Cal. Code Regs. tit. 5 § 80613

Current through Register 2024 Notice Reg. No. 50, December 13, 2024

Section 80613 - Education Specialist Teaching Performance Expectations (Tpes)

(a) Education Specialist: Mild to Moderate Support Needs Teaching Performance Expectations (TPEs).

(1) TPE 1: Engaging and Supporting All Students in Learning. Mild to Moderate Support Needs Candidates will:

(A) Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

(B) Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.

(C) Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

(D) Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

(E) Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

(F) Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

(G) Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

(H) Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

(I) Demonstrate the ability to collaboratively develop and implement Individualized Education Programs (IEPs), including instructional goals that ensure access to the California Common Core State Standards and/or California Preschool Learning Foundations, as appropriate, that lead to effective inclusion of students with disabilities in the general education core curriculum.

(J) Demonstrate the ability to identify the appropriate supports of students with complex communication needs and design strategies in order to foster access and build comprehension and develop appropriate language development goals within the IEPs for those students.

(K) Demonstrate knowledge of students' language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, language skills (e.g., executive functioning), and/or vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills.

(L) Monitor student progress toward learning goals as identified in the academic content standards and the IEP/lndividual Transition plan (ITP).

(M) Demonstrate the ability to develop IEPs/ITPs with students and their families, including goals for independent living, post-secondary education, and/or careers, with appropriate connections between the school curriculum and life beyond high school.

(N) Facilitate and support students in assuming increasing responsibility for learning and self-advocacy based on individual needs, with appropriate transitions between academic levels in programs and developing skills related to career, college, independent living, and community participation.

(O) Use strategies to support positive psychosocial development and self-determined behavior of students with disabilities.

(2) TPE 2: Creating and Maintaining Effective Environments for Student Learning. Mild to Moderate Support Needs Candidates will:

(A) Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

(B) Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

(C) Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

(D) Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

(E) Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

(F) Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

(G) Develop accommodations and/or modifications specific to students with disabilities to allow access to learning environments, which may include incorporating instructional and assistive technology, and alternative and augmentative communication (AAC) procedures to optimize the learning opportunities and outcomes for all students and move them toward effective inclusion in general education settings.

(H) Demonstrate the ability to support the movement, mobility, sensory, and/or specialized health care needs required for students to participate fully in classrooms, schools, and the community. As appropriate, organize a safe environment for all students that include barrier free space for independent mobility, adequate storage, and operation of medical equipment and other mobility and sensory accommodations.

(I) Demonstrate the ability to address functional limitations of movement and/or sensation for students with orthopedic impairments who may have a co-existing health impairment and/or intellectual disability and have difficulty accessing their education due to physical limitations.

(J) Collaborate with families and appropriate related services personnel to support access to optimal learning experiences for students with mild to moderate support needs in a wide variety of general education and specialized academic instructional settings, including but not limited to the home, natural environments, educational settings in hospitals and treatment centers, classrooms, and/or itinerant instructional delivery, and/or consultation in public/nonpublic school programs.

(K) Demonstrate knowledge of the communicative intent of students' behavior as well as the ability to help students develop positive communication skills and systems to replace negative behavior.

(L) Demonstrate the ability to identify if a student's behavior is a manifestation of his or her disability and, if so, to develop positive behavior intervention plans inclusive of the types of interventions and multi-tiered systems of supports that may be needed to address these behavior issues.

(M) Understand and access in a collaborative manner with other agency professionals the variety of interventions, related services, and additional supports, including site-based and community resources and agencies, to provide integrated support for students with behavior, social, emotional, trauma, and/or mental health needs.

(N) Apply and collaboratively implement supports needed to establish and maintain student success in the least restrictive environment, according to students' unique needs.

(O) Demonstrate the skills required to ensure that interventions and/or instructional environments are appropriate to the student's chronological age, developmental levels, and disability-specific needs, including community-based instructional environments.

(P) Implement systems to assess, plan, and provide academic and social skills instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs.

(Q) Demonstrate the knowledge, skills, and abilities to understand and address the needs of the peers and family members of students who have sustained a traumatic brain injury as they transition to school and present with a change in function.

(3) TPE 3: Understanding and Organizing Subject Matter for Student Learning. Mild to Moderate Support Candidates will:

(A) Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

(B) Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum.

(C) Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

(D) Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

(E) Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

(F) Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

(G) Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

(H) Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

(I) Effectively adapt, modify, accommodate, and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE).

(J) Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and how to access and use related services and additional supports to organize and support effective instruction.

(K) Demonstrate knowledge of atypical development associated with various disabilities and risk conditions (e.g., orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g., attachment, temperament), and their implications for learning.

(4) TPE 4: Planning Instruction and Designing Learning Experiences for All Students. Mild to Moderate Support Needs Candidates will:

(A) Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.

(B) Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

(C) Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

(D) Plan, design, implement, and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

(i) appropriate use of instructional technology, including assistive technology.

(ii) applying principles of UDL and MTSS.

(iii) use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners.

(iv) appropriate modifications for students with disabilities in the general education classroom.

(v) opportunities for students to support each other in learning; and

(vi) use of community resources and services as applicable.

(E) Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)

(F) Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

(G) Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

(H) Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

(I) Demonstrate the ability to use assistive technology, augmentative and alternative communication (AAC) including low- and high-tech equipment, and materials to facilitate communication, curriculum access, and skills development of students with disabilities.

(J) Demonstrate the ability to use evidenced-based high leverage practices with a range of student needs, and determine a variety of pedagogical approaches to instruction, including scope and sequence, and unit and lesson plans, in order to provide students with disabilities equitable access to the content and experiences aligned with the state-adopted core curriculum.

(K) Demonstrate the ability to identify and use behaviorally based teaching strategies with the understanding that behaviors are communicative and serve a function.

(L) Demonstrate the ability to create short and long-term goals that are responsive to the unique needs of the student that meet the grade level requirements of the core curriculum, and systematically adjusted as needed to promote academic achievement within inclusive environments.

(M) Demonstrate knowledge of core challenges associated with the neurology of open or closed head injuries resulting in impairments and adjust teaching strategies based upon the unique profile of students who present with physical/medical access issues or who retain a general fund of knowledge, but demonstrate difficulty acquiring and retaining new information due to poor memory processing, as well as neuro behavioral issues (e.g., cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech).

