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Standards Alignment
EI/ECSE Standards Alignment with DEC Recommended Practices (birth - 5) and CEC High Leverage Practices (5-8)
Standard 1 - Child Development and Early Learning
Candidates understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions. Candidates apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children’s development and learning. These contextual factors as well as social, cultural, and linguistic diversity are considered when facilitating meaningful learning experiences and individualizing intervention and instruction across contexts.
EI-ECSE Standards | DEC Recommended Practices* | CEC High Leverage Practices** |
---|---|---|
1.1 Candidates demonstrate an understanding of the impact that different theories and philosophies of early learning and development have on assessment, curriculum, intervention, and instructional decisions. |
A3 Practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics.
A10 Practitioners use assessment tools with sufficient sensitivity to detect child progress, especially for the child with significant support needs.
INS4 Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines. |
HLP 5 Interpret and communicate assessment information to collaboratively design and implement educational programs.
HLP 13 Adapt curriculum tasks and materials for specific learning goals. |
1.2 Candidates apply knowledge of normative sequences of early development, individual differences, and families’ social, cultural, and linguistic diversity to support each child’s development and learning across contexts |
A3 Practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics.
F1 Practitioners build trusting and respectful partnerships with the family through interactions that are sensitive and responsive to cultural, linguistic, and socio-economic diversity.
INS2 Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
INS4 Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
INS11 Practitioners provide instructional support for young children with disabilities who are dual language learners to assist them in learning English and in continuing to develop skills through the use of their home language. |
HLP 3 Collaborate with families to support student learning and secure needed services.
HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. |
1.3 Candidates apply knowledge of biological and environmental factors that may support or constrain children's early development and learning as they plan and implement early intervention and instruction. |
A4 Practitioners conduct assessments that include all areas of development and behavior to learn about the child’s strengths, needs, preferences, and interests.
INT1 Practitioners, with the family, identify each child’s strengths, preferences, and interests to engage the child in active learning.
INT3 |
HLP 7 Establish a consistent, organized, and responsive learning environment.
HLP 10 Conduct functional behavioral assessments to develop individual student behavior support plans. |
1.4 Candidates demonstrate an understanding of characteristics, etiologies, and individual differences within and across the range of abilities, including developmental delays and disabilities, their potential impact on children’s early development and learning, and implications for assessment, curriculum, instruction, and intervention. |
A3 Practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics.
A8 Practitioners use clinical reasoning in addition to assessment results to identify the child’s current levels of functioning and to determine the child’s eligibility and plan for instruction.
INS1
INS4 Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
INS10 Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals. |
HLP 3 Collaborate with families to support student learning and secure needed services.
HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. |
Standard 2 – Partnering with Families
Candidates use their knowledge of family-centered practices and family systems theory to develop and maintain reciprocal partnerships with families. They apply family capacity-building practices as they support families to make informed decisions and advocate for their young children. They engage families in opportunities that build on their existing strengths, reflect current goals, and foster family competence and confidence to support their children’s development and learning.
EI-ECSE Standards | DEC Recommended Practices* | CEC High Leverage Practices** |
---|---|---|
2.1 Candidates apply their knowledge of family-centered practices, family systems theory, and the changing needs and priorities in families’ lives to develop trusting, respectful, affirming, and culturally responsive partnerships with all families that allow for the mutual exchange of knowledge and information. |
F1 Practitioners build trusting and respectful partnerships with the family through interactions that are sensitive and responsive to cultural, linguistic, and socio-economic diversity.
F3 Practitioners are responsive to the family’s concerns, priorities, and changing life circumstances.
F5 Practitioners support family functioning, promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities |
HLP 2 Organize and facilitate effective meetings with professionals and families.
HLP 3 Collaborate with families to support student learning and secure needed services. |
2.2 Candidates communicate clear, comprehensive, objective information about resources and supports that help families to make informed decisions and advocate for access, participation, and equity in natural and inclusive environments. |
F2 Practitioners provide the family with up-to-date, comprehensive and unbiased information in a way that the family can understand and use to make informed choices and decisions.
