| (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 actively engage students;
(8) use effective procedures and routines, appropriate
to students in Grades 6-12 to facilitate safe and efficient transitions,
promote independence, self-regulation, and executive functioning;
(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, antecedent
and 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) provide positive and constructive-specific, developmentally-appropriate,
and explicit feedback to guide student behavior;
(22) demonstrate knowledge and apply principles of
Applied Behavior Analysis (ABA);
(23) demonstrate knowledge of how to find appropriate
school and community supports for students who need social, physical,
and/or emotional learning support; and
(24) take active measures to prevent bullying, maltreatment,
violence, and sexual assault and report any instances through appropriate
channels.
(h) Professional Learning and Collaboration. The Grades
6-12 special education teacher must:
(1) demonstrate knowledge of the roles and responsibilities
of the Grades 6-12 special education teacher and of other professionals
who deliver special education services;
(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 and behavioral 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 meet
the instructional, emotional, behavioral, and social needs of individual
students;
(9) understand the strengths and limitations of various
co-teaching models based on setting and the individual needs of students;
(10) understand the reciprocal relationship with general
education teachers for effective and inclusive practices;
(11) collaborate and consult with multi-disciplinary
teams, including career and technical education, electives, and extracurriculars,
to plan and implement instruction in accordance with a student's IEP;
(12) select and develop resources to improve communication
and collaboration with family and community;
(13) coordinate with instructional and related service
providers and community agencies to identify and access services,
resources, and supports to meet the needs of individuals with exceptionalities;
(14) collaborate with community service providers to
address transition needs in accordance with the IEP and the ITP;
(15) demonstrate knowledge of the key components of
different employment models and how to provide access to community-based
instruction, and vocational training;
(16) 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 the social, cultural, and linguistic diversity of
students;
(17) set short-term and long-term professional goals
based on ongoing analysis of student learning, self-reflection, and
professional standards;
(18) 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
(19) 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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