1. (a) To be eligible for licensure as a special education administrator, an individual shall:

   1. (1) Meet the requirements of Ed 505.03, Ed 505.04, and (b) below;
   2. (2) Have completed at least 5 years’ experience as a special educator or in a related field; and

   3. (3) Have one of the following:

      1. a. Completed a state-approved master’s level program leading to special education administrator licensure from an institution accredited by a regional accrediting body approved by the U.S. Department of Education; or
      2. b. Completed a master’s program in education or a special education-related field and demonstrate the requirements outlined in (1) above;

2. (b) To be considered for licensure as a special education administrator, a candidate shall have skills, competencies and knowledge in the following areas:

   1. (1) In the area of compliance with laws, regulations, rules, and school policies, the candidate shall have the ability to:

      1. a. Make decisions which reflect a thorough knowledge of current federal laws, regulations, state laws and rules for students with educational disabilities;
      2. b. Locate, use, and cite New Hampshire laws and rules pertaining to the operation of schools; and
      3. c. Understand local school policy and its implications for students with educational disabilities;

   2. (2) In the area of curriculum and instruction and assessment, the candidate shall have the ability to:

      1. a. Understand and identify curriculum frameworks that meet state standards;
      2. b. Understand and utilize evaluation tools that clearly identify student achievement;
      3. c. Implement and develop appropriate instructional strategies to address individual learning profiles;
      4. d. Incorporate current best practices in child development theory;
      5. e. Implement a plan that supports the ongoing use of assistive technologies;
      6. f. Implement and promote programming in the area of social emotional well-being;

      7. g. Oversee the use of appropriate instructional practices to teach and provide transitional activities in the following areas:

         1. 1. Functional living;
         2. 2. Career and employment; and
         3. 3. Social, emotional, health and wellness;
      8. h. Understand the principles of assessment of students with educational disabilities, evaluation tools and individual evaluation programs; and
      9. i. Understand formative and summative assessment as relates to state and local expectations and requirements;

   3. (3) In the area of building partnerships and community, the candidate shall be able to:

      1. a. Identify key organizations and agencies and their functions in the community as they relate to the educational process;
      2. b. Utilize a collaborative approach for involving all stakeholders in educational planning, budgeting, implementation, and evaluation;
      3. c. Understand all relevant interagency agreements;
      4. d. Establish and maintain quality partnerships with entities such as colleges, state service and social service agencies, and businesses with the goal of having these entities assist in providing effective educational programming; and
      5. e. Respond to emerging and current issues impacting the school and community; and

   4. (4) In the area of management of budgets and grants, the candidate shall have the ability to:

      1. a. Understand how special education financial management and sources of revenue affect the overall financial planning of the district and the ability to collaborate with the superintendent, business administrator, and other relevant stakeholders as needed to provide services for students with educational disabilities and their families;
      2. b. Develop a budget in accordance with local, state, and national laws in education, social and health agencies for the provision of services for students with educational disabilities and their families;
      3. c. Coordinate the implementation of federal and state grant applications and manage appropriate IDEA grants and categorical funds;
      4. d. Use such fiscal control and fund accounting procedures to ensure proper disbursement of, and accounting for, funds allocated for the provision of services for students with educational disabilities and their families; and
      5. e. Identify and procure resources and supplementary funding, including funding from available state and federal funding sources, to support program development and the provision of services for students with educational disabilities and their families.
3. (c) For the purposes of (a)(2) above, “experience as a special educator” entails providing special education services to special education students and shall include but not be limited to the roles of general special education, school psychologist, blind and vision impairment, deaf and hard of hearing, specific learning disabilities, intellectual and developmental disabilities, physical and health disabilities, and emotional and behavioral disabilities.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96 New. #6349, eff 10-5-96; ss by #8023, eff 7-1-04; amd by #8335, eff 4-23-05; amd by #9993, eff 9-16-11; ss by #10245, eff 12-21-12; amd by #10951, eff 10-20-15; ss by #13655, eff 7-1-23 (formerly Ed 506.07)