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SpEd 640 Graduate Programs in Education and Special Education

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Touro College

Graduate School of Education

M.S. in Education and Special Education

Syllabus – General Pedagogical Core Course

EdSE 640, Assessment of Individual Differences in General Education and Special

Education: A Socio-Cultural Perspective

Table of Contents EdSE 640, Assessment of Individual Differences in General Education and Special Education: A Socio-Cultural Perspective

................................................................................................................................................................................................ 1

Course Description (EdSE 640) ................................................................................................................................................ 2

Program Mission in Education & Special Education ............................................................................................................... 2

Program Goals and Student Learning Outcomes .................................................................................................................... 3

Student Learning Outcomes (EdSE 640) ................................................................................................................................. 5

Requirements (EdSE640) ........................................................................................................................................................ 6

Suggested Texts (EdSE 640) .................................................................................................................................................... 6

Suggested E-books with Previews (EdSE 640) ........................................................................................................................ 7

Suggested Methods (EdSE 640) .............................................................................................................................................. 8

Suggested Technology (EdSE 640) .......................................................................................................................................... 8

Suggested Evaluation (EdSE 640) ............................................................................................................................................ 9

Suggested Assignments .......................................................................................................................................................... 9

Suggested Assignment Sample (EdSE 640) ........................................................................................................................... 11

Suggested Topical Outline (EdSE 640) .................................................................................................................................. 11

Professional Organizations, Newsletters and Resources ...................................................................................................... 12

Teacher Education Organizations ..................................................................................................................................... 12

Subject-Specific Organizations .......................................................................................................................................... 12

Child-Centered Organizations ........................................................................................................................................... 13

Technology Organizations ................................................................................................................................................. 13

University Statement on Needed Accommodations or Adaptions (Boilerplate) .................................................................. 13

University Academic Integrity Statement from President Alan Kadish (Boilerplate) ........................................................... 13

Council for Exceptional Children Professional Standards ..................................................................................................... 14



NAEYC Standards for Early Childhood Professional Preparation .......................................................................................... 27

2010 Standards Advanced Early Childhood Professional Preparation (September 2011) ................................................... 29

Touro Claims and Crosscutting Themes ................................................................................................................................ 32

Crosscutting Themes ......................................................................................................................................................... 32

"Thinking Along the Lines of Teacher Performance Assessments" ...................................................................................... 33

Notes on Some Major Points for Consideration for Teacher Performance Assessment .................................................. 33

TPA Internet Resources ................................................................................................................................................. 35

Rubric for a General Presentation or General Subject Video Lesson ........................................................................... 36

Rubric for a Literacy Video Lesson ................................................................................................................................ 36

Rubric for a Mathematics Video Lesson ....................................................................................................................... 38

Bibliography (EdSE 640) ........................................................................................................................................................ 39

Suggested Online Resources ................................................................................................................................................. 40

Online Resources (EdSE 640) ................................................................................................................................................ 41

Online Resources – Special Education .............................................................................................................................. 41

Course Description (EdSE 640) This course focuses on assessment in general education and special education of individual differences in

intelligence, learning potential, personality, motivation, and school achievement; management of data from

assessment and monitoring of student progress; characteristics of standardized tests; the role of educational

testing in program design and informing instruction, particularly for students with disabilities, including

children with autism; assessment of young children; use of achievement tests; introduction to dynamic (or

interactive) assessment; differences between static and dynamic assessment; the use of teacher-made informal

tests; opportunity to observe and practice use of achievement tests and curriculum-based assessment approaches

in classrooms.

Note to instructors: While instructors may add topics, the course description should be included as it is written

here.

3 credits

Program Mission in Education & Special Education The mission of the program is to educate, train and graduate individuals who embody and promote

excellence in education. We accomplish this through aiding in students’ development of the tools of effective

thinking and learning, focused through essential components of the theory and practice of teaching. We hold

that the primary goal of learning is to develop the skills and passion for further learning. The mission of our

program therefore includes fostering in students the means and desire to seek ongoing professional development

through independent learning opportunities as well as through formal education.



All persons are capable of developing their intellectual potential to higher levels. Our mission is to

nurture this development in our students and provide them with the means and encouragement to do the same

with their students. We accomplish this through fostering interaction with strong theoretical knowledge, and

then facilitating experiential development through students putting this knowledge into practice in authentic

classroom situations. Interwoven into students’ learning and practice experiences is a dedication to

multiculturalism, diversity, and global awareness; we instill in our graduates a commitment to bring the benefits

of education to all children, adolescents, and adults, regardless of individual differences or special needs. To

facilitate these goals, we foster technological literacy in our students towards the purpose of them empowering

their own students with these skills.

Program Goals and Student Learning Outcomes Goal One- Theory and Research: Students will explore theoretical and conceptual frameworks such as

philosophy and social theory that inform a modern understanding of education. Students will go on to critically

analyze these areas and integrate them into a larger understanding of educational practice.

Students will be able to:

Explain principles of effective instruction

Present effective lessons, drawing on both theoretical knowledge and knowledge of standards and

requirements

Analyze and discuss basic principles of cognitive education as they relate to child development and

learning

Apply knowledge of child development and learning to creation of developmentally appropriate and

effective instructional tools

Create and present effective lessons that reflect a synthesis of theoretical and content knowledge

Analyze texts for validity of reasoning and drawing of inferences

Analyze and use research literature in the field of education and related disciplines

Combine varied elements of their course of study to produce a final culminating practicum project

Goal Two- Multiculturalism, Globalism and Diversity: Students will appreciate the implications of living in

a global society. Further, students will demonstrate knowledge and competency in issues of diversity related to

culture, gender, and ability within America. Students will encourage such interest and appreciation in the

learners with whom they work. Students will relate globalism, diversity and multiculturalism to their

professional role and explore these areas both within an academic context and through the real-life situations of

teaching.


Interpret multiple perspectives held by different cultures on ways of understanding the world and

themselves

Demonstrate through writing and discussion, appreciation for cultures that differ in important

respects from the student’s own culture

Encourage the exploration of global, diversity and multicultural issues among their peers and students

Analyze and critique the implications for teaching and learning within diverse and culturally varied

school settings



Apply multicultural and diversity training to the creation of strategies for class environment,

management, pedagogy and course planning

Reflect on and analyze their thinking and professional awareness for biases and prejudices in the

context of what they learn about other cultures

Within field experience and practicum courses, apply enhanced knowledge of global, diversity and

multicultural issues in real classroom situations

Goal Three- Learners with Special Needs: Students will appreciate issues and concerns specific to learners

with special needs. This encompasses special education, gifted and at-risk learners. Further, students will apply

this knowledge to develop plans of action for meeting the needs of these students that are in alignment with

federal, state and local standards and requirements as well as current accepted theory.


Explain the relationship of special education theories, such as differentiation of instruction to

fundamental areas of pedagogy such as: instructional planning, classroom management, and the act of

teaching

Analyze the effectiveness of specific tools such as life-space interviews, and behavior contracts in

effectively addressing problem behavior of individual children

Synthesize theory with specific mandates such as NYSED alternate assessment performance

indicators to formulate strategies for addressing special learners’ needs

Describe and evaluate the relationship between principles of special education and general principles

of education such as cognitive theory

Formulate robust goal-oriented pedagogical practices for students based on effective use of IEP’s

Demonstrate knowledge of critical legislation such as IDEA and Section 504 and the impact of

concomitant concepts such as FAPE and LRE

Apply relevant local, state and national standards, such as Council for Exceptional Children (CEC)

standards to developing strategies in key areas such as assessment, classroom management and lesson

planning

Goal Four- Technological Literacy: Students will achieve technological literacy towards the purpose of

effectively implementing technology in instructional practices and related areas.


Demonstrate knowledge and use of technology for instructional purposes.

Apply technology in academic research, planning, and organization

Describe the nature and use of appropriate assistive technology in meeting the needs of special

education students

Apply technology to developing strategies in essential areas of pedagogy such as: instructional

planning, classroom management, and the act of teaching

Understand and use technology, including assistive technology, for instruction and for assisting all

children with gaining access to the curriculum

Comprehend the rapidly changing nature of technology and the need for ongoing learning to maintain

technological literacy



Goal Five- Application of Professional Learning: Students will integrate knowledge gained through their

course work, field experience and practicum into authentic teaching situations.


Enact effective lesson plans that accomplish lesson, unit and course objectives

Develop educationally significant assignments and projects that facilitate the accomplishment and

measurement of lesson, unit and course objectives

Demonstrate principles of effective instruction within specific pedagogical content areas

Relate classroom practice and planning to relevant standards (CEC, NYSED Common Core,

NAEYC) and demonstrate alignment with standards

Apply educational and content-specific theories to advance key areas of pedagogy, such as

instructional planning, classroom management, and the act of teaching

Design and implement effective one-on-one intervention strategies with special needs and at-risk

students

Student Learning Outcomes (EdSE 640) Students will demonstrate ability to:

Describe, discuss, and utilize basic concepts, terminology, principles and procedures for the assessment

of children.

