Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 23 - LICENSURE REGULATIONS FOR SCHOOL PERSONNEL › Part V - Licensure Regulations Governing PreK-12, Special Education, Secondary Grades 6-12, and Adult Education Endorsements › Section 8VAC20-23-570 - Special education - general curriculum middle grades 6-8 (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
Endorsement requirements: The candidate shall have:
1. Earned a baccalaureate degree from a
				  regionally accredited college or university and hold a license issued by the
				  Virginia Board of Education with an endorsement in middle education, such as
				  middle education 6-8 English, middle education 6-8 history and social sciences,
				  middle education 6-8 mathematics, or middle education-sciences.
2. Completed 15 semester hours in the
				  education of students with disabilities distributed in each of the following
				  areas:
a. Foundations: 3 semester hours.
				  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: 3 semester
				  hours. Knowledge of the eligibility process and legal and regulatory
				  requirements of IEP development, including timelines, components, team
				  composition, and 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: 3 semester hours. 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 that
				  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: 3 semester hours. Skills in this area include:
(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, 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: (3 semester hours). Skills in this area include:
(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 they relate 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.