| (9) use effective procedures and routines to create
a physically safe, relationship-driven, and organized learning environment
with access to materials, instruction, and content that facilitates
social communication with peers and staff;
(10) establish, explicitly teach, and maintain clear
expectations for student behavior;
(11) demonstrate knowledge of research-based de-escalation
strategies to effectively address aggressive behavior;
(12) build positive relationships with students based
on understanding of individual strengths and needs, high expectations,
and mutual respect and rapport;
(13) create an atmosphere of safety that encourages
social, emotional, and physical well-being of staff and students;
(14) use sources of data, such as the BIP, to identify
or develop effective, evidence-based, and, whenever possible, function-based
practices for class-wide or individual-level interventions;
(15) analyze progress monitoring data as defined in
the BIP to evaluate the effects of behavioral interventions;
(16) consider multiple avenues of intervention and
reinforcement techniques such as class-wide and/or individual-level
interventions;
(17) use FBA to collect data and analyze and utilize
the data to design behavior intervention;
(18) conform to legal and ethical guidelines for all
behavioral interventions;
(19) demonstrate knowledge of the impact of behavior
on the learning of students and classmates;
(20) understand how factors, including family, community,
exceptionalities, and trauma impact student behavior in the learning
environment;
(21) demonstrate understanding of the importance of
digital citizenship and the vulnerability of youth with exceptionalities
to social media influences;
(22) provide positive and constructive specific, developmentally-appropriate,
and explicit feedback to guide student behavior;
(23) demonstrate knowledge and apply principles of
Applied Behavior Analysis (ABA);
(24) demonstrate knowledge of how to find appropriate
school and community supports for students who need social, physical,
and/or emotional learning support; and
(25) take active measures to prevent bullying, maltreatment,
violence, and sexual assault, and report any instances through appropriate
channels.
(h) Professional Learning and Collaboration. The Early
Childhood-Grade 6 special education teacher must:
(1) demonstrate knowledge of the roles and responsibilities
of the Early Childhood-Grade 6 special education teacher and of other
professionals who deliver special education services, including related
and instructional service providers;
(2) collaborate with paraprofessionals to identify
and define the responsibilities, skills, and professional development
needed for their roles;
(3) collaborate in a culturally responsive manner with
families, paraprofessionals, and other professionals to lead effective
meetings that address students' instructional, emotional, behavioral,
and social needs;
(4) consult with campus staff and/or colleagues about
strategies, supports, and implementation of IEPs;
(5) coordinate with service providers and build student
schedules;
(6) implement transition activities in the IEP that
include community resources and service providers;
(7) mentor and supervise paraprofessionals;
(8) effectively collaborate with general education
teachers to deliver, adapt, and differentiate instruction to address
students' instructional, emotional, behavioral, and social needs;
(9) understand the strengths and limitations of various
co-teaching models based on setting and the individual needs of students;
(10) effectively implement co-teaching models to deliver,
adapt, and differentiate instruction to meet students' instructional,
emotional, behavioral, and social needs;
(11) understand the reciprocal relationship with general
education teachers for effective and inclusive practices;
(12) collaborate and consult with multi-disciplinary
teams to plan and implement instruction in accordance with a student's
IEP;
(13) select and develop resources to improve communication
and collaboration with family and community;
(14) coordinate with related service providers and
community agencies to identify and access services, resources, and
supports to meet the needs of individuals with exceptionalities;
(15) engage in ongoing self-reflection to design and
implement professional learning activities and advocate for improved
outcomes for students with high support needs and their families,
while considering their social, cultural, and linguistic diversity;
(16) set short-term and long-term professional goals
based on ongoing analysis of student learning, self-reflection, and
professional standards;
(17) demonstrate understanding of the barriers that
exist for students with high support needs within educational settings
and work with decision makers to design environments and select curriculum
resources that include supports that address a range of student needs;
and
(18) respectfully advocate for social, legal, and environmental
changes for students and families of students with high support needs,
recognizing students' multiple identified needs.
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