F7 Practitioners work with the family to identify, access, and use formal and informal resources and supports to achieve family-identified outcomes for goals.
F8 Practitioners provide the family of a young child who has or is at risk for developmental delay/disability, and who is a dual language learner, with information about the benefits of learning in multiple languages for the child’s growth and development.
F9 Practitioners help families know and understand their rights.
F10 Practitioners inform families about leadership and advocacy skill-building opportunities and encourage those who are interested to participate. |
HLP 2 Organize and facilitate effective meetings with professionals and families.
HLP 3 Collaborate with families to support student learning and secure needed services. |
2.3 Candidates engage families in identifying their strengths, priorities and concerns; support families to achieve the goals they have for their family and their young child’s development and learning; and promote families’ competence and confidence during assessment, individualized planning, intervention, instruction, and transition processes. |
A1 Practitioners work with the family to identify family preferences for assessment processes.
F3 Practitioners are responsive to the family’s concerns, priorities, and changing life circumstances.
F4 Practitioners and the family work together to create outcomes or goals, develop individualized plans, and implement practices that address the family’s priorities and concerns and the child’s strengths and needs.
F5 Practitioners support family functioning, promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities.
F6 Practitioners engage the family in opportunities that support and strengthen parenting knowledge and skills and parenting competence and confidence in ways that are flexible, individualized, and tailored to the family’s preferences.
TR2 Practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support successful adjustment and positive outcomes for both the child and family. |
HLP 2 Organize and facilitate effective meetings with professionals and families.
HLP 3 Collaborate with families to support student learning and secure needed services. |
Standard 3 - Collaboration and Teaming
Candidates apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically responsive and affirming practices. In partnership with families and other professionals, candidates develop and implement individualized plans and successful transitions that occur across the age span. Candidates use a variety of collaborative strategies while working with and supporting other adults.
EI-ECSE Standards | DEC Recommended Practices* | CEC High Leverage Practices** |
---|---|---|
3.1 Candidates apply teaming models, skills, and processes, including appropriate uses of technology, when collaborating and communicating with families; professionals representing multiple disciplines, skills, expertise, and roles; and community partners and agencies. |
TC1 Practitioners representing multiple disciplines and families work together as a team to plan and implement supports and services to meet the unique needs of each child and family.
TC2 Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan, and implement interventions.
TC3 Practitioners use communication and group facilitation strategies to enhance team functioning and interpersonal relationships with and among team members.
TC4 Team members assist each other to discover and access community-based services and other informal and formal resources to meet family-identified needs.
TC5 Practitioners and families may collaborate with each other to identify one practitioner from the team who serves as the primary liaison between the family and other team members based on child and family priorities and needs. |
HLP 2 Organize and facilitate effective meetings with professionals and families.
HLP 3 Collaborate with families to support student learning and secure needed services. |
3.2 Candidates use a variety of collaborative strategies when working with other adults that are evidence-based, appropriate to the task, culturally and linguistically responsive and take into consideration the environment and service delivery approach |
TC1 Practitioners representing multiple disciplines and families work together as a team to plan and implement supports and services to meet the unique needs of each child and family.
TC2 Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan, and implement interventions. |
HLP 2 Organize and facilitate effective meetings with professionals and families.
HLP 3 Collaborate with families to support student learning and secure needed services. |
3.3 Candidates partner with families and other professionals to develop individualized plans and support the various transitions that occur for the young child and their family throughout the birth through 8 age span. |
TC1 Practitioners representing multiple disciplines and families work together as a team to plan and implement supports and services to meet the unique needs of each child and family.
TR1 Practitioners in sending and receiving programs exchange information before, during, and after transition about practices most likely to support the child’s successful adjustment and positive outcomes.
TR2 Practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support successful adjustment and positive outcomes for both the child and family. |
HLP 1 Collaborate with professionals to increase student success.
