| State |
Status/Date |
Level |
Summary |
|
 CT | Signed into law 06/2012 | P-12 | Requires additional opportunities for meetings and the exchange of information between school district officials and parents of students in, or under evaluation for, special education. Requires teacher certification preparation, in-service training, and professional development to include expanded instruction and training regarding implementing individualized education programs (IEPs). Specifies the school district eligible for special education excess cost grant money when a child is placed in a school district other than his or her district of origin. Requires any IEP for a child identified as deaf or hearing impaired to include a language and communication plan developed by the child's planning and placement team (PPT). Specifies that, if a school district provides special education services to a student whose parents have chosen to send him or her to a private school, the services must comply with the federal Individuals with Disabilities Education Act (IDEA). http://www.cga.ct.gov/2012/ACT/PA/2012PA-00173-R00HB-05353-PA.htm
Title: H.B. 5353
Source: cga.ct.gov
| |
| MS | Signed into law 05/2012 | P-12 | Establishes the Mississippi Dyslexia Education Scholarship Program and Commission for the purpose of recruiting and training qualified persons to practice dyslexia instruction in this state. Creates the Mississippi Dyslexia Education Scholarship Commission to administer the program. Establishes a board for the Mississippi Dyslexia Education Scholarship Commission and prescribes its powers and duties. Outlines the eligibility requirements for undergraduate students seeking entry into the program. Authorizes the Commission to provide financial assistance to program participants, and requires participants to enter and complete dyslexia education programs. Requires participants who fail to complete their dyslexia education program to repay, on a pro rata basis, any financial assistance received through the program plus penalties.
Establishes the Certified Teacher of the Visually Impaired Scholarship program, to be administered by the Mississippi instructional resource center. Provides that funding for the scholarship is subject to appropriation and shall be administered by the Mississippi Department of Education.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/1000-1099/HB1032SG.pdf
Title: H.B. 1032
Source: http://billstatus.ls.state.ms.us/
| |
| MN | Adopted 04/2012 | P-12 | Revises Minnesota's licensure structure to prepare teachers in a hybrid model of disability-specific and cross-categorical system. Establishes two new licensure fields: Academic and Behavioral Strategist and Autism Spectrum Disorders, and includes revisions to ten existing licensure fields.
http://www.leg.mn/archive/sonar/SONAR110016.pdf
https://www.revisor.mn.gov/rules/?id=8710.5800
Title: MN ADC 8710.5800, 5850
Source: http://www.leg.mn/
| |
| MA | Signed into law 03/2012 | P-12 | Requires the board of elementary and secondary education to provide a specialist teacher endorsement in transition services including coursework and field experience for special education teachers and rehabilitation counselors to develop the competence necessary to serve as transition coordinators. Transition coordinators will facilitate provision of a coordinated set of activities to prepare students with disabilities to achieve successful transition to post-school activities including further education, competitive employment, and independent living.
Requires the board to allow individuals who have previously been employed serving as transition coordinators and coordinating school-based transition services to be eligible to receive a transition specialist endorsement one year after the board has promulgated regulations, provided that they demonstrate the knowledge, skills, and competencies necessary to receive such endorsement.
http://www.malegislature.gov/Bills/187/House/H03720
Title: H.B. 3720
Source: http://www.malegislature.gov/Bills/
| |
| IL | Signed into law 08/2011 | P-12 | Effective June 30, 2012, repeals 105 ILCS 5/21-1a on teacher certification exams. Effective June 30, 2013, repeals statutory provisions on (1) teacher certification, qualifications and issuance of certificates; (2) subject endorsement on teacher certificates; (3) grades of certificates; (4) early childhood certificates; (5) required instruction for all teachers; (6) elementary, special and high school certificates; (7) alternative certification and alternative routes to teacher certification; (8) administrative certification and alternative routes to administrator certification; (9) teacher leader endorsements; (10) principal preparation programs; (11) substitute certificates and substitute teaching; (12) provisional certificates; (13) recognition of certification of teachers from out of state; (14) additional certificates for experienced employed teachers; (15) resident teacher certificates; (16) 105 ILCS 5/21-12 related to printing, seal, signature, credentials for teacher certificates; (17) annual registration fees for certificates; (18) school service personnel certificates; (19) the Illinois Teaching Excellence Program (however, this program is reauthorized in the new Article 21B).
Effective September 2013, repeals statutory provisions related to the Illinois Teacher Corps.
Creates new Article 21B, "Educator Licensure". As summarized in http://www.ift-aft.org/News/DailyNews/11-06-06/Changes_in_Educator_Licensing_Pass_in_SB_1799.aspx:
--Renames the State Teacher Certification Board as the State Educator Preparation and Licensure Board
--Changes the name of the certificate to the Illinois Professional Educator License. Qualified educators will be issued a professional educator license endorsed in each area and grade level for which they are eligible to seek employment in teaching, administration or school service. Each license will be valid for 5 years.
