Education - Administration - Educator Preparation Programs for School Psychologists, Audiologists, Speech-Language Pathologists, Speech-Language Technicians, Counselors, and School Social Workers


Published: 2020-08-04

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R277. Education, Administration.
R277-306. Educator Preparation Programs for School Psychologists, Audiologists, Speech-Language Pathologists, Speech-Language Technicians, Counselors, and School Social Workers.
R277-306-1. Authority and Purpose.
(1) This rule is authorized by:
(a) Utah Constitution Article X, Section 3, which vests general control and supervision over public education in the Board;
(b) Subsection 53E-3-401(4), which allows the Board to make rules to execute the Board's duties and responsibilities under the Utah Constitution and state law; and
(c) Subsection 53E-6-201(3)(a), which allows the Board to establish criteria for obtaining educator licenses.
(2) The purpose of this rule is to establish standards for educator preparation programs for:
(a) School Psychologists;
(b) Audiologists;
(c) Speech-Language Pathologists;
(d) Speech-Language Technicians;
(e) School Counselors; and
(f) School Social Workers.
R277-306-2. School Psychologist Preparation Programs.
(1) A Utah institution of higher education may seek approval by the Board for a school psychologist preparation program if the program:
(a) results in a masters degree or higher in school psychology;
(b) meets the 2010 Standards for Graduate Preparation of School Psychologists created by the National Association of School Psychologists (NASP);
(c) prepares candidates to provide comprehensive and integrated services across the ten general domains of school psychology as defined in the 2010 Model for Comprehensive and Integrated School Psychological Services;
(d) prepares candidates to follow the 2010 Principles for Professional Ethics created by NASP; and
(e) includes school-based clinical experiences for a candidate to observe, practice skills, and reflect on practices that:
(i) are significant in number, depth, breadth, and duration; and
(ii) are progressively more complex.
(2) For a program applicant accepted after January 1, 2020, a school psychologist preparation program shall require multiple opportunities for a program applicant to successfully demonstrate the application of knowledge and skills gained through the program in a school-based setting in each of the following:
(a) administering varied models and methods of assessment and data collection for:
(i) identifying strengths and needs of students;
(ii) developing effective services and programs for students; and
(iii) measuring progress and outcomes for students;
(b) implementing varied models and strategies of consultation, collaboration, and communication with individuals, families, groups, and systems;
(c) implementing varied strategies that promote social-emotional functioning and mental health in students; and collecting and analyzing data for evaluation and support of effective practices at the individual, group, and systems levels.
(3) An individual that holds the Nationally Certified School Psychologist (NCSP) credential issued by NASP meets the out of state licensing requirement for a professional school psychologist license area of concentration detailed in Subsection R277-301-5(3)(c)(ii).
R277-306-3. School Audiologist Preparation Program.
(1) A Utah institution of higher education may seek approval by the Board for a school audiologist preparation program if the program:
(a) is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology; and
(b) prepares candidates to provide comprehensive and integrated services in a school setting as detailed in the 2018 Scope of Practice in Audiology created by the American Speech-Language-Hearing Association;
(2) An individual that completes a program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology outside of Utah qualifies for an associate license with an associate school audiologist license area of concentration detailed in Subsections R277-301-4(5) and (6).
(3) An individual that holds a current Certificate of Clinical Competence in Audiology (CCC-A) issued by the American Speech-Language-Hearing Association meets the out of state licensing requirement for a professional audiologist license area of concentration detailed in Subsection R277-301-5(3)(c)(ii).
R277-306-4. Speech-Language Pathologist (SLP) Preparation Program.
(1) A Utah institution of higher education may seek approval by the Board for a speech-language pathologist (SLP) preparation program if the program:
(a) is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology; and
(b) prepares candidates to provide comprehensive and integrated services in a school setting as detailed in the 2016 Scope of Practice in Speech-Language Pathology created by the American Speech-Language-Hearing Association.
(2) An individual that completes a program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology outside of Utah qualifies for an associate license with a speech-language pathologist license area of concentration detailed in Subsections R277-301-4(5) and (6).
(3) An individual that holds a current Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) issued by the American Speech-Language-Hearing Association meets the out of state licensing requirements for a professional speech-language pathologist license area of concentration detailed in Subsection R277-301-5(3)(c)(ii).
R277-306-5. Speech-Language Technician (SLT) Preparation Program.