HLP 2 Organize and facilitate effective meetings with professionals and families. |
Standard 4 – Assessment Processes
Candidates know and understand the purposes of assessment in relation to ethical and legal considerations. Candidates choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, candidates develop or select as well as administer informal measures, and select and administer formal measures in partnership with families and other professionals. They analyze, interpret, document, and share assessment information using a strength-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.
EI-ECSE Standards | DEC Recommended Practices* | CEC High Leverage Practices** |
---|---|---|
4.1 Candidates understand the purposes of formal and informal assessment including ethical and legal considerations, and use this information to choose developmentally, culturally and linguistically appropriate, valid, reliable tools and methods that are responsive to the characteristics of the young child, family, and program. |
A3 Practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics.
A4 Practitioners conduct assessments that include all areas of development and behavior to learn about the child’s strengths, needs, preferences, and interests.
A5 Practitioners conduct assessments in the child’s dominant language and in additional languages if the child is learning more than one language.
A6 Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life.
A7 Practitioners obtain information about the child’s skills in daily activities, routines, and environments such as home, center, and community.
A8 Practitioners use clinical reasoning in addition to assessment results to identify the child’s current levels of functioning and to determine the child’s eligibility and plan for instruction. |
HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. |
4.2 Candidates develop and administer informal assessments and/or select and use valid, reliable formal assessments using evidence-based practices, including technology, in partnership with families, and other professionals. |
A2 Practitioners work as a team with the family and other professionals to gather assessment information.
A6 Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life.
A10 Practitioners use assessment tools with sufficient sensitivity to detect child progress, especially for the child with significant support needs. |
HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. |
4.3 Candidates analyze, interpret, document and share assessment information using a strength-based approach with families and other professionals |
A1 Practitioners work with the family to identify family preferences for assessment processes.
A10 Practitioners use assessment tools with sufficient sensitivity to detect child progress, especially for the child with significant support needs.
A11 Practitioners report assessment results so that they are understandable and useful to families. |
HLP 5 Interpret and communicate assessment information to collaboratively design and implement educational programs. |
4.4 Candidates, in collaboration with families and other team members, use assessment data to determine eligibility, develop child and family-based outcomes/goals, plan for interventions and instruction, and monitor progress to determine efficacy of programming. |
A3 Practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics.
A4 Practitioners conduct assessments that include all areas of development and behavior to learn about the child’s strengths, needs, preferences, and interests.
A5 Practitioners conduct assessments in the child’s dominant language and in additional languages if the child is learning more than one language.
A6 Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life.
A7 Practitioners obtain information about the child’s skills in daily activities, routines, and environments such as home, center, and community.
A8 Practitioners use clinical reasoning in addition to assessment results to identify the child’s current levels of functioning and to determine the child’s eligibility and plan for instruction.
A9 Practitioners implement systematic ongoing assessment to identify learning targets, plan activities, and monitor the child’s progress to revise instruction as needed.
A10 Practitioners use assessment tools with sufficient sensitivity to detect child progress, especially for the child with significant support needs. |
HLP 5 Interpret and communicate assessment information to collaboratively design and implement educational programs.
HLP 6 Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes |
Standard 5 - Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experience
Candidates collaborate with families and professionals to use evidenced-based, developmentally appropriate, and culturally responsive early childhood curriculum addressing developmental and content domains. Candidates use curriculum frameworks to create and support universally designed, high-quality learning experiences in natural and inclusive environments that provide each child and family with equitable access and opportunities for learning and growth.
EI-ECSE Standards | DEC Recommended Practices* | CEC High Leverage Practices** |
---|---|---|
5.1 Candidates collaborate with families and other professionals in identifying evidence-based curriculum addressing developmental and content domains to design and facilitate meaningful and culturally responsive learning experiences that support the unique abilities and needs of all children and families. |
F4 Practitioners and the family work together to create outcomes or goals, develop individualized plans, and implement practices that address the family’s priorities and concerns and the child’s strengths and needs.
