The following shall serve as standards for special services
endorsements on an initial or professional special services provider
license.
7.1
School Audiologist
(Ages Birth-21)
To be endorsed as a school audiologist, an applicant must
hold an earned master's or higher degree from an accepted institution of higher
education or, for candidates who graduate after 2007, hold a clinical doctorate
from an accepted institution of higher education; have successfully completed
an approved program in audiology; have successfully completed a practicum or
internship in a school setting equivalent to a minimum of eight weeks,
full-time, under the supervision of a professionally licensed or masters-level
licensed audiologist; and have passed an approved national audiology exam. The
school audiologist is knowledgeable about and able to demonstrate the
competencies specified below.
An applicant who holds a license to practice in Colorado
pursuant to the Audiologist Practice Act (section
12-210-101, et.seq., C.R.S.) or a
valid license in another state and able to practice in Colorado pursuant to the
Audiology and Speech-Language Pathology Interstate Compact (section
24-60-4101, C.R.S.), and who
fulfills the practicum requirement outlined above, satisfies these
requirements.
7.01(1) The school
audiologist is knowledgeable about the procedures necessary to identify hearing
loss in children/students including, but not limited to, the following and is
able to:
7.01(1)(a) perform identification
audiometric procedures including pure tone audiometric screening, immittance
measurements, otoacoustic emissions and other electrophysiological
measurements;
7.01(1)(b) establish,
administer and coordinate hearing and/or auditory processing disorders (APD)
identification programs.;
7.01(1)(c) train and supervise audiology
support or other personnel as appropriate to screening for hearing loss and/or
APD; and
7.01(1)(d) maintain
accurate and accountable records for referral and follow-up of hearing
screenings.
7.01(2) The
school audiologist is knowledgeable about and is able to effectively implement
the procedures necessary to assess hearing loss in children/students including
but not limited to:
7.01(2)(a) performing
comprehensive audiologic evaluations including pure tone air and bone
conduction measures; speech reception and word recognition measures, such as
situational functional hearing measures; immittance measures; otoscopy and
other tests including interpretation of electrophysiological measures; and
differential determination of auditory disorders and/or APD to determine the
range, nature and degree of hearing loss and communication function;
7.01(2)(b) performing comprehensive
educationally and developmentally relevant audiologic assessments of
children/students ages birth to 21 using bias-free procedures appropriate to
receptive and expressive ability and behavioral functioning;
7.01(2)(c) providing recommendations for
appropriate medical, educational and community referral for other services as
necessary for the identification and management of children/students with
hearing loss and/or APD and their families/guardians;
7.01(2)(d) interpreting in writing and
verbally audiologic assessment results, functional implications and management
recommendations to educational personnel, parents/guardians and other
appropriate individuals including physicians and professionals, as part of a
multidisciplinary process;
7.01(2)(e) selecting and maintaining
audiologic equipment, ensuring it is calibrated in accordance with state
standards; and
7.01(2)(f) providing
access to assessment information through interpreters/translators.
7.01(3) The school audiologist is
knowledgeable about procedures of evaluation and provision of amplification
instrumentation to children/students in school and is able to:
7.01(3)(a) determine children's/students'
needs for and the appropriateness of hearing aids, cochlear implants and other
hearing-assistance technology;
7.01(3)(b) perform the appropriate selection,
verification and maintenance of hearing-assistance technology, including ear
mold impressions and modifications;
7.01(3)(c) evaluate situational functional
communication performance to validate amplified or electrically stimulated
hearing ability;
7.01(3)(d) plan
and implement orientation and education programs to assure realistic
expectations and to improve acceptance of, adjustment to and benefit from
hearing aids, cochlear implants and hearing-assistance technology;
7.01(3)(e) assess whether hearing aids,
cochlear implants and other hearing-assistance technology, as used in school,
are functioning properly; and
7.01(3)(f) notify parent/guardian when a
repair and/or maintenance of personal hearing-assistance devices is
required.
7.01(4) The
school audiologist is knowledgeable about and able to:
7.01(4)(a) identify appropriate intervention
methods, necessary levels of service and vocational and work-study programming
as part of a multidisciplinary team process that integrates:
7.01(4)(a)(i) auditory skill development,
aural rehabilitation and listening-device orientation and training;
7.01(4)(a)(ii) speech skill development
including phonology, voice and rhythm;
7.01(4)(a)(iii) visual communication systems
and strategies including speech-reading, manual communication and cued
speech;
7.01(4)(a)(iv) language
development, i.e. expressive and receptive oral, signed, cued and/or written
language including pragmatics;
7.01(4)(a)(v) the selection and use of
appropriate instructional materials and media;
7.01(4)(a)(vi) the structuring of learning
environments including acoustic modifications;
7.01(4)(a)(vii) case management and care
coordination with family/parent/guardian, school and medical and community
services;
7.01(4)(a)(viii)
habilitative and compensatory skill training to reduce academic deficits
related but not limited to reading and writing;
7.01(4)(a)(ix) social skills, self-esteem and
self-advocacy support and training;
7.01(4)(a)(x) the transition between, but not
limited to, levels, schools, programs and agencies; and
7.01(4)(a)(xi) support for a variety of
education options for children/students with hearing loss and/or APD.
7.01(4)(b) develop and implement
treatment plans that facilitate communication competence and which may include,
but need not be limited to, speech-reading, auditory/aural development,
communication strategies and visual-communication systems and
strategies;
7.01(4)(c) provide
and/or make recommendations with regard to assistive technology such as, but
not limited to, hearing aids and hearing-assistance technology, to include
radio/television, telephone, pager and alerting convenience;
7.01(4)(d) provide developmentally
appropriate aural rehabilitation services including, but not limited to,
programming in the child's natural environment, if appropriate, in the areas of
speech-reading, listening, communication strategies, use and care of hearing
aids, cochlear implants, hearing-assistance technology and self-management of
hearing needs;
7.01(4)(e) provide
information and training to teachers, administrators, children/students,
parents/guardians and other appropriate professionals and individuals regarding
hearing and auditory development; hearing loss and/or APD and implications for
communication, learning, psychosocial development and the setting and meeting
of vocational goals; hearing aids, cochlear implants and hearing assistance
devices; effective communication strategies; effects of poor classroom
acoustics and other environmental barriers to learning; and EHDI (early hearing
loss detection and intervention) programs and resources;
7.01(4)(f) apply appropriate instructional
modifications and classroom accommodations to curricula delivery and academic
methodology, materials and facilities; and
7.01(4)(g) conduct analyses of classroom
acoustics and make recommendations for improvement of the listening environment
using principles of classroom acoustics, acoustical measurement and acoustical
modifications.
7.01(5)
The school audiologist is knowledgeable about the parameters of information
counseling and advocacy and is able to:
7.01(5)(a) counsel families/guardians and
children/students with hearing loss and/or APD to provide emotional support,
information about hearing loss and the implications thereof, and strategies to
maximize communication, academic success and psycho-social
development;
7.01(5)(b) assure that
parents/guardians receive comprehensive, unbiased information regarding hearing
loss, communication options, educational programming and amplification options,
including cochlear implants in cases of severe to profound hearing
loss;
7.01(5)(c) demonstrate
sensitivity to cultural diversity and other differences in characteristics
including those found among individuals and within family/guardian systems and
deaf culture; and
7.01(5)(d)
demonstrate effective interpersonal communication skills in a variety of
settings for a variety of circumstances.
7.01(6) The school audiologist is
knowledgeable about the parameters associated with hearing conservation and is
able to:
7.01(6)(a) develop, implement and/or
manage programs for the prevention of hearing loss; and
7.01(6)(b) provide education, when
appropriate, as related to and regarding access to hearing protection
devices.
7.01(7) The
school audiologist is knowledgeable about ethical conduct and is able to:
7.01(7)(a) comply with federal and state
laws, regulations and policies including local district and school policies and
relevant case law regarding referral, assessment, placement, related processes
and the delivery of service(s);
7.01(7)(b) effectively articulate the role of
the school audiologist as part of the special education team within the
learning community;
7.01(7)(c)
incorporate knowledge of school systems, multidisciplinary teams and community,
national and professional resources into planning;
7.01(7)(d) effectively collaborate with
teachers, parents and related personnel in case management with flexibility and
in a professional manner;
7.01(7)(e) utilize a range of interpersonal
communication skills such as, but not limited to, consultation, collaboration,
counseling, listening, interviewing and teaming, as appropriate, in the
identification of, prevention of harm to, assessment of and/or intervention
with children/students suspected of or identified as having auditory
disabilities;
7.01(7)(f) mentor and
supervise audiology support personnel so that the auditory needs of
children/students are effectively addressed;
7.01(7)(g) maintain accurate records and data
relevant to the planning, management and evaluation of programs;
7.01(7)(h) educate other professionals and
the community about implications of hearing loss; and
7.01(7)(i) initiate requests or network to
acquire support when needed.
