Oregon Administrative Rules
584 - Teacher Standards and Practices Commission
Division 420 - STATE STANDARDS FOR LICENSURE, ENDORSEMENT AND SPECIALIZATION PROGRAMS
584-420-0465 - Special Education - Early Intervention and Early Childhood: Program Standards

Universal Citation: OR Admin Rules 584-420-0465
Teacher Standards and Practices Commission Chapter 584 Division 420
STATE STANDARDS FOR LICENSURE,
 ENDORSEMENT AND SPECIALIZATION PROGRAMS

584-420-0465
Special Education - Early Intervention and Early Childhood: Program Standards

(1) Definitions:

(a) "Child:" An individual under the age of six and may include an infant or toddler.

(b) "Cultural Responsiveness:" Practices that honor experience and perspectives of children and their families based on ethnic background, cultural diversity, linguistic diversity, economic status, gender, religion and other differences ascribed to an individual’s cultural and linguistic background. Culturally responsive practices provide equal access to services and learning opportunities.

(c) "Early Childhood Special Education Services:" Cross-disciplinary services, education and support that are designed to meet the developmental needs of eligible children from age three to school age (defined as age 5 by September 1), in collaboration with families, as defined in 581-015-2700 Definitions – EI/ECSE program.

(d) "Early Intervention Services:" Cross-disciplinary services, education and support that are designed to meet the developmental needs of eligible children from birth to age three, to support and collaborate with their families, as defined in 581-015-2700, Definitions – EI/ECSE program .

(e) "Disabilities:" A child with a disability as defined by IDEA, subpart B and C and OAR Chapter 581, Division 15.

(f) "Five development domains:" For the purposes of early intervention services, a child’s overall health is considered along with the following five domains:

(A) Physical development;

(B) Cognitive development;

(C) Communication development;

(D) Social and/or emotional development; and

(E) Adaptive development.

(g) "Learner:" The person(s) receiving support from the candidate. For example, in a family setting, the learner may be a family member, caregiver, as well as the child; in a classroom setting the learner may be a child; and, in a consultative setting, the learner may be the early childhood teacher, provider, and/or paraprofessional, as well as the child.

(2) Purpose of the Program: To prepare candidates for the Special Education: Early Intervention and Early Childhood endorsement. Program completers must demonstrate the knowledge, skills, professional dispositions and cultural responsiveness necessary to promote development and learning of children with delays or disabilities (age birth to 5) across all areas of development and these candidates must be prepared to support and empower the child’s family and caregivers. Learning refers to application of knowledge, skills, and abilities. Development refers to physical, health, communication, social and/or emotional, cognitive, and adaptive.

(3) Requirements of the Program: To receive state recognition of a Special Education: Early Intervention and Early Childhood endorsement, the program must include:

(a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the standards set forth in this rule and the TSPC Program Review and Standards Handbook;

(b) A requirement for candidates to complete the Commission-approved test for SPED: Early Intervention and Early Childhood;

(c) A requirement for candidates to complete a teacher performance assessment, as provided in 584-400-0120, Teacher Candidate Performance Assessments;

(d) A requirement for candidates to complete a clinical practice that:

(A) Meets the requirements set forth in 584-400-0140, Clinical Practices; and

(B) Includes a placement or placements in early intervention and/or early childhood settings that include children with delays or disabilities. These settings must include classrooms, family homes, and/or community settings where early Intervention or early childhood education personnel engage in direct and/or consultative services. The Commission has a strong preference for, but does not require, inclusive placements.

NOTE: For preservice candidates, the EPP must also meet the cooperating teacher requirements, as provided in 584-400-0145, Cooperating Teachers.

(4) Standard 1: Learner Development and Individual Learning Differences. Candidates understand how disabilities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for children with delays or disabilities. Candidates demonstrate the ability to:

(a) Understand how language, culture, and family background influence the learning of children with delays or disabilities;

(b) Understand development and individual differences to respond to the needs of children with delays or disabilities;

(c) Understand the characteristics of delayed development and patterns of atypical development associated with disabilities across the domains of typical child development, as defined in section (1)(f); and

(d) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Develop, implement, and evaluate learning experiences and strategies that respect the diversity of children with delays or disabilities and their families and caregivers;

(B) Develop and match learning experiences and strategies to characteristics of children with delays or disabilities;

(C) Support and facilitate family, caregiver and children with delays or disabilities’ interactions as primary contexts for development and learning;

(D) Support family and caregivers to respond to cues and preferences, establish predictable routines and turn-taking, and facilitate communicative initiations; and

(E) Establish communication systems for children with delays or disabilities that support self- determination; and

(F) Establish support systems for children with delays or disabilities that enable self-determination and executive function.

