| (4) apply content-specific knowledge to modify and
differentiate instruction as well as provide access to instructional
materials for a wide range of student performance levels;
(5) apply understanding of the subject matter TEKS
and specialized curricula to inform programmatic and instructional
decisions for students with high support needs;
(6) understand how to identify a learner's preferred
mode of communication;
(7) demonstrate content-specific knowledge at a level
necessary for students with exceptionalities to progress in their
individualized programs toward completion of a range of graduation
plans;
(8) apply knowledge of individual learner characteristics
and specialized curricula knowledge to accommodate, modify, and/or
adapt curricula across contexts;
(9) demonstrate knowledge of how to integrate appropriate
instructional and assistive technology for students in Grades 6-12;
(10) apply knowledge of individual learner characteristics
and specialized curricula knowledge to accommodate, modify, and/or
adapt the curricula across contexts;
(11) demonstrate knowledge of specialized curricula
that may include curriculum for social skills, life skills, transition,
orientation and mobility, independence curricula, and self-advocacy;
(12) demonstrate knowledge of families, culture, and
community when involving paraprofessionals, general educators, and
specialists, to make content and instruction accessible and challenging
for students at all levels of support needs;
(13) 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
(14) 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
Grades 6-12 special education teacher must:
(1) demonstrate knowledge of different forms of assessment,
their purposes, and their application to inform development of IEP
and to 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 a variety of formative and summative
assessments to identify learning goals, plan and adapt instruction,
and monitor progress toward the learning goals;
(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) use the results of multiple assessments to determine
students' transition needs;
(14) support students in understanding their own assessment
data and using those results to self-monitor and self-regulate; and
(15) 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 Grades 6-12 special education teacher must:
(1) demonstrate knowledge of how to plan instruction
according to the requirements of an IEP, including use of supplements,
technology, assistive technology, and related services;
(2) demonstrate knowledge of the key differences between
IEP accommodations and modified curriculum;
(3) design instruction to meet the individual needs
of a diverse group of students based on information from various types
of formative and summative assessments;
(4) plan for strategic integration of technology and
assistive technology into daily teaching practices based on student
developmental and learning needs;
(5) use knowledge of the learning processes of adolescents
and teenagers to select, adapt, and apply instructional strategies
that meet the needs of individual students and support transition
goals;
(6) use explicit, scaffolded, 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 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 skill using different modalities and allow every
individual to advance as they demonstrate their understanding;
(11) apply knowledge of developmentally appropriate
instructional strategies to engage, motivate, and promote learning
specific to the needs of adolescents and teenagers with exceptionalities;
(12) apply knowledge of the learning processes of adolescents
and teenagers 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) demonstrate an understanding of the continuum
of instructional settings and 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 high
support needs;
(18) apply knowledge of students, content, and pedagogy
to develop, implement, evaluate, and revise instruction and interventions
as needed;
(19) demonstrate understanding of the potential impacts
of modified curriculum on a student's graduation plan;
(20) use strategies to promote active student engagement;
(21) demonstrate a thorough knowledge of the learning
processes of adolescents and teenagers; and
(22) demonstrate understanding of the importance of
digital citizenship and the vulnerability of youth with exceptionalities
to social media influences.
(g) Supporting Social, Behavioral, and Emotional Growth.
The Grades 6-12 special education teacher must:
(1) design effective and universally accessible environments
and learning experiences appropriate for students in Grades 6-12;
(2) demonstrate knowledge of a range of preventative
and responsive practices, appropriate for students, ages 11-22, 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);
Cont'd... |
