Compilation of Rules and Regulations of the State of Georgia › Department 160 - RULES OF GEORGIA DEPARTMENT OF EDUCATION › Chapter 160-4 › Subject 160-4-2 - DIVISION OF GENERAL INSTRUCTION › Rule 160-4-2-.40 - Georgia Early Literacy Requirements

Current through Rules and Regulations filed through June 27, 2024
(1)
DEFINITIONS.
(a)
Foundational literacy skills
- the phonological awareness, phonemic awareness, phonics, fluency, vocabulary,
				reading comprehension, spelling, oral language, and the intersection of reading
				and writing.
(b)
High-quality
				instructional materials
- the instructional materials aligned to the
				science of reading that instruct students in foundational literacy skills and
				grade-appropriate English language arts and reading standards approved by the
				State Board of Education.
(c)
Georgia Department of Education (GaDOE)
- the state agency charged
				with the fiscal and administrative management of certain aspects of K-12 public
				education, including the implementation of federal and state
				mandates.
(d)
Local Board of
				Education (LBOE)
- a county or independent board of education exercising
				control and management of a local school system pursuant to Article VIII,
				Section V, Paragraph II of the Georgia Constitution.
(e)
Local Educational Agency
				(LEA)
- local school system pursuant to local board of education control
				and management.
(f)
Multi-tiered system of supports (MTSS)
- a systemic,
				continuous-improvement framework in which data based problem-solving and
				decision making is practiced across all levels of the educational system of
				supporting students at multiple levels of intervention.
(g)
Reading intervention
- the
				evidence-based strategies frequently used to remediate reading deficiencies and
				includes, but is not limited to, individual and small-group instruction,
				multisensory approaches, tutoring, mentoring, or the use of technology that
				targets specific reading skills and abilities.
(h)
Science of reading
- the
				body of research that identifies evidence-based approaches of explicitly and
				systematically teaching students to read, including foundational literacy
				skills that enable students to develop reading skills required to meet state
				standards in literacy.
(i)
Significant reading deficiency
- the students in kindergarten
				through third grade whose score on a universal reading screener is within the
				range of scores determined by the department to demonstrate a lack of
				proficiency in foundational literacy skills.
(j)
State Board of Education
				(SBOE)
- the constitutional authority which defines education policy for
				the public K-12 education agencies in Georgia.
(k)
Structured literacy
- an
				evidence-based approach to teaching oral and written language aligned to the
				science of reading founded on the science of how children learn to read and
				characterized by explicit, systematic, cumulative, and diagnostic instruction
				in phonology, sound-symbol association, syllable instruction, morphology,
				syntax, and semantics.
(l)
Tiered reading intervention plan
- a plan that describes the
				evidence-based reading intervention services a student will receive to
				remediate such student's reading deficit and to ensure that such student
				becomes proficient in foundational literacy skills.
(m)
Universal reading screener
-
				a uniform tool that screens and monitors a student's progress in foundational
				literacy skills that is administered to students multiple times during the
				school year.