7.2
School Occupational Therapist (Ages
Birth-21)
To be endorsed as a school occupational therapist, an
applicant must hold an earned bachelor's or higher degree in occupational
therapy from an American Occupational Therapy Association-accredited program at
an accepted institution of higher education; have successfully completed a
practicum or internship, as required by the school of occupational therapy
attended, which may be held in a variety of settings; hold a valid license to
practice in Colorado pursuant to the Occupational Therapy Practice Act (section
12-270-107, C.R.S.) or a valid
license issued by another state and able to practice in Colorado pursuant to
the Occupational Therapy Licensure Compact (section
24-60-4101, C.R.S.) and have
passed the occupational therapy national registration examination administered
by the national board for certification in occupational therapy. The school
occupational therapist is knowledgeable about and is able to demonstrate the
competencies specified below:
7.02(1)
The school occupational therapist is knowledgeable about the legal framework of
occupational therapy within the public school system and is able to:
7.02(1)(a) articulate the letter and intent
of federal, special education and state laws and policies related to
school-based occupational therapy, including issues related to potential safety
and liability; and
7.02(1)(b)
articulate to a variety of audiences the role of school-based occupational
therapy for ages birth-21 including, but not limited to, the school
occupational therapist's contribution to:
7.02(1)(b)(i) students' individualized
education plans and programs (IEP) and individualized family service plan
(IFSP);
7.02(1)(b)(ii) students'
participation within the general education curriculum including, but not
limited to, academic, non-academic and extracurricular activities and in the
community including, but not limited to, vocational and independent living
training; and
7.02(1)(b)(iii) early
intervention for children ages birth-2 and preschoolers ages 3-5, including
working with families and caregivers and with consideration for natural
environments.
7.02(2) The school occupational therapist is
knowledgeable about processes for determining eligibility for special education
services, the need for related services and the design and implementation of
IEPs. The school occupational therapist, working with other educational
professionals and interdisciplinary team members, is able to:
7.02(2)(a) consult with team on pre-referral
strategies in support of a student's participation and performance within the
educational context;
7.02(2)(b)
evaluate student eligibility for early intervention or special education
services and to make referrals when pre-referral interventions prove
ineffective or inadequate;
7.02(2)(c) adhere to all established
confidentiality and due process policies and procedures; and
7.02(2)(d) advocate for student access to and
participation in the general curriculum and in the least restrictive
environment.
7.02(3) The
school occupational therapist is knowledgeable about appropriate and accurate
assessment of a student's occupational and physical abilities and how to
determine the need for adaptive equipment, and is able to:
7.02(3)(a) complete and evaluate observations
and/or screenings of a student's strengths, problems and potential issues
within the educational setting;
7.02(3)(b) coordinate data-gathering from
record reviews, interviews, checklists, specific observations and/or
collaboration or consultation to avoid duplication of service(s) and/or
assessment(s), including interpretation of medical records and prescriptions as
applied to the educational environment;
7.02(3)(c) identify and select appropriate,
valid and reliable assessments to measure contextual factors, activity demands
and student factors related to academic achievement;
7.02(3)(d) assess a student's occupational
performance during activities of daily living including, but not limited to,
hygiene, functional mobility, eating, dressing, toileting, communication and
meal preparation;
7.02(3)(e) assess
a student's performance skills; motor skills including, but not limited to,
posture, mobility, coordination, strength and effort, and energy; process
skills, including but not limited to, energy, knowledge, temporal organization,
organizing space and objects and adaptation; and communication/interaction
skills including, but not limited to, body language, information exchange and
relations with others;
7.02(3)(f)
assess the student's performance context related to cultural, physical, social,
personal, temporal and virtual aspects;
7.02(3)(g) assess factors internal to the
student including, but not limited to, those physical, cognitive and
psycho-social factors that influence development and performance and those
which interact with illness, disease and disability;
7.02(3)(h) identify environmental factors
that can either support or hinder a student's academic performance;
7.02(3)(i) interpret assessment data to
develop and refine hypotheses about the student's academic performance and
effectively communicate, both verbally and in writing, assessment results to a
variety of audiences including, but not limited to, educators,
paraprofessionals, parents and students, as appropriate;
7.02(3)(j) within the context of an IEP or
IFSP team, use clinical experience, clinical observation and professional
judgment, as well as assessment data to plan and develop appropriate and
targeted student objectives to be measured regularly for systematic comparisons
of current and past student performance; and
7.02(3)(k) report regular progress in
attainment of the student's goals and objectives and make appropriate
modifications, as needed, to the student's IEP or IFSP.
7.02(4) The school occupational therapist is
knowledgeable about how to promote student engagement in everyday educational
occupations and activities and how to support student participation in
education and community contexts, and is able to:
7.02(4)(a) provide appropriate classroom and
environmental modifications and accommodations;
7.02(4)(b) adapt curriculum, curriculum
materials and presentation style to the unique fine, visual, sensor and gross
motor needs of each student;
7.02(4)(c) integrate appropriate equipment
and/or devices, including low and high technology, to facilitate functional and
independent skills and minimize deficiencies and increased deformity;
7.02(4)(d) participate in program or
curriculum development representing the needs of diverse learners to provide
building level interventions, as needed and as appropriate;
7.02(4)(e) identify and utilize intervention
approaches based on documented evidence of research-based best practices;
and
7.02(4)(f) provide school
occupational therapy reports to students and families on a regular basis,
coinciding with the school district's progress reporting schedule and
format.
7.02(5) The
school occupational therapist is knowledgeable about how to create, communicate
and sustain effective collaborative relationships with relevant individuals,
families, schools and communities and is able to:
7.02(5)(a) communicate effectively with
students, families, teachers and other professionals including, but not limited
to, those in the private sector to appropriately plan for meeting a student's
needs and to avoid duplication of service(s);
7.02(5)(b) communicate respectfully and
sensitively to students and adults;
7.02(5)(c) teach, facilitate, coordinate,
schedule and supervise paraprofessionals, other staff members and family
members/guardians to ensure that IEPs are effectively implemented;
7.02(5)(d) facilitate and/or assist in
transition of students from one setting to another in collaboration with
students, their families, other educational staff, support-related
professionals and/or community organization representatives, as
appropriate;
7.02(5)(e) identify
and utilize resources and strategies that promote effective partnerships with
individuals, families, school personnel and appropriate community entities;
and
7.02(5)(f) demonstrate the
skills needed for the design and application of therapeutic strategies based on
the defined needs, motivational levels, interests, preferences and individual
backgrounds and characteristics of students.
7.02(6) The school occupational therapist is
knowledgeable about ethical and legal standards of the practice of occupational
therapy in the state of Colorado and is able to:
7.02(6)(a) address ethical considerations in
all student- and occupation-related practices;
7.02(6)(b) recognize cultural and other
biases and modify IEPs and IFSPs accordingly;
7.02(6)(c) interpret literature and apply
documented, successful, evidence-based research and practice related to school
occupational therapy;
7.02(6)(d)
deliver occupational therapy services in accordance with the American
Occupational Therapy Association's standards and policies and those of the
state of Colorado; and
7.02(6)(e)
demonstrate compliance with the most current occupational therapy code of
ethics for the American Occupational Therapy Association.
7.3
School Orientation and
Mobility Specialist (Ages Birth-21)
To be endorsed as a school orientation and mobility
specialist, an applicant must hold an earned bachelor's or higher degree from
an accepted institution of higher education; have successfully completed an
approved preparation program for school orientation and mobility specialists;
have successfully completed a practicum or internship in a school setting,
equivalent to a minimum of 320 hours, full-time, under the supervision of an
Academy of Certification of Vision Rehabilitation and Education Professionals
(ACVREP)-licensed orientation and mobility specialist; have passed the ACVREP
examination and hold a current and valid ACVREP orientation and mobility
certificate.
An applicant who holds a valid ACVREP Orientation and
Mobility Certificate and who meets the practicum experience requirements
specified above satisfies these requirements.
The orientation and mobility specialist must have
demonstrated the competencies specified below:
7.03(1) The school orientation and mobility
specialist is knowledgeable about the legal framework, historical and auricular
foundations and cultural social-economic factors affecting students with visual
impairments and other concomitant disabilities, and about systems of
orientation and mobility and is able to:
7.03(1)(a) articulate the history and
philosophy of instructional practices as related to orientation and mobility
instruction for children and youth with visual impairments;
7.03(1)(b) incorporate and address in
planning variations in beliefs, traditions and values across cultures and their
potential effect on attitudes toward and expectations for individuals with
visual impairments;
7.03(1)(c)
research, identify and apply for appropriate and relevant federal entitlements
that provide specialized equipment and materials for individuals with visual
impairments;
7.03(1)(d) communicate
effectively with regard to current educational definitions, identification
criteria, labeling issues and incidence and prevalence figures for individuals
with visual impairments to a variety of audiences, as needed and
appropriate;
7.03(1)(e) describe
the use of the long cane as a mobility system; the different types of long
canes, adapted canes and adaptive mobility devices and their strengths and
limitations as travel tools in consideration of individual travel needs and
travel environments; and articulate and utilize prescription techniques for
canes, adapted canes and adaptive mobility devices;
7.03(1)(f) describe the dog guide as a
mobility system; the methods and strategies for providing orientation
assistance to a dog guide user; and the process for making referrals to dog
guide training centers;
7.03(1)(g)
describe the use and application of electronic travel aids (ETAs) as a
supplementary mobility system; how ETAs are classified and the basic principles
of operating commercially available ETAs;
7.03(1)(h) explain the uses and applications
of optical and non-optical devices as a supplementary mobility system; the
classification and basic principles of operation of optical and non-optical
devices and the various ways in which persons with visual impairments may use
these devices in travel environments;
7.03(1)(i) describe the use of ambulatory
aids such as, but not limited to, support canes, walkers, crutches and
wheelchairs, and the manner in which these devices may be used by individuals
who are blind or visually impaired; and
7.03(1)(j) articulate the correlation between
and the advantages and disadvantages of mobility systems for persons with a
range of visual impairment, including those with concomitant disabilities, and
communicate this information effectively to students and their
families.