(N) Coordinate, collaborate, co-teach, and communicate effectively with other service providers, including paraprofessionals, general education teachers, parents, students, and community agencies for instructional planning and successful student transitions.

(O) Use person-centered/family-centered planning processes, and strengths-based, functional/ecological assessments across classroom and non-classroom contexts that lead to students' meaningful participation in standards-based curriculum, life skills curriculum, and/or wellness curriculum, and that support progress toward IEP goals and objectives.

(5) TPE 5: Assessing Student Learning. Mild to Moderate Support Needs Candidates will:

(A) Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

(B) Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.

(C) Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

(D) Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

(E) Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.

(F) Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.

(G) Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

(H) Use assessment data, including information from students' IEP/IFSP/ITP/504 plans, to establish learning goals and to plan, differentiate, make accommodations, and/or modify instruction.

(I) Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments used to determine special education eligibility, progress monitoring, placement in LRE, and services. Candidates also apply knowledge of when and how to use assessment sources that integrate alternative statewide assessments, formative assessments, and formal/informal assessment results as appropriate, based on students' needs.

(J) Each candidate utilizes assessment data to:

1) identify effective intervention and support techniques,

2) develop needed augmentative and alternative systems,

3) implement instruction of communication and social skills,

4) create and facilitate opportunities for interaction,

5) develop communication methods to demonstrate student academic knowledge, and

6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities.

(K) Demonstrate knowledge of special education law, including the administration and documentation of assessments and how to hold IEP meetings according to the guidelines established by law.

(L) Demonstrate knowledge of requirements for appropriate assessment and identification of students whose cultural, ethnic, gender, or linguistic differences may be misunderstood or misidentified as manifestations of a disability.

(M) Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences.

(N) Know how to appropriately administer assessments according to the established protocols for each assessment. Candidates also understand how to implement appropriate accommodations on assessments for students with disabilities that do not fundamentally alter the nature and/or content of what is being tested, and how to use AAC appropriately for facilitating the participation in the assessment of students with complex communications needs.

(6) TPE 6: Developing as a Professional Educator. Mild to Moderate Support Needs Candidates will:

(A) Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

(B) Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.

(C) Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

(D) Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.

(E) Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.

(F) Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

(G) Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.

(H) Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and other adults in the classroom.

(I) Identify and understand conflict resolution techniques that use communication, collaboration, and mediation approaches to address conflicts and disagreements that may arise during the facilitation of an IEP meeting or collaboration with other professionals.

(J) Demonstrate knowledge of historical interactions and contemporary legal, medical, pedagogical, and philosophical models of social responsibility, treatment, and education in the lives of individuals with disabilities.

(K) Demonstrate knowledge of federal, state, and local policies related to specialized health care in educational settings.

(L) Demonstrate knowledge of the unique experiences of families of students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions.

(M) Possess the knowledge that the diminishment or loss of previous abilities (e.g., learning, social, physical) may have significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.

(b) Education Specialist: Extensive Support Needs Teaching Performance Expectations (TPEs).

(1) TPE 1: Engaging and Supporting All Students in Learning. Extensive Support Needs Candidates will:

(C) Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

(G) Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

(H) Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

(I) Demonstrate the ability to collaboratively develop and implement Individualized Education Programs (IEP), including instructional goals that ensure access to the California Common Core State Standards and/or California Preschool Learning Foundations, as appropriate, that lead to effective inclusion of students with disabilities in the general education core curriculum.

(L) Monitor student progress toward learning goals as identified in the academic content standards and the IEP/lndividual Transition plan (ITP).

(N) Facilitate and support students in assuming increasing responsibility for learning and self- advocacy based on individual needs, with appropriate transitions between academic levels in programs and developing skills related to career, college, independent living, and community participation.

(O) Use strategies to support positive psychosocial development and self-determined behavior of students with disabilities.

(2) TPE 2: Creating and Maintaining Effective Environments for Student Learning. Extensive Support Needs Candidates will:

(D) Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

(E) Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

(G) Develop accommodations and/or modifications specific to students with disabilities to allow access to learning environments, which may include incorporating instructional and assistive technology, as well as AAC procedures to optimize the learning opportunities and outcomes for all students and move them toward effective inclusion in general education settings.

(K) Demonstrate knowledge of the communicative intent of students' behavior as well as the ability to help students develop positive communication skills and systems to replace negative behavior.

(N) Apply and collaboratively implement supports needed to establish and maintain student success in the least restrictive environment, according to students' unique needs.

(3) TPE 3: Understanding and Organizing Subject Matter for Student Learning. Extensive Support Candidates will:

(A) Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

(F) Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

(H) Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

(I) Effectively adapt, modify, accommodate, and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE).

(4) TPE 4: Planning Instruction and Designing Learning Experiences for All Students. Extensive Support Needs Candidates will:

(i) appropriate use of instructional technology, including assistive technology.

(ii) applying principles of UDL and MTSS.

(iv) appropriate modifications for students with disabilities in the general education classroom.

(v) opportunities for students to support each other in learning; and

(vi) use of community resources and services as applicable.

(F) Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

(G) Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

(I) Demonstrate the ability to use assistive technology, augmentative and alternative communication (AAC) including low- and high-tech equipment and materials to facilitate communication, curriculum access, and skills development of students with disabilities.

(K) Demonstrate the ability to identify and use behaviorally based teaching strategies with the understanding that behaviors are communicative and serve a function.

(L) Demonstrate the ability to create short and long-term goals that are responsive to the unique needs of the student that meet the grade level requirements of the core curriculum and are systematically adjusted as needed to promote academic achievement within inclusive environments.

(O) Use person-centered/family centered planning processes, and strengths-based, functional/ecological assessments across classroom and non-classroom contexts that lead to students' meaningful participation in standards-based curriculum, life skills curriculum, and/or wellness curriculum, and that support progress toward IEP goals and objectives.

(5) TPE 5: Assessing Student Learning. Extensive Support Needs Candidates will:

(B) Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.

(D) Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

(E) Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.

(H) Use assessment data, including information from students' IEP/IFSP/ITP/504 plans, to establish learning goals and to plan, differentiate, make accommodations, and/or modify instruction.