--Streamlines the 66 types of available certificates to 3 types of licenses: the Illinois Professional Educator License, the Professional Educator License with Stipulations and the Substitute Teaching License.. Each will be endorsed in specific content and grade areas. This change will make it easy for each license holder to track his/her qualifications as all endorsements will be on a single license rather than multiple certificates.
--All certificates renewing after July 2012 will be exchanged for Illinois licenses. Hard copy licenses will not be issued but the new credentials can be accessed and printed from the Educator Certification System online.
--The three license system (Initial, Standard, Master certificates) will be eliminated.
--Individuals holding National Board for Professional Teaching Standards (NBPTS) certification will get a National Board for Professional Teaching Standards designation on an existing Professional Educator License. Certification from the National Board for Professional Teaching Standards does not automatically allow an individual to teach in the area for which he/she received NBPTS certification unless the individual also has the appropriate Illinois endorsement. The designation is issued for the same validity period (10 years) as the NBPTS certification. If an individual does not renew his/her NBPTS certification, the designation will be removed from the Professional Educator License.
--New fee structure effective January 2012 for applications for license (for in-state and out-of-state educators), additional endorsements/approvals, and registration per year.
--Effective September 2014, the general administrative endorsement will not be issued. Until July 2015, an individual may convert to a principal endorsement if he/she served at least 1 full year during the last 5 years in a position requiring a general administrative endorsement.
--Substitute teacher licenses are valid for 5 years and may be renewed if the individual has passed a test of basic skills. However, if an individual has had his/her Professional Educator License or Educator License with Stipulations suspended or revoked or has not met the renewal requirements for licensure, the individual is not eligible to obtain a Substitute Teaching License.
--The Paraprofessional educator endorsement will be on the Professional Educator License and renewable every 5 years. Renewal requirements have not yet been determined. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0607.pdf
Title: S.B. 1799
Source: www.ilga.gov
| |
| IL | Signed into law 08/2011 | P-12 | Removes a provision requiring the state teacher certification board to categorically certify a special education teacher in one or more of certain specialized categories of disability if the special education teacher applies and qualifies for such certification. Provides instead that the state board of education and state teacher certification board must certify a special education teacher under (1) learning behavior specialist I; (2) learning behavior specialist II; (3) teacher of students who are blind or visually impaired; (4) teacher of students who are deaf or hard of hearing; (5) speech-language pathologist; or (6) early childhood special education teacher. Authorizes the state board to provide for the assignment of individuals to special education positions by short-term, emergency certification, which may not be renewed. Authorizes the state board to use peremptory rulemaking to place into the Illinois Administrative Code the certification policies and standards related to special education that the state board has been required to implement pursuant to federal court ordershttp://www.ilga.gov/legislation/publicacts/97/PDF/097-0461.pdf
Title: S.B. 1794
Source: www.ilga.gov
| |
| NV | Signed into law 05/2011 | P-12 | Existing administrative regulations require teachers to obtain endorsements to their teaching licenses to teach special
education. Section 1 of this bill creates a separate category of licensure to teach special education.
Existing law requires the Commission to adopt regulations which provide for the reciprocal licensure of educational personnel
from other states. Section 2 of this bill requires those regulations to include provisions providing for the reciprocal licensure of
persons who hold a license to teach special education.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB395_EN.pdf
Title: A.B. 395
Source: http://www.leg.state.nv.us
| |
| CA | Signed into law 08/2010 | P-12 | Extends provision to October 2013 allowing a teacher with a Level 1 credential to provide instruction to pupils with autism. http://leginfo.ca.gov/pub/09-10/bill/asm/ab_2151-2200/ab_2160_bill_20100813_chaptered.pdf
Title: A.B. 2160
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2009 | P-12 | Amends the Children with Disabilities Article of the School Code. Amends job titles defined under staff working on behalf of children who have not been identified as eligible for special education and for eligible children with physical disabilities, including in hospital or home instruction. Amends provisions related to reimbursement for personnel and transportation costs for such students. Specifies criteria a child must meet to qualify for home or hospital instruction. Repeals certain provisions related to reimbursement for each school psychologist and qualified teacher working in a program for children of preschool age who are deaf or hard-of-hearing. http://www.ilga.gov/legislation/96/HB/PDF/09600HB1190lv.pdf
Title: H.B. 1190
Source: www.ilga.gov
| |
| IL | Signed into law 07/2009 | P-12 | Requires that a charter school comply with all provisions of the Educational Labor Relations Act. Provides that "educational employer" under the Educational Labor Relations Act includes the governing body of a charter school, a contract school or contract turnaround school or a subcontractor of instructional services of a school district, combination of school districts, charter school, or contract school or contract turnaround school. Specifies that "educational employer" under the Educational Labor Relations Act does not include an approved nonpublic special education facility that contracts with a school district or combination of school
districts to provide special education services. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1984lv.pdf
Title: S.B. 1984
Source: www.ilga.gov
| |
| TX | Signed into law 06/2009 | P-12 | Requires a district to provide an educator working primarily outside the area of special education with research-based training on serving students with disabilities only if the educator does not possess the knowledge and skills necessary to implement his/her student's individualized education program. In developing this training, requires a district to consult with persons with expertise in research-based practices for students with disabilities, including colleges and universities, and other stated entities. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00451F.pdf
Title: S.B. 451
Source: www.legis.state.tx.us
| |
| OR | Signed into law 05/2009 | P-12 | Limits teaching licenses that are valid for teaching alternative education programs; clarifies language regarding alternative education programs; declares emergency, effective July 1, 2009. Chapter 252
http://www.leg.state.or.us/09reg/measpdf/sb0100.dir/sb0122.en.pdf
Title: S.B. 122
Source: http://www.leg.state.or.us
| |
| IN | Signed into law 05/2009 | P-12 | Requires the Division of Professional Standards by July 1, 2010 to set standards for sign language interreters who provide services to children with disabilities
in an educational setting.