7.03(2) The
school orientation and mobility specialist is knowledgeable about human
development and the implications of blindness/visual impairment and
deaf-blindness upon development, and orientation and mobility skill
acquisition. The school orientation and mobility specialist is able to:
7.03(2)(a) explain the structure, function
and normal development of the human visual system and the impact on development
of other sensory systems when vision is or becomes impaired;
7.03(2)(b) describe and interpret basic
terminology, manifestations, movement and travel implications of diseases and
disorders of the human visual system;
7.03(2)(c) explain the classification and
quantification of hearing loss; the special auditory needs of persons with
visual impairments; the use of hearing aids by persons with visual impairments
and the uses of audiometric data for traffic interpretation;
7.03(2)(d) describe the role of perception as
it pertains to cognition, sensation, attention, memory, cognitive mapping,
orientation and the utilization of information as conveyed through sensory
means;
7.03(2)(e) articulate the
effects of medications on the functioning of the sensory systems and on general
mobility;
7.03(2)(f) describe the
impact of and needs generated by hearing loss on an individual's modes of
communication, movement and travel;
7.03(2)(g) explain the effects of visual
impairment, with and without additional disabilities, on early development of
motor and cognition abilities, self-esteem, social/emotional interaction,
self-help, communication, travel safety and orientation and mobility skill(s)
acquisition;
7.03(2)(h) describe
the impact of vision loss on the family and the strategies available to family
members, caregivers and support systems in encouraging and supporting
independence;
7.03(2)(i) describe
the similarities and differences between the sensory, cognitive, physical,
cultural, social, emotional and travel needs of students with and without
visual impairments;
7.03(2)(j)
discuss the role and function of incidental learning when vision is impaired as
related to concept development and travel skills; and
7.03(2)(k) recommend adaptations across
student travel environments that can address and accommodate individual sensory
and physical needs.
7.03(3) The school orientation and mobility
specialist is knowledgeable about the accurate assessment of students' sensory,
developmental and orientation and mobility performance and is able to:
7.03(3)(a) interpret and apply specialized
terminology as used in medical diagnoses of eye reports, low vision evaluation
reports, orientation and mobility assessment(s) of individuals with visual
impairments and those with concomitant disabilities;
7.03(3)(b) articulate the rudimentary
practices used for screening hearing function(s) and ensure that hearing is
screened prior to assessment of orientation and mobility knowledge and
skills;
7.03(3)(c) gather
background information and family history relevant to the individual student's
visual status and orientation and mobility needs;
7.03(3)(d) utilize in planning data from
specific and appropriate orientation and mobility assessments to measure
functional vision and orientation and mobility knowledge and skills, including,
but not limited to, concept development, sensory-motor function and informal
and formal mobility techniques;
7.03(3)(e) address in planning ethical
considerations, legal provisions, regulations, policies and guidelines for the
valid orientation and mobility assessment of individuals with visual
impairments, including those with concomitant disabilities;
7.03(3)(f) adapt and implement a variety of
orientation and mobility assessment procedures when evaluating individuals with
visual impairments, including those with concomitant disabilities;
7.03(3)(g) incorporate into planning the
interpretation and application of assessment results from related professional
fields in conjunction with orientation and mobility assessments of individuals
with visual impairments, including those with concomitant
disabilities;
7.03(3)(h) implement
appropriate strategies to assess environments for accessibility and
safety;
7.03(3)(i) analyze and
utilize assessment information in the development of the individualized family
service plans (IFSP) and individualized education programs (IEP) for
individuals with visual impairment, including those with concomitant
disabilities;
7.03(3)(j) write
behaviorally stated goals and objectives that are realistic, measurable,
appropriately sequenced and based on assessment findings;
7.03(3)(k) apply strategies and methods for
using assessment information to the ongoing evaluation of student progress and
implement appropriate program adaptations and remediation strategies,
accordingly; and
7.03(3)(l) create
and accurately maintain required school records with regard to orientation and
mobility assessments for individuals with visual impairments, including those
with concomitant disabilities.
7.03(4) The school orientation and mobility
specialist is knowledgeable about specialized instruction and appropriate
modifications and accommodations for learners with visual impairment and is
able to:
7.03(4)(a) establish appropriate and
effective communication, interaction and rapport with children/students of all
ages and their families or others who may be accountable;
7.03(4)(b) counsel students regarding the
setting of high but achievable mobility goals; choosing a mobility system and
related matters involving the use of mobility skills in daily living; and
recognize and incorporate into planning students' evolving attitudes toward
orientation and mobility instruction;
7.03(4)(c) identify resources and/or acquire
and utilize and/or design and produce appropriate media and materials that
support orientation and mobility instruction including, but not limited to,
visual, tactile and auditory maps, models, graphic aids and recorded
information;
7.03(4)(d) apply
observational techniques appropriate to orientation and mobility
instruction;
7.03(4)(e) implement
instructional strategies that can enable person(s) with visual impairments to
use sensory information in travel environments;
7.03(4)(f) design and implement instructional
programs using the optical and non-optical devices recommended by eye care
professionals for use in travel environments;
7.03(4)(g) evaluate and select environments
for the introduction, development and reinforcement of orientation and mobility
knowledge and skills;
7.03(4)(h)
demonstrate the construction, assembly and maintenance of the long cane and
other adaptive mobility devices; articulate the nomenclature related to the
cane and its parts; use appropriate resources for procuring long canes and
other devices and demonstrate proficiency in maintaining and repairing canes
and other adaptive mobility devices;
7.03(4)(i) provide student instruction and
support to address sensory skills, body image concept development,
directionality, environmental concepts, address systems, interpretation of
traffic patterns and related orientation and mobility concepts;
7.03(4)(j) modify and provide instruction
related to techniques of trailing, upper and lower body protection, squaring
off, search, room familiarization, use of landmarks and cues, solicitation of
assistance and human guides;
7.03(4)(k) modify and provide instruction
related to appropriate cane techniques and their applications in indoor and
outdoor environments including but not limited to diagonal cane and touch
technique; touch technique modifications, including three-point touch, touch
and slide, touch and drag; constant contact technique and the use of the cane
for shore-lining;
7.03(4)(l)
provide instruction on techniques for using adaptive mobility devices in indoor
and outdoor environments;
7.03(4)(m) provide instruction with regard to
orientation and travel skills including, but not limited to, route planning;
direction taking; distance measurement and estimation; utilization of compass
directions; recovery techniques; analysis and identification of intersections
and traffic patterns; use of traffic control devices; negotiation of public
conveyance systems, such as elevators and escalators; techniques for crossing
streets; and techniques for travel in indoor, outdoor, residential, small
business, business district, mall and rural area environments;
7.03(4)(n) select appropriate distances and
positioning relative to the student for safe and effective instruction as the
student advances through the orientation and mobility program, which may best
facilitate progress as skills relevant to a wide variety and complexity of
environments are introduced;
7.03(4)(o) select, design, implement and
utilize "drop-off" lessons for the assessment of orientation and mobility
skills;
7.03(4)(p) instruct
students on how to address travel needs when the distance between the
instructor and the student is remote, and develop and facilitate "solo" lessons
and independent travel experiences;
7.03(4)(q) articulate the role of regular and
special education personnel and related service professionals who may be
involved in interdisciplinary, multidisciplinary or trans-disciplinary
instruction of the child/student; and
7.03(4)(r) develop appropriate lesson plans
and record pertinent anecdotal lesson notes concisely.
7.03(5) The school orientation and mobility
specialist is knowledgeable about effective communication and successful
collaboration with students, their families and relevant education and
community personnel and is able to:
7.03(5)(a)
describe and respond to movement and travel-related concerns of parents of
individuals with visual impairments with varied and appropriate strategies to
assist them in addressing such concerns;
7.03(5)(b) articulate the roles of
individuals with visual impairments to parents and other family members,
educational service providers and relevant community personnel, in planning for
students' individualized orientation and mobility programs;
7.03(5)(c) describe the roles of and be able
to provide direction for paraprofessionals or para-educators who assist with
the orientation and mobility instruction of students with visual
impairments;
7.03(5)(d) utilize
appropriate strategies for assisting families and other team members in
planning for level-transitioning of students with visual impairments;
7.03(5)(e) provide resources for service,
networking and organization specifically oriented to students with visual
impairments and deaf-blindness to families, related professionals and other
support personnel;
7.03(5)(f)
advocate for the necessity of role models for students with visual impairments
and deaf-blindness;
7.03(5)(g)
utilize appropriate and effective communication, consultation and collaboration
skills and strategies in working with students with visual impairment, parents,
regular and special education staff and community personnel regarding students'
orientation and mobility needs and program(s);
7.03(5)(h) initiate and coordinate respectful
and beneficial relationships between and among families and relevant
professionals, where appropriate, to encourage and assist families in becoming
informed and active participants in students' orientation and mobility
programs;
7.03(5)(i) plan and
conduct conferences with families or primary caregivers as required and/or
necessary; and
7.03(5)(j) manage
and direct the activities of para-educators or peer tutors who work with
individuals with visual impairments.
