Texas Administrative Code
Title 19 - EDUCATION
Part 7 - STATE BOARD FOR EDUCATOR CERTIFICATION
Chapter 239 - STUDENT SERVICES CERTIFICATES
Subchapter C - EDUCATIONAL DIAGNOSTICIAN CERTIFICATE
Section 239.83 - Standards Required for the Educational Diagnostician Certificate
Universal Citation: 19 TX Admin Code ยง 239.83
Current through Reg. 49, No. 38; September 20, 2024
(a) Educational Diagnostician Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the standard Educational Diagnostician Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by § 239.85 of this title (relating to Requirements to Renew the Standard Educational Diagnostician Certificate).
(b) Standard I. The educational diagnostician understands and applies knowledge of the purpose, philosophy, and legal foundations of evaluation and special education.
(1) The educational diagnostician
knows and understands:
(A) state and federal
regulations relevant to the role of the educational diagnostician;
(B) laws and legal issues related to the
assessment and evaluation of individuals with educational needs;
(C) models, theories, and philosophies that
provide the basis for special education evaluations;
(D) issues, assurances, and due process
rights related to evaluation, eligibility, and placement in the least
restrictive environment within a continuum of services; and
(E) rights and responsibilities of
parents/guardians, schools, students, and teachers and other professionals in
relation to individual learning needs.
(2) The educational diagnostician is able to:
(A) articulate the purpose of evaluation
procedures and their relationship to educational programming; and
(B) conduct evaluations and other
professional activities consistent with the requirements of laws, rules and
regulations, and local district policies and procedures.
(c) Standard II. The educational diagnostician understands and applies knowledge of ethical and professional practices, roles, and responsibilities.
(1)
The educational diagnostician knows and understands:
(A) ethical practices regarding procedural
safeguards (e.g., confidentiality issues, informed consent) for individuals
with disabilities;
(B) ethical
practices related to assessment and evaluation;
(C) qualifications necessary to administer
and interpret various instruments and procedures; and
(D) organizations and publications relevant
to the field of educational diagnosis.
(2) The educational diagnostician is able to:
(A) demonstrate commitment to developing
quality educational opportunities appropriate for individuals with
disabilities;
(B) demonstrate
positive regard for the culture, gender, and personal beliefs of individual
students;
(C) promote and maintain
a high level of competence and integrity in the practice of the
profession;
(D) exercise objective
professional judgment in the practice of the profession;
(E) engage in professional activities that
benefit individuals with exceptional learning needs, their families, and/or
colleagues;
(F) comply with local,
state, and federal monitoring and evaluation requirements;
(G) use copyrighted educational materials in
an ethical manner; and
(H)
participate in the activities of professional organizations in the field of
educational diagnosis.
(d) Standard III. The educational diagnostician develops collaborative relationships with families, educators, the school, the community, outside agencies, and related service personnel.
(1) The educational diagnostician knows and
understands:
(A) strategies for promoting
effective communication and collaboration with others, including
parents/guardians and school and community personnel, in a culturally
responsive manner;
(B) concerns of
parents/guardians of individuals with exceptional learning needs and
appropriate strategies to help parents/guardians address these
concerns;
(C) strategies for
developing educational programs for individuals through collaboration with team
members;
(D) roles of individuals
with disabilities, parents/caregivers, teachers, and other school and community
personnel in planning educational programs for individuals; and
(E) family systems and the role of families
in supporting student development and educational progress.
(2) The educational diagnostician
is able to:
(A) use collaborative strategies
in working with individuals with disabilities, parents/caregivers, and school
and community personnel in various learning environments;
(B) communicate and consult effectively with
individuals, parents/guardians, teachers, and other school and community
personnel;
(C) foster respectful
and beneficial relationships between families and education
professionals;
(D) encourage and
assist individuals with disabilities and their families to become active
participants in the educational team;
(E) plan and conduct collaborative
conferences with individuals who have exceptional learning needs and their
families or primary caregivers;
(F)
collaborate with classroom teachers and other school and community personnel in
including individuals with exceptional learning needs in various learning
environments;
(G) communicate with
classroom teachers, administrators, and other school personnel about
characteristics and needs of individuals with disabilities;
(H) use appropriate communication skills to
report and interpret assessment and evaluation results;
(I) provide assistance to others who collect
informal and observational data;
(J) effectively communicate to
parents/guardians and professionals the purposes, methods, findings, and
implications of assessments; and
(K) keep accurate and detailed records of
assessments, evaluations, and related proceedings (e.g., admission, review, and
dismissal/individualized education program (ARD/IEP) meetings, parent/guardian
communications and notifications).