http://www.state.in.us/legislative
Title: S.B. 057
Source: http://www.state.in.us
| |
| OK | Signed into law 05/2009 | P-12 | Relates to autism; provides for the licensing of behavior analysts by the Department of Human Services; prohibits persons from using the title of behavior analyst unless they are licensed; provides funds to the Department of Education for specialized training for direct service providers in the Sooner Start program to acquire skills necessary to treat children with autism spectrum disorders; creates a program for early intensive behavioral intervention for children with autism.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB135_ENR.RTF
Title: S.B. 135
Source: http://webserver1.lsb.state.ok.us
| |
| CA | Signed into law 09/2008 | P-12 | Authorizes a local educational agency or school to employ and assign an individual to provide instruction to pupils who are of a specified age group and who are diagnosed as autistic, if the individual holds a valid level 1 or clear education specialist credential, is authorized to provide instruction to pupils with autism, and meets specified competence criteria. Requires the agency or school to maintain a file verifying that the individual has met the competence criteria. Chapter 487
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 131
Source: http://www.assembly.ca.gov
| |
| NY | Signed into law 08/2008 | P-12 | Requires that each certified school administrator or supervisor assigned on or after September 2, 2009 to be a special education administrator be provided with enhanced training in the needs of autistic children. Requires individuals serving as special education administrators to complete such training by September 2, 2009. Provides that such training may be included in the professional development provided by the school district or board of cooperative education services to such administrators and supervisors. http://assembly.state.ny.us/leg/?bn=S08497&sh=t
Title: S.B. 8497
Source: assembly.state.ny.us
| |
| CA | Signed into law 08/2008 | P-12 | Requires the Commission on Teacher Credentialing to convene a workgroup for the purpose of providing guidance to programs in determining the comparability of coursework or field experience completed in other commission-accredited programs to special education programs. Requires the commission to report the findings of the workgroup. Chapter 233.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2226
Source: http://www.assembly.ca.gov
| |
| CA | Signed into law 06/2008 | P-12 | Authorizes a local education agency or school to assign a teacher who holds a level 1 education specialist credential, or a previously issued credential, that authorizes him or her to provide instruction to individuals with mild or moderate disabilities to provide instruction to pupils with autism, if the teacher consents to the assignment and satisfies certain criteria. Requires the agencies and schools that make such assignments to report such assignments as part of their annual assignment monitoring. Chapter No. 41
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2302
Source: http://www.assembly.ca.gov
| |
| UT | Signed into law 03/2008 | P-12 | Directs the legislature, subject to future budget constraints, to annually appropriate money for stipends to special educators for additional days of work in recognition of the added duties and responsibilities assumed by special educators to comply with federal law regulating the education of students with disabilities and the need to attract and retain qualified special educators. Directs the state board of education to distribute money appropriated to school districts, charter schools and the Utah Schools for the Deaf and the Blind for stipends for special educators in the amount of $200 per day for up to 10 additional working days.
Requires a special educator receiving a stipend to use the additional days of work before or after the school year to perform duties related to the IEP process, including administering student assessments, conducting IEP meetings, writing IEPs, conferring with parents and maintaining records and preparing reports.
Provides that a person who does not hold a full-time position as a special educator is eligible for a partial stipend equal to the percentage of a full-time special educator position the person assumes.
