Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-530 - Special education - general curriculum secondary education grades 6-12 (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in special education - general curriculum
						secondary education grades 6-12 (add-on endorsement) shall ensure that the
						candidate holds an active license with an endorsement in English, history and
						social sciences, mathematics, biology, chemistry, Earth science, or physics
						issued by the Virginia Board of Education and has demonstrated the following
						competencies. The candidate must:
1.
					 Hold a license issued by the Virginia Board of Education with an endorsement in
					 English, history and social sciences, mathematics, biology, chemistry, Earth
					 science, or physics.
2. Have
					 completed competencies in the education of students with disabilities
					 distributed in each of the following areas:
a.
					 Foundations. Characteristics that include knowledge of the foundation for
					 educating students with disabilities; historical, ethical, and legal aspects
					 that include an understanding and application of the federal and state
					 regulatory requirements; and expectations associated with identification,
					 education, and evaluation of students with disabilities.
b. Individualized education program
					 development and implementation. Knowledge of the eligibility process and legal
					 and regulatory requirements of IEP development including timelines, components,
					 team composition, roles, and responsibilities. Skills in this area include the
					 ability to apply knowledge of assessment and evaluation throughout the K-12
					 grade levels to construct, use, and interpret a variety of standardized and
					 nonstandardized data collection techniques; to make decisions about student
					 progress, instructional, program, goal development, accommodations, placement,
					 and teaching methodology for students with disabilities who are accessing the
					 general education curriculum and the Virginia Standards of Learning; and to
					 demonstrate the use of assessment, evaluation, and other information to develop
					 and implement individual educational planning and group instruction with
					 students with disabilities who are accessing the general education curriculum
					 across the K-12 grade levels.
c.
					 Transitioning. Skills in this area include the ability to prepare students and
					 work with families and community agencies to provide successful student
					 transitions throughout the educational experience to include postsecondary
					 education training, employment, and independent living which addresses an
					 understanding of long-term planning, career development, life skills, community
					 experiences and resources, self-advocacy, and self-determination, guardianship,
					 and legal considerations.
d.
					 Instructional strategies in reading and writing.
(1) An understanding and application of
					 service delivery, curriculum, and instruction of students with disabilities in
					 reading and writing.
(2) Knowledge
					 of the general curriculum, English requirements and expectations, and how to
					 provide access to the curriculum based on student characteristics and
					 needs.
(3) Ability to assess,
					 interpret data, and implement instructional practices to address the identified
					 reading needs of the students. Skills in this area include the ability to
					 identify, understand, and implement a range of specialized instructional
					 strategies and research-based interventions that reflect best practice in
					 reading and writing instruction for students with disabilities.
(4) Ability to align the instructional
					 practices and intervention with the Virginia Standards of Learning and state
					 assessments.
(5) Knowledge and
					 ability to utilize current assistive and instructional reading and writing
					 technologies to promote learning and independence for students with
					 disabilities in the general curriculum and the ability to evaluate the
					 effectiveness of the use of the technologies.
(6) Ability to develop and use
					 curriculum-based and standardized reading and writing assessments to conduct
					 ongoing evaluations of instructional materials and practices to determine
					 effectiveness and assess student needs as related to the curriculum design and
					 delivery.
(7) Ability to model and
					 directly teach reading and writing instructional strategies in a variety of
					 settings, collaborate and co-teach with general educators to develop and
					 implement instructional practices that meet the needs of students with
					 disabilities in the general curriculum, and monitor student progress.
e. Instructional strategies in
					 mathematics.
(1) An understanding and
					 application of service delivery, curriculum, and instruction of students with
					 disabilities in mathematics.
(2)
					 Knowledge of the general curriculum mathematics requirements and expectations
					 and how to provide access to the curriculum based on student characteristics
					 and needs.
(3) Ability to assess,
					 interpret data, and implement instructional practices to address calculations,
					 reasoning, and problem-solving skills. Skills in this area include the ability
					 to understand and use a range of specialized mathematics instructional
					 strategies and research-based interventions that reflect best practice in
					 mathematics instruction for students with disabilities.
(4) Ability to align the instructional
					 practices and intervention with the Virginia Standards of Learning and state
					 assessments.
(5) Knowledge of and
					 ability to utilize current mathematics related assistive and instructional
					 technologies to promote learning and independence for students with
					 disabilities in the general curriculum and the ability to evaluate the
					 effectiveness of the use of the technologies.
(6) Ability to develop and use
					 curriculum-based and standardized mathematics assessments to conduct ongoing
					 evaluations of instructional materials and practices to determine effectiveness
					 and assess student needs as it relates to the mathematics curriculum design and
					 delivery.
(7) Ability to model and
					 directly teach mathematics instructional strategies in a variety of settings,
					 collaborate and co-teach with general educators to develop and implement
					 instructional practices that meet the needs of students with disabilities in
					 the mathematics general curriculum, and monitor student progress.