(e) Standard IV. The educational diagnostician understands and applies knowledge of student assessment and evaluation, program planning, and instructional decision making.
(1) The educational diagnostician knows and
understands:
(A) the characteristics, needs,
and rights of individual students in relation to assessment and evaluation for
placement in the least restrictive environment within a continuum of
services;
(B) the relationship
between evaluation and placement decisions; and
(C) the role of team members, including the
student when appropriate, in planning an individualized program.
(2) The educational diagnostician
is able to:
(A) use assessment and evaluation
information to plan individualized programs, establish measurable annual goals
and objectives, and make instructional decisions that result in appropriate
services for individuals with disabilities, including those from culturally
and/or linguistically diverse backgrounds;
(B) interpret and use assessment and
evaluation data for targeted instruction and ongoing review; and
(C) assist in identifying realistic
expectations for educationally relevant behavior (e.g., vocational, functional,
academic, social) in various settings.
(f) Standard V. The educational diagnostician knows eligibility criteria and procedures for identifying students with disabilities and determining the presence of an educational need.
(1) The educational diagnostician knows and
understands:
(A) characteristics of
individuals with disabilities, including those with different levels of
severity and with multiple disabilities;
(B) educational implications of various
disabilities; and
(C) the variation
in ability exhibited by individuals with particular types of
disabilities.
(2) The
educational diagnostician is able to:
(A)
access information on the cognitive, communicative, physical, social, and
emotional characteristics of individuals with disabilities and the assistive
technology needs of those students;
(B) gather background information regarding
the academic, medical, and family history of individuals with disabilities;
and
(C) use various types of
assessment and evaluation procedures appropriately to identify students with
disabilities and to determine the presence of an educational need.
(g) Standard VI. The educational diagnostician selects, administers, and interprets appropriate formal and informal assessments and evaluations.
(1) The educational diagnostician knows and
understands:
(A) basic terminology used in
assessment and evaluation;
(B)
standards for test reliability;
(C)
standards for test validity;
(D)
procedures used in standardizing assessment instruments;
(E) possible sources of test error;
(F) the meaning and use of basic statistical
concepts used in assessment and evaluation (e.g., standard error of
measurement, mean, standard deviation);
(G) uses and limitations of each type of
assessment instrument;
(H) uses and
limitations of various types of assessment data;
(I) procedures for screening, prereferral,
including RTI (e.g., response to intervention/multi-tiered support), referral,
and eligibility;
(J) the
appropriate application and interpretation of derived scores (e.g., standard
scores, percentile ranks, age and grade equivalents, stanines);
(K) the necessity of monitoring the progress
of individuals with disabilities;
(L) methods of academic and nonacademic
(e.g., vocational, transition, developmental, assistive technology) assessment
and evaluation; and
(M) methods of
motor skills assessment.
(2) The educational diagnostician is able to:
(A) collaborate with families and other
professionals in the assessment and evaluation of individuals with
disabilities;
(B) select and use
assessment and evaluation materials based on technical quality and individual
student needs;
(C) score assessment
and evaluation instruments accurately;
(D) create and maintain assessment
reports;
(E) select or modify
assessment procedures to ensure nonbiased results;
(F) use a variety of observation
techniques;
(G) assess and
interpret information using formal/informal instruments and procedures in the
areas of cognitive/adaptive behavior and academic skills;
(H) determine the need for further assessment
in the areas of language skills, physical skills, social/emotional behavior,
and assistive technology;
(I)
determine a student's needs in various curricular areas and make intervention,
instructional, and transition planning recommendations based on assessment and
evaluation results;
(J) make
recommendations based on assessment and evaluation results;
(K) prepare assessment reports; and
(L) use performance data and information from
teachers, other professionals, individuals with disabilities, and
parents/guardians to make or suggest appropriate modifications and/or
accommodations within learning environments.