(1) The Superintendent shall create and administer an SLT preparation program that:
(a) requires applicants to hold a bachelor's degree in communication disorders or the equivalent;
(b) requires significant clinical experiences under the supervision of an individual holding a professional speech-language pathologist license area of concentration; and
(c) prepares candidate to provide services in a school setting as detailed in the Utah State Board of Education Handbook for Speech-Language Technicians Working in Utah Public Schools.
(2) The Superintendent shall periodically review and revise the handbook for SLTs referenced above.
R277-306-6. School Counselor Preparation Programs.
(1) A Utah institution of higher education may seek approval by the Board for a school counselor preparation program if the program:
(a) prepares candidates to meet the Utah Education School Counselor Standards detailed in Rule R277-530;
(b)(i) results in a master's degree in school counseling; or
(ii) requires a master's degree or higher from a regionally accredited institution in a related field for entrance into the program;
(c) aligns with the 2016 Council for Accreditation of Counseling & Related Educational Program Standards; and
(d) requires candidates to demonstrate all competencies required for the College and Career Readiness Certificate.
(2) For a program applicant accepted after January 1, 2020, a school counselor 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) collaborating with learners, families, colleagues, and community members to build or implement a shared vision and supportive professional culture focused on student growth and success;
(b) delivering a sequential school counseling curriculum aligned with the Utah Model for College and Career Readiness School Counseling Program;
(c) leading individuals and groups of students and their parents or guardians through the development of educational and career plans;
(d) counseling individuals and small groups of students with identified needs and concerns;
(e) developing or maintaining a crisis prevention/youth protection response plan; and
(f) collecting and analyzing data for the purpose of accountability and program evaluation.
R277-306-7. School Social Worker Preparation Programs.
(1) A Utah institution of higher education may seek approval by the Board for a school social worker preparation program if the program:
(a) results in a masters of social work degree;
(b) is accredited by the Council of Social Work Education;
(c) includes school-based clinical experiences for a candidate to observe, practice skills, and reflect on practice that:
(i) are significant in number, depth, breadth, and duration; and
(ii) are progressively more complex;
(d) requires demonstration of competency in:
(i) knowledge of the role of a school social worker in furthering the educational mission of an LEA;
(ii) applying theoretical social work concepts and practical skills to the k-12 educational setting, including:
(A) social, emotional, family, and community assessment;
(B) individual, group, and family counseling;
(C) casework; and
(D) crisis intervention;
(iii) knowledge and application of rules regarding data and record keeping that apply to data available in a school, including:
(A) the Family Educational Rights and Privacy Act of 1974, 20 U.S.C. 1232g; and
(B) Title 53E, Chapter 9, Student Privacy and Data Protection;
(iv) knowledge of laws regarding disabilities and their application to school social worker practices and the school setting, including:
(A) the IDEA; and
(B) the Americans with Disabilities Act of 1990, 42 U.S.C. 12101;
(v) utilizing information from assessments in an educational setting to develop student focused programs and interventions;
(vi) implementation of evidence-based curriculum in response to current social and emotional aspects of education; and
(vii) providing and advocating for services that support the social and emotional aspects of education;
(e) requires multiple opportunities for a program applicant admitted after January 1, 2020 to successfully demonstrate application of knowledge and skills gained through the program in a school-based setting in each of the following areas:
(i) utilizing information from assessments in the development of student-focused and system-focused programs and interventions in a school setting;
(ii) counseling individuals and small groups of students with identified needs and concerns;
(iii) implementing varied models and strategies of consultation, collaboration, and communication with teachers, individuals, and families; and
(iv) developing or updating a crisis prevention/youth protection response plan.
(2) An individual holding a licensed certified social worker "CSW" license or licensed clinical social worker "LCSW" license through the Division of Occupational and Professional Licensing in accordance with Rule R156-60a qualifies for an associate educator license with an associate school social worker license area of concentration detailed in Section R277-301-4 if the individual, no more than one calendar year prior to the application:
(a) completes a criminal background check, including review of any criminal offenses and clearance in accordance with Rule R277-214; and
(b) completes the educator ethics review described in Rule R277-302.
(3)(a) The Superintendent shall work with Utah universities and LEAs to create and administer a non-degree professional license preparation program for individuals described in Subsection (2) that meets all the requirements of Subsections (1)(c) through (1)(e) above.
KEY: preparation, psychologists, audiologists, speech-language pathologists, speech-language technicians, counselors
Date of Enactment or Last Substantive Amendment: July 9, 2020
Authorizing, and Implemented or Interpreted Law: Art X Sec 3; 53E-3-401(4); 53E-6-201