of spoken language and signed languages.
1.4
Candidates in visual impairment will also:
1.4.1
Have and apply knowledge of:
1.4.1.1
The human visual system.
1.4.1.2
Development of secondary senses when vision is impaired.
1.4.1.3
Effects of visual impairment on development.
1.4.1.4
Impact of visual impairment on learning and experience.
1.4.1.5
Psychosocial aspects of visual impairment and learning methods.
1.4.1.6
Effects of visual impairment on receptive and expressive literacy and communication.
1.4.2
Select and develop teaching strategies addressing age, visual impairment and visual prognosis.
1.4.3
Use strategies to address the effects of visual impairment on the family and the reciprocal impact on the individuals’ self-esteem.
1.4.4
Select, adapt, and use instructional strategies to address the impact of additional exceptionalities.
Standard 2 Learning Environments
Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Prior to program completion:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
2.1
All candidates will:
2.1.1
Collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
2.1.2
Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
2.1.3
Know how to intervene safely and appropriately with individuals with exceptionalities who are in crisis.
2.2
Candidates in early childhood special education (P-3) will also:
2.2.1
Structure the education environment to provide optimal learning opportunities across all domains for children with various exceptionalities.
2.2.2
Implement basic health, nutrition, and safety management procedures for all children.
2.2.3
Plan instruction for individual functional life skills, adaptive behavior, and enhanced social participation across environments.
2.2.4
Demonstrate appropriate body mechanics to promote student and teacher safety in transfer, lifting, positioning, and seating as well as use proper positioning techniques and equipment to promote participation in academic and social environments.
2.3
Candidates in collaborative special education (K-6) will also:
2.3.1
Plan instruction for individual functional life skills, adaptive behavior, and enhanced social participation across environments.
2.3.2
Demonstrate appropriate body mechanics to promote student and teacher safety in transfer, lifting, positioning, and seating as well as use proper positioning techniques and equipment to promote participation in academic and social environments.
2.4
Candidates in collaborative special education (6-12) will also:
2.4.1
Plan instruction for individual functional life skills, adaptive behavior, and enhanced social participation across environments.
2.4.2
Demonstrate appropriate body mechanics to promote student and teacher safety in transfer, lifting, positioning, and seating as well as use proper positioning techniques and equipment to promote participation in academic and social environments.
2.5
Candidates in deaf and hard of hearing will also:
2.5.1
Have and apply knowledge of the influence of family communication and culture on all developmental domains.
2.5.2
Provide ongoing opportunities for interactions between individuals who are deaf or hard of hearing with peers and role models who are deaf or hard of hearing.
2.5.3
Provide access to incidental language experiences.
2.5.4
Prepare individuals who are deaf or hard of hearing to use interpreters, as appropriate.
2.5.5
Manage assistive technology for individuals who are deaf or hard of hearing.
2.5.6
Design a classroom environment that maximizes opportunities for visual learning and meets developmental and learning needs.
2.6
Candidates in visual impairment will also:
2.6.1
Have and apply knowledge of:
2.6.1.1
Braille.
2.6.1.2
Classroom organization to accommodate materials, equipment, and technology for vision loss and other disabilities.
2.6.1.3
The importance of role models with visual impairments.
2.6.2
Design multi-sensory learning environments that encourage active participation in group and individual activities.
2.6.3
Provide access to incidental learning experience.
2.6.4
Facilitate orientation and mobility.
Standard 3 Curricular Content Knowledge
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. Prior to program completion:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
3.1
All candidates will:
3.1.1
Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. [“General curricula” means the academic content of the general curricula including math, reading, English language arts, science, social studies, and the arts. “Specialized curricula” means the content of specialized interventions or sets of interventions including, but not limited to academic, strategic, communicative, social, emotional, and independence curricula.]
3.1.2
Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.
3.1.3
Modify general and specialized curricula to make them accessible to individuals with exceptionalities.
3.2
Candidates in early childhood special education (P-3) will also determine the appropriateness of and implement curricula to meet the needs of children with various exceptionalities across a variety of settings.
3.3
Candidates in collaborative special education teacher (6-12) will also provide transition planning to address academic planning; personal and social development; occupations and careers; and daily living.
3.4
Candidates in deaf and hard of hearing will also:
3.4.1
Plan and implement transitions across service continua.
3.4.2
Integrate language instruction into academic areas.
3.5
Candidates in visual impairment will also:
3.5.1
Have and apply knowledge of the relationship among assessment; development of individualized education program; and placement as they affect vision-related services.
3.5.2
Sequence, implement, and evaluate learning objectives based on the expanded core curriculum for individual with visual impairments.
3.5.3
Obtain and organize specialized materials to implement instructional goals.
Standard 4 Assessment
Beginning special education professionals use multiple methods of assessment and data-resources in making educational decisions. Prior to program completion:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
4.1
All candidates will:
4.1.1
Select and use technically sound formal and informal assessments that minimize bias.
4.1.2
Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
4.1.3
Collaborate with colleagues and families to use multiple types of assessment information in making decisions about individuals with exceptionalities.
4.1.4
Engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
4.2
Candidates in collaborative special education teacher (6-12) will also select and use appropriate assessments for transition planning in the areas of academic needs, personal and social development, occupations and careers; and daily living.
4.3
Candidates in deaf and hard of hearing will also:
4.3.1
Have and apply knowledge of specialized terminology used in assessing individuals who are deaf or hard of hearing.
4.3.2
Administer assessment tools using the individual’s preferred mode and language of communication.
4.3.3
Develop specialized assessment procedures that allow for alternative forms of expression.
4.3.4
Collect and analyze spoken, signed, or written communication examples.
4.4
Candidates in visual impairment will also:
4.4.1
Have and apply knowledge of:
4.4.1.1
Specialized terminology used in assessing individuals with visual impairments.
4.4.1.2
Alternative assessment techniques for individuals with visual impairments.
4.4.1.3
Basic terminology related to the function of the human visual system.
4.4.2
Administer and interpret vision-related assessments.
4.4.3
Use functional evaluations related to the expanded core curriculum.
4.4.4
Interpret and apply background information and family history related to the individual’s visual status.
Standard 5 Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. Prior to program completion:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
5.1
All candidates will:
5.1.1
Consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. (Instructional strategies include intervention used in academic and specialized curricula.)
5.1.2
Use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
5.1.3
Use augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.