Interpret the impact of federal, state and local laws, mandates and requirements on standardized and

teacher-directed assessment.

List the major assessment provisions of the NCLB Act and IDEA, describing the relationship between

the two acts, particularly in regard to alternate assessment requirements.

Discuss the relationship between NYS Learning Standards, NYS Office of Assessment and various

assessment procedures.

Describe and discuss the basic principles of response to intervention and the position taken on it taken

by the Council for Exceptional Children (CEC).

Identify procedures used for screening, pre-referral, referral, classification, and declassification.

Describe and discuss use of alternative assessment, such as authentic assessment, portfolio assessment,

etc., in the monitoring progress of students with disabilities.

Interpret and apply formal and informal assessment data, such as standard scores, percentile ranks,

stanines, grade equivalent scores, age equivalent scores, environmental inventories, rubrics, etc., in the

development of IEPs.

Recognize and describe appropriate purposes, uses, and limitations of various types of assessment

instruments.

Construct a unit assessment that includes selected response, constructed response, informal assessment,

and at least one performance task with a rubric.

Describe the similarities and differences of norm-referenced and criterion-referenced standardized tests

and indicate when each is most appropriate to use.

Explain and ultimately demonstrate ways assessment is used in conjunction with differentiated

instruction in general and special education.

Explain the role of technology in assessment and scoring procedures. For example, students will be able

to describe the advantages and disadvantages of computer-based assessment and predict the role of

technology in the future, especially with large-scale assessment.

Describe the process of creating a standardized test that includes tests for reliability, validity, as well as

cultural and socio-economic bias.

http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

http://idea.ed.gov/

http://www.p12.nysed.gov/ciai/cores.html

http://www.p12.nysed.gov/assessment/

http://www.cec.sped.org/

http://www.merriam-webster.com/dictionary/stanine

http://en.wikipedia.org/wiki/Individualized_Education_Program



Interpret contents of examiner manuals, including research data pertaining to the validity and reliability

of particular tests. Students should be able to describe and discuss test-retest reliability, inter-rater

reliability, content validity, construct validity, and predictive validity.

Define and discuss special factors particularly related to the assessment of young children, such as the

relationship between children’s limited communication skills and the emphasis on performance-based

assessments.

Explain the role of socio-cultural factors such as ethnicity, language, socio-economics, culture, gender,

and disability in the construction of assessments and interpretation of data.

Describe and discuss appropriate ways to involve parents and other community members in the

assessment process.

Define and discuss special factors particularly related to the assessment of children with severe and

multiple disabilities, such as the reliance on performance-based assessments in work with children with

severe and multiple disabilities.

Discuss and analyze ethical responsibilities in assessment, especially the assessment of young children

and special needs learners.

Describe the main characteristics of functional behavior assessment (FBA), determine what constitutes

an effective behavioral intervention plan (BIP), and match students’ assessment results with appropriate

classroom interventions (perhaps with the help of interventioncentral.org).

Describe and discuss possible ways teachers can relate to assessment results that will foster their own

professional growth.

Requirements (EdSE640) Note to instructors: Requirements are in alignment with Touro College’s stated academic policies. We ask

instructors not to reduce the following requirements. Instructors may expand or further specify these

requirements according to the needs of their course/course outline.

Absences: Weekday classes: One absence permitted; a second absence requires an additional

assignment; a third absence requires dropping the course. Sunday classes that run from 9AM to 4PM:

one absence permitted, but an additional assignment is required; more than one absence requires

dropping the course.

Students are expected to arrive in class on time and remain in class for the duration of the class session.

Completion of all assigned readings.

Completion of papers, exams, and projects.

Active participation in classroom activities and discussions.

Suggested Texts (EdSE 640) Click “Review from Google Books” to find out more. Click the picture locate the book.

Note to instructors: Choice of text(s) and additional materials are at instructors’ professional discretion. The

text(s) and materials must demonstrate alignment with major course topics and student learning outcomes.

http://en.wikipedia.org/wiki/Predictive_validity

http://en.wikipedia.org/wiki/Functional_behavior_assessment

http://www.interventioncentral.org/



Cohen, L. G., & Spenciner, L. J. (2007). Assessment of children and youth with special needs (3rd ed.). Boston:

Pearson/Allyn and Bacon.

Review from Google Books

Gronlund, N. E. (2005). Assessment of student achievement: third custom edition for the

University of Alberta (3rd custom ed.). Boston, MA: Pearson Custom Pub..


Wortham, S. C. (2008). Assessment in early childhood education (5th ed.). Upper

Saddle River, N.J.: Pearson/Merrill Prentice Hall.


Suggested E-books with Previews (EdSE 640) The following links are to Google e-Books which often have a Free Preview. It is suggested that you may wish to search for additional e-books on relevant topics..

http://search.barnesandnoble.com/Assessment-of-Student-Achievement/Norman-E-Gronlund/e/9780205597284

http://search.barnesandnoble.com/Assessment-in-Early-Childhood/Sue-C-Wortham/e/9780132329149

http://books.google.com/books?id=jOoBFf5aUA4C&dq=Assessment+of+children+and+youth+with+special+needs+cohen&hl=en&sa=X&ei=cBozUb6fGOrq0gGh9IHYCQ&ved=0CDgQ6AEwAA

http://books.google.com/books?id=g2x8QgAACAAJ&dq=Assessment+of+student+achievement&hl=en&sa=X&ei=cxgzUbDgHqzx0wGyqIAY&ved=0CEUQ6AEwAg

http://books.google.com/books?id=d8tKAAAAYAAJ&q=Assessment+in+early+childhood+education+Wortham&dq=Assessment+in+early+childhood+education+Wortham&hl=en&sa=X&ei=YhkzUbjKNeO30gGFyYAw&ved=0CD8Q6AEwAQ



Suggested Methods (EdSE 640) Methodologies must facilitate student learning outcomes, and allow a full range of taxonomically sound

activities including analysis, formulation and application of information.

We strongly encourage instructors to employ creative methodologies. Class should be conducted utilizing

multiple modalities of instruction such as lecture, role-play, simulation and cooperative/collaborative group

work. The use of supplemental technology such as DVDs, web-based activities and Power Point presentations is

strongly encouraged. Facilitating and encouraging demonstrations of technological and computer literacy

among students is also encouraged.

Suggested Technology (EdSE 640) The use of technology as a mode of teaching and learning is encouraged, particularly as a model for potential

teachers to use technology in their own instruction.

Blackboard for posting of assignments, announcements, discussion groups

Use of Power Point, Smart Boards, Tablets, both for teaching of content and presentations by students

Use of video, where appropriate, for representation of course material and student presentation of

simulated lessons

Use of internet-based topics and discussions, where appropriate during class time

Develop and share a topic based web page on the students’ e-portfolio

http://books.google.com/books?id=RD80AESw4kYC&printsec=frontcover&dq=Assessment+of+children&hl=en&sa=X&ei=thozUfW5F_Pv0QG-loGoCQ&ved=0CD0Q6AEwAQ

http://books.google.com/books?id=qsKCyniZROAC&printsec=frontcover&dq=Assessment+of+school+children&hl=en&sa=X&ei=DxwzUZehD5Ku8QSLzIGgCQ&ved=0CEAQ6AEwBA



Suggested Evaluation (EdSE 640) Instructors may modify the assessment components and weights according to their professional judgment. In

total, the assessments must provide an adequate means for an instructor to assess the degree to which each

individual student has mastered the learning outcomes.

Class participation, including cooperative/collaborative work 15%

Analysis paper 20%

Assessment tool project 30%

Final exam 35%

Suggested Assignments (EdSE 640)

Students should explicitly understand how assignments relate to student learning outcomes and, where

appropriate, NYS Common Core Learning Standards and NAEYC and/or CEC standards (see below for CEC

and NAEYC standards, and for Common Core standards and related material, see

http://engageny.org/common-core-curriculum-assessments/).

Instructors must provide reasonable access for students to discuss progress on assignments, ask appropriate

questions and address issues that arise. Instructors should inform students of opportunities to facilitate such

discussion, such as during office hours, blackboard-supported forum discussions, email exchange, etc.

All written work is to be produced in accordance with APA style. Submitted work should be proof-read and

relatively free of errors. Students who demonstrate difficulty with written English will be referred to the writing

workshop program.

Class participation will provide a means for students to reinforce their comprehension, as well as

analyze and apply knowledge of topic areas. This will be accomplished through lecture,

cooperative/collaborative group work, and in-class use of technology, such as power point, Smart

Boards, Tablets, etc.

