1. CEC’s NEW “RED BOOK”: What Every Special Educator Must Know
Deborah Ziegler
Director
Council for Exceptional Children

2. Agenda What’s New? Purposes Ethical Principles
Special Education Professional Practice Standards
CEC Initial and Advanced Preparation Standards
CEC Specialty Sets
CEC Professional Standards and Practice Resources
Q&A

3. The Redbook
7th Edition

4. What Every Special Educator Must Know Professional Ethics & Standards
Coming November 2015
Seventh Edition
What’s Included?
CEC NEW Code of Ethics
CEC Standards for Professional Practice for Special Educators
CEC NEW Standards for Initial and Advanced Preparation of Special Education Professionals
CEC Aligned Initial and Advanced Specialty Sets
CEC Aligned Paraeducator Standards
New E – Book Format!

5. What Every Special Educator Must Know Professional Ethics & Standards
Uses of the “RED BOOK”
Guide CEC/CAEP Program Review
Develop State/Local Program Standards
Develop Course Curriculum for Teacher Candidates
Guide Special Educator’s Performance Reviews
Guide Special Educator’s Professional Development

7. Special Education Professional Practice Standards
1.0 Teaching and Assessment 2.0 Professional Candidates and Employment 3.0 Professional Development 4.0 Professional Colleagues 5.0 Paraeducators 6.0 Parent & Families 7.0 Research 8.0 Case Management 9.0 Non – Educational Support

8. CEC Initial and Advanced Preparation Standards

9. Transition to Revised and Reorganized Standards
November 2012
SASB approved CEC Preparation Standards
2013 – 2014
Transition: program faculty may use existing or revised Preparation Standards
2015
CEC revised Preparation Standards must be used

10. CEC Standards: Structure
Major Elements
Preparation Standards
Specialty Sets
Literature Reports
28 major
elements
Major Elements
Align to
Assessment,
Scoring Guide and
Data Tables
Preparation Standards
Broad standards for all special educators
Informed by the appropriate specialty set(s
skill
7 Standards

11. CEC Initial Preparation Standards
Seven standards with elements describing the specialized knowledge and skill needed by special educators for initial safe and effective special education professional practice.
Regardless if we are talking current 10 standards or future 7 standards we are talking about a “rich narrative…….”
This replaced the CEC Initial Content Standards slide 40 as they were not numbered the same as in the next slide and that would cause massive confusion on the part of attendees

12. Learner Development and Individual Learning Differences
1.0 Beginning special education professionals understand how exceptionalities can interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Key Elements
1.1 Beginning special education professionals understand how language, culture, and family background can influence the learning of individuals with exceptionalities.
1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

13. Learning Environments
2.0 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.
Key Elements
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

14. Curricular Content Key Elements
3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
Key Elements
3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
[1] As used “general curricula,” means the academic content of the general curricula including math, reading, English/language arts, science, social studies, and the arts.
[2] As used, “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.

15. Assessment Key Elements
4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
Key Elements
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

16. Instructional Planning and Strategies
5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Key Elements
5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities
5. 5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
5.6 Beginning special education professionals teach to mastery and promote generalization of learning.
5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
[1] Instructional strategies, as used throughout this document include intervention used in academic and specialized curricula.

17. Professional Learning and Ethical Practice
6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Key Elements
6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.
6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring
6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

18. Collaboration Key Elements
7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Key Elements
7.1 Beginning special education professionals use the theory and elements of effective collaboration.
7.2 Beginning special education professionals serve as a collaborative resource to colleagues.
7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

19. CEC Advanced Standards
For safe and effective practice at accomplished levels of special education and in advanced special education roles.
Deepening expertise
Classroom and Non-classroom roles
Teacher leaders
Addresses need for specialists
Special education career ladders
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 an accomplished level of skill.
Every special educator should use the special education professional standards in guiding their own professional growth and development. 19 19

20. CEC Standards: Structure
Major Elements
Align to
Assessment,
Scoring Guide and
Data Tables
Preparation Standards
Broad standards for all special educators
Informed by the appropriate specialty set(s
Major Elements
Preparation Standards
Specialty Sets
Literature Reports
28 major
elements
7 Standards

21. Assessment
1.0 Special education specialists use valid and reliable assessment practices to minimize bias.
Key Elements
1.1 Special education specialists minimize bias in assessment.
1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.

22. Curricular Content Knowledge
2.0 Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
Key Elements
2.1 Special education specialists align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities.
2.2 Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.
2.3 Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities.
[1] As used, “general curricula”, means the academic content of the general curriculum including math, reading, English/language arts, science, social studies, and the arts.
[2] As used, “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.