7.03(6) The school orientation and mobility
specialist is knowledgeable about adhering to ethical and appropriate
professional practices in contributing to the orientation and mobility skill
development of children/students and is able to:
7.03(6)(a) apply the ethical considerations
governing the profession of orientation and mobility to the education of the
learner who is visually impaired, recognizing the importance of the orientation
and mobility specialist as a role model for students with visual
impairment(s);
7.03(6)(b) recognize
cultural and other biases to assure that instruction of students is
discrimination-free;
7.03(6)(c)
articulate and address in planning concerns related to student safety and
potential liability and keep current on national and local environmental
accessibility standards;
7.03(6)(d)
engage in the activities of professional organizations which represent and
advocate for the field of visual impairment, whenever relevant;
7.03(6)(e) keep current on literature and
documented effective research applicable to individuals with visual impairments
and orientation and mobility needs and apply relevant information to planning
and objectives setting for students; and
7.03(6)(f) practice professional
self-assessment and seek out professional development activities that support
the advancement of personal skills and knowledge and which can benefit students
with visual impairments, their families and/or colleagues, and to maintain
ACVREP certification.
7.4
School Physical Therapist (Ages
Birth-21)
To be endorsed as a school physical therapist, an applicant
must hold an earned bachelor's or higher degree from an accepted institution of
higher education; have completed a physical therapy program accredited by the
American Physical Therapy Association's (APTA) Commission on the Accreditation
of Physical Therapy Education (CAPTE); hold a valid license to practice in
Colorado pursuant to the Physical Therapists Practice Act (section
12-285-101, et. seq. C.R.S.) or a
valid license issued by another state and able to practice in Colorado pursuant
to the Physical Therapy Licensure Compact (section
24-60-3702, C.R.S.) and have
demonstrated the competencies specified below:
7.04(1) The school physical therapist is
knowledgeable about the legal framework of physical therapy within the public
school system and is able to:
7.04(1)(a)
articulate the letter and intent of state and federal special education law,
rule and policy, including local education agency policy, as related to
school-based physical therapy and including, but not limited to, issues related
to safety and liability;
7.04(1)(b)
describe the etiology of various physical and medical conditions that impact
the functional ability of the student within the school, home and community
environments;
7.04(1)(c) articulate
the difference between medically based physical therapy management and general
physical therapy management as a related service under IDEA, and adapt physical
therapy management strategies from the medical model to the educational model;
and
7.04(1)(d) utilize strategies
that consider the influence of diversity on assessment, eligibility
determination, intervention planning and placement of individuals with
exceptional learning needs.
7.04(2) The school physical therapist is
knowledgeable about the process of determining eligibility for special
education services and/or related services; designing and implementing
Individualized Educational Programs (lEPs) and/or Individualized Family Service
Plans (IFSPS) and is able to:
7.04(2)(a)
implement pre-referral interventions as part of a special education team that
supports the student's participation and performance within the educational
context;
7.04(2)(b) refer students
for special education when the education team determines that pre-referral
interventions have been ineffective or inadequate;
7.04(2)(c) participate as needed on an
interdisciplinary team to evaluate student eligibility for early intervention
or special education services;
7.04(2)(d) adhere to all established
confidentiality and due process guidelines and procedures; and
7.04(2)(e) advocate for student access to and
participation in the general curriculum and the least restrictive
environment.
7.04(3) The
school physical therapist is knowledgeable about completing accurate
assessments of a student's physical abilities and needs for adaptive equipment,
and is able to:
7.04(3)(a) complete and
evaluate observations and/or screenings to assess a student's strengths and
challenges within the educational setting;
7.04(3)(b) provide gross motor and fine motor
screenings to determine if a child is in need of a complete
evaluation;
7.04(3)(c) coordinate
data-gathering from record reviews, interviews, checklists, specific
observations, interpretation of medical records and identification of
prescriptions and medications taken, as each applies to the educational
environment, and to collaborate or consult with others, when indicated, in
order to avoid duplication of services and/or assessment;
7.04(3)(d) identify and select valid and
reliable assessment methods to measure contextual factors, activity demands and
student factors that may be affecting school performance;
7.04(3)(e) where appropriate, conduct tests
and measures of the following areas and evaluate for performance within the
educational setting: muscle strength, force, endurance and tone; reflexes and
automatic reactions, movement skill and accuracy; joint motion, mobility and
stability; sensation and perception; peripheral nerve integrity; locomotor
skill, stability and endurance; activities of daily living; cardiac, pulmonary
and vascular functions; fit, function and comfort of seating and positioning
equipment, prosthetic, orthotic and other assistive devices; posture and body
mechanics; limb length, circumference and volume; thoracic excursion and
breathing patterns; vital signs and physical home and school
environments;
7.04(3)(f)
incorporate strategies that consider the influence of diversity on assessment,
eligibility, programming and placement of individuals with exceptional learning
needs;
7.04(3)(g) identify and
address in planning environmental factors that may support or hinder a
student's performance;
7.04(3)(h)
interpret assessment data to develop and refine hypotheses about the student's
performance;
7.04(3)(i) interpret
and communicate verbally and in writing the results of the assessment process
for a variety of audiences including, but not limited to, teachers,
paraprofessionals, related service professionals, students and
parents/guardians, as appropriate;
7.04(3)(j) use proven documented evidence of
clinical experience, clinical observation, professional judgment, test results
and evidence in relevant literature within the context of lEPs or IFSPs to plan
and develop appropriate and measurable student-targeted outcomes; and
7.04(3)(k) report progress in the attainment
of annual goals and objectives and make appropriate modifications, as needed,
to the student's IEP or IFSP.
7.04(4) The school physical therapist is
knowledgeable about developing and providing related-service support to special
education communities for students with disabilities and is able to:
7.04(4)(a) apply current proven effective
practice appearing in the literature related to the practice of physical
therapy in the school environment and to the development of strategies that can
gain maximum access for and participation in a free and appropriate public
education by all students;
7.04(4)(b) provide appropriate classroom and
environmental modifications and accommodations to facilitate students' ability
to receive and participate in an appropriate public education;
7.04(4)(c) reinforce functional behavior(s)
as related to the cognitive, communicative, social/emotional and physical needs
of students;
7.04(4)(d) integrate
appropriate equipment and/or devices including low and high technology to
facilitate more functional and independent skills within the educational
environment;
7.04.(4)(e) identify safety concerns and appropriate
interventions for both the student and the provider, in the case of providing
physical assistance to the student, to prevent injury;
7.04(4)(f) identify appropriate strategies
and interventions to assist the student in obtaining improved functional
academic performance through consultation and direct and/or indirect
intervention(s);
7.04(4)(g)
identify and utilize intervention approaches based on established best
practices and documented research-based evidence including remediation and/or
appropriate adaptations for positioning needs, and adaptive/assistive equipment
needs and/or the need for physical or manual assistance to perform functional
life skills within the educational environment, home or community;
7.04(4)(h) provide school physical therapy
reports to students and families on a regular basis that coincide with the
school district's progress reporting schedule and format; and
7.04(4)(i) directly supervise unlicensed
persons at school locations, in accordance with Colorado's Physical Therapy
Practice Act, to facilitate a student's ability to participate in the
educational process.
7.04(5) The school physical therapist is
knowledgeable about how to create, communicate in and sustain effective
collaborative relationships with relevant individuals, families, schools and
communities and is able to:
7.04(5)(a)
communicate respectfully and sensitively to students and adults;
7.04(5)(b) communicate effectively with
students, families, teachers and other professionals including those from the
private sector to appropriately plan for a student's services and to avoid
duplication of service(s);
7.04(5)(c) communicate with relevant
providers and educators about the functional impact of students' disabilities
on the ability to perform within the school environment;
7.04(5)(d) identify resources and strategies
that promote effective partnerships with individuals, families, school
personnel and community representatives;
7.04(5)(e) teach, facilitate, coordinate,
schedule and provide supervision to paraprofessionals, other staff members and
family members/guardians, as appropriate, to ensure that the IEP and/or IFSP is
effectively implemented;
7.04(5)(f)
serve as an advocate for student's right to the least restrictive environment
in an appropriate public education;
7.04(5)(g) collaborate with colleagues and
the school team to establish, write and measure appropriate and relevant
student outcomes that are consistent with the functional skills that must be
acquired by students so that they become as independent as possible within the
educational environment, at home and/or in the community; and
7.04(5)(h) facilitate and/or assist in the
development of the effective transition of students from one setting to another
in collaboration with the students, their families/guardians or other
professionals including community representatives to promote a continued level
of functional performance at the new setting.