The analysis paper is a 1000-word assignment which has students select 1-2 articles on assessment from

scholarly/peer-reviewed journals published within the last three years. Students provide a brief summary

of the articles, and then analyze/respond to the article(s), supporting their analysis and positions taken

through documentation of evidence and use of solid reasoning. Students also formulate implications for

their work with children. Suggested topics of chosen articles include: response to intervention,

curriculum-based assessment, computer-based assessment, the assessment parts of NCLB and IDEA,

assessment for learning, standardized vs. criterion-referenced tests, and intelligence testing.

The assessment tool project is an opportunity for students to design a form of assessment, applying key

information from the course. The assessment tool project should allow students an opportunity to apply

information related to principles and procedures of assessment. It should also allow students to discuss

and construct appropriate adaptations for special needs learners. The presentation of the tool should be

followed by a discussion in which students analyze their own work in light of relevant course topics.

Such a project might be used in place of a final exam. Students might create a unit assessment that

includes diagnostic, performance, as well as traditional formative and summative assessment. This can

http://engageny.org/common-core-curriculum-assessments/



be done in a three to four page paper listing the assessments, creating appropriate rubrics, and describing

how one would use the results to assess progress.

The form of the final exam is at the instructor’s discretion, but that form must be valid, reliable and

exemplify the underlying principles of the course, such as attention to diversity of culture, language and

ethnicity.

The content of the exam must closely align with and measure student learning outcomes. The final should be

used both as an indicator of student academic achievement and as a means for the EdSE640 instructor to

evaluate and improve his or her instructional effectiveness.

Document-based essay - Another assignment possibility is to have students complete a

document-based essay by giving them a scenario involving a typical student with a special need,

and asking them to develop an assessment strategy for determining the best services to support

the student’ growth, development and learning and also to recommend any accommodations to

instruction and/or assessment.

Standardized assessment research – each student will research one standardized assessment in

one of the following areas: reading, mathematics, intelligence/cognitive ability, achievement,

early childhood development, written language, or oral language. Students will report on

reliability, validity, sample population, and use for assessing special needs and making IEP

recommendations.

Analysis of NCLB and IDEA 2004 – analyze the provisions of NCLB including the requirement

that all school children participate in state and district testing and that there be 100% proficiency

of all students in reading and math; and IDEA 2004 including the requirements that special

education teachers be highly qualified, that all students with disabilities participate annually in

state or district testing with accommodations or in alternate assessments, that short-term

objectives and benchmarks, except for those who use alternate assessments, be eliminated, that

identification procedures for learning disabilities be changed and that any student could be

placed in an interim alternative setting for involvement in weapons, drugs or violence. Using the

key provisions of each law as stated above, note how each of these provisions influence your life

in the classroom as a special education teacher.

Race to the Top – discuss the major features and results of this effort by President Obama to get

states on board to make substantial changes in their education policies and procedures.

Implementation of technology – Choose a special education student and develop a technology

plan for learning, accommodations, assessment and scoring of assessments and evaluations. In

this assignment, include the student’s age, disability and special needs. List the technology

needs and reasons why specific technology will be utilized for learning, accommodations,

assessment and scoring. Forecast the success of the use of this technology with your specific

student.

Analysis of standardized test results – Using the most recent test results and the results from the

year before for a student in your class, note the achievement for this student in each subject area



– including topic and subtopic areas such as reading, and math etc. and subtopics such as

decoding and reading comprehension, etc. Then question yourself about the test. Do the results

appear to a true picture of this student’s achievement in each subject area? Is there any area in

which the student had difficulty? Why might that be? Compare this year’s and last year’s

results. Are they similar or is there any area of significant change. Analyzing the results of both

years’ testing, decide what actions you need to take regarding the testing results of this student

and your actions in the classroom.

Suggested Assignment Sample (EdSE 640) Choose a special education category and develop an assessment tool for a selected lesson.

Create a student assessment document.

Create a video presentation on this topic to be viewed in class

Note: Common Core Aligned Lessons in curriculum areas, by grade level can be found on

https://www.teachingchannel.org/

http://www.sharemylesson.com/

Assignments/evaluations should indicate their relationship to student learning outcomes and, where appropriate,

NYS Common Core Learning Standards and CEC standards.

Suggested Topical Outline (EdSE 640) This topical outline is meant as a guide and is not meant to be inclusive of all possible topic areas. Sequence is

at instructors’ professional discretion. Instructors are encouraged to use this as a helpful outline. .

Introduction to assessment, testing and measurement

Basic concepts, terminology, principles, and procedures

Laws, mandates, and regulations such as IDEA, NCLB, Race to the Top, etc.

Standards, objectives, curricular alignment and assessment

NYS Common Core Learning Standards, and CEC and NAEYC Professional Standards

Response to intervention

Principles, CEC position paper

Screening, pre-referral, referral, referral, classification, and declassification

Standardized tests (types, format, use, and interpretation)

http://nichcy.org/disability/categories







Norms and standardized testing/scoring

Reliability/Validity/Efficiency

Alternative assessment

Authentic assessment, portfolio assessment, etc.

Integration of technology into instruction, assessment, and scoring

Social/Cultural considerations in assessment and testing (including neo-Vygotskian perspectives and

issues concerning diversity and multiculturalism)

Special considerations (include state and city mandates, IEP’s etc) for assessment and testing of students

with disabilities

Performance-based assessment with children with severe and multiple disabilities

Special issues in evaluating and testing young children

Observation, interviewing and conferencing skills at early childhood and later age levels/grades; use of

performance-based assessment

Assessment of class behavior/sensory motor abilities, conducting a FBA and creating a BIP.

Analysis and interpretation of assessment data, constructing reports from data, determining instruction

and other interventions

Achievement and diagnostic assessment – Wechsler Individual Achievement Test, Second Edition

(WIAT II), Woodcock–Johnson III Test of Achievement (WJIII ACH)

Assessment of reading, writing and oral language

Assessment of math skills

Tools for assessing cognitive abilities/adaptive skills and class behavior – such as the Wechsler

Intelligence Scale for Children - Fourth Edition (WAIS IV) Vineland Adaptive Behavior Scales –

Second Edition

Assessment with youth in transition

Professional Organizations, Newsletters and Resources Touro College encourages teacher candidates to consider joining the professional organizations listed below.

Many offer free newsletters and articles which will keep you abreast of the current trends in education.

Teacher Education Organizations Association of Teacher Educators (ATE)

National Board of Professional Teaching Standards (NBPTS)

American Federation of Teachers (AFT)

Association for Supervision and Curriculum Development (ASCD): www.ascd.org

National Educators Association - NEA

United Federation of Teachers (UFT) www.uft.org/]

Subject-Specific Organizations American Council on the Teaching of Foreign Languages (ACTFL)

American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)

ENC Online Resources for Math and Science Education [www.goenc.org

International Reading Association (IRA)

International Technology Education Association (ITEA)

Math for America – www.mathforamerica.org

http://en.wikipedia.org/wiki/Wechsler_Individual_Achievement_Test

http://www.ate1.org/pubs/home.cfm

http://www.nbpts.org/

http://www.aft.org/

http://www.ascd.org/


http://www.nea.org/

http://www.uft.org/

http://www.actfl.org/

http://www.aahperd.org/

http://www.goenc.org/

http://www.reading.org/

http://www.iteaconnect.org/

http://www.mathforamerica.org/



Music Teachers National Association - MTNA

National Art Education Association - NAEA

National Council for the Social Studies (NCSS)

National Council of Teachers of English (NCTE)

National Council of Teachers of Mathematics (NCTM)

National Science Teachers Association (NSTA)

Organization of American Historians (OAH) [www.oah.org]

Teachers of English to Speakers of Other Languages (TESOL)

National Association of Biology Teachers (NABT): www.nabt.org

Child-Centered Organizations Association for Childhood Education International (ACEI)

Council for Exceptional Children (CEC)

National Association for the Education of Young Children (NAEYC)

National Middle School Association (NMSA)

The Council for Children with Behavioral Disorders - CCBD

The New England Center for Children (NECC)

Technology Organizations Association for Education Communications and Technology (AECT)

International Society for Technology in Education (ISTE)

Association for the Advancement of Computing in Education (AACE)

University Statement on Needed Accommodations or Adaptions (Boilerplate)

If you are a qualified student with a disability seeking accommodations under the American with Disability Act

or Section 504, The Rehabilitation Act, please see the course instructor at the soonest possible time for special

arrangements, seating, and other accommodations.

