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Board amends special-education preparation competencies to clarify behavior supports and cite federal rules
Summary
The board approved targeted edits to Standard 6 of the special-education preparation foundational competencies (R277-304), clarifying expectations for behavior supports, references to PBIS/RTI/MTSS, and citing 34 CFR 300.304 for assessment administration.
The board approved amendments to R277-304, the incorporated-by-reference special-education preparation foundational competencies, adopting changes to Standard 6 that clarify what teacher candidates should know and be able to do about student behavior supports.
The changes adopted on second and final reading add and clarify terms including positive behavioral interventions and supports (PBIS), least restrictive behavior intervention (LRBI) in accordance with the LRBI technical assistance manual, Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS). The board also revised language on behavior intervention plans (BIPs) to require that a BIP "can be generalized to other environments as outlined in the USPE special education rules" and added that behavioral assessments and evaluations must be "selected and administered as required by 34 CFR 300.304." The motion passed, 13 in favor, 1 opposed (Member Himas).
Why it matters: the edits define what universities and educator-preparation programs must teach for candidates who will work with students with disabilities, and they reference federal assessment rules that affect how evaluations and BIPs must be carried out.
Key provisions adopted include: knowledge of the rationale and key components of a multi-tiered approach (e.g., PBIS, LRBI, RTI, MTSS); ability to plan and teach Tier 1 behavior supports across school settings; incorporation of approaches "sensitive to individual students' experiences and needs"; recognition that behavior and academic difficulties may be unrelated; and methods for collecting and interpreting behavioral data using reliable, valid processes consistent with 34 CFR 300.304. The new language also asks that BIPs consider social implications and feasibility for implementation across settings by general-education teachers and team members.
Board members and staff discussed whether to restate statutory language verbatim or to reference the federal code; staff cautioned that listing every cross-reference in rule text could require frequent updates, so the adopted language cites the federal code where appropriate. Kim Fratto, director of special education programs, told the board that behavioral supports could be captured in a student’s individualized education program (IEP) because the IEP is the student’s comprehensive program, not just a plan. Fratto said: "It's a program. ... it should be inclusive of if they needed behavior support or academic support or whatever support they needed."
Member Earl pressed for wording that avoids duplication with existing described behavioral plans and urged clarity about terms such as "trauma-informed," recommending language that is precise and operational. The board read the amended Standard 6 language aloud before voting.
The board’s action returns the amended competencies as the incorporated document for R277-304; the approved motion was that the board amend R277-304, incorporated-by-reference special-education preparation foundational competencies (Draft 1) as amended on second and final reading.
Next steps: the amended competencies will be the reference document for educator-preparation programs and licensing discussions going forward; the board did not identify additional implementation timing or rule-enrollment dates during the discussion.
