Part 7.
STATE BOARD FOR EDUCATOR CERTIFICATION
Chapter 239.
STUDENT SERVICES CERTIFICATES
Subchapter C. EDUCATIONAL DIAGNOSTICIAN CERTIFICATE
19 TAC §§239.80 - 239.86
The State Board for Educator Certification adopts new Chapter
239, Subchapter C, §§239.80-239.86, relating to educational diagnostician
certification. Sections 239.80-239.82, 239.84-239.86 are adopted without changes
to the proposed text as published in the March 8, 2002, issue of the
REASONED JUSTIFICATION FOR RULES AS ADOPTED:
The following is a summary of the factual basis for the rules as adopted
that demonstrates a rational connection between the factual basis for the
rules and the rules as adopted:
The rules include the standards recommended by the Advisory Standards Development
Committee for Educational Diagnostician. The standards will be used to develop
assessments. The standards for educational diagnostician were posted on the
SBEC web site for public comment for a period of thirty days. No changes to
the standards were suggested. A concern was expressed about whether the standards
adequately addressed the knowledge and skills an educational diagnostician
should have to differentiate between children who truly have special education
needs and those whose learning challenges result solely from deficits in English-language
proficiency. Upon further review and discussion, however, it was agreed that
the standards adequately addressed this concern.
The new rules contain requirements, standards, and administrative provisions
for the educational diagnostician certificate, including the following: (1)
admission to an educator preparation program; (2) preparation; (3) educator
standards for the standard educational diagnostician certificate; (4) issuance
of the standard educational diagnostician certificate; (5) renewal of the
standard educational diagnostician certificate; and (6) transition provisions
allowing candidates to obtain the superseded certificate until August 31,
2003, or one year after the new certificate becomes available on September
1, 2002.
The requirements listed above are consistent with those in rule for the
other new student services certificates (school librarian and school counselor).
They differ, however, from the current educational diagnostician requirements
in that the rules require two years of classroom teaching experience in a
public or accredited private school. The current rules require a candidate
to have a valid teaching certificate and three years of classroom teaching
experience.
Because no party submissions or proposals were received, an explanation
of the Board's reasons for disagreement is not required.
No comments were received regarding adoption of the rules.
The new rules are adopted under the following sections of the
Education Code: §21.041(a), which requires SBEC to propose rules for
the general administration of Chapter 21, Subchapter B, Education Code; §21.041(b)(2),
which requires SBEC to propose rules that specify the classes of educator
certificates to be issued; and §21.041(b)(4), which requires SBEC to
specify the requirements for the issuance and renewal of an educator certificate.
§239.83.Standards for the Educational Diagnostician Certificate.
(a)
The knowledge and skills identified in this section must
be used by educational diagnostician preparation programs in the development
of curricula and coursework and will be used by the State Board for Educator
Certification as the basis for developing the assessments required to obtain
the Standard Educational Diagnostician Certificate. These standards must also
serve as the foundation for the professional growth plan, and continuing professional
education activities required by §239.85 of this subchapter (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 beginning 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 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 beginning 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 beginning 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 beginning 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 beginning 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 beginning 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., 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 beginning educational diagnostician knows and understands:
(A)
the characteristics, needs, and rights of individual students
in relation to assessment and evaluation for placement 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 beginning educational diagnostician is able to:
(A)
use assessment and evaluation information to plan individualized
programs 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 beginning 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 beginning educational diagnostician is able to:
(A)
access information on the cognitive, communicative, physical,
social, and emotional characteristics of individuals with disabilities;
(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 beginning 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, 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,
developmental, assistive technology) assessment and evaluation; and
(M)
methods of motor skills assessment.
(2)
The beginning 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 beginning 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 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 beginning 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 beginning 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 beginning 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 beginning educational diagnostician knows and understands:
(A)
requirements and procedures for functional behavioral assessment,
manifestation determination review, and behavioral intervention plans;
(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 beginning 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 beginning 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 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 beginning 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.
This agency hereby certifies that the adoption
has been reviewed by legal counsel and found to be a valid exercise of the
agency's legal authority.
Filed with the Office of
the Secretary of State on April 8, 2002.
TRD-200202155
William Franz
Executive Director
State Board for Educator Certification
Effective date: April 28, 2002
Proposal publication date: March 8, 2002
For further information, please call: (512) 469-3011
Chapter 242.
SUPERINTENDENT CERTIFICATE