7.04(6) The school physical therapist is
knowledgeable about the ethical and legal standards of physical therapy
practice in the state of Colorado and is able to:
7.04(6)(a) recognize and address in planning
the effect of cultural bias on practice;
7.04(6)(b) evaluate and apply current
effective evidence-based practice related to school physical therapy;
7.04(6)(c) practice within the ethical and
legal standards of the practice of physical therapy according to Colorado's
Physical Therapy Practice Act and the American Physical Therapy Association's
standards and policies, and demonstrate compliance with the most current
physical therapy code of ethics of the American Physical Therapy Association;
and
7.04(6)(d) routinely evaluate
and measure personal performance as a physical therapist to ensure therapeutic
efficacy and achievement of appropriate outcomes, and participate in
professional development and professional organizations which lead to increased
knowledge and growth in skills and abilities.
7.5
School Nurse (Ages Birth-21)
To be endorsed as a school nurse, an applicant must hold an
earned associate's or higher degree in nursing from an accepted institution of
higher education or one recognized by the U.S. Secretary of Education as a
specialized accrediting agency; and hold a valid RN license to practice
professional nursing in Colorado pursuant to the Nurse Practice Act (section
12-38-101, et. seq., C.R.S.) or a
valid multi-state license and able to practice in Colorado pursuant to the
Nurse Licensure Compact (section
24-60-3202, C.R.S).
The initially licensed school nurse must participate in an
approved induction program that will enable the nurse to be knowledgeable about
and able to demonstrate the competencies specified below, which have been
endorsed by the American Nurses' Association and the National Association of
School Nurses as standards of care and the standards of professional
performance for school nurses.
7.05(1)
The school nurse is knowledgeable about the standards of care of school nursing
practice and is able to:
7.05(1)(a) assess
student health status using data collected from the student, parent, school
staff and other relevant health care providers;
7.05(1)(b) conduct basic screening programs
to identify potential health issues that may affect a child's ability to
learn;
7.05(1)(c) conduct physical
assessments and specific screening tests, counseling and conferencing to
determine the physical, social and mental status of the student; and
7.05(1)(d) assess the school environment and
program(s) to determine modifications that are necessary to address student
health and safety needs.
7.05(2) The school nurse has the knowledge to
make nursing diagnoses and is able to:
7.05(2)(a) validate student, family and group
assessment data;
7.05(2)(b)
interpret health history information, medical reports, nursing observations and
test results using educational terminology; and
7.05(2)(c) establish student and school
health care priorities.
7.05(3) The school nurse has the knowledge of
how to set health priorities in the school setting and is able to:
7.05(3)(a) evaluate health outcomes of school
environment and program changes and create situation-specific methods of
results-measurement;
7.05(3)(b)
assess the cultural health beliefs of students to determine the impact on
health care delivery, health care compliance and on education in the classroom;
and
7.05(3)(c) identify resources
needed to achieve objectives and establish time frames and criteria to measure
results.
7.05(4) The
school nurse is knowledgeable about planning and is able to:
7.05(4)(a) review assessment information and
relate findings to functioning levels and needs of students within the school
setting;
7.05(4)(b) develop a
school health care plan to meet students' individual health needs within the
school setting;
7.05(4)(c) develop
a plan to promote health and wellness and reduce risk factors within the school
setting; and
7.05(4)(d) collaborate
with school personnel, community professionals and other resources to plan
health-related and informational activities for students, educational staff and
relevant others.
7.05(5)
The school nurse is knowledgeable about plan implementation and is able to:
7.05(5)(a) manage health care plans for
students with identified special health needs within the school
setting;
7.05(5)(b) provide direct
delivery of health services for students, when and if appropriate;
7.05(5)(c) delegate to, train and supervise
appropriate school personnel to implement specific health care
procedures;
7.05(5)(d) help clients
to obtain resources and services;
7.05(5)(e) adhere to professional standards
and state regulations; and
7.05(5)(f) coordinate care to meet the health
needs of students, their families and related vulnerable populations.
7.05(6) The school nurse is
knowledgeable about evaluation for purposes of plan updating and is able to:
7.05(6)(a) monitor progress toward meeting
student health care plan outcomes and revise plans as needed to meet identified
ongoing or emerging needs of the student;
7.05(6)(b) evaluate school or district health
care policies and procedures, counseling and classroom teaching
outcomes;
7.05(6)(c) evaluate
health care delivery models; and
7.05(6)(d) monitor health outcomes of school
environment and program changes.
7.05(7) The school nurse is knowledgeable
about what constitutes quality of care and is able to:
7.05(7)(a) develop recommendations to enhance
the school environment and/or to modify a school program to meet student health
and safety needs;
7.05(7)(b)
evaluate school staff trained to carry out designated health care procedures;
and
7.05(7)(c) participate in
quality assurance activities, such as the development of relevant policies and
procedures.
7.05(8) The
school nurse is knowledgeable about performance appraisal and is able to:
7.05(8)(a) effectively appraise performance
through constructive comments from peers and supervisors, self-assessment and
adherence to relevant regulations; and
7.05(8)(b) develop personal goals for
professional development.
7.05(9) The school nurse is knowledgeable
about professional development and participates in relevant continuing
education programs.
7.05(10) The
school nurse is knowledgeable about the necessity for collegiality in the
school setting to meet the health needs of students and relevant needs of their
families related to student achievement, and is able to:
7.05(10)(a) collaborate with school
personnel, students, parents, primary health care providers and relevant others
to establish an effective reciprocal referral system;
7.05(10)(b) participate as a member of an
interdisciplinary school health and/or relevant education team to positively
affect student well-being; and
7.05(10)(c) participate in appropriate and
relevant professional and community organizations.
7.05(11) The school nurse is knowledgeable
about the ethics of the profession and is able to:
7.05(11)(a) demonstrate through application
an understanding and incorporation of professional standards and state
regulations in an education and/or health care setting;
7.05(11)(b) recognize the need for and
maintain confidentiality; and
7.05(11)(c) recognize and demonstrate respect
for students' and families' cultural health care beliefs and student and family
autonomy and rights.
7.05(12) The school nurse is knowledgeable
about the positive aspects of collaboration and is able to:
7.05(12)(a) articulate clearly the value and
role of the nurse in the school setting;
7.05(12)(b) work within the organizational
structures that influence the delivery of school health services and be an
advocate for the health and well-being of students within the school setting;
and
7.05(12)(c) act as liaison
between school, community health agencies, care providers, parents and students
to meet the objectives of student health care plans.
7.05(13) The school nurse is knowledgeable
about applicable research and is able to:
7.05(13)(a) base practice on current
knowledge, theory and research on which there is documented evidence of
effectiveness; and
7.05(13)(b)
participate in ongoing relevant research activities.
7.05(14) The school nurse is knowledgeable
about resource utilization and is able to:
7.05(14)(a) assess the economic, legal and
political factors that influence health care delivery in schools and
communities and constructively address applicable factors within the school
setting; and
7.05(14)(b)
collaborate with community agencies to reduce duplication and expand
resources.
7.05(15) The
school nurse is knowledgeable about communication, including non-verbal
communication, and its effect, and is able to:
7.05(15)(a) articulate issues clearly to a
wide variety of audiences in a wide variety of situations and
settings;
7.05(15)(b) interpret
health history information, medical reports, nursing observations and test
results, and communicate clearly to appropriate staff and/or students and/or
their families;
7.05(15)(c)
document interventions accurately in a timely way and in a retrievable and
understandable format; and
7.05(15)(d) effectively use technology to
acquire up-to-date information and to expand skills and resources.
7.05(16) The school nurse is
knowledgeable about program management and is able to:
7.05(16)(a) develop effective community
partnerships and a wide range of accessible resources;
7.05(16)(b) design disease prevention and
health promotion strategies and programs for students, their families, when
appropriate, and other relevant staff;
7.05(16)(c) implement and oversee recommended
modifications of the school environment and programs to meet identified student
health and safety needs and to reduce injuries;
7.05(16)(d) provide health consultation,
health education and health promotion for students, families, where
appropriate, and staff to improve school attendance;
7.05(16)(e) advise and consult with other
relevant health care providers as appropriate to address the needs of students
within the school setting; and
7.05(16)(f) evaluate health care delivery
models and apply relevant elements within the school setting.
7.05(17) The school nurse is
knowledgeable about of health education and is able to:
7.05(17)(a) develop and effectively implement
lesson plans pertinent to identified health education needs;
7.05(17)(b) assess student and staff
education needs for relevant health information and provide staff with health
education programs, information, resources and materials, developmentally
appropriate for the student population being served, to promote health/wellness
and to prevent illness and injury; and
7.05(17)(c) inform students and parents of
patient rights.
7.05(18)
The school nurse shall self-assess the effectiveness of practice, direction
and/or supervision based on the well-being, needs and achievement of students
and pursue continuous professional development through appropriate activities,
coursework and participation in relevant professional organizations.