University Academic Integrity Statement from President Alan Kadish (Boilerplate) Touro College and University System is a community of scholars and learners committed to maintaining the

highest standards of tampering (unauthorized removal or alteration of College documents, software, equipment,

or other academic-related materials, including other students’ work)

lying

working with others when assignments or exams require individual work

making unauthorized copies of copyrighted material

facilitating or tolerating the dishonesty of others

Academic dishonesty lowers scholastic quality and adversely affects those who will eventually depend on the

knowledge and integrity of our graduates. Failure to uphold the principles of academic integrity negatively

http://www.mtna.org/

http://www.naea-reston.org/

http://www.ncss.org/

http://www.ncte.org/

http://www.nctm.org/

http://www.nsta.org/

http://www.oah.org/

http://www.oah.org/

http://www.tesol.org/s_tesol/index.asp

http://www.nabt.org/

http://www.nabt.org/

http://www.acei.org/


http://www.naeyc.org/

http://www.nmsa.org/

http://www.ccbd.net/

http://www.necc.org/

http://www.aect.org/

http://www.iste.org/

http://www.aace.org/



impacts the reputation of Touro, the value of each and every degree awarded by the institution, and the future

success of our graduates.

The Touro College and University System views violation of academic integrity with the utmost gravity. Such

violations will lead to appropriate sanctions, from failure in coursework up to and including expulsion from the

Touro College and University System. We commit ourselves to the shared vision of academic excellence that