(J) Use assessment data to:

1) identify effective intervention and support techniques,

2) develop needed augmentative and alternative systems,

3) implement instruction of communication and social skills,

4) create and facilitate opportunities for interaction;

5) develop communication methods to demonstrate student academic knowledge; and

6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities.

(K) Demonstrate knowledge of special education law, including the administration and documentation of assessments and how to hold IEP meetings according to the guidelines established by law.

(M) Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences.

(6) TPE 6: Developing as a Professional Educator. Extensive Support Needs Candidates will:

(A) Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

(C) Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

(H) Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and other adults in the classroom.

(K) Demonstrate knowledge of federal, state, and local policies related to specialized health care in educational settings.

(M) Possess the knowledge that the diminishment or loss of previous abilities (learning, social, physical) may have significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.

(c) Education Specialist: Early Childhood Special Education Teaching Performance Expectations (TPEs).

(1) TPE 1: Engaging and Supporting Young Children in Learning. Early Childhood Special Education Candidates will:

(A) Demonstrate applied knowledge of typical and atypical child development when planning an individualized program for young children in the early childhood special education setting.

(B) Demonstrate applied knowledge of young children's' cultural and linguistic background, socioeconomic status, prior experiences, interests, social-emotional learning needs, and developmental learning needs within instructional planning, instructional, and intervention activities.

(C) Demonstrate understanding of young children's strengths and challenges across developmental (i.e., language and communication, social-emotional, cognition, adaptive/self-help, and motor) and curricular domains to support young children's access to the curriculum, provide appropriate learning opportunities and experiences, and facilitate young children's ability to participate effectively in instruction and intervention activities.

(D) Demonstrate knowledge of children's language development across disabilities and the life span including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain-based learning skills (e.g., executive functioning), and vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills.

(E) Communicate effectively and in a culturally and linguistically appropriate manner with families and other service providers to facilitate and strengthen ongoing partnerships and collaborations that can support young children's learning goals and outcomes.

(F) Promote the child's development across all developmental and curricular domains by observing, interpreting, monitoring, scaffolding, and responding intentionally to the child's behavior and interactions within instructional and other learning opportunities.

(G) Implement, monitor, and adapt instruction and intervention activities to facilitate young children's learning and progress in an ongoing, iterative manner in order to maximize young children's learning and outcomes.

(H) Understand the unique care, development, and learning needs of infants and toddlers and how to support their growth, development, and learning within the early childhood special education setting.

(I) Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches.

(J) Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

(K) Facilitate the continuation of young children's learning progress across multiple contexts and transitions including a variety of environments (e.g., home, school, community, and hospital), and people (e.g., peers, service providers, family, and community).

(2) TPE 2: Creating and Maintaining Effective Environments for Young Children's Learning. Early Childhood Special Education Candidates will:

(A) Facilitate positive learning experiences during daily routines and activities for children with disabilities in a wide range of environments (e.g., home-based services, community programs, and school-based programs).

(B) Promote children's access, learning and participation in a variety of environments using a wide range of co-teaching and collaborative consultation models of support that are strengths based, family-centered, and culturally and linguistically responsive.

(C) Organize space, time, and materials in consideration of all children's unique strengths and learning needs within safe, natural, and structured environments, including modifying and adapting the physical, social, and/or temporal environment(s) to promote each child's participation in accessible learning experiences.

(D) Create an environment that promotes positive child behavior and participation through the use of principles of positive behavior support.

(E) Identify, acquire, and implement assistive technology for individual children and Universal Design for Learning (UDL) for all children, including those with low-incidence disabilities, physical/orthopedic, and other health impaired, to promote access, learning, and participation across learning environments, including using augmentative and alternative strategies and interventions for the development of communication and social skills.

(F) Create and foster inclusive environments that provide opportunities for all children to learn across the developmental domains (i.e., cognitive, social-emotional, language and communication, motor, and self-help/adaptive) and curricular domains.

(3) TPE 3: Understanding and Organizing Subject Matter for Young Children's Learning. Early Childhood Special Education Candidates will:

(A) Demonstrate comprehensive knowledge of the Early Start Personnel Manual, Infant/Toddler Learning and Developmental Foundations, Preschool Learning Foundations, and state-adopted Kindergarten Student Standards, including the principles of Universal Design for learning.

(B) Demonstrate sufficient discipline-based knowledge, as applicable in the early childhood special education setting, to design effective learning sequences focused on teaching content to young children

(C) Describe and implement the principles of effective instruction and facilitation in each content domain when planning curriculum and lesson plans within the early childhood special education context.

(D) Identify key content appropriate for young children as identified in the California Infant/Toddler and Preschool Learning Foundations for planning developmentally appropriate curriculum and learning activities for young children in the special education setting.

(E) Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matters and make accommodations and/or modification as needed to promote student access to the curriculum, as appropriate within the early childhood special education context.

(F) Demonstrate appropriate content pedagogy for key subject and skill areas in the early childhood curriculum.

(G) Discuss the strengths and weaknesses of commonly used early childhood curricula and approaches, including their alignment to the California Infant/Toddler and Preschool Learning Foundations and the principles put forth in the California Early Learning and Development System-based curriculum from the California Department of Education.

(H) Individually and through consultation and collaboration with other educators, plan for effective content instruction appropriate for young children in the special education setting and provide multiple ways for young learners to demonstrate their learning development.

(I) Adapt the content of the curriculum, organization, and planning to support the acquisition and use of academic language within developmentally appropriate content-focused learning activities to promote the knowledge of all students in the early childhood special education setting.

(4) TPE 4: Planning Instruction and Intervention and Designing Learning Experiences for All Young Children. Early Childhood Special Education Candidates will:

(A) Demonstrate comprehensive knowledge of typical child development (birth through kindergarten) as well as atypical development associated with disabilities, risk conditions, and protective factors (e.g., attachment, temperament) to inform learning experiences for all children in the early childhood special education setting.

(B) Apply knowledge of the Infant/Toddler Learning and Development Foundations, Preschool Learning Foundations, California Preschool Curriculum Frameworks, and state-adopted student standards for kindergarten, as well as principles of Universal Design for Learning (UDL), to effectively plan and design learning experiences for all children that incorporate recommended, evidence-based practices.