(5) Standard 2: Learning Environments. Candidates demonstrate the ability to create safe, inclusive, culturally responsive learning environments so that children with delays or disabilities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination and families achieve improved quality of life, including knowing their rights and how to support their child and family. Candidates demonstrate the ability to:

(a) Through collaboration with families, caregivers, general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage children with delays or disabilities in meaningful learning activities and social interactions;

(b) Use motivational and instructional interventions to teach children with delays or disabilities how to adapt to and succeed in multiple environments;

(c) Understand the escalation cycle and positive behavior support strategies to address children’s challenging behavior in a safe and developmentally appropriate manner;

(d) Design, implement, and evaluate appropriate services for children with delays or disabilities and with their families in their local communities; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments;

(B) Organize space, time, materials, peers, and adults to maximize participation in all environments during daily activities;

(C) Through collaboration with families and caregivers, embed learning opportunities in daily routines and activities;

(D) Structure all environments to maximize learning opportunities, communication, engagement, independence, and social relationships;

(E) Maximize the appropriate use of available materials, media, and adaptive and assistive technology that are responsive to individual needs in all indoor and outdoor environments;

(F) Apply knowledge of basic health, nutrition and safety management procedures; and

(G) Use knowledge of referral and evaluation procedures to connect and communicate with community services. These services may include mental and physical health, social welfare, education, recreation, and other family services.

(6) Standard 3: Content Knowledge. Candidates use knowledge of general and specialized content to individualize learning for children with delays or disabilities. Candidates demonstrate the ability to:

(a) Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for children with delays or disabilities;

(b) Understand and use general and specialized content knowledge for teaching across content areas to individualize learning for children with delays or disabilities;

(c) Modify general and specialized content to make them accessible to children with delays or disabilities;

(d) Design, implement, and evaluate appropriate services for children with delays or disabilities and their families in their local communities; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Apply current research to the five developmental domains, as defined in subsection (1)(f);

(B) Plan, implement, and evaluate developmentally appropriate content, instruction, and adaptations based on knowledge of individual children, the family, and the community;

(C) Implement and evaluate preventative and positive behavior support strategies to address challenging behaviors; and

(D) Plan and implement developmentally and individually appropriate content.

(7) Standard 4: Assessment. Candidates use multiple methods of assessment and data sources in making educational decisions. Candidates demonstrate the ability to:

(a) Select and use technically sound formal and informal assessments that minimize bias;

(b) Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for children with delays or disabilities;

(c) In collaboration with program partners and families and caregivers, use multiple types of assessment information in making decisions about children with delays or disabilities;

(d) Select, administer, and interpret information through the use of appropriate screening and assessment instruments for eligibility, program planning, child progress, and program evaluation; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Support families and caregivers in identifying their concerns, resources, and priorities;

(B) Integrate family priorities, concerns and participation in the assessment process;

(C) Assess progress in the five developmental domains, as defined in subsection (1)(f);

(D) Select and administer assessment instruments in compliance with established criteria;

(E) Use informal and formal assessment to make decisions about children’s development and learning;

(F) Gather information from multiple sources and environments;

(G) Use a variety of materials and contexts to maintain the interest of children in the assessment process;

(H) Participate as a team member to integrate assessment results in the development and implementation of individualized plans;

(I) Emphasize child’s strengths and needs in assessment reports;

(J) Produce reports that focus on functional skills and developmental domains, as defined in subsection (1)(f);

(K) Conduct ongoing formative child, family, and environmental assessments to monitor instructional effectiveness; and

(L) Administer an instrument that assesses family needs that includes functional, participation-based goal writing.

(8) Standard 5: Instructional Planning and Strategies. Candidates select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of children with and without disabilities. Candidates demonstrate the ability to:

(a) Through collaboration with families and caregivers, consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for children;

(b) Use technologies to support instructional assessment, planning, and delivery children;

(c) Understand and utilize augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of children;

(d) Use strategies to enhance language development and communication skills children;

(e) Develop and implement a variety of education and transition plans for children with delays or disabilities across a wide range of settings and different learning experiences in collaboration with families, caregivers and teams;

(f) Teach to mastery and promote generalization of learning;

(g) Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to children with delays or disabilities;

(h) Design, implement, and evaluate appropriate services for children with delays or disabilities and their families and caregivers in their local communities;

(i) Demonstrate knowledge of research in relevant fields and application to intervention practices; and

(j) Employ the following skills, as appropriate and relevant, in the early intervention and/or early childhood setting:

(A) Facilitate child-initiated development and learning;

(B) Provide the scaffold through appropriate learning opportunities that build on child-initiated learning;

