Ga. Comp. R. & Regs. R. 505-3-.91 - Intervention Specialist Endorsement Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare teachers to teach in Georgia's early
intervention and remedial intervention programs. This rule supplements
requirements in GaPSC Rule
505-3-.01, REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
PROGRAMS.
(2)
In-Field
Statement. Completers of the Intervention Specialist Endorsement program
are qualified to teach, in the grade levels and field(s) of their base
certificates, students in early intervention and remedial intervention programs
who are at risk of not reaching or maintaining academic grade level.
(3)
Requirements.
(a) A valid, level 4 or higher Induction,
Professional, Advanced Professional, or Lead Professional teaching certificate
in Elementary Education (P-5), Special Education General Curriculum Elementary
Education (P-5), Middle Grades Education (with a language arts and/or
mathematics area of concentration), or Special Education General Curriculum
(with a language arts and/or mathematics concentration) is required for program
admission.
(b) To receive approval,
a GaPSC-approved educator preparation provider shall offer a preparation
program described in program planning forms, catalogs, and syllabi addressing
the following standards:
1. Education of
Students Who are At-Risk. The program shall prepare candidates who:
(i) Plan and implement developmentally and
individually appropriate curricula and instructional practices based on
knowledge of individual children, the family, the community, curriculum goals
and content, and effective instructional practices for at-risk
learners;
(ii) Develop and
implement curriculum that focuses on individual students' needs and interests,
and takes into account culturally valued content and students' home
experiences;
(iii) Develop and
implement learning activities that correlate with the Georgia mandated content
standards for students and with the content domains and the designated
assessment measure(s) identified by Georgia as being the most proficient in
demonstrating student understanding of mandated content standards;
(iv) Assess students' cognitive,
social-emotional, communication, motor, adaptive, and aesthetic development
using multiple valid and reliable assessments and the resulting data to
appropriately differentiate instruction;
(v) Demonstrate understanding of the
developmental consequences of stress and trauma, protective factors and
resilience and the development of mental health, and the importance of
supportive relationships;
(vi)
Establish and maintain positive, collaborative relationships with families;
and
(vii) Collaborate/consult with
other professionals and with agencies in the larger community to support
children's development, learning, and well-being.
Notes
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