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Board amends special‑education competencies to clarify behavior‑support expectations
Summary
After targeted debate, the Utah State Board adopted changes to the Special Education Preparation: Foundational Competencies document — clarifying behavior‑support standards, functional behavior assessment and BIP expectations, and the requirement to separate behavioral data collection and disproportionate representation analysis.
SALT LAKE CITY — The Utah State Board of Education adopted a revised incorporated document that spells out competencies for special‑education teacher preparation on March 26, 2025. The board’s action centered on Standard 6, which addresses behavioral supports, and included language intended to clarify how teacher‑preparation programs should teach functional behavior assessment, behavior intervention plans (BIPs), and the collection and use of behavioral data.
What changed - Language additions specify that teacher candidates must be able to apply functional behavior assessment results to develop and implement BIPs that are generalizable across settings and feasible for general‑education teachers and team members to implement and monitor. - The competencies now require knowledge and use of valid and reliable behavioral-data collection methods and reference federal assessment…
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