F8 Practitioners provide the family of a young child who has or is at risk for developmental delay/disability, and who is a dual language learner, with information about the benefits of learning in multiple languages for the child’s growth and development. |
HLP 3 Collaborate with families to support student learning and secure needed services. |
5.2 Candidates use their knowledge of early childhood curriculum frameworks, developmental and academic content knowledge, and related pedagogy to plan and ensure equitable access to universally designed, developmentally appropriate, and challenging learning experiences in natural and inclusive environments. |
E2 Practitioners consider Universal Design for Learning principles to create accessible environments.
E3 Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences. |
HLP 11 Identify and prioritize long- and short-term learning goals.
HLP 19 Use assistive and instructional technology |
Standard 6 - Using Responsive and Reciprocal Interactions, Interventions, and Instruction
Candidates plan and implement intentional, systematic, evidence-based, responsive interactions, interventions, and instruction to support all children’s learning and development across all developmental and content domains in partnership with families and other professionals. Candidates facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Candidates use data-based decision-making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation.
EI-ECSE Standards | DEC Recommended Practices* | CEC High Leverage Practices** |
---|---|---|
6.1 Candidates, in partnership with families, identify systematic, responsive, and intentional evidence-based practices and use such practices with fidelity to support young children’s learning and development across all developmental and academic content domains. |
F4 Practitioners and the family work together to create outcomes or goals, develop individualized plans, and implement practices that address the family’s priorities and concerns and the child’s strengths and needs.
INS6 Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
INS10 Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals. |
HLP 18 Use strategies to promote active student engagement.
HLP 12 Systematically design instruction toward a specific learning goal.
HLP 16 Use explicit instruction |
6.2 Candidates engage in reciprocal partnerships with families and other professionals to facilitate responsive adult-child interactions, interventions, and instruction in support of child learning and development. |
F4 Practitioners and the family work together to create outcomes or goals, develop individualized plans, and implement practices that address the family’s priorities and concerns and the child’s strengths and needs.
INS1 Practitioners, with the family, identify each child’s strengths, preferences, and interests to engage the child in active learning.
INS2 Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
TC1 Practitioners representing multiple disciplines and families work together as a team to plan and implement supports and services to meet the unique needs of each child and family. |
HLP 1 Collaborate with professionals to increase student success. |
6.3 Candidates engage in ongoing planning and use flexible and embedded instructional and environmental arrangements and appropriate materials to support the use of interactions, interventions, and instruction addressing developmental and academic content domains, which are adapted to meet the needs of each and every child and their family. |
E1 Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
E3 Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
INS2 Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural
INS5 Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities. |
HLP 7 Establish a consistent, organized, and responsive learning environment.
HLP 13 Adapt curriculum tasks and materials for specific learning goals.
HLP 17 Use flexible grouping.
HLP 21 Teach students to maintain and generalize new learning across time and settings. |
6.4 Candidates promote young children’s social and emotional competence and communication, and proactively plan and implement function-based interventions to prevent and address challenging behaviors. |
A4 Practitioners conduct assessments that include all areas of development and behavior to learn about the child’s strengths, needs, preferences, and interests
E3 Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
INT1 Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
INT2 Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT3 Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child’s verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests. INS2 Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural
INS6 Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
INS8 Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning
INS9 Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior. |
HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
HLP 7 Establish a consistent, organized, and responsive learning environment.
HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior.
HLP 9 Teach social behaviors.
HLP 10 Conduct functional behavioral assessments to develop individual student behavior support plans. |
6.5 Candidates identify and create multiple opportunities for young children to develop and learn play skills and engage in meaningful play experiences independently and with others across contexts. |
INS7 Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
INT4 Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child’s exploration, play, and social activity by joining in and expanding on the child’s focus, actions, and intent. |
HLP 7 Establish a consistent, organized, and responsive learning environment.
HLP 12 Systematically design instruction toward a specific learning goal.
HLP 14 Teach cognitive and metacognitive strategies to support learning and independence.