(C) Apply knowledge of early development (birth through kindergarten) when identifying and selecting developmentally appropriate strategies, culturally and linguistically relevant and appropriate materials, and designing effective sequencing interventions to engage children in learning across developmental and curricular domains.

(D) Use and adapt resources, instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

(E) Identify each child's strengths, preferences, and interests in collaboration with families to engage the child in active learning within and across routines, activities, and environments.

(F) Gather and use evaluation and assessment data on an ongoing basis to inform learning experiences for young children with disabilities, including children with low incidence, physical/orthopedic disabilities, and other health impaired, and young children who are dual language learners.

(G) Use systematic and consistent instructional and intervention strategies (e.g., peer-mediated interventions, positive behavior support, explicit feedback and consequences, and scaffolding) to promote child engagement and support positive learning experiences across all contexts.

(H) Establishing developmentally and functionally appropriate outcomes and goals for young children in collaboration with team members, including families.

(I) Collaboratively create and implement instruction and intervention activities based on individualized learning goals and outcomes for children and families that support access, learning, and participation across developmental and curricular domains.

(J) Embed individualized learning goals and outcomes into instructional, intervention, and play activities within different settings (e.g., hospitals, childcare centers, school, other community settings, homes) and across developmental and curricular domains.

(K) Implement services described in the IFSP/IEP (i.e., following the plan for the frequency, intensity, and duration of instruction and intervention) to achieve the child's outcomes or goals across learning experiences.

(L) Provide instructional and intervention support for young children with disabilities who are dual language learners to assist them in learning English, while continuing to develop skills through the use of their home language.

(M) Use coaching and consultation strategies with families and other professionals to facilitate positive adult-child interaction, instruction, and interventions that promote child learning and development across learning experiences.

(5) TPE 5: Assessing Young Children's Learning and Development. Early Childhood Special Education Candidates will:

(A) Demonstrate knowledge of age and developmentally appropriate purposes, characteristics, and uses of different types of assessment (e.g., authentic, play-based, dynamic, functional behavior assessment, family interviews, diagnostic, progress-monitoring, observational, and performance).

(B) Choose assessment procedures that will provide appropriate and accurate information to effectively guide the development of individualized goals, identify desired and child and family outcomes, and inform instruction and intervention activities.

(C) Demonstrate knowledge of evidence -and standards-based practices in designing and conducting evaluations and assessments, including selecting and using age, developmentally, linguistically, and culturally appropriate assessments of young children whose cultural, ethnic, gender, or linguistic differences may potentially be confused with manifestations of a disability.

(D) Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences.

(E) Modify assessment procedures as acceptable within the normative parameters of the assessment to accommodate or compensate for the impact of the child" disability on the child's ability to perform on the assessment as designed.

(F) Use ongoing assessment data from a variety of sources and settings (e.g., information from children's' families/caregivers, records from other service providers progress monitoring and reports from IFSP/IEP team members) to establish meaningful, individualized learning goals and intervention activities.

(G) Interpret English learners' assessment data to identify their level of proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

(H) Communicate and use assessment results accurately and effectively so that they are understandable and useful to families and other service providers.

(6) TPE 6: Developing as a Professional Educator. Early Childhood Special Education Candidates will:

(A) Demonstrate knowledge of the historical and contemporary theoretical, philosophical, legal, and empirical influences underlying evidence-based practices in the field of Early Intervention and Early Childhood Special Education and related fields and uses this knowledge to shape his or her practice with infants, toddlers, preschoolers, families, administrators, community organizations, and agencies.

(B) Develop and implement policies, structures, and practices that promote shared decision making with other service providers and families.

(C) Hold and/or participate effectively in IFSP/IEP meetings according to the guidelines established by IDEA and the California Education Code.

(D) Develop and implement effective transitional plans to support the ongoing learning and development of children entering different learning settings (e.g., home-based services to preschool, preschool to kindergarten).

(E) Promote efficient and coordinated service delivery for children and families by creating and supporting the conditions for service providers from multiple disciplines and the family to work together as a team.

(F) Demonstrate knowledge of professional standards and all applicable laws and regulations governing service provision for children with disabilities from birth to kindergarten and their families.

(G) Effectively articulate the rationale for instruction and intervention plans through culturally and linguistically appropriate verbal and written communications to and with family members, other service providers, administration, and other stakeholders.

(H) Facilitate effective collaborative transitions between the stages of schooling and educational setting (e.g., infant/toddler to preschool, preschool to kindergarten, kindergarten to elementary).

(I) Demonstrate the ability to self-reflect, self-evaluate, and professionally respond to feedback from family members, other service providers administration, supervisors, and stakeholders.

(J) Demonstrates characteristics of a life-long learner and teacher leader in a variety of ways such as, for example, seeking out and participating in professional development opportunities, initiating ongoing connections with families and community organizations, or choosing to affiliate with professional organizations related to the field.

(K) Demonstrate the ability to co-plan and co-teach with teachers and other adults in the early childhood setting.

(L) Demonstrate how to organize and supervise the work of other adults in the early childhood classroom.

(M) Provide ongoing guidance and feedback through coaching and modeling for paraprofessionals supporting the individualized instruction and intervention activities of children with disabilities, including those with low incidence disabilities, and young children with disabilities who are also dual language learners.

(N) Demonstrate how to provide constructive performance feedback to adults, as well as to communicate effectively with staff being supervised and with one's own supervisors.

(O) Identify and explain the key differences between mentoring, coaching, and supervision/supervisory processes in a professional development context within the early childhood setting.

(P) Identify, explain, and demonstrate knowledge and skills relating to effective on the job mentoring (e.g., building a relationship of mutual trust and confidence with the mentee; identifying goals and specific knowledge/skills areas for mentoring outcomes; demonstrating and encouraging and supporting reflective practice; maintaining confidentiality of personal information; managing practical arrangements for mentoring time and follow up; active listening skills; effective questioning skills; and non-judgmental approaches to helping the mentee grow and develop in the profession).

(Q) Identify, explain, and demonstrate knowledge and skills relating to effective on the job coaching (e.g., building a relationship of mutual trust and confidence; helping the person being coached to identify his/her own learning and improvement goals and supporting the attainment of those goals; a genuine desire and interest in helping the person being coached; helping the person being coached to develop his/her own solutions through asking appropriate questions and stimulating further thinking about the issues; avoiding making assumptions about the person being coached and/or his/her approaches to addressing improvement issues and goals; demonstrating empathy, emotional intelligence, active listening skills, and effective communication skills; maintaining confidentiality as appropriate).