Pages 31-33 of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 21
Source: le.utah.gov
| |
| IL | Signed into law 08/2007 | P-12 | Amends the Children with Disabilities Article of the School Code. Adds school counselor and school counselor intern to the list of professions included in the definition of a professional worker. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0122lv.pdf
Title: S.B. 122
Source: Lexis-Nexis/StateNet
| |
| NC | Signed into law 07/2007 | P-12
Postsec.
Community College | Directs the board of governors of the state university to report on the efficacy of the preparation of teachers to teach students with disabilities.
http://www.ncga.state.nc.us/Sessions/2007/Bills/House/HTML/H26v0.html
Title: H.B. 26
Source: http://www.ncga.state.nc.us
| |
| HI | Became law without governor's signature 07/2007 | P-12 | Establishes the Felix stipend revolving fund, to be used by the department of education to deposit moneys received as repayment from students who have broken their contractual Felix stipend, which offers tuition waivers for qualified candidates who enroll at the University of Hawaii in special education teacher programs at the undergraduate, post-baccalaureate, and graduate levels in exchange for their agreement to work for the department for a period of three to five years immediately following completion of their teacher preparation program.
http://www.capitol.hawaii.gov/sessioncurrent/Bills/HB15_CD1_.htm
Title: H.B. 15
Source: www.capitol.hawaii.gov
| |
| CA | Signed into law 07/2007 | P-12 | Relates to existing law which authorizes the Commission on Teacher Credentialing to issue district intern credentials authorizing persons employed by any school district to provide classroom instruction to pupils with mild and moderate disabilities in special education classes. Deletes the January 1, 2008, termination date, thereby authorizing the commission to issue district intern credentials indefinitely. Chapter No. 73
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 196
Source: http://www.assembly.ca.gov
| |
| LA | Signed into law 07/2007 | P-12 | Directs the state board, by the beginning of the 2007-2008 school year, to implement a pilot program to provide for universal screening of K-3 students for characteristics of dyslexia and related disorders. The program must also provide for periodic progress monitoring of every student identified with dyslexia or a related disorder to assess progress toward established educational goals; appropriate remediation or intervention strategies to address any academic need or deficiency identified through the screening process or periodic progress monitoring; and training and professional development to provide teachers with the knowledge and skills necessary to implement specialized instructional interventions and strategies for students with dyslexia and related disorders.
Requires each district participating in the pilot to arrange for an external performance evaluation at the end of the 2007-2008 school year to assess the effectiveness of the program in the early identification of students with dyslexia and related disorders and in meeting the educational needs of such children. Directs the department, based on the results of the periodic process monitoring and the external performance evaluations, to make an interim report by March 2008 to the house and senate education committees on the progress made by each participating school system in implementing the pilot program, and a final report by August 15, 2008, that must include a determination of whether the program should be implemented on a statewide basis. http://www.legis.state.la.us/billdata/streamdocument.asp?did=449550
Title: S.B. 160
Source: www.legis.state.la.us
| |
| IA | Adopted 07/2007 | P-12 | Expands the ability of a paraeducator holding a substitute authorization to work in K-6 special education classrooms. IOWA 5764
Title: IAC 282-14.143(272)
Source: Lexis-Nexis/StateNet
| |
| KS | Signed into law 05/2007 | P-12 | Establishes the Autism Task Force. Directs the task force to study and conduct hearings on the issues relating to, the needs of and services available for persons with autism including:
(1) The re-alignment of state agencies that provide services for children with autism;
(2) the availability or accessibility of services for the screening, diagnosis and treatment of children with autism and the availability or accessibility of services for the parents of children with autism;
(3) the need to increase the number of qualified professionals and paraprofessionals who are able to provide evidence-based intervention and other services to children with autism and incentives which may be offered to meet that need;
(4) the benefits currently available for services provided to children with autism;
(5) study and discussion of an autism registry which would (A) provide accurate numbers of children with autism, (B) improve the understanding of the spectrum of autism disorders and (C) allow for more complete epidemiologic surveys of the autism disorder;
(6) the establishment of a hotline that the parents of children with autism may use to locate services for children with autism;
(7) the creation and design of a financial assistance program for children with autism;
(8) additional funding sources to support programs that provide evidence-based intervention or treatment of autism, including funding for the development of regional centers of excellence for the diagnosis and treatment of autism; and
(9) develop recommendations for the best practices for early evidence-based intervention for children with autism.
Directs the task force to submit a preliminary report with recommendations for legislative changes by November 15, 2007, and the final report by November 15, 2008.
Establishes December 31, 2008 sunset for these provisions.
