(7) apply understanding of the subject matter TEKS,
the Texas Prekindergarten Guidelines, and specialized curricula to
inform programmatic and instructional decisions for students with
high support needs;
(8) understand how to identify a learner's preferred
mode of communication;
(9) demonstrate a content-specific knowledge at a level
necessary for students with exceptionalities to progress in their
individualized programs toward completion of appropriate graduation
requirements;
(10) apply content-specific knowledge to routinely
collaborate, co-teach, modify, and adapt curriculum with general education
teachers;
(11) demonstrate knowledge of how to integrate appropriate
instructional and assistive technology for students in Prekindergarten-Grade
6;
(12) apply knowledge of individual learner characteristics
and specialized curricula knowledge to accommodate, modify, and/or
adapt the curricula across contexts;
(13) demonstrate knowledge of specialized curricula
that may include curriculum for social skills, life skills, transition,
orientation and mobility, independence, and self-advocacy;
(14) demonstrate knowledge of families, culture, and
community when involving paraprofessionals, general educators, specialists,
resources, and supports to create and incorporate strategies for making
content and instruction accessible and challenging for students at
all levels of support needs;
(15) demonstrate knowledge of how to provide modified
access to subject-specific instructional materials to address individual
learner needs in different contexts such as center-based, home-based,
and school-based classrooms, including specialized and general classrooms;
and
(16) recognize barriers to accessibility and acceptance
of individuals with high support needs and plan for ways to address
those barriers through the implementation of specialized curricula.
(e) Assessment for Data-based Decision Making. The
Early Childhood-Grade 6 special education teacher must:
(1) demonstrate knowledge of different forms, purposes,
and applications of assessment to inform development of the IEP and
plan instruction;
(2) 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;
(3) use data from variety of formative and summative
assessments to identify learning goals and plan and adapt instruction;
(4) demonstrate knowledge of how to implement, collect
data from, and keep records of ongoing formative assessment;
(5) use the results of multiple assessments to determine
if a student is making adequate progress toward measurable outcomes;
(6) use assessment results to design, adjust, plan,
and inform instruction or intervention;
(7) accurately interpret the results of various forms
of assessments, including state assessments and district benchmark
assessments;
(8) accurately analyze, interpret, and discuss the
results of a variety of evaluation data for an individual student;
(9) interpret a variety of evaluation data, including
measures of student functioning and educational, physical, and medical
needs;
(10) identify, recommend, and implement appropriate
accommodations and/or modifications for classroom, behavior, state,
and district testing or other assessments as determined by the ARD
committee;
(11) provide feedback to stakeholders regarding student
performance on assessments and interpret assessment results in plain
language for parents and students;
(12) administer, interpret, and gather baseline data
from screening instruments and diagnostic reading, mathematics, and
behavior assessments;
(13) support students to understand and use their assessment
data to self-monitor and self-regulate; and
(14) collaborate with professionals with additional
expertise as needed (e.g., English as a second language specialists,
bilingual specialists, translators, speech and language pathologists,
behavior specialists) to ensure an appropriate and valid assessment
process.
(f) Supporting Learning Using Effective Instruction.
The Early Childhood-Grade 6 special education teacher must:
(1) demonstrate knowledge of how to plan instruction
according to the requirements of an IEP, including supplements, assistive
technology, and related services;
(2) demonstrate knowledge of the key differences between
IEP accommodations and modified curriculum;
(3) design instruction to meet the needs of a diverse
group of students based on information from various types of formative
and summative assessments;
(4) plan for strategic integration of assistive technology
into daily teaching practices based on student developmental and learning
needs;
(5) use knowledge of the learning processes of young
children from birth through adolescence to select, adapt, and apply
instructional strategies that meet the needs of individual students
and support transition goals;
(6) use explicit, scaffolded, and systematic instruction
to teach content, strategies, and skills;
(7) design individualized instruction that adapts instructional
intensity and/or intervention to build on students' strengths and
accommodate students' needs;
(8) provide specific, developmentally appropriate,
and explicit feedback to students during instruction to engage, motivate,
and support students toward mastery;
(9) plan and integrate transition-focused activities
into classroom instruction;
(10) create opportunities for students to demonstrate
their knowledge and skills using different modalities and allow every
individual to advance as he or she demonstrates understanding;
(11) apply knowledge of developmentally appropriate
instructional strategies to engage, motivate, and promote learning
specific to the needs of young children with exceptionalities;
(12) apply knowledge of the learning processes of young
children to select and use a variety of grouping strategies (e.g.,
whole group, small group, individual) to meet the learning needs of
each student;
(13) promote the generalization of concepts and skills
across content areas and educational settings;
(14) design visual supports to promote student mastery
of curriculum, executive functioning, and classroom procedures;
(15) adapt instruction and make regular changes based
on data from assessments;
(16) plan, adapt, and deliver learning experiences
for individuals with high support needs in an inclusive manner that
reflects an understanding of the continuum of instructional settings
and an understanding of how to engage individuals with high support
needs in inclusive, meaningful learning activities across instructional
settings;
(17) apply knowledge of the Universal Design for Learning
Guidelines to create and incorporate strategies for making content
and instruction accessible and challenging for individuals with all
support needs;
(18) apply knowledge of students, content, and pedagogy
to develop, implement, evaluate, and revise instruction and interventions
as needed;
(19) demonstrate a thorough knowledge of the learning
processes of young children; and
(20) use strategies to promote active student engagement.
(g) Supporting Social, Behavioral, and Emotional Growth.
The Early Childhood-Grade 6 special education teacher must:
(1) design effective and universally accessible environments
and learning experiences appropriate for students in Prekindergarten-Grade
6;
(2) demonstrate knowledge of developmentally appropriate
preventative and responsive practices that contribute to a positive
and safe learning environment;
(3) demonstrate knowledge of classroom and schoolwide
systems of Positive Behavioral Intervention and Supports (PBIS);
(4) demonstrate knowledge of the key components and
purposes of a Functional Behavioral Assessment (FBA);
(5) demonstrate knowledge of the key components and
purposes of a Behavior Intervention Plan (BIP);
(6) demonstrate knowledge of the key components and
purposes of restorative discipline practices;
(7) create an environment in which expectations are
clear and predictable and instructional routines and classroom procedures
are used to support and engage students;
(8) use developmentally appropriate procedures and
routines to facilitate safe and efficient transitions, promote independence,
self-regulation, and executive functioning;
Cont'd... |