can only flourish in a climate of integrity.

~~~

All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the

State Education Department. For these purposes, samples of students’ work are made available to those

professionals conducting the review. If you do not wish to have your work available for these purposes, please

let the professor know before the start of the second class. Your cooperation is greatly appreciated.

The following Internet resources may be helpful when checking for plagiarism: Plagiarism Checker, TurnItIn,

DupliChecker.

Council for Exceptional Children Professional Standards Excerpts from: http://www.cec.sped.org/

CEC Initial Level Special Educator Preparation Standards

Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill

and the assurance to the public that practicing professionals possess the specialized knowledge and skill to practice safely

and effectively (Neville, Herman, & Cohen, 2005). Through credentialing of professionals and professional recognition of

preparation programs, special educators assure the public that practicing professionals have mastered the specialized skills

for safe and effective practice.

Reflective of the personalized needs of individuals with exceptionalities, agencies prepare and credential special educators

in a variety of specialty areas. To address these important specialty preparation areas, CEC has developed the seven CEC

Preparation Standards in a three-step pyramid. CEC uses a rigorous consensual validation process to identify sets of

knowledge and skills for entry-level and advanced special educators in the variety of specialty areas. These specialty sets

capture the professional knowledge base, including empirical research, disciplined inquiry, informed theory, and the

wisdom of practice for their area of expertise for each proposed knowledge and skill. As a part of the validation process,

CEC uses a rigorous consensual validation process (CEC Validation Study Resource Manual, 2010).

CEC synthesizes the specialty sets into seven major preparation standards organized around: learners and learning

environments, curricular knowledge, assessment, specialized pedagogical skills, and professional and collaborative skills.

CEC has further analyzed the seven preparation standards into key elements with which preparation programs align

program assessments of special education candidates for CEC Professional Program Recognition.

While the CEC Preparation Standards cross special education specialty areas, CEC uses the specialty sets to inform and

differentiate the content, contexts, and issues among and between the respective specialty areas (e.g., early childhood,

mild/moderate, developmental disabilities, and learning disabilities). Preparation program faculties align their program

assessments to the seven preparation standards with the key elements and program reviewers review for alignment

between the program assessments and the seven preparation standards with the key elements.

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CEC Initial Preparation Standard 1: Learner Development and Individual Learning Differences

1.0 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.

Key Elements

1.1 Beginning special education professionals understand how language, culture, and family background 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.

Supporting Explanation From its roots, special educators have placed the learning needs of the individual at the center of special education instruction. Historically, pedagogy or teaching skill has been at the heart of special education. Whether helping individuals with exceptionalities master addition, cooking, independent living, or philosophy, special educators have altered instructional variables to optimize learning for individuals with exceptionalities. The raison d’être for special education lies in the specialized professional knowledge and skills to individualize2 access to learning in both specialized and general curricula for individuals with exceptionalities. Development of expertise begins with a thorough understanding of and respect for similarities and differences in human growth and development. Like all educators, beginning special educators first respect individuals with exceptionalities within the context of human development and Individual learning differences. Additionally, beginning special educators understand the characteristics between and among individuals with and without exceptionalities. They know exceptionalities can interact with multiple domains of human development to influence an individual’s learning in school, community, and throughout life. Moreover, beginning special educators understand that the beliefs, traditions, and values across and within cultures can influence relationships among and between students, their families, and the school community. Furthermore, the experiences of individuals with exceptionalities can influence families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community. However, beginning special educators’ knowledge of human development goes beyond listing and ordering developmental milestones, and reciting legal definitions of exceptionalities. Beginning special educators understand how exceptionalities can interact with development and learning, and modify developmentally appropriate learning environments to provide relevant, meaningful, and challenging learning experiences for individuals with exceptionalities. Beginning special educators are active and resourceful in seeking to understand how primary language, culture, and family interact with the exceptionality to influence the individual’s academic and social abilities, attitudes, values, interests, and career and post-secondary options.

These learning differences and their interactions provide the foundation upon which beginning special educators

individualize instruction to provide developmentally meaningful and challenging learning for individuals with

exceptionalities.

CEC Initial Preparation Standard 2 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.

Supporting Explanation Like all educators, beginning special educators develop safe, inclusive, culturally responsive learning environments for all students. Beginning special educators also collaborate with education colleagues to include individuals with exceptionalities in general education environments and engage them in meaningful learning activities and social interactions. Beginning special educators modify learning environments for individual needs. Knowledge regarding an individual’s language, family, culture, and other significant contextual factors and how they interact with an individual’s exceptionality, guides the special educator in modifying learning environments, and providing for the maintenance and generalization of acquired skills across environments and subjects. Beginning special educators structure environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptionalities, and directly teach them to adapt to the expectations and demands of differing environments. Frequently, special educators safely intervene with individuals with exceptionalities in crisis. Special educations are also

perceived as a resource in behavior management that include the skills and knowledge to intervene safely and

effectively before or when individuals with exceptionalities experience crisis, i.e. lose rational control over their

behavior.

CEC Initial Preparation Standard 3 Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general3 and specialized curricula4 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.

Supporting Explanation



The professional knowledge base in general education has made clear that the educators’ understanding of the central concepts and structures of the discipline, and tools of inquiry related to the academic subject-matter content areas they teach makes a significant difference in student learning. There is good reason to generalize this conclusion to special educators. Within the general curricula, beginning special educators demonstrate in their planning and teaching, a solid base of understanding of the central concepts, structures of the discipline, and tools of inquiry of the academic subject-matter content areas they teach so they are able to organize knowledge, integrate cross-disciplinary skills, develop meaningful learning progressions and collaborate with general educators in:

o Teaching5 or co-teaching the content of the general curriculum to Individuals with exceptionalities across a wide range of performance levels.

o Designing appropriate learning and performance accommodations and modifications for individuals with

exceptionalities in academic subject matter content of the general curriculum. Additionally, beginning special educators use a variety of specialized curricula, e.g. academic, strategic, social, emotional, and independence curricula, to individualize meaningful and challenging learning for individuals with exceptionalities.

CEC Initial Preparation Standard 4 Assessment

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.

Supporting Explanation Like all educators, beginning special educators understand measurement theory and practice for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. Like their general education colleagues, beginning special educators regularly monitor the learning progress of individuals with exceptionalities in both general and specialized content and make instructional adjustments based on these data. Beginning special educators also use assessment information to support a wide variety of decisions within special education. Beginning special educators understand the legal policies and ethical principles of measurement and assessment related to special education referral, eligibility, program planning, individualized instruction, learning, and placement for individuals with exceptionalities, including individuals from culturally and linguistically diverse backgrounds.



Beginning special educators understand the appropriate use and limitations of various types of assessments, and

collaborate with families and other colleagues to assure nonbiased, meaningful assessments and decision-making.

Beginning special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to individualize the learning experiences that support the growth and development of individuals with exceptionalities. Beginning special educators make multiple types of assessment decisions including strategic adaptations and modifications in response to an individuals’ constellation of social, linguistic, and learning factors in ways to minimize bias. Beginning special educators use assessment information to identify supports and adaptations required for individuals with exceptionalities to access the general curriculum and to participate in school, system, and statewide assessment programs. Beginning special educators integrate the results of assessments to develop long-range individualized instructional plans anchored in both general and special education curricula, and translate these individualized plans into carefully selected shorter-range goals and objectives. They also have a central role integrating the results of assessments in developing a variety of individualized plans, including family service plans, transition plans, behavior change plans, etc.

Beginning special educators use available technologies routinely to support their assessments. With the rapid advance

and use of technology, special educators use technologies to support and manage assessment of individuals with

exceptionalities. The appropriate and efficient use of technology to support assessment tasks is rapidly becoming an

essential tool for special education professionals.

CEC Initial Preparation Standard 5 Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6 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.



Supporting Explanation Whether in individualizing access to general and specialized content, individualized decision-making and individualized instruction are at the center of special education practice. In the selection, development, and adaptation of learning experiences for individuals with exceptionalities, beginning special educators consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors. The interactions of these factors with the implications of an individual’s exceptionality guides the special educator’s selection, adaptation, and use of a repertoire of evidence-based instructional strategies in promoting positive learning results in general and special curricula and in modifying learning environments for individuals with exceptionalities appropriately. Beginning special educators teach personalized literacy and numeracy to individuals with exceptionalities who are often non-responsive individuals in tiered intervention models. In their planning and teaching with these individuals, beginning special educators emphasize explicit instruction with modeling, and guided practice to assure acquisition and fluency, as well as, the development, maintenance, and generalization of knowledge and skills across environments, settings, and the life span through approaches such as cross curricular lesson planning. Moreover, they enhance 21st Century student outcomes such as critical thinking, creative problem solving, and collaboration skills for individuals with exceptionalities, and increase their self-awareness and reliance, self-management and control, and self-efficacy and advocacy. Beginning special educators provide effective language models and use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptionalities whose primary language is not English. Beginning special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Beginning special educators are familiar with augmentative and alternative communication systems, and assistive technologies to support and enhance the language and communication of individuals with exceptionalities, and use individualized strategies to enhance their language development and teach communication skills to individuals with exceptionalities. Beginning special educators implement a variety of individualized learning plans across a wide range of settings and a range of different learning experiences, including individualized family service plans, individualized transition plans, individualized behavior change plans.

Transitions are specific points of potential difficulty for individuals with exceptionalities. Beginning special educators develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. For individuals with exceptionalities in early childhood, special educators focus the individualized instruction plan within the context of family services taking into account the needs, priorities, and concerns of families, as the primary providers of instruction. Beginning special educators facilitate all personalized instructional planning within a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate.

