Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.103 - Multi-Tiered System of Supports Facilitator Endorsement

Current
			 through Rules and Regulations filed through June 27, 2024
(1)
Purpose.
This rule states
			 field-specific content standards for approving endorsement programs that
			 prepare individuals to serve as the multi-tiered system of supports (MTSS)
			 facilitator for schools in Georgia that use a systematic process to address the
			 needs of the whole child (P-12). 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 Multi-Tiered System of
			 Supports Facilitator Endorsement Program are qualified to perform the duties
			 assigned to individuals in the MTSS Facilitator position.
(3)
Requirements.
(a) A valid, level 4 or higher Induction,
			 Professional, Advanced Professional, or Lead Professional teaching certificate,
			 leadership certificate, service certificate, or Life certificate 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 adapted from the essential components and
			 fidelity rubrics from the Center for Response to Intervention (2014).
1.
The Learner
. The
			 program shall prepare facilitators of multi-tiered system of supports who:
(i) Are knowledgeable about the methodology
			 of teaching and learning and stages of child development, including the
			 importance of family, school, and peer contexts for understanding student
			 academic performance and behavior and for intervention selection to address
			 student difficulties;
(ii) Are
			 aware of individual differences in learning, including but not limited to the
			 influence of culture, language, and disability, in response to
			 instruction/intervention;
(iii)
			 Have knowledge of and communicate theories and practices of behavior and
			 classroom management;
(iv) Have
			 knowledge on the management of intervention and instruction, and differentiated
			 instructional practices;
(v) Have
			 knowledge of universal, targeted, and intensive levels of academic and
			 behavioral interventions; and
(vi)
			 Have knowledge of how to promote and assess treatment fidelity and integrity of
			 implementation.
2.
Leadership
. The program shall prepare facilitators of
			 multi-tiered system of supports who:
(i)
			 Collaborate with leaders about the rights and/or needs of students, secure
			 additional resources within the building or district that support student
			 learning, and facilitate effective communication with targeted
			 audiences;
(ii) Foster a
			 collaborative culture of responsibility, respect, and trust to support educator
			 development and student learning;
(iii) Are knowledgeable about school
			 improvement and research proven best practice frameworks;
(iv) Lead changes by modeling effective
			 communication skills, building consensus, and utilizing data to generate
			 solutions to issues of mutual importance;
(v) Access, disaggregate, and analyze MTSS,
			 and other data sources to inform school and system improvement planning and
			 improve student learning;
(vi) Help
			 students to become self-advocates: understand their own learning and the need
			 for self-directed learning skills; actively participate in the learning
			 process; and know how to get assistance;
(vii) Facilitate discussion to compare
			 student needs with curriculum standards to determine intervention intensity;
			 and
(viii) Give and solicit
			 continuous objective feedback and acknowledge credit due to others.
3.
School-Family-Community Partnerships
. The program
			 shall prepare facilitators of multi-tiered system of supports who:
(i) Communicate the MTSS Framework with
			 parents through invitation, encouragement, and education, including explanation
			 of their role and responsibilities;
(ii) Utilize knowledge and understanding of
			 the different backgrounds, ethnicities, cultures, and languages in the school
			 community to promote effective communication and collaboration among
			 colleagues, families, and the larger community;
(iii) Facilitate and encourage use of
			 culturally responsive strategies, assessments, and interventions to enrich the
			 educational experiences of students and enable high levels of learning for all
			 students; and
(iv) Collaborate with
			 all stakeholders to develop comprehensive supports to address the variety of
			 educational needs of families and the community.
4.
Professional
			 Learning
. The program shall prepare facilitators of multi-tiered
			 system of supports who:
(i) Engage the
			 learning community (team, school, system, and community) to identify and
			 systematically address professional job-embedded learning needs related to the
			 effectiveness of MTSS;
(ii)
			 Demonstrate understanding of how adults learn and differentiate ongoing
			 education opportunities for an extensive variety of learning needs;
(iii) Collaborate with other professionals
			 within and outside the system to share and engage in research, best practices,
			 and pursue continuous improvement to achieve successful student
			 outcomes;
(iv) Partner with
			 school/system leadership to prioritize, monitor, and coordinate resources for
			 educator learning; and
(v)
			 Electronically manage documents, forms, data, and resources to effectively and
			 securely share student information.
5.
