Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.91 - Intervention Specialist Endorsement Program

Current through Rules and Regulations filed through
			 June 27, 2024
(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.