Beginning special educators use technologies routinely to support all phases of instruction planning. With the rapid

advance and use of technology, special educators use technologies to support and manage all phases of planning,

implementing, and evaluating instruction.

CEC Initial Preparation Standard 6 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.

Supporting Explanation Beginning special educators practice in multiple roles and complex situations across wide age and developmental ranges that requires ongoing attention to legal matters and serious consideration of serious professional and ethical issues. The Ethical Principles and Professional Practice Standards of the Council for Exceptional Children guide beginning special education professionals. These principles and standards provide benchmarks by which special educators practice and evaluate each other professionally. Beginning special educators understand special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, policies, historical points of view that continue to influence the field of special education and the education of and services for individuals with exceptionalities and their families in both school and society. Beginning special educators understand how these factors influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Beginning special educators are sensitive to the aspects of diversity with individuals with exceptionalities and their families, how human diversity can influence families, cultures, and schools, and how these complex issues can each interact with the delivery of special education services. Of special significance is the growth in the number and prevalence of English Language Learners (ELL) and the provision of effective special education services for ELL with exceptionalities and their families. Beginning special educators understand the relationships of the organization of special education services to the organization of schools, school systems, and education-related agencies within the country and cultures in which they practice. Beginning special educators are aware of how their own and others’ attitudes, behaviors, and ways of communicating can influence their practice, and use this knowledge as a foundation to inform their own personal understandings and philosophies of special education. Beginning special educators engage in professional activities and participate actively in professional learning communities that benefit individuals with exceptionalities, their families, colleagues, and their own professional growth. Beginning special educators view themselves as lifelong learners and regularly reflect on and adjust their practice, and develop and use personalized professional development plans. Beginning special educators plan and engage in activities that foster their professional growth and keep them current with evidence-based practices. Beginning special educators also know how to recognize their own skill limits and practice within them.



There has been substantial growth in the use of special education paraeducators over the past few years, and beginning

special educators frequently provide guidance and direction to paraeducators and others, such as classroom volunteers

and tutors.

CEC Initial Preparation Standard 7 Collaboration

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.

Supporting Explanation One of the significant changes in education over the past several decades is the rapid growth of collaborative educational teams to address the educational needs of students. The diversity of the students, complexity of curricular demands, growing influence of technology, and the rising targets for learner outcomes in the 21st century has created the demand for teams of educators collaborating together to ensure all students are effectively learning challenging curricula. Special educators view general educators as possessing knowledge and expertise in curriculum, and general educators reciprocally view special educators as having knowledge and expertise in the education of individuals with exceptionalities. Beginning special educators embrace their role as a resource to colleagues and use the theory and elements of collaboration across a wide range of contexts and collaborators. Beginning special educators collaborate with their general education colleagues to create learning environments that meaningfully include individuals with exceptionalities, and that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement. Additionally, special educators use collaboration to facilitate personalized instruction planning and transitions of individuals with exceptionalities in promoting the learning and well-being of individuals with exceptionalities across a wide range of settings and different learning experiences.



Beginning special educators routinely collaborate with related-service providers, other educators including special education paraeducators, personnel from community agencies, and others to address the needs of individuals with exceptionalities.

Special educators have long recognized the positive significance of the active involvement of individuals with

exceptionalities and their families in the education process, and special educators involve individuals with

exceptionalities and their families collaboratively in all aspects of the education of individuals with exceptionalities.

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CEC Special Education Specialist Advanced Preparation Standards Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the assurance to the public that practicing professionals possess the specialized knowledge and skill to practice safely and effectively (Neville, Herman, & Cohen, 2005). Through credentialing of professionals and professional recognition of preparation programs, special educators assure the public that practicing professionals have mastered the specialized skills for safe and effective practice. Reflective of the personalized needs of individuals with exceptionalities, agencies prepare and credential special educators in a variety of specialty areas. To address these important specialty preparation areas, CEC has developed the seven CEC Preparation Standards in a three-step pyramid. CEC uses a rigorous consensual validation process to identify sets of knowledge and skills for entry-level and advanced special educators in the variety of specialty areas. These specialty sets capture the professional knowledge base, including empirical research, disciplined inquiry, informed theory, and the wisdom of practice for their area of expertise for each proposed knowledge and skill. As a part of the validation process, CEC uses a rigorous consensual validation process (CEC Validation Study Resource Manual, 2010). CEC synthesizes the specialty sets into seven major preparation standards organized around: learners and learning environments, curricular knowledge, assessment, specialized pedagogical skills, and professional and collaborative skills. CEC has further analyzed the seven preparation standards into key elements with which preparation programs align program assessments of special education candidates for CEC Professional Program Recognition. While the CEC Preparation Standards cross special education specialty areas, CEC uses the specialty sets to inform and differentiate the content, contexts, and issues among and between the respective specialty areas (e.g., early childhood, mild/moderate, developmental disabilities, and learning disabilities). Preparation program faculties align their program assessments to the seven preparation standards with the key elements and program reviewers review for alignment between the program assessments and the seven preparation standards with the key elements.

CEC Advanced Preparation Standard 1 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.

Supporting Explanation



The raison d’être for special education lies in the specialized professional knowledge and skills to individualize 2 or personalize learning in both specialized and general curricula for individuals with exceptionalities. Since its earliest days, special education has been based on the understanding of individuals and the contexts in which they live and learn in order to plan for the education of individuals with exceptionalities. This begins with the understanding of and respect for similarities and differences in human growth and development, and it extends to designing and implementing assessments to evaluate the effectiveness of practices and programs. To assure relevant and valid assessment information, nonbiased procedures are critical in the selection of assessment instruments, methods, and procedures for both individuals and programs. Frequently, special education specialists are a resource to school teams in selecting accommodations in assessments to minimize bias and ensure validity. Special education specialists bring experience and engage in reflection to inform their understanding of human diversity and its influence on families, cultures, and schools, and their interaction with the delivery of education services. They use this experience to personalize instruction for individuals with exceptionalities. The identification and use of strategic accommodations and modifications depend on the understanding of specific individuals and their contexts.

With respect to assessment of individuals with exceptionalities, special education specialists apply their knowledge and

skill to all stages and purposes of assessment in decision-making including: pre-referral and screening, pre-placement for

special education eligibility, and monitoring and reporting learning progress in the general education curriculum and in

other individualized educational program goals.

CEC Advanced Preparation Standard 2 Curricular Content Knowledge

2.0 Special education specialists use their knowledge of general3 and specialized4 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.

Supporting Explanation Special education specialists have a comprehensive knowledge of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and issues that have influenced and continue to influence special education and the education of and services for individuals with exceptionalities both in school and in society. Special education specialists use their deep understanding of how to coordinate educational standards to the needs of individuals with exceptionalities to support all individuals with exceptionalities to access challenging curriculum standards. Special education specialists work within the limits of their professional skill, and facilitate access to the general education curricula and special supplementary curricula, e.g. academic, strategic, social, emotional, transition, independence curricula to individualize meaningful and challenging learning for individuals with exceptionalities.



Special education specialists continuously broaden and deepen their professional knowledge, and expand their expertise

with instructional, augmentative, assistive technologies, curriculum standards, and effective teaching strategies to

support learning.

CEC Advanced Preparation Standard 3 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.

Supporting Explanation Special education specialists apply their knowledge of cognitive and behavioral science, learning theory, evidence-based practice, and instructional technologies to improve programs, services, and supports for individuals with exceptionalities. Special education specialists continuously broaden and deepen their professional knowledge, and expand their expertise

with instructional, augmentative, and assistive technologies, curriculum standards, and effective teaching strategies to

support access to learning.

They use their understanding of the effects of cultural, social, and economic diversity and variations of individual development to inform their development of a continuum of programs and services to ensure the appropriate instructional supports for individuals with exceptionalities and their families Special education specialists have a sufficient facility with the breadth and scope of instructional augmentative, assistive

technologies so that they select alternatives that will improve programs, supports, and services for individuals with

exceptionalities and their families, and facilitate others’ selection and use.

CEC Advanced Preparation Standard 4 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.



Supporting Explanation Research and inquiry inform the professional practice of special education specialists. As professionals, special education specialists view science as the principal source for information on effective practice. Special education specialists know models, theories, philosophies, and research methods that form the basis for evidence-based practices in special education, and they use research to improve instructional techniques, intervention strategies, and curricula. Special education specialists evaluate the appropriateness of research methodologies in relation to the validation of practices, and use the literature to inform professional practice. Special education specialists foster a collegial environment supportive of continuous instructional improvement, and engage in the design and implementation of research with professional colleagues.

In addition, special education specialists design and implement research and evaluation activities to evaluate progress

toward the organizational vision, mission, and goal, and the effectiveness of programs, services, and supports for

individuals with exceptionalities.

CEC Advanced Preparation Standard 5 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.

Supporting Explanation Special education specialists model respect for all individuals and encourage challenging expectations for individuals with exceptionalities. Special education specialists use their knowledge of the needs of different groups in a pluralistic society to support and use linguistically and culturally responsive practices. Special education specialists hold high professional self-expectations and help others more completely understand the needs of individuals with exceptionalities. Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families,



They support quality education for individuals with exceptionalities, and advocate for policy based on solid scientific evidence. In addition, they advocate for appropriate resources to ensure that all personnel involved have effective preparation. Special education specialists use their knowledge of the needs of different groups in a pluralistic society to promote evidence-based practices and challenging expectations for individuals with exceptionalities.

They mentor others and promote high expectations for themselves, other professionals.