(h) Standard VII. The educational diagnostician understands and applies knowledge of ethnic, linguistic, cultural, and socioeconomic diversity and the significance of student diversity for evaluation, planning, and instruction.
(1)
The educational diagnostician knows and understands:
(A) issues related to definition and
identification procedures for individuals with disabilities, including
individuals from culturally and/or linguistically diverse
backgrounds;
(B) characteristics
and effects of the cultural and environmental backgrounds of students and their
families, including cultural and linguistic diversity, socioeconomic diversity,
abuse/neglect, and substance abuse;
(C) issues related to the representation in
special education of populations that are culturally and linguistically
diverse;
(D) ways in which native
language and diversity may affect evaluation; and
(E) strategies that are responsive to the
diverse backgrounds and particular disabilities of individuals in relation to
evaluation, programming, and placement.
(2) The educational diagnostician is able to:
(A) apply knowledge of cultural and
linguistic factors to make appropriate evaluation decisions and instructional
recommendations for individuals with disabilities; and
(B) recognize how student diversity and
particular disabilities may affect evaluation, programming, and placement and
use procedures that ensure nonbiased results.
(i) Standard VIII. The educational diagnostician knows and demonstrates skills necessary for scheduling, time management, and organization.
(1) The
educational diagnostician knows and understands:
(A) time-management strategies and systems
appropriate for various educational situations and environments;
(B) legal and regulatory timelines,
schedules, deadlines, and reporting requirements; and
(C) methods for organizing, maintaining,
accessing, and storing records and information.
(2) The educational diagnostician is able to:
(A) select, adapt, or design forms to
facilitate planning, scheduling, and time management;
(B) maintain eligibility folders;
and
(C) use technology
appropriately to organize information and schedules.
(j) Standard IX. The educational diagnostician addresses students' behavioral and social interaction skills through appropriate assessment, evaluation, planning, and instructional strategies.
(1) The educational diagnostician
knows and understands:
(A) requirements and
procedures for functional behavioral assessment, manifestation determination
review, and behavioral intervention plans that incorporate positive behavioral
supports and interventions;
(B)
applicable laws, rules and regulations, and procedural safeguards regarding the
planning and implementation of behavioral intervention plans for individuals
with disabilities;
(C) ethical
considerations inherent in behavior interventions;
(D) teacher attitudes and behaviors that
influence the behavior of individuals with disabilities;
(E) social skills needed for school, home,
community, and work environments;
(F) strategies for crisis prevention,
intervention, and management;
(G)
strategies for preparing individuals to live productively in a multiclass,
multiethnic, multicultural, and multinational world; and
(H) key concepts in behavior intervention
(e.g., least intrusive accommodations/ modifications within the learning
environment, reasonable expectations for social behavior, social skills
curricula, cognitive behavioral strategies).
(2) The educational diagnostician is able to:
(A) conduct functional behavioral
assessments;
(B) assist in the
development of behavioral intervention plans; and
(C) participate in manifestation
determination review.
(k) Standard X. The educational diagnostician knows and understands appropriate curricula and instructional strategies for individuals with disabilities.
(1) The
educational diagnostician knows and understands:
(A) instructional strategies, technology
tools and applications, and curriculum materials for students with disabilities
within the continuum of services;
(B) varied learning styles of individuals
with disabilities;
(C) curricula
for the development of motor, cognitive, academic, social, language, affective,
career, and functional skills for individuals with disabilities;
(D) techniques for accommodating and/or
modifying instructional methods and materials for individuals with
disabilities;
(E) functional skills
instruction relevant to transitioning across environments (e.g., preschool to
elementary school, school to work);
(F) supports needed for integration into
various program placements; and
(G)
individualized assessment strategies for instruction (e.g., authentic
assessment, contextual assessment, curriculum-based assessment).
(2) The educational diagnostician
is able to:
(A) interpret and use assessment
and evaluation data for instructional planning; and
(B) use assessment and evaluation, planning,
and management procedures that are appropriate in relation to student needs and
the instructional environment.
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