(C) Link development, learning experiences, and instruction to promote educational transitions;

(D) Use individual and group guidance and problem-solving techniques to develop supportive relationships with and among children;

(E) Use strategies to teach social skills and conflict resolution;

(F) Use a continuum of intervention strategies to support access of children in the general curriculum and daily routines;

(G) Develop, implement, and evaluate individualized plans, with family members and other professionals, as a member of a team;

(H) Design intervention strategies incorporating information from multiple disciplines;

(I) Implement developmentally and functionally appropriate activities, using a variety of formats, based on systematic instruction;

(J) Align individualized goals with developmental and academic content;

(K) Develop individualized plans that support development and learning;

(L) Develop an individualized plan that supports the child’s independent functioning in the child’s natural environments; and

(M) Make adaptations for the unique developmental and learning needs of children.

(9) Standard 6: Professional Learning and Ethical Practice. Candidates use foundational knowledge of the field and their professional ethical principles and practice standards to inform early intervention and inclusive early childhood education practice, to engage in lifelong learning, and to advance the profession. Candidates demonstrate the ability to:

(a) Use professional ethical principles and professional practice standards to guide their practice;

(b) Understand how foundational knowledge and current issues influence professional practice;

(c) Understand that diversity and equitable practice are key elements of serving children with delays or disabilities and their families and caregivers;

(d) Understand the significance of lifelong learning and participate in professional activities and learning communities;

(e) Advance the profession by engaging in activities such as advocacy and mentoring;

(f) Provide guidance and direction to paraprofessionals and volunteers;

(g) Reflect on their current performance, identifies professional goals, and participate in staff development activities that contribute to improved professional practices;

(h) Understand laws, rules, regulations, procedures, and policies, applicable to early intervention and inclusive early childhood education services; and

(i) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Recognize signs of emotional distress, neglect, and abuse, and follow mandated reporting procedures;

(B) Integrate family systems theories and principles into professional practice;

(C) Respect family choices and goals;

(D) Participate in activities of professional organizations relevant to early intervention and inclusive early childhood education services;

(E) Apply evidence-based recommended practices for children with delays or disabilities;

(F) Advocate on behalf of children with delays or disabilities and their families and caregivers; and

(G) Implement family services consistent with due process safeguards.

(10) Standard 7: Collaboration. Candidates collaborate with families, caregivers, educators, program providers, related service providers and personnel from state and community agencies in culturally responsive ways to address the needs of children with delays or disabilities. Candidates demonstrate the ability to:

(a) Use the theory and elements of effective collaboration;

(b) Serve as a collaborative resource to colleagues;

(c) Use collaboration to promote the well-being of children with delays or disabilities across a wide range of settings and collaborators;

(d) Recognize the family as the major long-term influence in a child's life and supports families and caregivers in their hopes and plans for their child; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education: Candidate must demonstrate the ability to collaborate to:

(A) Apply models of team process in inclusive early childhood education;

(B) Collaborate with families, caregivers, professionals, and agencies to support children’s development and learning;

(C) Support families’ choices and priorities in the development of goals and intervention strategies;

(D) Implement family-oriented services based on the families’ identified resources, priorities, and concerns;

(E) Provide consultation and coaching, employing adult learning principles, in settings serving children with delays or disabilities;

(F) Involve families and caregivers in evaluation of services;

(G) Participate as a team member to identify and enhance team roles, communication, and problem-solving;

(H) Assist the family in planning for transition; and

(I) Implement processes and strategies that support transitions among settings for children with delays or disabilities.

(11) Standard 8: Special Education Law. Candidates understand how to interpret, apply and explain special education law to families, care givers, and program partners and for the benefit of the child with delays or disabilities.

(12) Standard 9: Transitions. Candidates understand and can facilitate the effective transition of children at key points in their development and education pathways. Effective transition includes sending and receiving programs exchange information during, and after transition about practices that will support the child and family’s successful adjustment and lead to positive outcomes. Candidates demonstrate the ability to effectively facilitate the transition of services and instruction for children from:

(a) Hospital to home;

(b) Home to early intervention programs;

(c) Early intervention to community-based early childhood programs; and

(d) Early childhood programs to school-age programs.

(13) Implementation of Standards: The Commission may not deny approval of a Special Education: Early Intervention and Early Childhood endorsement program for failure to comply with the standards until March 1, 2022 if the educator preparation program:

(a) Develops a plan to comply with the standards; and

(b) Submits the plan to the Commission before March 1, 2020.

(14) A plan submitted under this subsection may phase in implementation of the requirements if implementation is completed by March 1, 2022.

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
History:
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

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