Bill: http://www.kslegislature.org/bills/2008/138.pdf
Fiscal note: http://www.kslegislature.org/fiscalnotes/2008/138.pdf
Supplementary note: http://www.kslegislature.org/supplemental/2008/SN0138.pdf
Title: S.B. 138
Source: www.kslegislature.org
| |
| IN | Signed into law 04/2007 | P-12 | Eliminates reference to professional standards board. Establishes the divisions of professional standards within the department of education. Allows the department of education to issue an emergency communication disorder permit to an individual to serve the needs of students who are eligible for speech and language services. Establishes eligibility requirements for an emergency communication disorder permit. Specifies that an individual with an emergency communication disorder permit must have access to a licensed
speech-language pathologist but may not use a title that states or implies that the individual is a licensed speech-language pathologist. http://www.in.gov/legislative/bills/2007/PDF/SE/SE0451.1.pdf
Title: S.B. 451
Source: www.in.gov/legislative
| |
| UT | Adopted 12/2006 | P-12
Postsec. | Provides eligibility and award distribution requirements for the Public Education Job Enhancement Program (PEJEP), which offers funding to cover the tuition costs for a teaching endorsement, master's degree or graduate education to selected public school teachers in mathematics, physics, chemistry, physical science, learning technology, or information technology, and special education teachers; provides time lines for the submission and approval of applications; provides procedures for the distribution of awards and scholarships; provides procedures for monitoring PEJEP award participant compliance with the law and this rule. http://www.rules.utah.gov/publicat/code/r690/r690-100.htm; http://le.utah.gov/~code/TITLE53A/htm/53A02034.htm
Title: R690-100
Source: http://www.rules.utah.gov/main/
| |
| NJ | Adopted 08/2006 | P-12 | Amends rules concerning Special Education Instructional Certificate requirements. http://www.state.nj.us/njded/code/current/title6a/chap9.pdf (see pg. 153)
Title: NJAC 6A:9-11.3
Source: http://www.state.nj.us/njded/code/current/
| |
| IL | Signed into law 06/2006 | P-12 | Defines behavior analyst to mean a person who is certified by the Behavior Analyst Certification Board to provide special education to students with disabilities. http://www.ilga.gov/legislation/94/HB/PDF/09400HB4987lv.pdf
Title: H.B. 4987
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 06/2006 | P-12 | Beginning with the 2007-08 school year, requires any substitute teacher employed to teach special education for the same assignment for more than 15 consecutive or 30 total school days during a school year who does not hold a valid certificate to teach special education to complete in-service training as prescribed by the state board. The training shall be provided at no cost to the substitute teacher.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1493_ENR.RTF
Title: S.B. 1493
Source: http://webserver1.lsb.state.ok.us/
| |
| KS | Signed into law 05/2006 | P-12 | Establishes the special education teacher service scholarship to award up to 50 scholarships a year of $3,000 a semester to Kansas residents with teacher certification who are accepted for admission to or enrolled in a program leading to licensure/endorsement to teach special education, and are in good standing at their postsecondary institution. Scholarship recipients must begin teaching special education within 6 months after licensure and agree to teach special education at an accredited public or private school in the state for at least 3 years. Establishes procedures for scholarship recipients to pay back monies with interest upon failure to satisfy any obligations of the agreement. Establishes in the state treasury the special education teacher service scholarship program fund and the special education teacher service scholarship repayment fund..
http://www.kslegislature.org/bills/2006/2578.pdf
Title: H.B. 2578 Section 1-8
Source: www.kslegislature.org
| |
| SD | Adopted 08/2005 | P-12 | Aligns rules with the federal 2004 IDEA legislation. Enables districts to inform in-service teachers about the federal new requirements. Allows educators additional means of adding endorsements and authorizations to their certificates. Increases certification fees and records review fees. SOUTH DAKOTA REG 4133 (SN)
Title: SDCR 24:05:25:06, 27:01.01 thru 01.06, 04.01, .02, 08.01 thru .04, 27:09, 12, 13.02, 15 thru .03, 16, 18, 19.01, 30:06.01, 15:02:08, 03:01, 03, .01, 06, 08 thru 10, 06:02
Source: StateNet
| |
| IL | Signed into law 07/2005 | P-12 | Amends the Interagency Coordinating Council Act. With respect to the annual report that the Council is required to make to the Governor and the General Assembly, provides that in the 2007 report, the Council shall include recommendations for expanding the recruitment of students and school personnel into programs that provide the coursework for Learning Behavioral Specialist II-Transition Specialist certification.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0230
Title: S.B. 768
Source: http://www.ilga.gov
| |
| MN | Signed into law 06/2005 | P-12 | A special education license variance issued by the Board of Teaching for a primary employer's low-incidence region
shall be valid in all low-incidence regions.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H1176.0&session=ls84
Title: H.F. 1176
Source: StateNet
| |
| NV | Temporary Rule Adoption 05/2005 | P-12 | Sets forth provisions governing limited endorsement to teach one or more core academic subjects exclusively to students with disabilities. NEVADA REG 3702 (SN)
Title: NAC 391
Source: StateNet
| |
| NV | Temporary Rule Adoption 03/2005 | P-12 | Establishes rules which extend the expiration date of NAC 391.378, allowing persons with a special education endorsement to teach pupils who have autism. NEVADA REG 3690 (SN)
http://www.leg.state.nv.us/nac/NAC-391.html#NAC391Sec378
Title: NAC 391.378
Source: StateNet
| |
| DE | Rule Adoption 02/2005 | P-12 | Repeals regulation relating to the Certification for an Administrative Supervisor of Special Education, which is necessary as it is being incorporated into the Director of Special Education regulation as part of the Professional Standards Board's continuing efforts to reduce the number of complexities in regulations governing the licensure and certification of educators.
