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 8VAC20-543-510 - Special education - general curriculum elementary education K-6 (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in special education - general curriculum
						elementary education K-6 (add-on endorsement) shall ensure that the candidate
						holds an active license with an endorsement in elementary education
						(early/primary education preK-3/elementary education preK-6) 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 elementary
					 education (early/primary education preK-3/elementary education
					 preK-6);
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 (IEP) development and implementation.
(1) Knowledge of the eligibility process,
					 legal, and regulatory requirements of IEP development including timelines,
					 components, team composition, roles, and responsibilities.
(2) 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. Assessment and evaluation.
(1) Understanding and application of the
					 foundation of assessment and evaluation related to best practice in special
					 education; including types and characteristics of assessment, introduction to
					 formal and informal assessment, and use of assessments and other information to
					 determine special education eligibility, service delivery, curriculum, and
					 instruction of students with disabilities.
(2) Understanding of the current legal and
					 ethical issues related to assessment selection and use, including comprehensive
					 evaluation requirements, students with disabilities participation in the state
					 and local accountability systems, assessment options, appropriate grading and
					 testing accommodations, and assessment of students from diverse
					 backgrounds.
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 it relates to the curriculum design
					 and delivery.
(7) Ability to model
					 and directly teach reading and writing instructional strategies in a variety of
					 settings and 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 related to the mathematics curriculum design and
					 delivery.
(7) Ability to model and
					 directly teach mathematics instructional strategies in a variety of settings
					 and 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.