Legal and Regulatory
			 Requirements
. The program shall prepare facilitators of
			 multi-tiered system of supports who:
(i)
			 Understand the judicial origin and legal intent of the MTSS
			 framework;
(ii) Know and apply the
			 laws, policies, and ethical principles regarding classroom
			 management;
(iii) Know the rights
			 and responsibilities of students, teachers, parents, and other professionals as
			 it relates to implementation of MTSS; and
(iv) Understand and communicate pertinent
			 aspects of applicable statutes and rules including but not limited to:
(I) State Board of Education SST Rule
			 160-4-2-.32;
(II) Section 504 of 1973 Rehabilitation Act,
			 P.L. 93-112;
(III) Individuals with
			 Disabilities Education Act (IDEA/IDEIA);
(IV) Family Educational Rights and Privacy
			 Act (FERPA) and confidentiality issues;
(V) Records retention schedule for SST
			 records (where required by LUA);
(VI) Every Student Succeeds Act
			 (ESSA);
(VII) System Improvement
			 Plan, School Improvement Plan;
(VIII) Georgia HB 605: The Improved Student
			 Learning Environment and Discipline Act;
(IX) Georgia Code of Ethics for Educators;
			 and
(X) State reporting
			 requirements, as applicable.
6.
Screening
. The
			 program shall prepare facilitators of multi-tiered system of supports who:
(i) Assist in identifying screening tools for
			 all areas (i.e., academics and behavior);
(ii) Ensure that the screening tools are
			 brief, valid and reliable, and that correlations between the instruments and
			 valued outcomes are strong;
(iii)
			 Establish procedures to ensure universal screening for more than once a year
			 and for implementation fidelity (i.e., all students are tested, scores are
			 accurate, cut points/decisions are accurate);
(iv) Utilize screening results, with at least
			 two other data sources (e.g., classroom performance, curriculum-based
			 assessment, state assessments performance, diagnostic assessment data,
			 short-term progress monitoring) to determine the level of risk and to identify
			 students who need further assessments;
(v) Use results to identify the needs of all
			 students and to inform the data-based decision making process (i.e., tiered
			 supports); and
(vi) Utilize a data
			 system to store and access student data in a timely fashion.
7.
Progress
			 Monitoring
. The program shall prepare facilitators of multi-tiered
			 system of supports who:
(i) Establish
			 procedures to ensure progress monitoring occurs at recommended intervals based
			 on tiered support;
(ii) Assist in
			 selecting progress monitoring tools that have sufficient forms for all areas
			 (i.e., academics and behavior);
(iii) Ensure that minimum acceptable growth
			 is specified and benchmarks for minimum acceptable end-of-year performance are
			 provided;
(iv) Make sure that
			 procedures are in place to ensure implementation fidelity (i.e., appropriate
			 students are tested, scores are accurate, decision-making rules are applied
			 consistently); and
(v) Utilize
			 results to inform the data-based decision making process.
8.
Data-based Decision
			 Making
. The program shall prepare facilitators of multi-tiered
			 system of supports who can facilitate a data-driven, decision-making process
			 and who:
(i) Analyze data from universal
			 screeners and progress monitoring to determine the needs of all
			 students;
(ii) Disaggregate and
			 analyze data at different levels (school-wide, grade-level, classroom, student,
			 etc.);
(iii) Use data to plan and
			 support effective instruction, and to determine and support movement between
			 tiers;
(iv) Determine the
			 effectiveness of evidence-based practices and interventions based on frequent
			 progress monitoring data;
(v)
			 Utilize data to determine enrichment opportunities for students who need
			 acceleration and to determine which students (and educators) need extra
			 support;
(vi) Assist in
			 facilitating school-based data teams focused on student achievement;
(vii) Use a variety of formative and
			 summative data to drive instructional decisions;
(viii) Ensure there are consistent learning
			 experiences among students in the same grade and subject with different
			 teachers (effective collaborative planning);
(ix) Make data-driven professional learning
			 decisions;
(x) Ensure that
			 discussions about students are data-driven (academic and behavior);
(xi) Determine the fidelity of implementation
			 of professional learning based on data;
(xii) Assist in establishing clear decision
			 rules (e.g., movement between levels or tiers, determination of appropriate
			 instruction or interventions);
(xiii) Choose realistic measurable
			 instructional/behavioral goals for the student;
(xiv) Develop an educational plan that
			 specifies research/evidence-based interventions and practices, progress
			 monitoring and fidelity of measures, and implementation steps;
(xv) Implement a plan with fidelity, assess
			 student progress frequently, and provide ongoing feedback to parents/guardians,
			 students, and staff as appropriate; and
(xvi) Periodically evaluate an educational
			 plan, adjust the plan, transition to a different tier, or close the case, as
			 appropriate.
9.