Title: 14 DAC 309
Source: StateNet
| |
| DE | Rule Adoption 02/2005 | P-12 | Amends regulation applying to the certification of educators as Directors of Special Education. Aligns regulation with statutory changes and requires that a candidate complete an NCATE or NASDTEC approved educator preparation program or an approved alternative routes to certification program for school leaders. Renames and renumbers regulation to be consistent with other Professional Standards Board regulations.
Title: 14 DAC 307 and 1523, 1.0 - 3.0
Source: StateNet
| |
| CA | Signed into law 09/2004 | P-12 | Existing law authorizes the Commission on Teacher Credentialing, until January 1, 2008, to issue district intern credentials authorizing
persons employed by any school district to provide classroom instruction to pupils with mild and moderate disabilities in special education classes and requires accredited internship programs to provide interns who meet entrance requirements and are accepted to a multiple or single subject teaching credential program the opportunity to choose an early program completion option that culminates in a 5-year preliminary teaching credential.Permits a school district intern accepted to a level 1 education specialist credential program to choose an early program completion option and receive a 5-year preliminary level 1 education specialist credential that authorizes instruction to individuals with mild to moderate disabilities if he or she meets certain requirements under existing law. http://www.leginfo.ca.gov/pub/bill/asm/ab_2251-2300/ab_2286_bill_20040921_chaptered.pdf
Title: A.B. 2286
Source: California Legislative Web site
| |
| CA | Signed into law 07/2004 | P-12 | Authorizes the Commission on Teacher Credentialing to issue a two-year services credential with a specialization in pupil personnel services, solely for the purpose of providing services to deaf and hearing-impaired pupils as a school social worker. Provides that this credential authorizes the holder to serve at all grade levels as a school social worker of deaf and hearing-impaired pupils. http://www.leginfo.ca.gov/pub/bill/asm/ab_2151-2200/ab_2171_bill_20040706_chaptered.html
Title: A.B. 2171
Source: California Legislative Web site
| |
| MT | Rule Adoption 06/2004 | P-12 | SPECIAL EDUCATION PROFESSIONAL STAFF QUALIFICATIONS (1) Any teacher providing special education and related services to students with disabilities shall hold a current Montana teaching certificate with appropriate endorsements.
(a) A special education teacher must hold a current Montana teaching certificate with an endorsement in special education.
(b) A teacher of homebound or hospitalized students must hold a current Montana teaching certificate.
(c) A school psychologist must hold a current Montana Class 6 teaching certificate.
(d) Supervisors of special education teaching personnel must have a Class 3 administrator's certificate with a principal's endorsement or a supervisor's endorsement in special education.
(2) All special education and related services for students with disabilities shall be provided under the direction of qualified personnel.
(3) Each local educational agency must require that each administrator which provides or supervises the provision of special education and related services to students with disabilities, obtains specific skills which enable the administrator to deal effectively with students with disabilities. These skills may be obtained through formal training or in-service training.
(4) Each local educational agency must require that each teacher who implements education services to students with disabilities, obtains specific skills which enable the teacher to deal effectively with students with disabilities under the teacher's supervision. These skills may be obtained through formal training or in-service training or consultation.
(5) A professional person (i.e., occupational therapist, physical therapist, social worker, psychiatrist, nurse, audiologist, speech/language pathologist, recreational therapist, professional counselor or physician) providing special education and related services to students with disabilities under this section shall hold a license from the appropriate state authority and meet the appropriate professional requirements that are based on the highest entry level requirements in the state applicable to the profession or discipline.