CEC Advanced Preparation Standard 6 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.

Supporting Explanation A deep understanding of the history of special education, legal policies, ethical standards, and emerging issues informs the leadership of special education specialists. They use this broad foundation to construct their own professional understanding of special education professional practice and to facilitate others’ understanding the education of and services for individuals with exceptionalities and their families in both school and society. Special education specialists understand how and why special education organizes its programs and services in relation to school systems and other agencies. They model and facilitate high professional expectations and ethical practice to create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.



They design and deliver ongoing professional development designed to improve practice at all relevant organizational levels. Special education specialists plan, present, and evaluate professional development based on models that apply the principles of adult learning theory and focus on the use of effective practice at all organizational levels. Special education specialists view themselves as lifelong learners, and model their commitment to improving their own professional practice by participating in professional development continuously. Special education specialists actively plan and engage in activities that foster their own as well as their colleagues’ professional growth with evidence-based practices. In addition, they develop and use personalized professional development plans and facilitate the development and use of personalized professional development plans of colleagues.

Special education specialists recognize their responsibility to promote the advancement of the profession including

facilitating and participating in the preparation and induction of prospective special educators.

CEC Advanced Preparation Standard 7 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.

Supporting Explanation Special education specialists have a deep understanding of the significance of collaboration for education colleagues, families, related service providers, and others from the community and use collaboration to promote understanding, resolve conflicts, and build consensus. Based on the theory and research on elements and models of effective collaboration, special education specialists use

their skills to improve programs, services, and outcomes for individuals with exceptionalities. They possess current

knowledge of the related ethical and legal issues, and use culturally responsive practices to enhance collaboration.

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NAEYC Standards for Early Childhood Professional Preparation

2010 Standards for Initial Early Childhood Professional Preparation (July 2011) STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. Key elements of Standard 1

o 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. o 1b: Knowing and understanding the multiple influences on early development and learning



o 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. Key elements of Standard 2

o 2a: Knowing about and understanding diverse family and community characteristics o 2b: Supporting and engaging families and communities through respectful, reciprocal relationships o 2c: Involving families and communities in young children’s development and learning

STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Key elements of Standard 3

o 3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children

o 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.

o 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

o 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments

STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Key elements of Standard 4

o 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children o 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology o 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches o 4d: Reflecting on own practice to promote positive outcomes for each child

STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their



understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. Key elements of Standard 5

o 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.

o 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines o 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate

developmentally meaningful and challenging curriculum for each child.

STANDARD 6. BECOMING A PROFESSIONAL Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Key elements of Standard 6

o 6a: Identifying and involving oneself with the early childhood field o 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines o 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with

peers, and as a professional resource. o 6d: Integrating knowledgeable, reflective, and critical perspectives on early education o 6e: Engaging in informed advocacy for young children and the early childhood profession

STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). Key elements of Standard 7

o 7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8) o 7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school

grades, child care centers and homes, Head Start programs)

==================================================================

2010 Standards

Advanced Early Childhood Professional Preparation (September 2011)

STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. Key elements of Standard 1



o 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8 o 1b: Knowing and understanding the multiple influences on early development and learning o 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning

environments for young children

STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS

Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. Key elements of Standard 2

o 2a: Knowing about and understanding diverse family and community characteristics o 2b: Supporting and engaging families and communities through respectful, reciprocal relationships o 2c: Demonstrating cultural competence and effective collaboration to involve families and communities in their

children’s development and learning

STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES

Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Key elements of Standard 3

o 3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children

o 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection

o 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities

o 3d: Demonstrating ability to collaborate effectively to build assessment partnerships with families and with professional colleagues to build effective learning environments

STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND

FAMILIES

Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Key elements of Standard 4

o 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children o 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology



o 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches with a high level of cultural competence, understanding and responding to diversity in culture, language and ethnicity

o 4d: Reflecting on own practice to promote positive outcomes for each child

STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. Key elements of Standard 5

o 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies

o 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines o 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate

developmentally meaningful and challenging curriculum for each child

STANDARD 6. GROWING AS A PROFESSIONAL Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Key elements of Standard 6

o 6a: Demonstrating professional identification with and leadership skills in the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession

o 6b: In-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role

o 6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning and investigation relevant to practice and professional role

o 6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research

o 6e: Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies

o 6f: Demonstrating a high level of oral, written and technological communication skills with specialization for professional role(s) emphasized in the program

STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). Key elements of Standard 7

o 7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)

o 7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)



Touro Claims and Crosscutting Themes

Claim 1 refers to the competence of our students in the content areas in which they teach. TEAC regards preparation in

content to have taken place primarily in undergraduate studies. TEAC does not regard our teacher education courses as

significantly involved in teaching in the content areas (although some of our instructors – for example in math and science

methods courses – tell us that they do spend some time reviewing and teaching content as well as methods to their

students).

Claim 2 refers to the competence of our students to use effective teaching methods for diverse learners from a variety of

backgrounds. Most of our courses have some involvement in supporting this claim, but our specific pedagogical core

methods courses (as opposed to our general pedagogical core, common to all of our programs) directly cover work with

our students on effective teaching methods in various content areas for students generally as well as those from a range of

backgrounds, including ELL students and students with disabilities.

Claim 3 refers to the ability of our students to create dynamic learning environments that are supportive, caring and

motivating for all students. All of our courses should touch on material that supports these claims in various ways. Our

Early Childhood Education: Principles and Methods course, for example, would directly support this claim in readings

and discussions and assignments on specific ways in which an early childhood classroom might be set up. Our History

and Philosophy of Education and Special Education course might touch on this claim through the analysis of different

conceptions of caring, perhaps in the context of the work of Nel Noddings.

Claim 4 Candidates apply the process of reflection to facilitate their continuing professional growth and development.

Crosscutting Themes

1 Learning to learn -Cross cutting theme

The instructor encourages the development in his or her students of intellectual curiosity and the skills to question,

analyze, critique, and synthesize what is presented. The instructor encourages the development of taking risks to try out

new possibilities for solving a problem. The instructor encourages his or her students to do the same for their own

students.

2 Multicultural Perspectives -Cross cutting theme

The instructor encourages the development in his or her students of knowledge of diverse cultures, including diverse

cultures of children they are or will likely be teaching. The instructor helps students apply this knowledge, so that, for

example, they appreciate that the same overt behavior on the part of two children or two parents from two different

cultures may have very different meanings.

3 Technology -Cross cutting theme



The instructor encourages development in her or his students of knowledge of and skills in using technology that can be

vital in the teaching of their own students

=================================================================================================

"Thinking Along the Lines of Teacher Performance Assessments" The following guidelines for evaluating student lesson presentation simulations in class or videos of lesson

presentations are derived from material designed for the new Teacher Performance Assessment (TPA) that all

teacher education students will soon have to pass in order to become certified in NYS. These guidelines can be

used in methods courses to help students begin thinking and working along the lines that will be required in

their work for the TPA. It is important that students have such exposure and experience so that they don't come

to their actual preparation of a product for the TPA without any idea of what the TPA is all about.

What follows are NOT requirements for practicum, but only suggestions for students and faculty to familiarize

themselves with various aspects of comprehensive teacher performance assessments.

These guidelines can help students and faculty consider some of the important facets of 1) planning and

preparing for lesson presentations, 2) the actual presentation of lessons, that is, instruction itself, and, finally, 3)

assessment of instruction and student learning, all critical components of teaching and critical components of

the new TPA.

Students can prepare a planning document in which they discuss the factors taken into account in planning the

specific instruction they will deliver to certain specific real or imagined students, prepare a simulated lesson

presentation or video in which a lesson presentation is conducted, taking into account the essentials of effective

instruction, and prepare an assessment document in which they discuss how they did or would assess their

teaching and student learning of the lesson material presented. Students can conclude with a discussion of 1)

what they've learned from the entire experience, and 2) what they would do differently if they were to teach the

lesson again, given the knowledge and understanding they now have as a result of having gone through the

experience and having reflected on it, both requirements of the TPA.

Notes on Some Major Points for Consideration for Teacher Performance Assessment Planning for Instruction:



Students should make sure they have a central focus and essential strategy for the learning that is

supposed to take place.

Students should include in their planning for the lesson not only a central focus, strategy, objectives

and standards (and creation of a lesson plan), but also what they know about the students they are

teaching related to students as individuals (including assets and special needs) and in the context of

their families and communities (including assets and special needs).

Students should consider how they will reach and meet the needs of a variety of learners.

Students should consider the assets that their students bring to the learning tasks at hand.

Students should consider links of the current lesson material with prior academic learning.

Students should be able to justify why the planned strategies and supports are appropriate for these

students.

Students should consider how they will integrate academic language (formal language used in

discussing concepts in different subject areas, in contrast to conversational or basic interpersonal

language and communication) into the lesson presentation.

