(a) Special Education Standards. The standards identified in this section are targeted for teachers of students who receive special education services. The standards address the discipline associated with the theory and practice of teaching students who receive special education services. The standards inform appropriate teaching techniques, methods, and teacher actions, judgments, and decisions by taking into consideration philosophical, historical, and legal foundations of special education, characteristics of students who receive special education services, understandings of the needs and strengths of students who receive special education services, and the backgrounds and interests of individual students.     
      (b) Legal and Ethical Guidelines. The Grades 6-12 special education teacher demonstrates knowledge of all applicable state and federal laws, including Individuals with Disabilities Education Act (IDEA) of 2004; Section 504 of the Rehabilitation Act of 1973; The Americans with Disabilities Act (ADA) of 1990 and ADA Amendments Act (ADAAA) of 2008; Texas Education Code specific to students with disabilities; and Texas Administrative Code specific to students with disabilities; and Family Education Rights and Privacy Act. The Grades 6-12 special education teacher must:      
        (1) demonstrate knowledge of the major state and federal legislation (e.g., IDEA, Section 504, ADA, ADAAA) that has affected knowledge and practice of the education of individuals with high support needs;       
        (2) demonstrate knowledge of the history of exclusion of and discrimination against people with disabilities;       
        (3) demonstrate knowledge of IDEA 2004 eligibility categories;       
        (4) demonstrate knowledge of all required components of an Individual Transition Plan (ITP) as outlined in federal and state law;       
        (5) demonstrate knowledge of all required components of an Individualized Education Program (IEP) as outlined in federal and state law;       
        (6) demonstrate knowledge of all sections of the special education legal folder and where to store required documentation;       
        (7) demonstrate knowledge of the legal responsibility of all school staff to fully implement an IEP;       
        (8) demonstrate knowledge of the legal responsibility of all teachers and school staff to protect the confidentiality and dignity of students with disabilities;       
        (9) demonstrate knowledge of graduation options for students with disabilities receiving special education services according to §89.1070 of this title (relating to Graduation Requirements);       
        (10) demonstrate knowledge of the federal requirements for transfer of rights at the age of majority;       
        (11) demonstrate knowledge of the state and federal requirements for transition planning beginning at the age of 14;       
        (12) demonstrate knowledge of the special education teacher's roles and responsibilities regarding Child Find;       
        (13) demonstrate knowledge of the special education teacher's roles and responsibilities in creating and implementing the IEP with fidelity, including monitoring student IEP goal progress, implementing data collection of IEP goal progress, and reporting progress to the student and parents/guardians throughout the IEP year;       
        (14) use a variety of assessment data to write annual measurable goals and present levels of academic achievement and functional performance and to identify appropriate accommodations (academic, behavior, state, and district testing) and modifications based on individual student needs, and contribute to drafting the IEP;       
        (15) maintain student legal folders and store ongoing documentation according to local education agency (LEA) requirements and keep records to document receipt of the IEP by all required school staff;       
        (16) audit student class schedules to ensure compliance with least restrictive environment and schedule of services in the IEP;       
        (17) schedule and facilitate ongoing transition activities to prepare students for postsecondary living according to the IEP;       
        (18) demonstrate knowledge of the role and responsibilities of the special education teacher in preparing for an Admission, Review, Dismissal (ARD) committee meeting, including collecting required data, interpreting the results of progress monitoring and classroom assessment data, and visually representing and interpreting data to show student progress;       
        (19) demonstrate knowledge of the roles and responsibilities of the required members of an ARD committee;       
        (20) demonstrate knowledge of the required components of a typical ARD committee meeting agenda;       
        (21) interpret the results of a variety of assessment data (classroom, state and district transition assessment) in plain language to explain student progress on annual IEP goals and mastery of grade level standards to the ARD committee members;       
        (22) prepare and support students in leading ARD committee discussion regarding progress on IEP goals, mastery of grade level standards, appropriate accommodations (academic, behavior, state, and district assessment), transition needs and goals, and other supplements as needed;       
        (23) apply knowledge of individuals served through special education as well as special education laws and policies to facilitate and advocate for students' full participation in their education;       
        (24) demonstrate understanding that students served through special education may also have other special populations identifiers (i.e., gifted and talented, English learner, highly mobile and at risk, and dyslexia);       
        (25) advocate for student participation in the IEP, ARD meetings, and transition plan;       
        (26) foster and support students in their development of self-reliance and self-advocacy;       
        (27) apply knowledge of IEP transition activities to build students' readiness for postsecondary transition;       
        (28) advocate for high academic and behavioral expectations for students with disabilities; and       
        (29) demonstrate understanding that individuals with high support needs deserve to be challenged with high expectations and provided with meaningful and inclusive participation opportunities to develop the highest possible learning outcomes.       
