Special Education Task Force: Certification Categories Spring 2003 Initial Meeting Feb 27

1. Special Education Task Force:Certification CategoriesSpring 2003(Initial Meeting Feb 27) Phil Gunter Task Force Chairperson

2. Task Force Members Susan Brown Dept. Chair, Special Education – Kennesaw State University Marlene Bryar Assistant Director, Exceptional Children – GA DOE Kittie Everitt Coordinator of Undergraduate Student Teaching Experience, University of Georgia Rae Ann Gerhardt Special Education Director, Fulton County Schools Phil Gunter – Task Force Chair, College of Education – Valdosta State University Pamela Harwood Dept. Head, Special Education – Armstrong Atlantic University Veda Jairrels Professor, Exceptional Education – Clarke Atlanta University Julie Lee Professor, Special Education, Low Incidence – Valdosta State University Phyllis Levert HR Supervisor, Special Education Positions – Cobb County Schools Andy Matthews Human Resources Director, Spalding County Schools Denise Oravec Secondary Special Education Teacher, Rockdale High School Judy Perry Special Education Director, Dawson County Schools Phil Pickens Director, Exceptional Children – GA DOE Cheryl Rice Spec. Ed. NBCT, 2nd grade Teacher – S.L. Mason Elem. School, Valdosta City Schools

3. Charge Make recommendations to the Professional Standards Commission for a classification system, appropriate national preparation standards to be adopted, delivery systems, and certification rules for special education teachers to meet the needs of all students in Georgia.

4. CEC Standards Knowledge and Skill Base For Beginning Teachers: Area of Specialization Standards DeafVisually ImpairedEarly ChildhoodEmotional and Behavioral DisordersGiftsLearning DisabilitiesMental RetardationPhysical and Health Disabilities Multicategorical: General CurriculumIndependence Curriculum Beyond the Beginning Teacher: Educational DiagnosticianAdministratorsTechnology SpecialistsTransition Specialist OtherParaeducator

5. Special Education Standard #1: Foundations Common Core Knowledge: CC1K1Models, theories, and philosophies … basis for special education practice. CC1K2Laws, policies, and ethical principles regarding behavior management … CC1K3Relationship of special education to … educational agencies. CC1K4Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. CC1K5Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. CC1K6Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. CC1K7Family systems …. CC1K8Historical points of view and contribution of culturally diverse groups. CC1K9Impact of the dominant culture on shaping schools and the individuals … CC1K10Potential impact of differences in values, languages, and customs … Individualized General Curriculum Knowledge: GC1K1Definitions and issues related to the identification of individuals with disabilities1/. GC1K2Models and theories of deviance and behavior problems. GC1K3Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. GC1K4The legal, judicial, and educational systems to assist individuals with disabilities1/. GC1K5Continuum of placement and services available … GC1K6Laws and policies related to provision of specialized health care in educational settings. GC1K7Factors that influence the over-representation of culturally/linguistically diverse students … GC1K8Principles of normalization and concept of least restrictive environment. GC1K9Theory of reinforcement techniques in serving individuals with disabilities1/.

6. Special Education Standard #2: Development and Characteristics of Learners Special Education Standard #3: Individual Learning Differences

7. Special Education Standard #4: Instructional Strategies Common Core Skill: CC4S1Use strategies to facilitate integration into various settings. CC4S2Teach self-assessment, problem solving, and other cognitive strategies … CC4S3Select, adapt, and use instructional strategies and materials according to characteristics … CC4S4Use strategies to facilitate maintenance and generalization … across …environments. CC4S5Use procedures to increase self-awareness, -management, -control, -reliance, -esteem. CC4S6Use strategies that promote successful transitions … Individualized General Curriculum Knowledge: GC4K1Sources of specialized materials, curricula, and resources … GC4K2Strategies to prepare for and take tests. GC4K3Advantages and limitations of instructional strategies and practices … GC4K4Prevention and intervention strategies for individuals at-risk for a disability. GC4K5Strategies for integrating student initiated learning experiences into ongoing instruction. GC4K6Methods for increasing accuracy and proficiency in math calculations and applications. GC4K7Methods for guiding individuals in identifying and organizing critical content. Skills: GC4S1Use research-supported methods for academic and non-academic instruction .. GC4S2Use strategies from multiple theoretical approaches … GC4S3Teach learning strategies and study skills to acquire academic content. GC4S4Use reading methods appropriate to individuals with disabilities1/. GC4S5Use methods to teach mathematics appropriate to the individuals with disabilities1/. GC4S6Modify pace of instruction and provide organizational cures. GC4S7Use appropriate adaptations and technology … GC4S8Resources and techniques to transition … into and out of school and post-school … GC4S9Use a variety of nonaversive techniques to control targeted behavior … GC4S10Identify and teach basic structures and relationships within and across curricula. GC4S11Use methods to … compensate for deficits in perception, comprehension, memory, and retrieval. GC4S12Use responses and errors to guide instructional decisions and provide feedback GC4S13Identify and teach essential concepts, vocabulary, and content across the general curriculum. GC4S14Implement systematic instruction in teaching reading comprehension and monitoring strategies. GC4S15Teach strategies for organizing and composing written products. GC4S16Implement systematic instruction to teach accuracy, fluency, and comprehension in content area