7.6
School Psychologist
(Ages Birth-21)
To be endorsed as a school psychologist, an applicant must
have: completed an approved specialist-level (Ed.S.) program with a minimum of
60 graduate semester hours or a doctoral program for the preparation of school
psychologists serving children/students ages 0-21 at an accepted institution of
higher education; have successfully completed practicums (consisting of a
sequence of closely supervised on-campus or field-based activities, designed to
develop and evaluate a candidate's mastery of distinct professional skills,
consistent with program and/or course goals); have successfully completed an
internship (consisting of a full-time experience over one year or half-time
over two consecutive years, with a minimum of 1,200 clock-hours, of which at
least 600 must be in a school setting and which requires a candidate to
demonstrate, under supervision, the ability to provide a wide range of
outcome-based school psychological services, and 600 hours in other acceptable
internship experiences including private, state-approved education programs or
other appropriate mental health or education-related programs); and have passed
the state-approved content exam.
An applicant who holds a valid National Certified School
Psychologist (NCSP) credential satisfies these requirements. An applicant who
holds a valid license to practice in Colorado pursuant to Part Three of the
Mental Health Act (section
12-245-301, et.seq., C.R.S.) or a
valid license issued by another state and able to practice in Colorado pursuant
to the Psychology Interjurisdictional Compact (section
24-60-3902, et.seq., C.R.S.), or
is eligible to sit for licensure examinations to obtain these credentials, may
provide an institutional recommendation from an approved school psychology
program verifying the applicant's acquisition of the competencies listed in
these rules, including completion of an appropriate internship and a passing
score on the state-approved content exam, to satisfy these requirements.
7.06(1) The school psychologist is
knowledgeable about human learning processes from infancy to young adulthood,
techniques to assess these processes, and direct and indirect services
applicable to the development of cognitive and academic skills; and is able to:
7.06(1)(a) apply learning, motivation and
developmental theories to improve learning and achievement for all
children/students;
7.06(1)(b)
utilize developmentally appropriate practices that support the education of
children/students ages birth-21 with disabilities or delays in
development;
7.06(1)(c) use results
from ongoing assessment(s) in the development of appropriate cognitive and
academic goals for children/students with differing abilities, disabilities,
strengths and needs;
7.06(1)(d)
implement interventions such as consultation, behavioral
assessment/intervention and counseling to achieve student goals; and
7.06(1)(e) evaluate the effectiveness of
interventions and modify as necessary and appropriate.
7.06(2) The school psychologist is
knowledgeable about a wide variety of models and methods of informal and formal
assessment across ages birth-21 that can identify strengths and needs, and
measure progress and functioning, in school, home and community environments,
and is able to:
7.06(2)(a) select evaluation
methods and instruments that are most appropriate and based upon effective
up-to-date measurement theory and research;
7.06(2)(b) implement a systematic process to
collect data including, but not limited to, test administration; interviews and
observations; behavioral, curriculum- and play-based assessments and ecological
or environmental evaluations;
7.06(2)(c) translate assessment results into
empirically based decisions about service delivery to promote child/student
achievement; and
7.06(2)(d)
evaluate the outcomes of programs and services incorporating appropriate and
relevant research design, statistics and methodology.
7.06(3) The school psychologist is
knowledgeable about typical and atypical human developmental processes from
birth to adulthood; the techniques to assess these processes; and the
application of direct and indirect services for individuals, groups and
families and, in collaboration with others, is able to:
7.06(3)(a) develop appropriate behavioral,
affective, adaptive, social and transition goals for students of varying
abilities, disabilities, strengths and needs;
7.06(3)(b) implement interventions and
services including, but not limited to, consultation, behavioral assessment and
intervention, counseling and interagency collaboration based on identified
goals; and
7.06(3)(c) evaluate the
intervention(s) and modify as needed and appropriate to increase and assure
effectiveness.
7.06(4)
The school psychologist is knowledgeable about individual diversity, abilities
and disabilities, and the influence of social, cultural, ethnic,
socio-economic, gender-related and linguistic factors on development, learning
and behavior, and is able to:
7.06(4)(a)
identify biological, cognitive, affective, developmental, social and cultural
bases that contribute to individual differences.;
7.06(4)(b) identify risk and resiliency
factors;
7.06(4)(c) recognize
psychopathology and articulate its potential influence on school
functioning;
7.06(4)(d) demonstrate
the sensitivity, skills and respect necessary to work with diverse types of
individuals and families;
7.06(4)(e) display respect for diversity in
social and cultural backgrounds and linguistic differences when working with
families, school personnel and community agencies; and
7.06(4)(f) select and/or adapt prevention and
intervention strategies based on individual characteristics, strengths and
needs to improve learning, achievement and adaptive functioning for all
children/students.
7.06(5) The school psychologist is
knowledgeable about general education, special education, other educational and
related services, the importance of multiple systems and their interactions,
and organizational practices that maximize learning, and is able to:
7.06(5)(a) develop and implement policies and
practices that create and maintain safe, supportive and effective learning
environments;
7.06(5)(b)
participate in and facilitate school reform efforts; and
7.06(5)(c) translate federal and state law,
state rules and regulations and local policy into building- and district-level
practice.
7.06(6) The
school psychologist is knowledgeable about models of effective evidence-based
programs as related to health promotion; school safety; and primary, secondary
and tertiary intervention, and is able to:
7.06(6)(a) implement school-wide prevention
and intervention programs which may include, but are not limited to, individual
and group counseling, affective education and positive behavior interventions
and supports to promote the mental health, physical well-being and the
achievement of children/students of all ages;
7.06(6)(b) participate in risk assessments
and crisis response planning, to promote and maintain school safety;
and
7.06(6)(c) respond effectively
to crisis situations.
7.06(7) The school psychologist is
knowledgeable about collaboration and consultation models and methods and their
applications in school, family and community systems, and is able to:
7.06(7)(a) consult and collaborate
effectively with children/students, school personnel, families and community
professionals to promote and provide comprehensive services to children and
families and to advance student achievement;
7.06(7)(b) communicate information that is
readily understandable to students, families, educators and community members
during meetings, in-services and consultations;
7.06(7)(c) promote family involvement in
education and service delivery;
7.06(7)(d) collaborate with families and
other service providers to meet the needs of infants, toddlers and preschoolers
in home and community settings and
7.06(7)(e) link community resources that
serve infants, toddlers, children, adolescents, young adults and their families
and facilitate children's/students' transitions across various service delivery
systems.
7.06(8) The
school psychologist is knowledgeable about the history and foundations of
school psychology, standards for legal and ethical practice, evidence-based
service models and methods and public policy, and is able to:
7.06(8)(a) demonstrate professional
leadership that exemplifies a personal and professional commitment to ethical,
professional and legal standards;
7.06(8)(b) practice in accordance with all
applicable federal and state statutes, rules, regulations and local policies,
especially those concerning due process, informed consent, privacy rights and
confidentiality;
7.06(8)(c)
integrate information sources and current technology to enhance quality of
service;
7.06(8)(d) utilize
data-based decision-making in all aspects of professional practice;
7.06(8)(d) maintain professional preparation,
development and supervision as related to the population served; and
7.06(8)(e) contribute professionally to the
advancement of school psychology.
7.06(9) The school psychologist shall
self-assess the effectiveness of practice, direction and/or supervision based
on the well-being and achievement of students and pursue continuous
professional development through appropriate activities, coursework and
participation in relevant professional organizations.
7.7
School Social Worker (Ages
Birth-21)
To be endorsed as a school social worker, the candidate must
hold an earned master's or higher degree in social work from an accepted
institution of higher education, including a supervised, 900 clock-hour
practicum in the field of social work, which must have been completed in a
school, social service agency, mental health clinic or facility and/or hospital
setting and which should enable the social worker to synthesize and apply a
broad range of relevant knowledge and skills, include opportunities to analyze,
intervene and evaluate in ways that are highly differentiated, discriminating
and self-critical, and differentially refine the candidate's communication
skills with a variety of client populations, colleagues and members of the
community; have successfully completed at least 200 hours working with
school-age children/students; and have documented evidence of completion of
coursework in the areas of school and special education law, including content
covering functional behavior assessment and the development of behavior
intervention plans.
An applicant who holds valid Certified School Social Work
Specialist (C-SSWS) certification from the National Association of Social
Workers satisfies these requirements. An applicant who holds a license to
practice in Colorado pursuant to Part Four of the Mental Health Practice Act
(12-245-401, et. seq., C.R.S.) may meet endorsement requirements upon
completion of coursework in school and special education law, functional
behavior assessments and the development of behavior intervention plans.
7.07(1) The school social worker is
knowledgeable about the history and foundations of school social work;
standards for legal and ethical practice; proven-effective evidenced-based
models and methods and public policy; and is able to:
7.07(1)(a) demonstrate professional
leadership and ethical practice in accordance with federal, state and local
legislation, regulations and policies;
7.07(1)(b) demonstrate personal and
professional commitment to the values and ethics of the social work profession
through application of the national association of social workers professional
standards and code of ethics in ethical decision-making;
7.07(1)(c) remain current regarding effective
evidence-based practice;
7.07(1)(d)
apply federal, state and local legislation, regulations and policies to ethical
and legal interventions;
7.07(1)(e)
establish priorities and models for the delivery of school social work services
that include individual and group counseling, advocacy, case management,
consultation and crisis intervention to meet the needs of all
learners;
7.07(1)(f) conduct
in-services for faculty and staff on child protection and school attendance
issues and develop other training and educational programs in collaboration
with local community agencies and other pertinent entities in support of the
goals and mission of the educational institution;
7.07(1)(g) counsel parents and students about
due process rights, as mandated by special education legislation, and advise
school personnel so that they are knowledgeable about and able to meet their
legal responsibilities to all students; and
7.07(1)(h) comply with the legal mandates of
confidentiality and maintain adequate safeguards to protect the privacy and
confidentiality of student and family information.