(R) Explain how to identify information about program and personnel effectiveness, and how to communicate this information to one's supervisors.

(d) Education Specialist: Deaf and Hard of Hearing (DHH) Teaching Performance Expectations (TPEs).

(1) TPE 1: Engaging and Supporting All Students in Learning. DHH Candidates will:

(A) Provide and sustain a language rich environment in American Sign Language (ASL) and/or English for deaf students to foster social and academic discourse and comprehension, using multimodal instruction, skill training (signed/viewing, spoken/listening, and/or written language as a heritage language), research-based bilingual education methodology, translanguaging practices and current effective learning.

(B) Communicate proficiently in American Sign Language (ASL) and/or English and engage with students using multimodal instruction (signed, spoken, and/or written) scaffolding, multiple ways of representing content, and teaching strategies to address the specific needs of student learning, as stipulated in the IFSP/IEP/ITP/504 Plan.

(C) Collaborate with students and families to make instruction learner-centered, developmentally appropriate, and meaningful, reflecting home and school connections, knowledge of child development (linguistic, cognitive, socio-emotional, & cultural development) and additional special needs.

(D) Demonstrate knowledge of students' language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain-based learning skills (e.g., executive functioning) and vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills.

(E) Develop and implement the IFSP/IEP/ITP/504 Plan collaboratively with families with an emphasis on language planning that provides equal access to the general education core curriculum with accommodations and modifications, and progress monitoring, taking into consideration all educational/communication options available (including the use of Assistive Technology and Augmentative and Alternative Communicative Devices as appropriate).

(F) Connect subject matter to deaf-related events and experiences to make learning personal, meaningful, and culturally relevant to students.

(G) Differentiate instruction and curriculum access for all students by emphasizing multimodal instruction (e.g., auditory, visual, tactile, and gestural.) activities and incorporating various funds of knowledge from diverse home backgrounds, cultures, styles of learning, and perspectives into curricular activities.

(H) Prepare effective transition plans from birth to age 22 through the IFSP/IEP/ITP/504 Plan with students and their families, including goals for self-advocacy, independent living, post-secondary education, and career assessment and vocational evaluation, with appropriate connections between the school curriculum and life beyond school.

(2) TPE 2: Creating and Maintaining Effective Environments for Student Learning. DHH Candidates will:

(A) Establish a caring, stimulating, and safe community for diverse deaf learners in which students assume responsibility for learning and self-advocacy, show willingness to take intellectual risks, develop self-confidence, and learn to work collaboratively and independently.

(B) Design learning environments that maximize opportunities to progress from emerging to a formal language and using translanguaging techniques appropriate to each student to further ASL and/or English competency.

(C) Establish, maintain, and monitor an inclusive environment which cultivates language equity by demonstrating communication skills that enable diverse language learners to access, comprehend, and apply information; acquire knowledge; and develop and maintain interpersonal relationships.

(D) Recognize and appropriately address instances of intolerance and harassment among students, based on awareness of the diverse cultural and linguistic identity and intersectionality among students.

(E) Select, adapt, create, and use culturally relevant language-rich resources to support deaf students with diverse language and learning needs.

(F) Assume accountability for establishing, maintaining, and demonstrating the use of any assistive technology (e.g., visual, auditory, and/or tactile) to develop self-advocacy for deaf students and their families.

(G) Maintain high expectations for learning with appropriate support for the full range of deaf students (including students who experience language deprivation, behavior, and/or mental health and medical needs) in the classroom by making effective use of support specialists, other service providers, available non-certificated staff, and other community resources.

(H) Provide ongoing opportunities for safe, meaningful social interactions between language-model peers and adults who are deaf, as appropriate to each student's identity.

(I) Utilize and embed collaborative discussions surrounding the unique and diverse leadership contributions of positive Deaf community role models within the classroom to support the development of self-identity and well-being in each deaf student.

(3) TPE 3: Understanding and Organizing Subject Matter for Student Learning. DHH Candidates will:

(A) Master technical vocabulary and key concepts in content areas of instruction effectively using social and academic language (ASL and/or English) to enhance vocabulary knowledge.

(B) Demonstrate the ability to effectively deliver content knowledge (core general education curriculum) in the language of instruction (ASL and/or English) utilizing strategies appropriate to deaf students based on current evidence-based research.

(C) Demonstrate knowledge of appropriate expressive (signed, spoken, and written) and receptive (listening, reading, and viewing) language skills strategies and assessments based on the language of instruction (ASL and/or English).

(D) Demonstrate knowledge of translanguaging and transliterating techniques (ASL-printed English and/or spoken language-printed English) in the delivery of content knowledge.

(E) Demonstrate knowledge of auditory, tactile, and visual accommodation, differentiation, and/or modification of instruction to meet the linguistic, cognitive, social, and emotional needs of each student.

(F) Construct accessible learning experiences that incorporate use of auditory, tactile, and visually assistive materials, resources, and technology to facilitate meaningful and authentic learning for all students.

(G) Use appropriate multimedia tools to provide language access and support conceptual knowledge.

(H) Use current culturally relevant and appropriate deaf-related materials (e.g., literature, linguistics, culture, anthropology), to foster a healthy positive identity.

(4) TPE 4: Planning Instruction and Designing Learning Experiences for All Students. DHH Candidates will:

(A) Demonstrate the ability to design and implement effective individual, social, academic, cognitive, and language learning activities using appropriate auditorv/tactile/visual strategies for diverse learners all ages (birth to age 22) taking into account different backgrounds, learning preferences, and learning environments while using essential elements of instruction that are culturally relevant, data driven, and standards related.

(B) Understand and apply knowledge of typical and atypical language development (e.g., signed, spoken, and written) among deaf students, to help inform instructional planning and learning experiences.

(C) Design reasonable language and content objectives and benchmarks for instruction implementation and conducting ongoing assessment to strengthen the interconnectedness of academic content areas, critical thinking, and language scaffolding using a variety of resources (e.g., ESL and ELL techniques, ASL/English bilingual strategies) accessible to all learners.

