Master of Education in Special Education: Moderate to Severe (Does Not Lead to Initial Licensure)

Effective Communicator

Professional Learning and Ethical Practice

Articulates clear position/ purpose throughout the writing

Apply ethical guidelines and legal policies and procedures. [MC2, MC5]

Demonstrates control of layout/presentation, vocabulary, and uses of discipline-specific language

Advocate for improved outcomes for individuals with moderate to severe exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, linguistic, and technological backgrounds. [MC1, MC3, MC4]

Demonstrates control of diction, tone, or register appropriate to a diverse audience throughout the writing

Participate in learning communities and professional learning activities based on self-reflection and ongoing analysis of student learning. [MC1, MC4]

Demonstrates proper usage of grammar and syntax throughout the writing (i.e., spelling, capitalization, punctuation, varied sentence structure)

Examine professional development opportunities centered around professional standards, research, current technology, and contemporary best practices of education. [MC 4]

Demonstrates proper documentation of direct quotes, paraphrasing, references, and citing sources

Model effective practice for colleagues, including in a virtual environment. [MC1, MC4]

Advocate for the profession. [MC1, MC3, MC4]

Recognize potential biases and their impact on expectations for and relationships with students with moderate to severe exceptionalities and their families. [MC3, MC5]

Learner Development and Individual Learning Differences

Innovative Thinking

Identify typical and atypical human growth when developing a comprehensive learner profile that can be used to address the needs of students with moderate to severe exceptionalities. [MC2, MC5]

Presents adequate information using sources that consider other perspectives

Create developmentally appropriate and meaningful learning experiences that address the individual strengths, needs, and interests of students with moderate to severe exceptionalities. [MC5]

Selects evidence that appropriately supports the position/purpose

Identify diverse factors that affect student learning and motivation. [MC5]

Develops position/purpose with reasoning and consistency

Create developmentally appropriate learning environments based on individual learning differences and needs of students with moderate to severe exceptionalities. [MC2, MC5]

States a conclusion aligned to development

Christian Worldview

Curricular Content Knowledge

Examine the ideological foundation of the Christian worldview.

Apply knowledge of academic subject matter content of the general curriculum to inform programmatic and instructional decisions for individuals with moderate to severe exceptionalities. [MC2]

Analyze the implications of the Christian worldview as it relates to human value and dignity.

Identify the differences between differentiation, modifications, and accommodations and how each is used to support student learning.

Analyze ethical decisions made from the Christian worldview.

Differentiate the general education curriculum to address skills and strategies that students need to access the core curriculum, meet individualized learning needs, and function successfully within a variety of contexts. [MC3, MC5]

Examine the application of the Christian worldview within the context of discipline and vocation.

Accommodate the general education curriculum to address skills and strategies that students with exceptionalities need to access the core curriculum, meet individualized learning needs, and function successfully within a variety of contexts. [MC3, MC5]

Modify the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum, meet individualized learning goals, and function successfully within a variety of contexts. [MC3, MC5]

Integrate cross-disciplinary skills when planning curriculum to assist students with moderate to severe exceptionalities in generalizing learning across different environments and extending learning locally and globally. [MC2, MC5]

Transformative Leader

Assessment

Demonstrates personal accountability and responsibility with awareness of purpose

Analyze multiple measures of student learning and behaviors to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities. [MC2, MC5]

Incorporates best practices with decision making, in alignment with goals

Collaborate with stakeholders to assess and analyze students’ needs. [MC1, MC2]

Articulates aspects of respectful collaboration with all individuals (i.e., listening, open minded, sharing ideas, follow-through, conflict resolution, etc.)

Identify culturally and linguistically appropriate measures and procedures that contribute to eligibility determination for special education services. [MC3, MC5]

Demonstrates transformative actions to inspire and motivate growth in others (i.e., developing trust, servant leader, impact on others, being intentional, clear goals, authentic, credible/trustworthy, etc.)

Develop formal and informal assessments that minimize bias and provide valid and reliable data regarding students’ growth and needs. [MC3, M5]

Communicate student progress towards measurable outcomes and goals with all stakeholders. [MC1]

Analyze data to inform planning, make ongoing adjustments to instruction, and provide student feedback. [MC2, MC4]

Engage learners in analyzing their own assessment results and setting goals for learning to work toward quality learning and performance. [MC1, MC4]

Communicate the results of educational assessments that inform decision-making for students with moderate to severe disabilities to various stakeholders. [MC1, MC2, MC4]

Global Contributor

Instructional Planning and Strategies

Demonstrates knowledge of societal aspects of the world (i.e. languages, cultures, religions, art, history, political/social issues, etc.)

Apply findings from multiple assessments to identify students’ prior knowledge and skills and plan instruction that meets individual needs. [MC2, MC5]

Demonstrates an awareness and understanding toward diverse backgrounds, ideas and perspectives

Identify instructional strategies, tools, and resources, including technology, based on student interest to increase motivation for learning and promote active student engagement. [MC2]

Expresses the value and dignity of others through Christian virtues (i.e., compassion, respect, belonging, equity, acceptance, empathy, grace, objectivity, etc.).

Select instructional strategies, tools, and resources, including technology, that develop higher-order skills while meeting the diverse needs of learners. [MC2, MC5]

Design learning experiences that enhance independent learning and ownership of learning through reflection. [MC4]

Design explicit, systematic instruction that provides students with moderate to severe exceptionalities multiple ways to demonstrate their knowledge and skills. [MC2]

Plan specially designed instruction (SDI) to meet the individual learning needs of students with moderate to severe exceptionalities. [MC2, MC3, MC5]

Apply flexible grouping to support the implementation of instruction that is adapted to meet the needs of individuals and groups. [MC5]

Plan focused intensive small group instruction to extend learners’ peer interactions and collaborative skills, including in face-to-face and virtual environments. [MC1, MC2]

Plan instruction and assessments using various assistive technologies to support the communication and learning of individuals with moderate to severe exceptionalities. [MC2, MC3, MC5]

Learning Environments

Plan effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with moderate to severe exceptionalities, including when using technology. [MC3]

Identify a range of research-based preventive and responsive practices, including sensory and visual supports, to support individuals’ social, emotional, and educational well-being.

Analyze data from a variety of sources to identify the purpose or function served by interfering behavior. [MC2]

Evaluate data-based behavioral interventions to create behavior management plans for students with moderate to severe exceptionalities. [MC2, MC5]

Collaboration

Utilize communication, group facilitation, problem-solving, and conflict resolution strategies to collaborate with all stakeholders in a culturally responsive manner and build effective partnerships. [MC1, MC3, MC4]

Identify strategies and technology to communicate and collaborate with all stakeholders when meeting the needs of students with moderate to severe exceptionalities. [MC1, MC5]

Collaborate with, mentor, and manage paraprofessionals and other stakeholders in their role of supporting the education of individuals with moderate to severe exceptionalities and their families. [MC1, MC4]

Collaborate with general education teachers to meet the needs of students with moderate to severe exceptionalities in the inclusive classroom. [MC1, MC3, MC5]