Instruction
. The program shall prepare facilitators of
			 multi-tiered system of supports who:
(i) Use
			 data and information about the student to access and identify research/evidence
			 based practices and interventions to appropriately address the learner's
			 instructional needs;
(ii)
			 Prioritize and evaluate instructional alternatives/solutions and plan
			 instruction;
(iii) Manage multiple
			 components of effective teams, including communicating and defining roles and
			 responsibilities of team members; developing procedures; identifying resources
			 (personnel, materials, time); organizing documentation; record keeping;
			 applying brainstorming strategies; utilizing conflict resolution techniques;
			 evaluating procedures; and setting goals;
(iv) Communicate clearly and effectively in
			 oral, written, and non-verbal forms; apply listening and responding skills
			 (e.g., acknowledging, paraphrasing, reflecting, clarifying; elaborating,
			 summarizing); and interview effectively to elicit/share information and explore
			 problems;
(v) Draw upon expertise
			 of staff, parents, and invited specialists for collaborative consultation,
			 information, and support, creating an supportive and welcoming culture where
			 ideas are welcomed in developing solutions;
(vi) Utilize the team process to communicate
			 with team members, school personnel, families, and others as appropriate
			 through various technological devices;
(vii) Advocate for specific student learning
			 needs and recognize trends to direct instructional planning in the classroom
			 and school wide; and
(viii) Access,
			 disaggregate, and analyze MTSS, and other data sources to inform school and
			 system improvement planning and improve student learning.
10.
Multi-level Prevention
			 System
.
The program shall prepare facilitators of
			 multi-tiered system of supports who:
(i)
			 Demonstrate an understanding of the characteristics of an effective multi-level
			 prevention system as an integral component of Georgia's Systems of Continuous
			 Improvement Framework focusing on the systems and structures (the "what") that
			 must be in place for sustained improvement in student outcomes;
(ii) Articulate the essential components of
			 Georgia's Tiered System of Supports for students: Screening, Progress
			 Monitoring, Multi-Level Prevention System, Data-Based Decision Making, and
			 Infrastructure;
(iii) Identify and
			 demonstrate knowledge of differentiated instruction, progress monitoring,
			 screening, and specialized instruction as it applies to multi-level prevention
			 systems to maximize student achievement and behavior outcomes;
(iv) Identify and support implementation of
			 the three tiers of instruction:
(I) Primary
			 level:
I. Demonstrate knowledge of cut scores
			 and target scores for identification using universal screeners and progress
			 monitoring tools;
II. Identify
			 targeted students through established criteria;
III. Articulate and support implementation of
			 the necessary dimensions of effective core curriculum instruction at the
			 primary level; and
IV. Demonstrate
			 knowledge of research-based curriculum, evidence-based practices, and
			 high-leverage practices.
(II) Secondary level:
I. Identify targeted students through
			 established criteria;
II.
			 Articulate and support implementation of the necessary dimensions of
			 instruction at the primary level;
III. Select, implement, and monitor fidelity
			 of interventions at the secondary level;
IV. Demonstrate knowledge of required levels
			 of evidence, content, frequency, and duration of instruction necessary at the
			 secondary level;
V. Demonstrate
			 knowledge of research-based curriculum, evidence-based practices, and
			 high-leverage practices at the secondary level;
VI. Demonstrate knowledge of cut scores and
			 target scores for identification using universal screeners and progress
			 monitoring tools; and
VII.
			 Demonstrate knowledge of appropriate settings, group size, and schedule
			 (frequency and duration) for selected interventions at the secondary
			 level.
(III) Tertiary
			 level:
I. Identify the targeted students
			 through established criteria;
II.
			 Articulate and support implementation of the necessary dimensions of
			 instruction at the primary level;
III. Select, implement, and monitor fidelity
			 of interventions at the tertiary level;
IV. Demonstrate knowledge of required levels
			 of evidence, content, frequency, and duration of instruction necessary at the
			 tertiary level;
V. Demonstrate
			 knowledge of research-based curriculum, evidence-based practices, and
			 high-leverage practices;
VI.
			 Demonstrate knowledge of cut scores and target scores for identification using
			 universal screeners and progress monitoring tools;
VII. Demonstrate knowledge of appropriate
			 settings, group size, and schedule (frequency and duration) for selected
			 interventions at the secondary level;
VIII. Design instructional interventions,
			 strategies, and practices based upon assessment, data analysis, and teacher
			 input;
IX. Redesign, maintain, or
			 discontinue instructional interventions, strategies, and practices based upon
			 ongoing assessment data from progress monitoring;
X. Develop and implement processes and
			 procedures for assessing the effectiveness of the MTSS framework; and
XI. Document individual student instructional
			 intervention plans, along with progress monitoring, redesign, maintenance, or
			 completion of plan.
11.
Technology
. The
			 program shall prepare facilitators of multi-tiered system of supports who:
(i) Identify and use various technologies to
			 gather, monitor progress, and analyze data in order to use information to
			 improve student learning and align education practices with school improvement
			 goals.