HLP 15 Provide scaffolded supports |
6.6 Candidates use responsive interactions, interventions, and instruction with sufficient intensity and types of support across activities, routines, and environments to promote child learning and development and facilitate access, participation, and engagement in natural environments and inclusive settings. |
INS1 Practitioners, with the family, identify each child’s strengths, preferences, and interests to engage the child in active learning.
INS3 Practitioners gather and use data to inform decisions about individualized instruction.
INS4 Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
INS5 Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
INS10 Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals. |
HLP 15 Provide scaffolded supports
HLP 20 Provide intensive instruction for academics and behavior.
HLP 22 Provide positive and constructive feedback to guide students’ learning and behavior. |
6.7 Candidates plan for, adapt, and improve approaches to interaction, intervention, and instruction based on multiple sources of data across a range of natural environments and inclusive settings. |
A2 Practitioners work as a team with the family and other professionals to gather assessment information.
E4 Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote each child’s access to and participation in learning experiences.
E5 Practitioners work with the family and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning environments.
INS3 Practitioners gather and use data to inform decisions about individualized instruction.
TC1 Practitioners representing multiple disciplines and families work together as a team to plan and implement supports and services to meet the unique needs of each child and family. |
HLP 3 Collaborate with families to support student learning and secure needed services.
HLP 4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
HLP 6 Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes |
Standard 7 – Professionalism and Ethical Practice
Candidates identify and engage with the profession of early intervention and early childhood special education (EI/ECSE) by exhibiting skills in, reflective practice, advocacy, and leadership while adhering to ethical and legal guidelines. Evidence-based and recommended practices are promoted and used by candidates.
EI-ECSE Standards | DEC Recommended Practices* | CEC High Leverage Practices** |
---|---|---|
7.1 Candidates engage with the profession of EI/ECSE by participating in local, regional, national, and/or international activities and professional organizations. | L4 Leaders belong to professional associations and engage in ongoing evidence-based professional development. | |
7.2 Candidates engage in ongoing reflective practice and access evidence-based information | L9 Leaders develop and implement an evidence-based professional development system or approach that provides practitioners a variety of supports to ensure they have the knowledge and skills needed to implement the DEC Recommended Practices. | |
7.3 Candidates exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession including the promotion of and use of evidenced-based practices and decision-making. |
L3 Leaders develop and implement policies, structures, and practices that promote shared decision making with practitioners and families.
L5 Leaders advocate for policies and resources that promote the implementation of the DEC Position Statements and Papers and the DEC Recommended Practices. |
HLP 3 Collaborate with families to support student learning and secure needed services. |
7.4 Candidates practice within ethical and legal policies and procedures. |
L2 Leaders promote adherence to and model the DEC Code of Ethics, DEC Position Statements and Papers, and the DEC Recommended Practices.
L10 Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals.
F9 Practitioners help families know and understand their rights. |
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Notes:
*DEC RPs alignment reflect a combination of the EI/ECSE Standards Knowledge-Base document for each standard (available on the DEC of CEC website) and the cross-walk completed by ECPC (2020) available https://ecpcta.org/wp-content/uploads/sites/2810/2020/10/Cross-Walk-of-…
**CEC HLPs alignment reflect the practices noted for each standard’s components in the respective EI/ECSE Standards Knowledge-Base document.
In July 2020, the CEC Board of Directors approved the CEC Initial Practice-Based Professional Preparation Standards for Special Educators. These standards are the result of three years of work by the CEC Standards Development Work Group (SDWG). The SDWG carefully followed the guidance outlined in Shaping the Future of Special Education: Framing CEC’s Professional Preparation Standards (CEC, 2017). The Framing Paper stated that:
Essential specialized practices for special educators are defined in part by High Leverage Practices (HLPs), and for children with disabilities, birth through 5 years, the DEC Recommended Practices (2014). (p. 9)
Based on the above, the authors of the Framing Paper recommended that the next set of CEC standards be “practice-based and influenced by CEC’s High-Leverage Practices and DEC’s Recommended Practices (2014).” (p. 9)
The following cross-walks have been prepared to demonstrate the strong influence of the HLPs (McLeskey et al., 2017) in the writing of the CEC Standards. Throughout the development process the SDWG referenced the HLPS and ensured that these were embedded in the Standards. In addition, HLPs are cited in the Knowledge Bases that were prepared by the SDWG for each of the Standard Components.