7.07(2) The school social worker is
knowledgeable about systems change and is able to:
7.07(2)(a) acquire or gain access to
resources which can eliminate service deficiencies in the local education
agency or in the community which negatively affect the ability of
children/students to benefit from the educational system;
7.07(2)(b) identify and collaborate with
individuals who function as formal or informal leaders in their communities to
develop and enhance networks that can complement the services of the local
education and community agencies;
7.07(2)(c) identify areas of need not being
addressed by the local education agency and community and work to initiate
those services;
7.07(2)(d) document
problems and recommend solutions to appropriate decision-makers in the local
education agency or community;
7.07(2)(e) advocate for appropriate change
among educators, other professionals and citizens and provide leadership on
committees and advisory boards at local, state, regional and national level to
assure that the needs of all learners are met;
7.07(2)(f) use mediation and
conflict-resolution strategies to resolve children's/students' educational and
parental concerns; and
7.07(2)(g)
document the need and advocate for policy change at the local, state, regional
and national level that can empower children/students and their families to
gain access to and effectively use formal and informal community
resources.
7.07(3) The
school social worker is knowledgeable about communication, consultation and
collaboration and is able to:
7.07(3)(a) act
as a consultant to personnel and others in the local education agency,
including members of school boards and representatives of the community, to
promote understanding and effective utilization of school social work
services;
7.07(3)(b) act as a
consultant to teachers, parents and others to facilitate understanding of how
factors in the home, local education agency and community affect
children's/students' educational experience(s);
7.07(3)(c) act as a consultant on policy
matters including but not limited to such issues as, discipline, suspension,
expulsion, attendance, confidentiality, multicultural factors and child abuse
and neglect;
7.07(3)(d) work
collaboratively to develop cooperative service arrangements and to mobilize the
resources of local education agencies and the community to meet the needs of
children/students and families, and to serve as liaison between parents,
community and school(s);
7.07(3)(e)
as an effective member of an interdisciplinary team, bring unique skills,
abilities and a systems perspective to the assessment and diagnosis of
children's/students' needs;
7.07(3)(f) initiate and support activities
that can assist in overcoming institutional barriers and gaps in
service;
7.07(3)(g) demonstrate the
professional skills, values and abilities necessary to facilitate the meeting
of the objectives set by the interdisciplinary team to ensure student
success;
7.07(3)(h) provide
appropriate case planning and management services and coordinate service
planning with school and/or district and community personnel;
7.07(3)(i) through modeling and coaching
teach individuals to be effective group members, in therapeutic groups or in
task-oriented work groups; and
7.07(3)(j) effectively advocate for
children/students and their families in a variety of circumstances which may
have a negative effect on learning including, but not limited to, those related
to suspension and expulsion, discrimination, immigration, homelessness,
chronic, acute and communicative diseases and other health issues; substance
abuse and other at-risk conditions.
7.07(4) The school social worker is
knowledgeable about educational planning and is able to:
7.07(4)(a) ensure that children's/students'
educational plans are based on assessments relevant to the concerns raised in
the referral and include goals, objectives and interventions to achieve desired
outcomes, methods of evaluation and outcome criteria;
7.07(4)(b) ensure that plans are designed to
enhance children's/students' positive educational experiences and involve the
family, other team members and school and community resources, as
appropriate;
7.07(4)(c) provide
services to children/students that build on individual strengths and maximize
opportunities to participate in the planning process and in directing the
learning experience;
7.07(4)(d)
develop and implement an intervention plan or, when the most suitable types of
intervention are not available, design an alternative plan intended to enhance
children's/students' ability to benefit from their educational
experience;
7.07(4)(e) conduct
culturally sensitive assessments and participate in IEP planning for and
service delivery to all learners; and
7.07(4)(f) incorporate into the educational
planning process appropriate curricula and approaches to teaching and learning
acceptable in the context of the local education agency.
7.07(5) The school social worker is
knowledgeable about prevention and intervention and is able to:
7.07(5)(a) use basic helping skills
including, but not limited to, interviewing, questioning and counseling to
assist children/students and/or families in addressing problems they are
experiencing with social functioning and the effects of such actions on student
achievement, by working with them to develop alternative strategies based on
clearly defined, evidence-based treatment modes or models;
7.07(5)(b) counsel students and parents about
actions which interfere with effective education and student
achievement;
7.07(5)(c) conduct
small group activities which can serve as environments for teaching
children/students effective daily living skills and as conduits for
communicating information intended to enhance social functioning or the
facilitation of problem resolution;
7.07(5)(d) conduct classroom programs, when
indicated, that can provide students with affective knowledge and
skills;
7.07(5)(e) conduct parent
groups, as appropriate and indicated, relevant to their support of student
achievement;
7.07(5)(f) implement
appropriate school intervention and prevention programs in response to
demonstrated need to ensure a safe and civil learning environment for all
students, which may include, but need not be limited to, crisis intervention,
conflict resolution and substance abuse prevention;
7.07(5)(g) complete in-depth psychosocial
assessments of children/students and of family functioning as related to
planning for the improvement of student achievement;
7.07(5)(h) develop measurable and appropriate
behavioral, affective, adaptive, social and academic objectives for students
with varying abilities, disabilities, strengths and needs;
7.07(5)(i) treat those in need or in crisis
situations with respect, empathy, dignity and a consistently positive approach
to problem resolution; and
7.07(5)(j) utilize family strengths and
structure(s) to enable families to function as advocates for themselves and for
their children's education and well-being.
7.07(6) The school social worker is
knowledgeable about social and cultural foundations and is able to:
7.07(6)(a) apply proven theories of human
growth and development related to students, ages birth-21 including, but not
limited to, learning systems, communications, social learning and behavioral
theory in working with children/students;
7.07(6)(b) incorporate diversity factors and
the special educational needs of culturally and linguistically different
populations into the planning process for students;
7.07(6)(c) ensure that children and their
families are provided services within the context of multicultural
understanding and with consideration given to addressing the sensitivities that
enhance families' support of children's learning experiences;
7.07(6)(d) conduct culturally sensitive
assessments of problem learning areas and recommend interventions to meet needs
and to promote student achievement;
7.07(6)(e) demonstrate the ability to select
and/or adapt strategies based on the needs of at-risk children/students and
those with identified disabilities;
7.07(6)(f) address in planning biological and
environmental factors which affect children's/students' ability to function
effectively and to achieve in school;
7.07(6)(g) identify racial and ethnic
barriers within the local education agency and develop strategies to lessen and
overcome the negative effects of such barriers on children/students and on the
learning climate of the local education agency; and
7.07(6)(h) create opportunities for students
and staff to recognize diversity in positive ways and to facilitate the
understanding and acceptance of cultural and other influencing
differences.
7.07(7) The
school social worker is knowledgeable about assessment and is able to:
7.07(7)(a) assist local education agencies in
the identification of students needing specialized and or support
services;
7.07(7)(b) perform
need-assessments as the foundation of effective program planning for
children/students and families that include, but are not limited to:
7.07(7)(b)(i) a study of bio-psychosocial
factors that may interfere with the children's/students' adjustment to and
performance in school and which may involve assessment(s) of the student's
physical, cognitive and emotional development and adaptive behavior as
manifested in the family's related history;
7.07(7)(b)(ii) assessment of the student's
behavior and attitudes in a variety of settings;
7.07(7)(b)(iii) assessment of the patterns of
the child's/student's interpersonal relationships as observed in the family,
local education agency and community settings;
7.07(7)(b)(iv) assessment of the aspects of
the biological, medical, psychological, cultural, sociological, emotional,
legal and environmental factors that affect reports on the student's behavior
by teachers and other personnel in their roles with/within the local education
agency;
7.07(7)(b)(v)
identification of formal and informal policies of the local education agency
and other institutional factors that may affect the student's
behavior;
7.07(7)(b)(vi) assessment
of patterns of achievement and adjustment at critical points in the
child's/student's growth and development; and
7.07(7)(b)(vii) assessment of the existence
of, accessibility to and utilization of community resources for
children/students and families.
7.07(7)(c) incorporate students'
needs-assessment information into and write a comprehensive, timely and
appropriate social-developmental history;
7.07(7)(d) utilize appropriately administered
formal and informal objective measures including but not limited to measures of
adaptive and functional behavior, self-esteem, social skills, attitudes,
emotional health and interests; and
7.07(7)(e) consider placement and service
options for students in a variety of contexts.