Providing Instruction:

Students should explain how and demonstrate that they prepare a learning environment that is

respectful of students, supportive of student efforts, encourages mutual respect among students,

encourages student expression of ideas and feelings, and that the teacher has rapport with students.

Students should explain how and demonstrate that they get and hold student attention, motivate

students, convey enthusiasm, and link the lesson with prior knowledge.

Students should model the key lesson strategy (or strategies) for their students and provide

opportunity for guided practice and varied application of the strategy.

Students demonstrate that they have taken steps to effectively teach the variety of learners in the

class, including those with special needs.

Students should use appropriate materials and technology for instruction.

Students should explain connections of teaching content and approaches used to relevant research

and/or theory.

Students should explain how they have integrated academic language into the lesson.

Assessment:

Overall, students should be considering the ways in which they will gather evidence to understand what

their students have and have not learned of the lesson content and related skills, provide useful feedback to

students, and explain and/or demonstrate how they will use the evidence they’ve gathered to plan the next

steps of instruction for students.

Students consider the standards and/or objectives that are to be assessed.

Students specify the strategy and skills to be assessed.

Students make clear exactly what criteria are being used for assessment.

Students take into account the variety of learners with whom they are working and different assessment

strategies and support that might be needed.



Students explain the nature of the feedback to their students they will provide and how it addresses

strengths and needs related to the standards and/or objectives.

Students describe how they will support their students’ use of feedback, how they will apply it,

generalize it.

Students describe how they will support their students’ ability to evaluate their own strengths and

needs, including in the use of academic language.

Students present the next steps in instruction and how they follow from the analysis of assessment

data.

Students justify next steps to take with findings of research and/or theory.

Students may present samples of student work to support their analysis and next steps.

Students focus on work samples that show patterns of student learning, including what students did

right and wrong.

TPA Internet Resources

Teacher Performance Assessment Rubrics (used NYSED) created by Charlotte Danielson

TPA Reference Web Sites

edTPA website -This public site shares basic information about edTPA. The website is designed to introduce

the public and institutions of higher education that are not TPAC members to edTPA and to provide TPAC

participants with information and materials for dissemination. The new edTPA site provides these and other

useful features:

Detailed background information, goals, project status and state policy updates on edTPA

A thorough set of frequently asked questions, rich resources and easy steps for how to get involved in

edTPA

The latest news updates and testimonials from your peers and teacher candidates who have experienced

edTPA

Also http://edTPA.com

TPAC Online - TPAC Online is a web-based community hosted by AACTE for TPA participating states and

programs. TPAC Online includes discussion forums, examples and suggestions from institutions implementing

the TPA, research articles and state-oriented groups. We encourage your faculty to take advantage of the

resources and discussion available at TPAC Online by becoming members. To join, contact [email protected] for

registration assistance.

TPA Program Website (Pearson e-portfolio) - The website provides an overview of the Pearson e-Portfolio

system used for field tests prior to scheduled implementation in May 2014

NYSTCE - The New York State Teacher Certifications ExaminationsTM (NYSTCE®) program website

contains information on new tests required for teacher certification in New York, including the Teacher

Performance Assessment (edTPA).

Schools.webhop.org/TouroRLehrer (TPA page)

RonaldLehrer.com – The personal site of Dr. Ronald Lehrer, Associate Dean and Chair of Graduate Programs

in Education and Special Education at Touro College

http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/ASCD_Rubric.pdf

http://edtpa.aacte.org/

http://edtpa.com/

http://tpaconline.ning.com/main/authorization/signIn?target=http%3A%2F%2Ftpaconline.ning.com%2F

http://tpafieldtest.nesinc.com/

http://www.nystce.nesinc.com/NY_annProgramUpdate.asp

http://schools.webhop.org/TouroRLehrer

http://ronaldlehrer.com/



Rubric for a General Presentation or General Subject Video Lesson

Rubric for a Literacy Video Lesson



Rubric for a Mathematics Video Lesson



Bibliography (EdSE 640) Anastasi, A. & Urbina. S. (1996). Psychological Testing. Boston: Pearson.

Cangelos, J.S. (2000). Assessment Strategies for Monitoring Student Learning. New York: Longman.

Coleman, L.J. (1994). Portfolio assessment: A key to identifying and empowering teachers of young children.

Gifted Child Quarterly

Coleman, L.M., & Harmer, W. (1982). A comparison of standardized readings tests and informal placement

procedures. Journal of Learning Disabilities, 15, 396-398.

Fletcher-Janzen, E. & Reynolds, C.R. (eds.) (2003). Childhood Disorders: Diagnostic Desk Reference. New

York: John Wiley.

Fuchs, L. (1994). Connecting Performance Assessment to Instruction. Reston, VA: Council on Exceptional

Children.

Gonzalez, V. & Yawkey, T.D. (1993). The assessment of culturally and linguistically different students:

celebrating change. Educational Horizons, 72(1), 41-49.

Herman, J.L., Aschbacker, P.R., & Winters, L. (1992). A Practical Guide to Alternative Assessment.

Alexandria, VA: Association for Supervision and Curriculum Development.

Hamm, M. & Adams, D. (2009). Activating Assessment for All Students. Lanham, Md.: Rowan and

Littlefield.

Kamphaus, R.W. (1993). Clinical Assessment of Children’s Intelligence. Boston: Allyn & Bacon.

Kirschenbaum, R. (1998). Dynamic assessment and its use with underserved gifted and talented populations.

Gifted Child Quarterly, 42, 140-147.

Kulm, G. (1994). Mathematics Assessment. San Francisco: Jossey-Boss Publishers.

Newman, T & Sternberg, R (2012). Students with Both Gifts and Learning Disabilities:Indentification,

Assessment, and Outcomes. 12/31/12 New York: Springer-Verlag.

Nitko, A & Brookhart, S.(2010). Educational Assessment of Students, 6th

Edition. Upper Saddle River, NJ:

Pearson.

Overton, T. (2000). Assessment in Special Education: An Applied Approach, Third Edition. Upper Saddle

River, NJ: Merrill.

Rothman, R. (2005). Testing goes to preschool: Will state and federal testing programs advance the goal of

school readiness for all children? Harvard Education Letter, 21 (2), 1 - 4.

Sattler, J.M. (1998). Assessment of Children. San Diego, CA: Jerome M. Sattler.

Shaffer, D., Lucas, C.P., & Richters, J.E. (1999). Diagnostic Assessment in Child and Adolescent

Psychopathology. New York: The Guilford Press.



Silver, A.A. & Hagin, R.A. (2002). Disorders of Learning in Childhood, Second Edition. New York: John

Wiley.

Spinelli, C. (2011). Classroom Assessment for Students in Special and General Education, 3rd

edition.

Upper Saddle River, NJ: Pearson.

Suzuki, L.A., Vraniak, D.A., & Kugler, J.F. (1996) Intellectual assessment across cultures. In Handbook of

Multicultural Assessment, ed. L.A. Suzuki, P.J. Meller, & J.G. Ponteratto, 141-177. San Francisco:

Jossey-Bass.

Swicegood, P. (1994) Portfolio-based assessment practices. Intervention in School and Clinics, 30 (1), 6-15.

Taylor, R.L. (most recent edition). Assessment of Exceptional Students. Boston, MA: Allyn & Bacon

Thorndike, R. & Hagan, E. (1994) Cognitive Abilities Test. Boston: Houghton-Mifflin.

Walker, C.E. & Roberts, M.C. (eds.) (2001). Handbook of Clinical Child Psychology. New York: John Wiley.

Yssoldyke, J & Algozzine, R. Effective Assessment for Students with Special Needs, March 2006 Corwin

Press

Wolery, M., Werts, M.G. & Holcombe, A. (1994). Current practices with young children who have disabilities:

Placement, assessment and instructional issues. Focus on Exceptional Children, 26 (6), 1-12.

lems: A shared responsibility. Exceptional Children, 52, 411-415.

Suggested Online Resources http://www.learningoutcomeassessment.org

Association for Supervision and Curriculum Development (ASCD) National Center on Education and the Economy (NCEE)

http://www.corestandards.org/

http://engageny.org/resource/common-core-implementation-timeline/?au=network-teamsntes


http://www.cast.org/ - UDL - UDL Lesson Plan


http://www.learningoutcomeassessment.org/


http://www.ncee.org/

http://www.corestandards.org/

http://engageny.org/resource/common-core-implementation-timeline/?au=network-teamsntes


http://www.cast.org/

http://lessonbuilder.cast.org/

http://www.specialconnections.ku.edu/~specconn/page/instruction/udl/case/casea/pdf/casea_lesson_blank.pdf




Online Resources (EdSE 640) Additional resources may be found on http://schools.webhop.org/touroresources640

Online Resources – Special Education

http://www.ldonline.org

http://www.understandingspecialeducation.com/

New York City Task Force on Quality Inclusive Schooling (NYCTFQIS)

http://www.inclusion-ny.org/region/nyc/inclusion-book Supporting Inclusive Classrooms: A Resource

http://www.resourcesnycdatabase.org Resources for Children with special needs in New York City

http://www.systemschange.syr.edu/hesc United States Department of Education

http://projectchoices.org/ Illinois’s response to inclusion in LRE

http://kidstogether.org Pennsylvania-based organization on LRE issues

http://teachingld.org/about/ Teachers of students with learning disabilities

http://www.kotb.com Kids on the Block. Disability awareness life-size puppet presentations for elementary schools.

http://www.casel.org Social and emotional learning for students preschool to high school.

http://www.autismspeaks.org Videos and information about issues including parent support for students with autism.

http://iris.peabody.vanderbilt.edu/onlinemodules.html

A wealth of information on all aspects of special education

http://www.powerof2.org/ Focus on teacher collaboration.

http://www.civilrightsproject.harvard.edu/research/specialed/specialed_gen.php Special education and civil rights

http://www.cldinternational.org/ Council for learning disabilities

http://www.disabilityfilms.co.uk/ Disability related films (commercial and documentary)

http://www.cds.hawaii.edu/ Review of Disability Studies publication

http://www.outside-centre.com/ Homepage of disability studies scholar, writer, and activist

http://www.columbia.edu/cu/seminars/seminars/cultural-studies/seminar-folder/disability-studies.html Disability Studies seminars at Columbia University, open to the public

http://www.dsq-sds.org/ Disability Studies quarterly electronic journal

http://www.bioethicsanddisability.org/abuseofdisabledpeople.htm Issues of abuse of disabled people

http://www.disabilitystudiesforteachers.org/ Disability studies for teachers (curricula and materials)

http://www.uic.edu/orgs/sds/links.html

Society for Disability Studies

http://schools.webhop.org/touroresources6

http://www.ldonline.org/



http://www.inclusion-ny.org/region/nyc/inclusion-book

http://www.inclusion-ny.org/region/nyc/inclusion-book

http://www.resourcesnycdatabase.org/

http://www.systemschange.syr.edu/hesc

http://projectchoices.org/

http://kidstogether.org/

http://teachingld.org/about/

http://www.kotb.com/

http://www.casel.org/

http://www.autismspeaks.org/



http://www.powerof2.org/

http://www.civilrightsproject.harvard.edu/research/specialed/specialed_gen.php

http://www.civilrightsproject.harvard.edu/research/specialed/specialed_gen.php

http://www.cldinternational.org/

http://www.disabilityfilms.co.uk/

http://www.cds.hawaii.edu/

http://www.outside-centre.com/

http://www.columbia.edu/cu/seminars/seminars/cultural-studies/seminar-folder/disability-studies.html

http://www.columbia.edu/cu/seminars/seminars/cultural-studies/seminar-folder/disability-studies.html

http://www.dsq-sds.org/

http://www.bioethicsanddisability.org/abuseofdisabledpeople.htm

http://www.bioethicsanddisability.org/abuseofdisabledpeople.htm

http://www.disabilitystudiesforteachers.org/

http://www.uic.edu/orgs/sds/links.html



Disability is natural http://www.disabilityisnatural.com/ Disability studies information and resources

http://thechp.syr.edu/Disability_Studies_2003_current.html Least Restrictive Environment Coalition of NYC

http://www.lrecoalition.org/ Technical assistance center on disproportionality of students of color in special education

http://steinhardt.nyu.edu/metrocenter/Chapter405.html Cooke Center for Learning and Development

http://www.cookecenter.org/index.htm International Disability Rights New Service

http://www.inclusiondaily.com Disability Rights Commission (UK)

http://www.drc.org.uk Alternatives to disability simulations

http://www.ragged-edge-mag.com/0903/0903ft1.html

Building the legacy of IDEA

http://idea.ed.gov/

Disability World webzine http://www.disabilityworld.org/

Author and Public Speaker/LD and ADHD

http://www.jonathanmooney.com/ National Center for Learning Disabilities

http://www.ncld.org/content/view/752/456/ Whole schooling consortium

http://www.wholeschooling.net/ Disability History Association

http://dha.osu.edu/ Museum of Disability

http://www.museumofdisability.org/ American Education Research Association/Disability Studies in Education

http://www.cec.sped.org/AM/Template.cfm?Section=Home

http://www.disabilityisnatural.com/

http://thechp.syr.edu/Disability_Studies_2003_current.html

http://thechp.syr.edu/Disability_Studies_2003_current.html

http://www.lrecoalition.org/

http://steinhardt.nyu.edu/metrocenter/Chapter405.html

http://steinhardt.nyu.edu/metrocenter/Chapter405.html

http://www.cookecenter.org/index.htm

http://www.inclusiondaily.com/

http://www.drc.org.uk/



http://idea.ed.gov/

http://www.disabilityworld.org/

http://www.jonathanmooney.com/

http://www.ncld.org/content/view/752/456/

http://www.wholeschooling.net/

http://dha.osu.edu/

http://www.museumofdisability.org/



SpEd 640 Graduate Programs in Education and Special Education 2013

http://aera.net/Default.aspx?menu_id=162&id=1297

American Education Research Association/Disability

Studies in Education

www.cast.org

Concentrate on Universal Design for Learning (UDL)

Obtained from The Inclusion Booklet – New York City

Task Force on Inclusive Education


http://aera.net/Default.aspx?menu_id=162&id=1297

http://www.cast.org/

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