23. Programs, Services, and Outcomes
3.0 Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.
Key Elements
3.1 Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities.
3.2 Special education specialists use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities.
3.3 Special education specialists apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.
3.4 Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities.
3.5 Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.

24. Research & Inquiry
4.0 Special education specialists conduct, evaluate, and use inquiry to guide professional practice.
Key Elements
4.1 Special education specialists evaluate research and inquiry to identify effective practices.
4.2 Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families
4.3 Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry.

25. Leadership and Policy
5.0 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments.
Key Elements
5.1 Special education specialists model respect for and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities.
5.2 Special education specialists support and use linguistically and culturally responsive practices.
5.3 Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.
5.4 Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.
5.5 Special education specialists advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities.

26. Professional and Ethical Practice
6.0 Special education specialists use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
Key Elements
6.1 A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership.
6.2 Special education specialists model high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.
6.3 Special education specialists model and promote respect for all individuals and facilitate ethical professional practice.
6.4 Special education specialists actively participate in professional development and learning communities to increase professional knowledge and expertise.
6.5 Special education specialists plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.
6.6 Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators.
6.7 Special education specialists actively promote the advancement of the profession.

27. Collaboration
7.0 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.
Key Elements
7.1 Special education specialists use culturally responsive practices to enhance collaboration.
7.2 Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities
7.3 Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.

28. Use Initial or Advanced Standards?
Use Initial Standards
Use Advanced Standards
If candidates are being prepared for their initial role as special educators
If candidates are being prepared to teach students with a disability not included in initial certificate e.g. visual impairments
If candidates possess initial credential in special education
If program prepares for advanced role, e.g. educational diagnostician, transition specialist , advanced specific disability areas

29. CEC Specialty Sets What are the specialty sets? What is their purpose?
How do we use them?

30. CEC Standards: Structure
Major Elements
Preparation Standards
Specialty Sets
Literature Reports
Specialty Sets
Specialty specific Knowledge and Skill
Use for Curriculum Development & Professional Development

31. Initial Level Validated Specialty Sets
Special Education Individualized General Curriculum
Special Education Individualized Independence Curriculum
Special Education Early Childhood
Special Education Blind & Visual Impairments
Special Education Deaf & Hard of Hearing
Special Education Emotional & Behavior Disorders
Special Education Gifts & Talents
Special Education Developmental Disabilities & Autism
Special Education Learning Disabilities
Special Education Physical and Health Disabilities
Special Education Deafblindness

32. Advanced-Level Validated Specialty Sets
Special Education Early Childhood Specialist
Special Education Learning Disabilities Specialist
Special Education Gifted & Talented Specialist
Special Education Developmental Disabilities & Autism Specialist
Special Education Deaf/Hard of Hearing Specialist
Special Education Administrators
Special Education Technology Specialist
Special Education Transition Specialist
Special Education Diagnostic Specialist
Special Education Inclusion Specialist
Special Education Academic Intervention Specialist
Special Education Behavior Intervention Specialist
TEACHER LEADERS

33. Specialty Sets Purpose: Inform the Preparation Standards
Programs must demonstrate alignment to the major elements of the CEC Preparation (Content) Standard as informed by the appropriate specialty set(s) in the program’s assessments, rubrics, and data. Without being informed by the appropriate specialty knowledge and skills set, every special education preparation program would look the same.

34. Resources

36. CEC Convention 2016: Program Reviewer Workshop
Workshop 8: Program Reviewer Workshop: How to Review CEC Program Recognition Reports Wednesday, April 13, 9:00 a.m.-4:00 p.m.
Leader: Christy Hooser, Eastern Illinois University, Charleston
Principles for and examples of performance-based program review, and strategies for reviewing reports and for successfully writing the sections of the CEC Program Recognition Review will be discussed.
After completing this workshop, you will be able to:
Explain the steps and components in reviewing a CEC Preparation Program Recognition Report.
Ensure that program assessments align with the major elements of the CEC Content Standards.

37. CEC Convention 2016: Program Developer Workshop
Workshop 9: Program Developer Workshop: How to Prepare the Program Recognition Report Saturday, April 16, 8:00 a.m.-3:00 p.m.
Leader: Joni Baldwin, University of Dayton, Ohio
In this interactive workshop, you will learn the components of CEC Preparation Program Recognition Reports. All participants will receive CEC program developer resources. You will come away better prepared to develop program performance-based assessments, align them with the CEC content standards, and prepare the final program report.
After completing this workshop, you will be able to:
Describe the CEC program recognition report process and list its essential elements.
Develop program performance-based assessments and align them with the CEC Content Standards.
Develop the program report.

39. Question & Answer