(D) Plan and design instruction that develops students' self-advocacy skills and learning needs from ages birth to 22.

(E) Access resources for planning and instruction, including the expertise of Deaf, hard-of-hearing, and deafblind communities and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

(F) Plan instruction that promotes a variety of receptive and expressive language development skills and strategies.

(G) Coordinate, collaborate, co-teach, and communicate effectively with other agencies, educators, service providers, parents, students, and Deaf community agencies for instructional planning and planning for successful deaf student transitions.

(5) TPE 5: Assessing Student Learning. DHH Candidates will:

(A) Apply knowledge of federal and state special education laws and regulations, assessment terminology, legal provisions, and ethical principles in selecting, adapting, administering, interpreting, and explaining assessments for placement and progress monitoring.

(B) Gather relevant information through reading, interpreting, and using informal and formal assessment data from IFSP/IEP/ITP/ 504 plans develop differentiated instruction, and to make appropriate accommodations or modifications.

(C) Develop and administer linguistically and culturally appropriate assessments in the language understood by the students guide instruction and monitor progress.

(D) Evaluate instructional practices, and record, monitor, and share evidence of academic, linguistic, and socioemotional progress to all stakeholders.

(E) Assess and design measurable and appropriate language (e.g., sign, spoken, and written, as appropriate for each student) and content goals based on assessments of student growth to determine level of proficiency for each deaf student.

(F) Evaluate and design, with the interdisciplinary team, a high school transition plan that includes language and communication skills to enhance self-advocacy, access, and independence.

(6) TPE 6: Developing as a Professional Educator. DHH Candidates will:

(A) Demonstrate knowledge of the history of deaf education including trends, philosophies, and legal foundations, and the ways in which these issues continue to positively and negatively influence policy and practice today.

(B) Demonstrate the ability to present unbiased information to families on the differences in perspectives on deafness, the range of educational opportunities available for deaf children, and support families in their decision-making process by providing information on the linguistic, cognitive, social, and emotional needs of deaf children, federal and state special education regulations, and connections with parent support groups, community agencies, and deaf role models.

(C) Demonstrate the ability to work collaboratively with families, support providers, general education professionals, community agencies and the Deaf community, recognizing and respecting their roles and responsibilities in meeting the needs of students.

(D) Demonstrate the ability to manage, monitor, and maintain assistive auditory technologies, to apply information from audiograms to develop listening expectations, maximize use of residual hearing, and develop auditory processing and comprehension skills, as well as self-advocacy skills in both social and academic contexts.

(E) Demonstrate knowledge of universal design for learning, and common accommodations and modifications to meet the linguistic, cognitive, social, and emotional needs of deaf students.

(F) Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences.

(G) Demonstrate knowledge of deafblind as a unique disability requiring specialized assessment and teaching strategies, as a well as a team approach in collaboration with other service providers and community agencies to design assessment and instruction.

(H) Demonstrate knowledge of current research in evidence-based teaching practices, technologies, policies, and trends in deaf education.

(e) Education Specialist: Visual Impairment Teaching Performance Expectations (TPEs).

(1) TPE 1: Engaging and Supporting Students in Learning. Teaching Visual Impairments Candidates will:

(A) Accurately read, interpret, and summarize eye reports and serve as liaison to families and other members of the educational team to individualize services.

(B) Select and develop assessment and teaching strategies for core and expanded core curriculum areas including accommodations and modifications that address age (birth to age 22 years old), visual impairment, family values and priorities, visual prognosis, and other individual characteristics across settings and tasks, including addressing learner needs for individuals with a wide range of abilities and functional vision (including ocular and cerebral visual impairments), and individuals with co-occurring disabilities (including autism and deaf blindness).

(C) Use alternate visual and nonvisual strategies to promote attachment, early communication, and independence to address the effects of visual impairment and unique learning and developmental differences on families and the reciprocal impact on individuals' self-esteem.

(D) Select, adapt, and use nonvisual/alternate instructional strategies to address student needs for individuals from birth to age 22 years old who have a wide range of abilities and functional vision (including ocular and cerebral visual impairments), possibility of co-occurring disabilities (including individuals with autism and/or deafblindness and other individual characteristics.

(E) Demonstrate knowledge of students' language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain-based learning skills (e.g., executive functioning) and vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills.

(F) Instruct and supervise paraprofessionals, families, and other members of the educational team in non-visual strategies that optimize use of all senses, development, and learning, while also promoting independence and autonomy.

(G) Collaborate with assistive technology specialists, assistive technology vendors, instructional technology specialists, and other professionals to support the inclusion of the most appropriate, customized tools into the educational programming and accessibility needs of individuals with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) including learners with co-occurring disabilities (including autism and deafblindness.

(H) Assess and instruct students to use mainstream and assistive technology devices to engage and support student learning in general and expanded core curriculum.

(I) Adapt mainstream technology software/hardware including adjusting visual and auditory output based on individual characteristics.

(J) Counsel families and other members of the educational team about psychosocial and cultural implications of visual impairment as related to congenital and acquired visual impairment.

(2) TPE 2: Creating and Maintaining Effective Environments for Student Learning. Teaching Visual Impairments Candidates will:

(A) Identify and implement environmental accommodations and modifications to facilitate optimal sensory use and multisensory access to, and active participation in, individual and group activities in general and expanded core curriculum environments, including addressing learner needs for individuals with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities (including autism and deafblindness).

(B) Collaborate with team members including other vision specialists, resource and alternate media specialists, and technology personnel to design and implement environments that promote optimal sensory use, foundational orientation and mobility skills, independence, social engagement, and efficient storage of specialized materials.

(C) Identify unique issues specific to visual impairment for accessing digital multimedia and virtual built environments such as software programs, websites, and virtual classrooms.

(D) Use ergonomics and appropriate technology settings aligned with students' preferred learning media, such as illumination and size control, color and contrast (i.e., visual) settings, speech output (i.e., auditory) settings, braille input/output and other tactual displays, mouse less computing (i.e, tactile) settings, and low-tech strategies to support ubiquitous computing to promote access to the general and expanded core curriculum.

(E) Facilitate incidental learning experiences to address nonvisual access across physical and virtual environments for a full range of learners, including addressing learner needs for individuals with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities (including autism and deafblindness).

