1 CCR 301-101-7.00 - Special services endorsements

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.
7.9 School Counselor (PreK-12)

To be endorsed as a school counselor, applicants must hold a master's or higher degree in school counseling from a Council for Accreditation of Counseling and Related Educational Programs-accredited program at a regionally accredited institution of higher education or demonstrate equivalent coursework and training experiences as determined by the department; have completed a minimum of 100 clock-hours of a practicum, scheduled throughout the program, and a 600 clock-hour internship, supervised by a licensed school counselor in a school setting with multiple grade levels of students that provides opportunities for the candidate, to engage in a variety of activities that an effective school counselor would be expected to perform as identified in the 2016 Council for Accreditation of Counseling and Related Educational Programs Standards; and have passed the state-approved school counseling assessment.

7.09(1) The school counselor demonstrates mastery of and expertise in all aspects of school counseling and is able to:
7.09(1)(a) develop, organize, administer and evaluate school counseling programs;
7.09(1)(b) apply appropriate modalities for the school setting;
7.09(1)(c) provide social-emotional learning and college, career and academic counseling to students individually and in group settings;
7.09(1)(d) support and/or establish safe, inclusive, equitable and respectful environments that recognize the diversity and needs of the student population; and
7.09(1)(e) plan, deliver and monitor services and specially designed instruction that facilitate learning for all students.
7.09(2) The school counselor demonstrates leadership through collaboration with educators, administrators, families and community organizations to advocate for students.
7.09(3) The school counselor shall self-assess the effectiveness the school counseling program, reflect on personal practice and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

Notes

1 CCR 301-101-7.00
41 CR 21, November 10, 2018, effective 11/30/2018 41 CR 14, July 25, 2018, effective 8/14/2018 42 CR 09, May 10, 2019, effective 5/30/2019 42 CR 24, December 25, 2019, effective 1/15/2020 45 CR 21, November 10, 2022, effective 11/30/2022 47 CR 09, May 10, 2024, effective 5/30/2024

State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.