Skills None in addition to the initial common core Preparation Standard 2 Learning Environments Knowledge ISCI 2 K1 ICC 5 K1 Demands of learning environments ISCI 2 K2 ICC 5 K2 Basic classroom management theories and strategies for individuals with exceptionalities ISCI 2 K3 ICC 5 K3 Effective management of teaching and learning ISCI 2 K4 ICC 5 K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptionalities ISCI 2 K5 ICC 5 K5 Social skills needed for educational and other environments ISCI 2 K6 ICC 5 K6 Strategies for crisis prevention and intervention ISCI 2 K7 ICC 5 K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world ISCI 2 K8 ICC 5 K8 Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage ISCI 2 K9 ICC 5 K9 Ways cultures are negatively stereotyped ISCI 2 K10 ICC 5 K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism EBD 2 K1 BD 5 K1 Advantages and disadvantages of placement options for individuals with emotional/behavior disorders Skills ISCI 2 S1 ICC 5 S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued ISCI 2 S2 ICC 5 S2 Identify realistic expectations for personal and social behavior in various settings ISCI 2 S3 ICC 5 S3 Identify supports needed for integration into various program placements ISCI 2 S4 ICC 5 S4 Design learning environments that encourage active participation in individual and group activities ISCI 2 S5 ICC 5 S5 Modify the learning environment to manage behaviors ISCI 2 S6 ICC 5 S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments ISCI 2 S7 ICC 5 S7 Establish and maintain rapport with individuals with and without exceptionalities ISCI 2 S8 ICC 5 S8 Teach self-advocacy ISCI 2 S9 ICC 5 S9 Create an environment that encourages self-advocacy and increased independence ISCI 2 S10 ICC 5 S10 Use effective and varied behavior management strategies
ISCI 4 S1 ICC 8 S1 Gather relevant background information ISCI 4 S2 ICC 8 S2 Administer nonbiased formal and informal assessments ISCI 4 S3 ICC 8 S3 Use technology to conduct assessments ISCI 4 S4 ICC 8 S4 Develop or modify individualized assessment strategies ISCI 4 S5 ICC 8 S5 Interpret information from formal and informal assessments ISCI 4 S6 ICC 8 S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptionalities, including those from culturally and/or linguistically diverse backgrounds ISCI 4 S7 ICC 8 S7 Report assessment results to all stakeholders using effective communication skills ISCI 4 S8 ICC 8 S8 Evaluate instruction and monitor progress of individuals with exceptionalities ISCI 4 S9 ICC 8 S9 Create and maintain records EBD 4 S1 BD 8 S1 Conduct functional behavior assessments EBD 4 S2 BD 8 S2 Assess social behaviors of individuals with emotional/behavioral disorders EBD 4 S3 BD 8 S3 Prepare functional behavior assessment reports on individuals with emotional/behavioral disorders Preparation Standard 5 Instructional Planning & Strategies Knowledge ISCI 5 K1 ICC 7 K5 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service ISCI 5 K2 ICC 4 K1 Evidence-based practices validated for specific characteristics of learners and settings ISCI 5 K3 ICC 6 K4 Augmentative and assistive communication strategies None in addition to the initial common core Skills ISCI 5 S1 ICC 7 S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members ISCI 5 S2 ICC 7 S3 Involve the individual and family in setting instructional goals and monitoring progress ISCI 5 S3 ICC 7 S4 Use functional assessments to develop intervention plans ISCI 5 S4 ICC 7 S5 Use task analysis ISCI 5 S5 ICC 7 S6 Sequence, implement, and evaluate individualized learning objectives ISCI 5 S6 ICC 7 S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences ISCI 5 S7 ICC 7 S9 Incorporate and implement instructional and assistive technology into the educational program
ISCI 5 S8 ICC 7 S10 Prepare lesson plans ISCI 5 S9 ICC 7 S11 Prepare and organize materials to implement daily lesson plans ISCI 5 S10 ICC 7 S12 Use instructional time effectively ISCI 5 S11 ICC 7 S13 Make responsive adjustments to instruction based on continual observations ISCI 5 S12 ICC 7 S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions ISCI 5 S13 ICC 4 S1 Use strategies to facilitate integration into various settings ISCI 5 S14 ICC 4 S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs ISCI 5 S15 ICC 4 S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptionalities ISCI 5 S16 ICC 4 S4 Use strategies to facilitate maintenance and generalization of skills across learning environments ISCI 5 S17 ICC 4 S5 Use procedures to increase the individual’s self-awareness, self-control, self-reliance, and self-esteem ISCI 5 S18 ICC 4 S6 Use strategies that promote successful transitions for individuals with exceptionalities ISCI 5 S19 ICC 6 S1 Use strategies to support and enhance communication skills of individuals with exceptionalities ISCI 5 S20 ICC 6 S2 Use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptionalities whose primary language is not the dominant language ISCI 5 S21 ICC 7 S15 Modify instructional practices in response to ongoing assessment data EBD 5 S1 BD 4 S1 Use nonaversive techniques to support targeted behavior and maintain attention of individuals with emotional/behavioral disorders EBD 5 S2 BD 4 S2 Use evidence-based practices to enhance academic and social competence EBD 5 S3 BD 4 S3 Use prevention and intervention strategies for individuals at risk for emotional/behavioral disorders EBD 5 S4 BD 4 S4 Use strategies to teach alternative behaviors EBD 5 S5 BD 7 S1 Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior EBD 5 S6 BD 7 S2 Integrate academic and affective instruction with behavior management for individuals and groups with emotional/behavioral disorders Preparation Standard 6 Professional Learning & Ethical Practice Knowledge ISCI 6 K1 ICC 1 K1 Models, theories, philosophies, and research methods that form the for special education practice