The first chart is a cross-walk of the HLPs to the CEC Standards Components. The second displays the cross walk by CEC Standard Component. These charts have been updated to align with the language in the updated HLP text.
High Leverage Practice | CEC Standard Component |
---|---|
HLP 1: Collaborate with professionals to increase student success. |
7.2 Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.
7.3 Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families.
7.4 Candidates work with and mentor paraprofessionals in the paraprofessionals’ role of supporting the education of individuals with exceptionalities and their families. |
HLP 2: Organize and facilitate effective meetings with professionals and families. |
7.1 Candidates utilize communication, group facilitation, and problem–solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavior needs. |
HLP 3: Collaborate with families to support student learning and secure needed services. |
1.2 Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds.
7.2 Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families. |
HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. |
2.1 Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities.
4.1 Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
4.2 Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable, to contribute to eligibility determination for special education services.
4.3 Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. |
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs. |
4.1 Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
4.3 Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction. |
HLP 6: After special education teachers develop instructional goals, they evaluate and make ongoing adjustments to students’ instructional programs. |
4.3 Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
5.1 Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual. |
HLP 7: Establish a consistent, organized, and respectful learning environment. |
6.1 Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities.
6.2 Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being. |
HLP 8: Provide positive and constructive feedback to guide students’ learning and behavior. |
5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
6.2 Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being. |
HLP 9: Teach social behaviors. |
5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
6.2 Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being.
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. |
HLP 10: Conduct functional behavioral assessments to develop individual student behavior support plans. |
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. |
HLP 11: Identify and prioritize long- and short-term learning goals. |
2.2 Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.
3.1 Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities.
5.1 Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual. |
HLP 12: Systematically design instruction toward a specific learning goal. |
2.2 Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.
3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
5.3 Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning. |
HLP 13: Adapt curriculum tasks and materials for specific learning goals. |
3.1 Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities.
3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual. |
HLP 14: Teach cognitive and metacognitive strategies to support learning and independence. |
3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
5.3 Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.
5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual. |
HLP 15: Provide scaffolded supports. |
3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual.
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. |
HLP 16: Use explicit instruction. |
5.3 Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. |
HLP 17: Use flexible grouping. |
5.4 Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.
5.5 Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual. |
HLP 18: Use strategies to promote active student engagement. |
5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning. |
HLP 19: Use assistive and instructional technologies. |
4.3 Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
5.1 Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual.
5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual. |
HLP 20: Provide intensive instruction. |
5.5 Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual.
5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual. |
HLP 21: Teach students to maintain and generalize new learning across time and settings. |
3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. |
HLP 22: Provide positive and constructive feedback to guide students’ learning and behavior. |
5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
6.2 Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being. |
Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines
Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.
CEC Standard Component | High Leverage Practice |
---|---|
1.1 Candidates practice within ethical guidelines and legal policies and procedures. | |
1.2 Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds. | HLP 3: Collaborate with families to support student learning and secure needed services. |
1.3 Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; professional standards, research and contemporary practices. |
Standard 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs
Candidates use their understanding of human growth and development; the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.
CEC Standard Component | High Leverage Practice |
---|---|
2.1 Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities. | HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. |
2.2 Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments. |
HLP 11: Identify and prioritize long- and short-term learning goals.
HLP 12: Systematically design instruction toward a specific learning goal. |
Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge
Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
CEC Standard Component | High Leverage Practice |
---|---|
3.1 Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities. |
HLP 11: Identify and prioritize long- and short-term learning goals.