(F) Evaluate social interaction skills and design behavior management strategies appropriate for learners with visual impairments to maximize positive social engagement/interaction across all environments.

(G) Teach and support students with visual impairments' skills in using human guide, spatial orientation and self-familiarization within school environments, protective techniques for safe travel across classroom and school campus environments.

(H) Teach students with visual impairment to develop orientation skills using physical and virtual environmental features, identify and advocate for optimal physical and virtual environmental accommodations and modifications, and to request and refuse assistance as needed.

(I) Teach students with visual impairment nonvisual and alternate strategies for promoting digital citizenship and secure online practices.

(J) Communicate with technology, web, and curriculum developers and information technology (IT) staff on accessibility needs of learners with visual impairments.

(K) Collaborate with vision care facilities/professionals, such as low vision specialists, to identify accommodations and modifications to optimize use of vision and other senses to facilitate access to the general and expanded core curriculum, including addressing learner needs for individuals with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities (including autism and deafblindness).

(L) Structure and supervise the activities of paraprofessionals who support students with visual impairments.

(3) TPE 3: Understanding and Organizing Subject Matter for Student Learning. Teaching Visual Impairments Candidates will:

(A) Demonstrate proficiency in reading, writing, proofreading, and interlining alphabetic and fully contracted Unified English Braille.

(B) Demonstrate proficiency in reading, writing, proofreading, and interlining braille for mathematics and scientific notation and basic proficiency in using the abacus.

(C) Demonstrate basic proficiency in reading, writing, proofreading, and interlining music, foreign language, and computer braille code.

(D) Produce braille with a manual braille writer, slate and stylus, computer (including use of braille translation software), and electronic braille production methods.

(E) Identify specialized resources unique to visual impairment to address the specific communication needs of students with varied communication abilities, reading levels, science, technology, engineering, art, math (STEAM) abilities, and language proficiency

(F) Develop, collaboratively implement, and continuously monitor communication goals, objectives, and systems for students with visual impairments with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(G) Collaborate with team members such as speech/language pathologists, occupational therapists, and classroom staff to modify the presentation of augmentative/alternative communication devices such as switches, tangible symbols, and visual displays for nonvisual or low vision access.

(H) Design, obtain, and organize specialized materials, resources, assistive technology, and curricular programs to optimize sensory efficiency and to implement instructional and individualized education program goals and objectives.

(I) Identify the individual needs of the full range of learners and adapt materials and curricula as appropriate to provide access to the general education and Expanded Core Curriculum (ECC).

(J) Develop, implement, and continuously monitor learning objectives and goals for optimizing sensory use, developing concepts, and accessing the general and ECC across settings.

(K) Identify general education and visual impairment specific curricula for instruction of literacy, STEAM, other academic areas, and the ECC.

(L) Implement consistent, structured, explicit, and differentiated reading instruction for individuals who are learning to read in braille.

(M) Collaborate with the educational team to promote literacy and STEAM development.

(4) TPE 4: Planning Instruction and Designing Learning Experiences for All Students. Teaching Visual Impairments Candidates will:

(A) Develop, coordinate, and implement appropriate programs for infants and young children with visual impairments with a wide range of abilities and functional vision, including ocular and cerebral visual impairments, and including those with co-occurring disabilities including autism and deafblindness, and their families.

(B) Obtain resources for braille codes currently in use.

(C) Use digital resources, hardware, and software to produce and access materials in accessible media including the conversion of print materials into braille, tactile, and/or digital formats.

(D) Use and teach device/software navigation features for efficient and equitable navigation of information.

(E) Use visual, nonvisual, and adaptive methods to teach technologies to students with visual impairments to access information stored online.

(F) Select and use visual, nonvisual, and adaptive methods to teach technologies to achieve individual goals and needs based on sensory skills, learning media, constraints of different types of content, individual keyboarding skills, ability to read and write, listening skills, and ability to access visual information.

(G) Plan and implement explicit instruction in assistive technology that permits students to meet, and advocate for, their own access needs.

(H) Teach students to install and maintain assistive technology, use troubleshooting techniques, and appropriately use connectivity.

(I) Teach students to use visual, nonvisual, and/or adaptive methods to organize their own workspace, manage materials, and gain access to needed resources.

(J) Create, adapt, and format documents, including text, images, graphics, and video to improve accessibility based on individual needs.

(K) Use basic methods to adapt and format inaccessible media, text, images, graphics, and video to improve usability for students with visual impairments.

(L) Provide systematic, explicit braille literacy instruction using balanced instructional approaches for teaching literacy skills to students, embossed materials, and digital technologies to meet individual needs.

(M) Teach the use of the abacus, accessible calculator, tactile graphics, adapted equipment, and appropriate technology for science, technology, engineering, art, math (STEAM) instruction to meet individual needs.

(N) Teach students to access, interpret, and create increasingly complex 3-dimensional, printed, and digital graphics in visual and/or tactile forms, including maps, charts, diagrams, objects, and tables, based on individual needs.

(O) Teach students with low vision to use optical, electronic, and non-optical devices to optimize visual efficiency/independence and independently use dual learning media such as visual and auditory information, or auditory and tactile information.

(P) Promote and reinforce sensorimotor and physical skills, including gross and fine motor, posture, balance, purposeful movement, and strength to meet individual needs unique to visual impairment.

(Q) Teach basic orientation including body image, and spatial, temporal, positional, directional, and physical and virtual environmental concepts based on individual needs to promote motor and spatial skills development, orientation, and mobility in physical and virtual environments, for academic and social inclusion.

(R) Reinforce skills taught by orientation and mobility specialists to support the use of mobility devices, including long cane, adaptive mobility devices, dog guides, electronic travel devices, and other technology for orientation and mobility.

(S) Teach independent living skills using alternate strategies based on individual needs, including skills related to organization, personal hygiene, grooming, clothing care, dressing, time management, eating, cooking, cleaning, other household tasks, telephone use, and money management.

(T) Teach social interaction skills based on individual needs, including skills related to appropriate body language and non-verbal communication, social communication and cooperation, effective conversation patterns, social etiquette, digital citizenship, development and monitoring of relationships and friendships, and knowledge of self, including human sexuality.