8. Special Education Standard #5: Learning Environments and Social Interactions Special Education Standard #6: Communication Special Education Standard #7: Instructional Planning

9. Special Education Standard #8: Assessment Common Core Knowledge: CC8K1Basic terminology used in assessment. CC8K2Legal provisions and ethical principles regarding assessment of individuals. CC8K3Screening, pre-referral, referral, and classification procedures. CC8K4Use and limitations of assessment instruments. CC8K5National, state or provincial, and local accommodations and modifications. Skills: CC8S1Gather relevant background information. CC8S2Administer nonbiased formal and informal assessments. CC8S3Use technology to conduct assessments. CC8S4Develop or modify individualized assessment strategies. CC8S5Interpret information from formal and informal assessments. CC8S6Use assessment information in making eligibility, program, and placement CC8S7Report assessment results to all stakeholders using effective communication CC8S8Evaluate instruction and monitor progress of individuals CC8S9Develop or modify individualized assessment strategies. CC8S10Create and maintain records. Individualized General Curriculum Knowledge: GC8K1Specialized terminology used in the assessment GC8K2Laws and policies regarding referral and placement procedures GC8K3Types and importance of information available from families and public agent. GC8K4Procedures for early identification of young children who may be at risk Skills: GC8S1Implement procedures for assessing and reporting both appropriate and problematic social behaviors.. GC8S2Use exceptionality-specific assessment instruments with individuals with disabilities1/. GC8S3Select, adapt and modify assessments to accommodate the unique abilities and needs … GC8S4Assess reliable methods(s) of response of individuals who lack typical communication and performance abilities. GC8S5Monitor intragroup behavior changes across subjects and activities.

10. Special Education Standard #9: Professional and Ethical Practice Special Education Standard #10: Collaboration

11. Current Interpretation of the Requirements of NCLB “… all special education teachers teaching at least one of the core subject areas (i.e., English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography) must hold dual certification in special education and the core subject area(s) they teach” (Council for Exceptional Children, 2003a, p. 9). Council for Exceptional Children. (2003a). No Child Left Behind Act of 2001:Reauthorization of the Elementary and Secondary Education Act (A Technical Assistance Resource) April 2003. “Special education teachers who provide instruction in core academic subjects must meet the highly qualified teacher requirements for those core academic subjects that they teach. These requirements apply whether a special education teacher provides core academic instruction in a regular classroom, a resource room, or another setting” (U.S. Department of Education, 2003, p. 24). U.S. Department of Education. (September 12, 2003a). Improving teacher quality: Non-regulatory guidance (revised draft). Academic Improvement and Teacher Quality Programs, Office of Elementary and Secondary Education.

12. Task Force Recommended Certification Areas(As presented for discussion item to PSC members) General Curriculum Specialist Specialized Curriculum Specialist Early Childhood Education/General Curriculum Specialist Pre-school Special Education Specialist (Ages 3-5) Physical and Health Disabilities Specialist Communication Disorders Specialist Deaf Education Specialist Visual Impairment Specialist Endorsements: Pre-school Special Education Specialist (Ages 3-5) Physical and Health Disabilities Specialist

13. General Curriculum Specialist Certification for Special Education General Curriculum Specialist For Beginning Teachers K-12: Demonstrate mastery of CEC Common core Standards for Beginning Teachers http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html AND the CEC Standards for General Curriculum http://www.cec.sped.org/ps/perf_based_stds/general_curriculum_5-01-01.html developed through a program approved by the GA Professional Standards Commission and post a passing score on the Common core and cross categorical Praxis exams. In field statements: Level 1. Certification would allow coteaching with an infield specialist all students with disabilities whose individual education program indicates instruction using the general education curriculum and participation in the general statewide assessment. Level 2. With the addition of a content field certification area, certification would allow coteaching with an infield specialist and/or instruction in that content field of all students with disabilities whose individual education program indicates instruction using the general education curriculum and participation in the general statewide assessment.