HLP 13: Adapt curriculum tasks and materials for specific learning goals. |
3.2 Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives. |
HLP 12: Systematically design instruction toward a specific learning goal
HLP 13: Adapt curriculum tasks and materials for specific learning goals.
HLP 14: Teach cognitive and metacognitive strategies to support learning and independence.
HLP 15: Provide scaffolded supports.
HLP 21: Teach students to maintain and generalize new learning across time and settings. |
Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making
Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
CEC Standard Component | High Leverage Practice |
---|---|
4.1 Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities. |
HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs. |
4.2 Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable, to contribute to eligibility determination for special education services. | HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. |
4.3 Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction. |
HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.
HLP 19: Use assistive and instructional technologies. |
Standard 5: Using Effective Instruction to Support Learning
Candidates use knowledge of individuals’ development, learning needs and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
CEC Standard Component | High Leverage Practice |
---|---|
5.1 Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual. |
HLP 6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.
HLP 11: Identify and prioritize long- and short-term learning goals.
HLP 19: Use assistive and instructional technologies. |
5.2 Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning. |
HLP 8: Provide positive and constructive feedback to guide students’ learning and behavior.
HLP 9: Teach social behaviors.
HLP 18: Use strategies to promote active student engagement.
HLP 19: Use assistive and instructional technologies.
HLP 22: Provide positive and constructive feedback to guide students’ learning and behavior. |
5.3 Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning. |
HLP 12: Systematically design instruction toward a specific learning goal.
HLP 14: Teach cognitive and metacognitive strategies to support learning and independence.
HLP 16: Use explicit instruction. |
5.4 Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group. | HLP 17: Use flexible grouping. |
5.5 Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual. |
HLP 17: Use flexible grouping.
HLP 20: Provide intensive instruction. |
5.6 Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual. |
HLP 13: Adapt curriculum tasks and materials for specific learning goals.
HLP 14: Teach cognitive and metacognitive strategies to support learning and independence.
HLP 15: Provide scaffolded supports.
HLP 19: Use assistive and instructional technologies.
HLP 20: Provide intensive instruction. |
Standard 6: Supporting Social, Emotional, and Behavioral Growth
Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational wellbeing. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.
CEC Standard Component | High Leverage Practice |
---|---|
6.1 Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities. |
HLP 7: Establish a consistent, organized, and respectful learning environment. |
6.2 Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being. |
HLP 7: Establish a consistent, organized, and respectful learning environment.
HLP 8: Provide positive and constructive feedback to guide students’ learning and behavior.
HLP 9: Teach social behaviors.
HLP 22: Provide positive and constructive feedback to guide students’ learning and behavior. |
6.3 Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. |
HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
HLP 9: Teach social behaviors.
HLP 10: Conduct functional behavioral assessments to develop individual student behavior support plans.
HLP 15: Provide scaffolded supports.
HLP 16: Use explicit instruction.
HLP 21: Teach students to maintain and generalize new learning across time and settings. |
Standard 7: Collaborating with Team Members
Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
CEC Standard Component | High Leverage Practice |
---|---|
7.1 Candidates utilize communication, group facilitation, and problem–solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavior needs. |
HLP 2: Organize and facilitate effective meetings with professionals and families. |
7.2 Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families. |
HLP 1: Collaborate with professionals to increase student success.
HLP 3: Collaborate with families to support student learning and secure needed services. |
7.3 Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families. | HLP 1: Collaborate with professionals to increase student success. |
7.4 Candidates work with and mentor paraprofessionals in the paraprofessionals’ role of supporting the education of individuals with exceptionalities and their families. | HLP 1: Collaborate with professionals to increase student success. |
References
Council for Exceptional Children. (2017). Shaping the future of special education: Framing CEC’s professional preparation standards.
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriquez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.
Professional Learning Supports
Learning Library
The CEC Learning Library offers you the opportunity to discover additional learning opportunities to enhance the implementation of HLPs.
Convention
CEC's annual convention offers educators the opportunity to engage with peers
Publications
CEC offers a variety of publications that can support the implementation of HLPs.