(U) Teach skills usually acquired visually to develop and enhance participation in fitness/leisure/recreation activities, hobbies, and team and spectator sports to facilitate inclusion across settings.

(V) Teach career education skills usually acquired visually to facilitate transition of students with visual impairments based on individual needs, including facilitating positive work habits and skills, concepts related to work, exploration of vocational interests, opportunities to work, use of technology to complete tasks in the workplace, and for planning for post-school engagement across settings.

(W) Teach self-determination skills usually acquired visually based on individual needs related to self-knowledge, self-advocacy and empowerment, assertiveness, informed decision making, problem solving, goal setting, and self-directed and self-regulated behavior to facilitate inclusion across settings.

(X) Teach students to recognize and report behaviors that they may not perceive visually that may threaten their personal safety and well-being.

(Y) Teach students their legal rights and responsibilities related to being a citizen with a visual impairment.

(Z) Collaborate with families and orientation and mobility specialists to reinforce orientation and mobility skills and other ECC skills across settings.

(AA) Collaborate with families and other team members to plan and implement transitions across the lifespan (birth to age22 years old) that address needs unique to students with visual impairments with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(BB) Instruct paraprofessionals, braille transcribers and/or alternate media, and related resource specialists on the production of accessible media including text, images, and video in collaboration with the educational team and families.

(5) TPE 5: Assessing Student Learning. Teaching Visual Impairments Candidates will:

(A) Interpret medical reports and multiple sources of data, including background information and family history, to plan and implement nondiscriminatory assessments/evaluations to meet individualized needs unique to visual impairment with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(B) Use multiple sources of valid information/data, including data from formal/informal assessments such as discrepancy analysis, interview data, checklists, to evaluate the effectiveness of intervention, instruction, specialized media, materials, equipment, and the physical environment for learners with visual impairments with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(C) Use results from multiple, valid assessment/evaluation sources and medical reports to determine eligibility for vision specific services, with and without specific visual diagnoses

(D) Use valid and multiple methods in each assessment area to collect functional vision, learning media, assistive technology, and other assessment/evaluation data plus medical reports related to individual characteristics to select appropriate assessment/evaluation measures, procedures, and supports.

(E) Use valid assessment data and knowledge of the potential impact of visual impairment on psychosocial functioning to identify when referral for psychosocial and psychoeducational assessment/evaluations are necessary.

(F) Adapt assessments/evaluations when tests are not validated on individuals with visual impairments, such as provision of appropriate accommodations to ensure students can access evaluation materials and interpret results with caution.

(G) Identify assessment/evaluation items and measures that are biased and make recommendations for learning media, low vision, and/or non-visual accommodations and modifications.

(H) Collaborate with team members and families to plan and implement assessments/evaluations, including functional behavior assessments.

(I) Interpret assessment/evaluation results on issues specific to visual impairment with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(J) Conduct functional vision, learning media, assistive technology (AT), and other core and expanded core curriculum-related assessments/evaluations and relate to student needs in ECC matched to individual needs.

(K) Assess cognitive, motor, social, and language concepts unique to individuals with visual impairments with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(L) Use multiple sources of data, including functional vision, learning media, assistive technology assessment/evaluation data, clinical low vision evaluation data, and formal and informal literacy assessment/evaluation, to determine appropriate learning and literacy media (i.e., braille, print, or combination of both) and needed assistive technology, such as video magnification tools, recorded/digital books, and synthesized speech software settings, across a full range of learners.

(M) Interpret assessment/evaluation results to determine individual needs to support acquisition of skills in both the general and expanded core curriculum and interpret how a visual impairment may impact behavior.

(N) Identify and advocate for reasonable accommodations and modifications for standardized assessments/evaluations.

(O) Communicate ocular and cerebral visual impairment needs specific to assessment/evaluation data accurately to the educational team, including families, in comprehensive assessment/evaluation reports that address limitations of standard scores and non-standard data.

(P) Assess unique educational needs of individuals who are visually impaired who are English language learners and/or who are from culturally or linguistically diverse backgrounds.

(Q) Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences.

(R) Use results of clinical low vision evaluation, functional vision, learning media, and assistive technology assessments/evaluations to identify optimal assistive technology devices, software, text adaptations, and settings, such as font size, color and contrast, audio speed.

(S) Collaborate with educational team, including families, on eligibility, placement, specialized services, implementation of appropriate behavior plans, assessment/evaluation planning and implementation, and service delivery issues unique to visual impairment with a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(6) TPE 6: Developing as a Professional Educator. Teaching Visual Impairments Candidates will:

(A) Develop and maintain professional learning and practice by actively participating in professional organizations and professional development activities within the field of visual impairments including a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(B) Articulate instructional and professional philosophies and ethical practices to address the specific needs of students with visual impairment across settings.

(C) Articulate and advocate for individual needs regarding placement, service delivery models, type and amount of service, and key components of services unique to visual impairment across ages and settings.

(D) Articulate an instructional philosophy that incorporates the expanded core curriculum to respond to the specific implications of visual impairment across settings.

(E) Advocate for evidence-based educational policy related to visual impairment and low incidence disabilities.

(F) Articulate a plan for continuous professional development to remain current on all areas of the expanded core curriculum, with particular attention to access technology, most prevalent causes of and medical treatments for severe visual impairment and co-occurring disabilities, and implications on learning and instruction of students with visual impairments including a wide range of abilities and functional vision (including ocular and cerebral visual impairments) and co-occurring disabilities, including autism and deafblindness.

(G) Conduct internet and library database searches to locate information specific to visual impairment.

(H) Use tools for online engagement in communities of practice.

(I) Evaluate and discern credible and scholarly sources of information about visual impairments, including knowledge of valid and reliable research techniques.

(J) Serve as liaison between medical care providers, families, and other members of the educational team to clarify findings and provide further information regarding functional implications unique to visual impairment.

Cal. Code Regs. Tit. 5, § 80613

1. New section filed 5-31-2022; operative 7-1-2022 (Register 2022, No. 22).

Note: Authority cited: Section 44225, Education Code. Reference: Sections 44256(c), 44259.7, 44265, 44265.5, 44227.7 and 44373, Education Code.

1. New section filed 5-31-2022; operative 7/1/2022 (Register 2022, No. 22).