7.07(8) The school social worker is
knowledgeable about current effective research and program evaluation and is
able to:
7.07(8)(a) maintain accurate data and
records relevant to the planning, management and evaluation of the school
social work program;
7.07(8)(b)
maintain ongoing assessments of evidenced-based, educationally related social
programs implemented in the local education agency, related community and in
the region, which address such issues as, but not limited to, students dropping
out of school or having poor attendance, advocate for program changes to
address such issues and participate in program development and implementation
processes, as appropriate;
7.07(8)(c) engage in critical self-evaluation
to assess efficacy and to improve skills and service delivery;
7.07(8)(d) collect, analyze and publish data
and present technical information to a variety of audiences and in a variety of
contexts, including the general public, public officials, elected and
appointed, and/or other decision-makers and policymakers responsible for
programs and for program changes that can effect public education and related
child welfare matters;
7.07(8)(e)
assume responsibility for continuing to develop a knowledge base and the skills
necessary to remain current in the field and to develop and gain access to
support systems that enhance personal growth and professional identity;
and
7.07(8)(f) participate in
professional and community organizations as relevant and appropriate.
7.8
School
Speech-Language Pathologist (Ages Birth-21)
To be endorsed as a school speech-language pathologist, an
applicant must hold an earned master's or higher degree in communication
disorders or speech-language pathology from an American Speech-Language-Hearing
Association-approved Council on Academic Accreditation-accredited program at an
accepted institution of higher education; have passed the state-approved
speech-language pathologist test; have successfully completed a practicum or
internship with children/students ages birth-21 in a school setting, equivalent
to a minimum of eight weeks full-time, under the supervision of a
professionally licensed school speech-language pathologist; and must
demonstrate the competencies specified below.
An applicant who holds valid ASHA Clinical Certification of
Competence, a valid license to practice in Colorado pursuant to the
Speech-language Pathology Practice Act (section
12-305-101, et. seq., C.R.S.) or a
valid license issued by another state and able to practice in Colorado pursuant
to the Audiology and Speech-language Pathology Interstate Compact (section
24-60-4202, C.R.S.), and who also
meets the practicum experience requirement above, satisfies these
requirements.
7.08(1) The school
speech-language pathologist is knowledgeable about basic human communication,
including swallowing processes, and biological, neurological, acoustic,
psychological, developmental, linguistic and cultural bases, and must
incorporate into planning for students:
7.08(1)(a) the analysis, synthesis and
evaluation of information related to basic human communication and its
processes;
7.08(1)(b) utilization
of knowledge about normal development in the identification of
delayed/disordered speech and language skills; and
7.08(1)(c) information about the interrelated
and interdependent components of communication as related to its impact on the
learner across environments.
7.08(2) The school speech-language
pathologist is knowledgeable about the principles and methods of prevention of
communication and swallowing disorders for students (ages birth-21), including
consideration of anatomical/physiological, psychological, developmental, and
linguistic and cultural correlates of the disorders, and is able to:
7.08(2)(a) analyze, synthesize and evaluate
the nature of speech, language, hearing and communication disorders, including
swallowing disorders, and other differences including, but not limited to:
7.08(2)(a)(i) the etiologies, characteristics
and anatomical/physiological, acoustic, psychological, developmental and
linguistic and cultural correlates, in each of the following:
7.08(2)(a)(i)(A) articulation, fluency, and
voice and resonance, including respiration and phonation;
7.08(2)(a)(i)(B) receptive and expressive
language including, but not limited to, phonology, morphology, syntax,
semantics, and pragmatics, in speaking, listening, reading, writing and manual
modalities;
7.08(2)(a)(i)(C)
hearing including its impact on speech and language;
7.08(2)(a)(i)(D) swallowing including oral,
pharyngeal, esophageal and related functions, and the oral function of
feeding;
7.08(2)(a)(i)(E) cognitive
aspects of communication, such as attention, memory, sequencing,
problem-solving and executive functioning;
7.08(2)(a)(i)(F) the social aspects of
communication, such as challenging behavior, ineffective social skills and lack
of communication opportunities; and
7.08(2)(a)(i)(G) communication modalities,
such as oral, written, manual, augmentative and alternative communication
techniques and assistive technologies.
7.08(2)(b) articulate to a variety of
stakeholders the role of oral language as a precursor to research-based
literacy development, including information related to reciprocal
spoken/written language relationships, and reading and writing as acts of
communication and as tools of learning;
7.08(2)(c) differentiate between classroom
oral language content, form and use, and conversational language;
7.08(2)(d) identify traits of typical reading
and writing development in the context of the general education
curriculum;
7.08(2)(e) act as a
resource to schools, parents and the community regarding all aspects of
communication;
7.08(2)(f) model and
articulate the overall importance of communication and its relationship to
academic achievement;
7.08(2)(g)
collaborate with other professionals to identify risk factors related to
communication development among students ages birth-21;
7.08(2)(h) conduct screening, prevention and
intervention procedures;
7.08(2)(i)
identify and monitor added literacy risks for students being treated for spoken
language difficulties; and
7.08(2)(j) monitor classroom progress and
other factors that justify formal referral for assessment.
7.08(3) The school speech-language
pathologist is knowledgeable about principles and methods of evaluation of
communication and communication disorders for students ages birth-21, and is
able to:
7.08(3)(a) participate on child study
teams as an active member of the decision-making process for special education
referrals;
7.08(3)(b) collaborate
with assessment teams in the utilization of a broad repertoire of formal and
informal assessment strategies to help identify students' strengths and
challenges with the various aspects of communication;
7.08(3)(c) evaluate the psychometric
characteristics of formal and informal assessment instruments;
7.08(3)(d) select developmentally, culturally
and linguistically appropriate formal and informal assessment tools and
procedures to identify needs of students suspected of having difficulties in
communication;
7.08(3)(e) analyze
assessment data to determine students' specific communication needs and
eligibility for services, and for incorporation into individual educational
plans (IEPs);
7.08(3)(f) interpret
data clearly in verbal and written form for a wide range of audiences,
including educators, related professionals, families and students, where
appropriate;
7.08(3)(g) integrate
assessment information from other professionals in the eligibility
decision-making process;
7.08(3)(h)
consult with government agencies, teachers, school administrators and other
health professionals on indications, timing, need and use of diagnostic
assessments; and
7.08(3)(i)
collaborate with assessment teams regarding evaluation strategies to identify
whether a language difference or disorder might be at the root of concerns
related to difficulty in a student's acquisition of literacy and/or any of its
essential skills.
7.08(4)
The school speech-language pathologist is knowledgeable about evidence-based
and best-practice techniques, procedures and tools for intervention and
remediation of communication disorders, including
augmentative/alternative/assistive technology, and is able to:
7.08(4)(a) plan and implement an appropriate
service-delivery model for each identified student based on assessment
results;
7.08(4)(b) comply with
federal, state and local laws, rules, policies, guidelines procedures and
relevant case law;
7.08(4)(c) model
and demonstrate the use of augmentative/alternative/assistive
technology;
7.08(4)(d) be
accountable through the collection of timely and appropriate data and the
maintaining of accurate and timely records;
7.08(4)(e) identify and gain access to
sources of, and synthesize and translate common principles of, research and
documented evidence-based and proven best practices related to the planning for
and the implementation of intervention plans and strategies;
7.08(4)(f) implement current state-of-the-art
technology to maximize students' communication skills;
7.08(4)(g) adapt general and special
education curriculum to meet the requirements of individual students with
regard to Colorado Academic Standards and access skills;
7.08(4)(h) work collaboratively with
students, general education teachers, school personnel, families and the
community to provide integrated communication services;
7.08(4)(i) provide culturally and
developmentally appropriate curriculum-relevant intervention based on
identified needs and proven effective research and practice;
7.08(4)(j) develop setting-appropriate
intervention plans with measurable and achievable goals to meet identified
students' need(s); and
7.08(4)(k)
maintain a safe and effective learning environment conducive to student
achievement.
7.08(5) The
school speech-language pathologist is knowledgeable about ethical conduct and
professional development and is able to:
7.08(5)(a) articulate the role of the
speech-language pathologist as an integral part of the special education
services team and the learning community;
7.08(5)(b) collaborate with teachers, parents
and related personnel in case management in a flexible and professional
manner;
7.08(5)(c) communicate
effectively with families to maintain their involvement with the student's
assessment and intervention team;
7.08(5)(d) utilize a range of interpersonal
communication skills including, but not limited to, consultation,
collaboration, counseling, listening, interviewing and teaming as appropriate
to identification, prevention, assessment and/or intervention with students
with suspected or identified communication disabilities;
7.08(5)(e) mentor and supervise
speech-language pathology assistants, graduate student interns and other
support personnel so that the communication needs of students are addressed
effectively and confidentially;
7.08(5)(f) participate in professional
development opportunities to improve skills, and educate other professionals
regarding risk factors to students, involving all means of
communication;
7.08(5)(g) conduct
research, initiate requests or network with related professionals to acquire
support as needed; and
7.08(5)(h)
routinely evaluate and measure personal performance as a speech/language
pathologist to ensure professional efficacy and achievement of appropriate
outcomes and participate in professional development and professional
organizations to increase knowledge and growth in skills and
abilities.