14. Specialized Curriculum Specialist  Certification for Special Education Specialized Curriculum Specialist For Beginning Teachers K-12: Demonstrate mastery of CEC Common core Standards for Beginning Teachers http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html AND the CEC Standards for Independence Curriculum http://www.cec.sped.org/ps/perf_based_stds/ind_curriculum_5-01-01.html developed through a program approved by the GA Professional Standards Commission and post a passing score on the Common core and the Praxis exam for mental retardation. In field statement: Certification would allow instruction of all students with disabilities whose individual education program indicates instruction in a curriculum leading to participation in Georgia alternate assessment.

15. Elementary Education/General Curriculum Specialist Certification for Elementary Education/General Curriculum Specialist (K-grade 5) Demonstrate mastery of CEC Common core Standards for Beginning Teachers http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html AND the CEC Standards for General Curriculum http://www.cec.sped.org/ps/perf_based_stds/general_curriculum_5-01-01.html Demonstrate mastery of all competencies and standards set forth by Georgia Professional Standards Commission for accredited programs in Elementary Education K-5 and post a passing score on the Common core and cross categorical Praxis exams, as well as the appropriate Praxis exam for general education k-5. In field statements: Level 1. Certification would allow teaching all students with and with out disabilities whose individual education program indicates instruction using the general education curriculum and participation in the general statewide assessment in grades K-5.

16. Pre-school Special Ed Ages 3-5 Specialist  Certification for Beginning Pre school special Ed Ages 3-5 Specialist (Below K) Demonstrate mastery of CEC Common core Standards for Beginning Teachers http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html AND Demonstrate Mastery of CEC’s Performance-Based Standards in the area of Early Childhood http://www.cec.sped.org/ps/perf_based_stds/early_childhood_04-21-01.html . And pass appropriate Praxis exam.

17. Physical and Health Disabilities Specialist  Certification for Beginning Physical and Health Disabilities Specialist P-12 Demonstrate mastery of CEC Common core Standards for Beginning Teachers http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html AND Demonstrate Mastery of CEC’s Performance-Based Standards in the area of Physical and Health Disabilities http://www.cec.sped.org/ps/perf_based_stds/physical_health_disabilities_03-26-01.html . And pass appropriate Praxis exam. In field statement for Deaf Education, Vision Impairment, Pre school special ed and Physical and Health Disabilities: Certification would allow related educational support or direct intervention for all students whose individual education program indicates instructional needs in the area of certification.

18. Communication Disorders Specialist  Certification for Beginning Communication Disorders Specialist: Demonstrate mastery of ASHA Standards for performance based practice http://professional.asha.org/certification/slp_standards.cfm developed through a program approved by the GA Professional Standards Commission and post a passing score on the Speech-Language Pathology Praxis exam. In field statement. Certification would allow related educational support or direct intervention for all students whose individual education program indicates instructional needs in the area of communication disorders.

19. Deaf Education Specialist Certification for Beginning Deaf Education Specialist P-12 Demonstrate mastery of CEC Common core Standards for Beginning Teachers http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html AND Demonstrate Mastery of CEC’s Deaf or Hard of Hearing Professional Standards http://www.cec.sped.org/ps/perf_based_stds/deaf_03-12-01.html . And pass appropriate Praxis exam.

20. Visual Impairment Specialist Certification for Beginning Visual Impairment Specialist P-12 Demonstrate mastery of CEC Common core Standards for Beginning Teachers http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html AND Demonstrate Mastery of CEC’s Performance-Based Standards in the area of Visual Impairment http://www.cec.sped.org/ps/perf_based_stds/visual_impairment_03-12-01.html . And pass appropriate Praxis exam.

21. Potential Advantages for Preparation and Service Delivery Standards can be separated from courses/hours Allows for program creativity Teachers are certified by curriculum type rather than disability (can teach multiple disabilities simultaneous based on educational need)

22. Potential Disadvantages CHANGE Potential to over-generalize research findings Difficulty in obtaining “highly qualified” status in a number of content areas

23. Next Task Force Meeting March 12, 2004 Mercer University Atlanta Campus