      (c) Understanding and Addressing Each Individual's Developmental and Learning Needs. The Grades 6-12 special education teacher must:      
        (1) demonstrate knowledge about relevant physical and emotional development for early adolescence through early adulthood;       
        (2) demonstrate knowledge of how specific developmental characteristics of the teenage brain impact learning (e.g., decision-making, problem-solving, impulse control, and relationships);       
        (3) understand the impact of exceptionalities on developmental milestones, executive functioning, and social skills;       
        (4) demonstrate understanding that students with all support needs may also come from a different cultural background, may speak other languages than those of the dominant culture, or may come from a unique racial or ethnic group;       
        (5) demonstrate knowledge of the multiple biological, physical, psychological, and social influences that affect learning and development when working with individuals with high support needs;       
        (6) demonstrate knowledge of strategies to support students' development and independence given relevant grade level expectations for academic and behavior for students in Grades 6-12;       
        (7) apply a variety of evidence-based, age-appropriate classroom routines and procedures that support individual developmental and learning needs;       
        (8) demonstrate knowledge of a variety of assistive technologies to support individual developmental and learning needs;       
        (9) demonstrate knowledge of how developmental academic, social, and functional characteristics of individuals with high support needs impact levels of support needs;       
        (10) apply knowledge of evidence-based practices to identify and intervene when students are not making progress in functional, academic, or behavioral goals; and       
        (11) demonstrate the knowledge and ability to adapt instruction when students with high support needs do not meet milestones.       
      (d) Subject Matter Content and Specialized Curricular Knowledge. The Grades 6-12 special education teacher must:      
        (1) demonstrate a foundational knowledge of content specific TEKS and College and Career Readiness Standards (CCRS) appropriate for students in Grades 6-12;       
        (2) apply content-specific knowledge to develop individualized goals and objectives that are aligned with the appropriate grade-level TEKS and CCRS;       
        (3) design appropriate learning and performance accommodations and modifications for students with exceptional learning needs in academic subject matter content of the general curriculum;       
        (4) apply content-specific knowledge to modify and differentiate instruction as well as provide access to instructional materials for a wide range of student performance levels;       
        (5) apply understanding of the subject matter TEKS and specialized curricula to inform programmatic and instructional decisions for students with high support needs;       
        (6) understand how to identify a learner's preferred mode of communication;       
        (7) demonstrate content-specific knowledge at a level necessary for students with exceptionalities to progress in their individualized programs toward completion of a range of graduation plans;       
        (8) apply knowledge of individual learner characteristics and specialized curricula knowledge to accommodate, modify, and/or adapt curricula across contexts;       
        (9) demonstrate knowledge of how to integrate appropriate instructional and assistive technology for students in Grades 6-12;       
        (10) apply knowledge of individual learner characteristics and specialized curricula knowledge to accommodate, modify, and/or adapt the curricula across contexts;       
        (11) demonstrate knowledge of specialized curricula that may include curriculum for social skills, life skills, transition, orientation and mobility, independence curricula, and self-advocacy;       
        (12) demonstrate knowledge of families, culture, and community when involving paraprofessionals, general educators, and specialists, to make content and instruction accessible and challenging for students at all levels of support needs;       
        (13) demonstrate knowledge of how to provide modified access to subject-specific instructional materials to address individual learner needs in different contexts such as center-based, home-based, and school-based classrooms, including specialized and general classrooms; and       
        (14) recognize barriers to accessibility and acceptance of individuals with high support needs and plan for ways to address those barriers through the implementation of specialized curricula.       
      (e) Assessment for Data-based Decision Making. The Grades 6-12 special education teacher must:      
        (1) demonstrate knowledge of different forms of assessment, their purposes, and their application to inform development of IEP and to plan instruction;       
        (2) assess students' learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based, problem-solving systems of intervention and instruction;       
        (3) use data from a variety of formative and summative assessments to identify learning goals, plan and adapt instruction, and monitor progress toward the learning goals;       
        (4) demonstrate knowledge of how to implement, collect data from, and keep records of ongoing formative assessment;       
        (5) use the results of multiple assessments to determine if a student is making adequate progress toward measurable outcomes;       
        (6) use assessment results to design, adjust, plan, and inform instruction or intervention;       
        (7) accurately interpret the results of various forms of assessments, including state assessments and district benchmark assessments;       
        (8) accurately analyze, interpret, and discuss the results of a variety of evaluation data for an individual student;       
        (9) interpret a variety of evaluation data including measures of student functioning, and educational, physical, and medical needs;       
        (10) identify, recommend, and implement appropriate accommodations and/or modifications for classroom, behavior, state, and district testing or other assessments as determined by the ARD committee;       
        (11) provide feedback to stakeholders regarding student performance on assessments and interpret assessment results in plain language for parents and students;       
        (12) administer, interpret, and gather baseline data from screening instruments and diagnostic reading, mathematics, and behavior assessments;       
        (13) use the results of multiple assessments to determine students' transition needs;       
        (14) support students in understanding their own assessment data and using those results to self-monitor and self-regulate; and       
       Cont'd...