(6) Paraprofessional personnel (e.g., teacher aide or instructional assistant) shall meet current office of public instruction accreditation standards under ARM 10.55.707. (History: Sec. 20-7-402, MCA; IMP , Sec. 20-7-403, MCA; NEW , 1993 MAR p. 1913, Eff. 8/13/93; AMD & TRANS , 2000 MAR p. 1048, Eff. 7/1/00.)
http://arm.sos.state.mt.us/10/10-235.htm
Title: ARM 10.16.3136
Source: StateNet
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| WY | Emergency Rule Adoption 05/2004 | P-12 | Adopts rules pertaining to the requirements for adequate special education staffing levels. Adjusts the foundation program formula for special education funding. WYOMING REG 4487 (SN)
Title: Chapter 35
Source: StateNet
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| ND | Rule Adoption 11/2003 | P-12 | Establishes rules regarding credential standards. Addresses an applicant for a special education strategist credential must meet the standards set out in this section. Regards the documentation on each standard must be verified by the department before a special education strategist credential is issued. NORTH DAKOTA REG 3688 (SN)
Title: NDAC 67-11-16-03
Source: StateNet
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| CT | Signed into law 06/2003 | P-12 | Requires testing in compliance with the No Child Left Behind Act; states an elementary teaching endorsement is valid for kindergarten to grade 6 and a comprehensive special education teaching endorsement is valid for kindergarten to grade 12; requires the state board of education to establish requirements for subject area endorsements; requires teacher certification to include teaching experience in birth-to three programs approved by the Department of Mental Retardation. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00168-R00SB-01155-PA.htm
Title: S.B. 1155
Source: Connecticut Legislative Web site
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| AK | Adopted 06/2002 | P-12 | Waivers are allowed if districts are (A) recruiting through the University of Alaska Fairbanks Alaska Teacher Placement program; or
(B) advertising in one or more newspapers of general circulation; and (3) official transcripts and a letter from an approved teacher training program, evidencing that the person for whom the waiver is requested (A) has completed a minimum of nine semester or 12 quarter hours of special education coursework; and (B) is enrolled in an individualized special education training program that will qualify the person to receive a special education endorsement. May be renewed for up to three years as long as annual evidence that applicant continues to be enrolled in and is making satisfactory yearly progress on the individualized special education program set out in the application, and can complete the program within three years.
Title: 4 AAC 12.025 (a)
Source: http://www.eed.state.ak.us/regs/4aac12027specialedendorsefinal102001.pdf
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| FL | Signed into law 05/2002 | P-12 | Permits collaboration between Florida School for the Deaf and the Blind (FSDB) and local districts and boards. Allows FSDB to carry forward funds in the same way as universities. Permits FSDB district status for purposes of teacher certification. See bill section 101, page 258, line 26 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: www.leg.state.fl.us
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| CA | Signed into law 08/2001 | P-12 | Chapter No.173, Authorizes until a certain date, a person who has performed the functions of a speech-language pathology aide for a specified amount of time within the last 5 years to apply for registration as a speech-language pathology assistant. Requires the Speech-Language Pathology and Audiology Board to establish standards for accreditation of a training program's institution.
Title: S.B. 50
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 05/2001 | P-12 | From bill analysis: The number of special education students included in the mainstream classroom has steadily increased over the last twenty-five years. Many teachers in the regular classroom have at least one special education student in their classes, yet many of those teachers receive little, if any, training on instructing children with disabilities. The requirements and regulations accompanying the individualized education and behavior management plans associated with these students can be complicated and difficult to implement. A teacher who is trained to understand effective methods of reaching disabled students will be more capable of serving both regular education and special education students in the classroom. S.B. 1727 requires a school district's staff development to include training that relates to instruction of students with disabilities and is designed for educators who work primarily outside of the area of special education.
Title: S.B. 1727
Source: Senate Research Center
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| ND | Signed into law 04/2001 | P-12 | Relates to special education credentials and mental retardation credential; provides an expiration date.
Title: H.B. 1465
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Makes existing provisions which require the Commission on Teacher Credentialing to issue a 2-year services credential with a specialization in pupil personnel services applicable to a prelingual deaf person with a 2-year services credential with a specialization in pupil personnel services, solely for the purpose of counseling deaf and hearing-impaired pupils as a school psychologist.
Title: A.B. 707
Source: Lexis-Nexis/StateNet
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| NY | Signed into law 08/2000 | P-12 | Makes provision with respect to providing appropriate educational services to students who are visually impaired including using instructional materials in literary and non-literary subjects such as computer science and mathematics which have been translated to standard English braille, makes provision with respect to the training of certain teachers in standard English braille.
Title: S.B. 4515
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 07/2000 | P-12 | Chapter No.109, Authorizes, until 01/01/05, holders of the credentials who are authorized to teach children with disabilities of speech and language, to teach children in a special day class setting consisting of pupils with mild to moderate disabilities if the credential holders meet certain conditions.
