R277-304-6. Special Education and Preschool Special Education Programs

  (1) Prior to approval by the Board, a special education or preschool special education preparation program shall:

  (a) be operated by or partnered with a Utah institution of higher education or the Utah State Board of Education;

  (b) aligned with the 2012 Council for Exceptional Children Initial Preparation Standards as informed by the Council for Exceptional Children Specialty Sets for Initial Preparation Programs in one or more of the following special education areas:

  (i) Mild/Moderate Disabilities;

  (ii) Severe Disabilities;

  (iii) Deaf and Hard of Hearing;

  (iv) Blind and Visually Impaired;

  (v) Deafblind; or

  (vi) Preschool Special Education (Birth-Age 5);

  (c) require the passage of a special education content knowledge assessment approved by the Superintendent;

  (d) require the passage of a Braille assessment approved by the Superintendent for a program in the Blind and Visually Impaired area;

  (e) require the demonstration of competency in:

  (i) all areas detailed in Section R277-304-3;

  (ii) legal and ethical issues surrounding special education, including:

  (A) the IDEA;

  (B) the Special Education Rules Manual incorporated by reference in Section R277-750-2; and

  (C) all other applicable statutes and Board rules;

  (iii) the IDEA and Board Special Education rules;

  (iv) working with other school personnel to implement and evaluate academic and positive behavior supports and interventions for students with disabilities within a multi-tiered system of supports;

  (v) training in and supervising the services and supports provided to students with disabilities by general education teachers, related service providers, and paraprofessionals; and

  (vi) providing specially designed instruction, including content specific pedagogy, as per IEPs, to students with disabilities, including:

  (A) the Utah Core Standards; and

  (B) the Essential Elements as appropriate to a candidate's prospective area of licensure as established by the Board;

  (C) skills in assessing and addressing the educational needs and progress of students with disabilities;

  (D) skills in implementing and assessing the results of research and evidence-based interventions for students with disabilities; and

  (E) skills in implementing an educational program with accommodations, modifications, services, and supports established by an IEP for students with disabilities.

  (2) For a program applicant accepted after January 1, 2020, a special education or preschool special education preparation program shall require multiple opportunities for a program applicant to successfully demonstrate application of knowledge and skills gained through the program in a school-based setting in each of the following:

  (a) all requirements outlined in Subsection R277-304-3(6);

  (b) creating learning goals and objectives for a student with disabilities that are specific, measurable, time-bound, and aligned to identified student needs and the Utah Core Standards;

  (c) designing or adapting learning environments for diverse student populations that encourage active participation in individual and group activities;

  (d) monitoring school compliance with the provisions of multiple student's IEP and Section 504 plans;

  (e) conducting a student IEP meeting under the supervision of a licensed special education teacher;

  (f) using knowledge of measurement principles and practices to interpret assessment information in making instructional, eligibility, program, and placement decisions for students with disabilities, including those from culturally or linguistically diverse backgrounds;

  (g) developing and implementing a secondary transition plan as it relates to post-secondary education and training, competitive employment and independent living; and

  (h) communicating with parents of students with disabilities to ensure they are informed regarding the progress of their student and their right to due process.