Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.5 - Teaching Areas: Specific Standards › Rule 10.58.510 - SPECIAL EDUCATION P-12

Current through Register Vol. 13, July 5, 2024
(1) The program
				requires that successful candidates:
(a)
				understand how exceptionalities may interact with development and learning and
				use this knowledge to provide culturally responsive, meaningful, and
				challenging learning experiences for individuals with
				exceptionalities;
(b) demonstrate
				the ability to create and implement personalized, safe, respectful, inclusive,
				and culturally responsive learning that:
(i)
				is based on ongoing analysis of student learning, self-reflection, and
				professional standards, research, and contemporary practices;
(ii) allows all individuals with
				exceptionalities to become active, effective learners with positive social
				interactions, self-determination, and healthy well-being;
(c) demonstrate knowledge of standards used
				in Montana schools and the ability to use general and specialized curricula to
				implement individualized learning opportunities that align with the needs of
				students with exceptionalities;
(d)
				use multiple methods of assessment and data sources to evaluate and identify
				individualized learning needs and make a variety of education decisions,
				including:
(i) ability to identify, collect,
				and understand quantitative and qualitative data;
(ii) ability to accurately prepare Present
				Level of Academic Achievement and Functional Performance;
(iii) ability to accurately prepare
				Measurable Annual Goals,
(iv)
				ability to accurately administer, score, and analyze the results of formative,
				summative, and standardized assessments; and
(v) ability to accurately interpret and
				present the assessment results and make ongoing adjustments to
				instruction;
(e) select,
				adapt, and use a repertoire of evidence-based instructional strategies
				including explicit, systematic instruction, assistive technology, whole group
				instruction, small group instruction, and individual instruction to support and
				self-regulate learning;
(f) use
				foundational knowledge of the field along with professional ethics and
				standards;
(g) collaborate,
				communicate, and advocate in culturally responsive ways with all individuals
				involved in the special education process to improve programs, services, and
				outcomes for individuals with exceptionalities and their families, including,
				but not limited to, facilitating meetings, scheduling services, working with
				paraeducators and related providers, and implementing accommodations and
				modifications;
(h) demonstrate an
				understanding of the philosophical, historical, and legal foundations of
				special education including:
(i)
				identification of social and cultural movements in special education
				law;
(ii) knowledge of court cases
				which shaped special education law; and
(iii) understanding of legal resources to
				assist decision making;
(i) demonstrate knowledge of typical and
				atypical language development and use systematic evidence-based instruction to
				enhance language development and teach communicative competence;
(j) demonstrate knowledge and understanding
				of special education laws and regulations, procedural safeguards, ethical
				concerns, evaluations/documentation, and appropriate instructional strategies
				and techniques to support students with social, emotional, and/or behavioral
				needs through the use of preventative and responsive practices;
(k) demonstrate proficiency in special
				education procedural competencies including knowledge of state and federal
				regulations, rules, and processes and knowledge of the state data collection
				system and state forms;
(l)
				demonstrate an understanding of disability categories and characteristics to
				the extent necessary to use eligibility criteria to make informed decisions
				concerning learner identification; and
(m) demonstrate the ability to determine
				service and transitional needs and placement in a least restrictive environment
				(LRE) in order to ensure a free and appropriate public education (FAPE) once a
				student has been identified and qualified for services.