Title: A.B. 1324
Source: Lexis-Nexis/StateNet
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| IL | Passed 06/2000 | P-12 | Directs the state board to refrain from implementing any new system for the certification of special education teachers until January 1, 2001.
Title: SJR 61
Source: NCREL Policy LINCLetter Spring II 2000
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| VT | Signed into law 05/2000 | P-12 | Clarifies the definition of special education services; permits the cost of special education services to be a factor in considering how to provide appropriate services; provides for teacher training; provides for individual education plans; provides for state aid to districts to assist with special education costs.
More details:
This Act focuses on students in the entire educational system, not just the special education system, and addresses containment of special education costs while at the same time continuing to deliver appropriate services that meet the needs of Vermont students. It includes, among other items, the following provisions:
Assignment of responsibility for developing and maintaining the educational support system to either the superintendent or principal.
Requirement for an annual report to the Commissioner of Education on the status of each school's educational support system and a description and justification of how Medicaid funds were used.
Amendment to the definition in state statute of "special education" to clarify that Vermont requires no more in services than is required under federal law.
Specification of the conditions under which IEP teams can take costs into consideration when selecting services for a student with disabilities.
Expansion of the Commissioner of Education's annual report on special education costs to include the rate of growth or decrease in costs, outcomes for students, availability of special education staff, consistency of implementation statewide, status of educational support systems.
Development and implementation by the Commissioner of Education of a two-year plan to contain special education costs while continuing to meet the needs of all Vermont students by increasing the capacity of general education to meet the needs of students outside of special education, using cost-effective practices and operating special education programs across the state consistently and within federal requirements. The plan includes:
Formation of a partnership with higher education to improve teacher preparation and professional development.
Strengthening the educational support systems around the state by focusing on preschool through fourth grade literacy, and prevention and intervention for students with emotional and behavioral difficulties.
Support for special education teachers and administrators and help in using cost-effective practices by working with higher education to increase the availability of special education administrators, teachers and related services providers; providing training opportunities for teachers and para-professionals; providing legal support, information and training to avoid conflict and assist in making cost-effective legal and procedural decisions; employing consultants with expertise in particular disability areas; providing guidance in the completion of annual service plans; and developing, with the University of Vermont, a decision-making model for IEP teams to use.
Efforts to make special education programs consistently-implemented and cost-effective statewide by studying IEPs in the most common disability areas and providing schools data on the range of costs associated therewith; increasing the capacity to audit and monitor special education programs statewide; training to school district leaders on cost-effective practices; and more clearly defining eligibility rules.
Development of recommendations to change the special education funding formula to make it more sustainable while at the same time not simply shifting costs to local taxpayers.
Drafting and submittal of annual reports to the legislature on progress made toward strengthening the educational support system, containing special education costs, and improving outcomes for students with disabilities.
Assisting school districts with unusual or unexpected costs by allocation of up to two percent of appropriations for special education expenditures assuming the districts requesting the funds have submitted Medicaid bills for reimbursement for at least 85 percent of eligible students.
Establishment of statewide targets in fiscal years 2002, 2003 and 2004 for limiting increases in total special education expenditures. Special education appropriations shall be based on these targets.
Repeal of the caps on special education expenditures enacted as part of Act 71 in order to allow the above-mentioned plan time to work.
Conduct of a study by the Secretary of Administration and the Joint Fiscal Office, along with a variety of others, on how interagency services could assist students with disabilities under the age of twenty-two.
Although not expressly part of this Act, the Appropriations Act contains significant funding to carry out the provisions of the above-mentioned plan.
Title: H.B. 629
Source: http://www.state.vt.us/educ/legupdate.htm
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| IL | Adopted 03/2000 | P-12 | Beginning January 1, 2003 the state of Illinois will have a new system for certifying Special Education teachers. Teachers will have to be certified as a Learning and Behavior Specialist I (entry level) or Learning and Behavior Specialist II (advanced study and specialization). This system will not affect those individuals who had already been certified prior to that date.
The new system is going to be designed to train teachers across categories instead of having them focus in on any single disability category. The state feels that the new system will enable teachers to better serve the needs of students who have multiple handicaps. Although the new system will provide teachers with training across all handicap categories there will still be three categorical certificates that can also be achieved, they are: Blind/Visually Impaired, Deaf/Hearing Impaired, and Speech and Language Impaired. In addition, there will be a new designation for teachers who have been trained to work with pre-kindergarten students. The state has not yet finalized the rules for this certification process.
Title:
Source: Illinois State Board of Education
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| GA | Signed into law 03/2000 | P-12 | The new class sizes are funded as follows:
Category I Special Education - 1:8
Category II Special Education - 1:6.5
Category III Special Education - 1:5
Category IV Special Education - 1:3
Category V Special Education - 1:8
Title: H.B. 1187
Source: Georgia Department of Education
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