Compilation of Rules and Regulations of the State of Georgia
Department 505 - PROFESSIONAL STANDARDS COMMISSION
Chapter 505-3 - EDUCATOR PREPARATION RULES
Rule 505-3-.101 - Special Education Transition Specialist Endorsement

Universal Citation: GA Rules and Regs r 505-3-.101

Current through Rules and Regulations filed through September 23, 2024

(1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare teachers to serve as transition specialists in grades 9-12. 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 Special Education Transition Specialist Endorsement Program are qualified to serve as a transition specialist in grades 9-12 who provides assistance in establishing post-school goals and objectives and facilitates the transition to work and community environments.

(3) Requirements.

(a) GaPSC-approved educator preparation providers may seek state approval to offer this field as either a stand-alone endorsement program or as an endorsement program embedded in a GaPSC-approved initial preparation program or an advanced (degree-only) preparation program. In addition to meeting all applicable approval requirements and standards, embedded endorsement programs must meet requirements specified in paragraph (e) 4. (ix) of GaPSC Rule 505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.

(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 standards published by the Council for Exceptional Children (2020):
1. Engaging in Professional Learning and Practice within Ethical Guidelines. Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic differences; and engage in ongoing self-reflection to design and implement professional learning activities.
(i) Candidates practice within ethical guidelines and legal policies and procedures;

(ii) Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with varying social, cultural, and linguistic backgrounds; and

(iii) Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices.

2. Understanding and Addressing Each Individual's Developmental and Learning Needs. Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, unique characteristics, including exceptionalities, and families and communities to plan and implement supportive and welcoming learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual's strengths and needs.
(i) Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities; and

(ii) Candidates use their knowledge and understanding of various factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.

3. Demonstrating Subject Matter Content and Specialized Curricular Knowledge. Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
(i) Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities; and

(ii) Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.

4. Using Assessment to Understand the Learner and the Learning Environment for Databased Decision Making. Candidates assess students' learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students' eligibility determination, communicate students' progress, inform short- and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
(i) Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities;

(ii) Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services; and

(iii) Candidates assess, collaboratively analyze, interpret, and communicate students' progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.

5. Supporting Learning Using Effective Instruction. Candidates use knowledge of individuals' development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
(i) Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic differences and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual;

(ii) Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self-regulation of student learning;

(iii) Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning. Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group; and

(iv) Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual. Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual.

6. Supporting Social, Emotional, and Behavioral Growth. Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.
(i) Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities;

(ii) Candidates use a range of preventive and responsive practices documented as effective to support individuals' social, emotional, and educational well-being; and

(iii) Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.

7. Collaborating with Team Members. Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
(i) Candidates utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students' instructional and behavioral needs;

(ii) Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families;

(iii) Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families; and

(iv) Candidates work with and mentor paraprofessionals in the paraprofessionals' role of supporting the education of individuals with exceptionalities and their families.

8. Candidates are prepared to demonstrate understanding of the Specialty Standards for Special Education Transition Specialist published by the Council for Exception Children (2012).
(i) Assessment.
(I) Candidates are prepared to demonstrate understanding of the procedures and requirements for referring individuals to community service agencies;

(II) Candidates are prepared to demonstrate understanding of the implications of individual characteristics with respect to post-school outcomes and support needs;

(III) Candidates are prepared to demonstrate understanding of the formal and informal approaches for identifying students' interests and preferences related to educational experiences and post school goals (postsecondary education, employment, independent living), including person-centered planning assessments;

(IV) Candidates are prepared to demonstrate understanding of how to match skills and interests of the individuals to skills and demands required by vocational and post-school settings;

(V) Candidates are prepared to interpret results of career and vocational assessment for individuals, families, and professionals;

(VI) Candidates are prepared to use a variety of formal and informal career, transition, and vocational assessment procedures;

(VII) Candidates are prepared to evaluate and modify transitional goals on an ongoing basis; and

(VIII) Candidates are prepared to assess and develop natural support systems to facilitate transition to post-school environments.

(ii) Programs, Services, and Outcomes.
(I) Candidates are prepared to demonstrate understanding of school and post-school services available to specific populations of individuals with exceptional learning needs;

(II) Candidates are prepared to demonstrate understanding of the methods for providing community-based education for individuals with exceptional learning needs;

(III) Candidates are prepared to demonstrate understanding of the methods for linking academic content to transition goals;

(IV) Candidates are prepared to demonstrate understanding of strategies for involving families and individuals with exceptional learning needs in transition planning and evaluation;

(V) Candidates are prepared to demonstrate understanding of job seeking and job retention skills identified by employers as essential for successful employment;

(VI) Candidates are prepared to demonstrate understanding of vocational education methods, models, and curricula;

(VII) Candidates are prepared to demonstrate understanding of the range of postschool options within specific outcome areas;

(VIII) Candidates are prepared to identify and facilitate modifications within work and community environments;

(IX) Candidates are prepared to arrange and evaluate instructional activities in relation to post-school goals;

(X) Candidates are prepared to identify outcomes and instructional options specific to the community and the individual; and

(XI) Candidates are prepared to use support systems to facilitate self-advocacy in transition planning.

(iii) Research and Inquiry.
(I) Candidates are prepared to understand theoretical and applied models of transitions; and

(II) Candidates are prepared to understand research on relationships between individual outcomes and transition practices.

(iv) Leadership and Policy.
(I) Candidates are prepared to demonstrate understanding of transitional related laws and policies; and

(II) Candidates are prepared to demonstrate understanding of the history of national transition initiatives.

(v) Professional Learning and Ethical Practice.
(I) Candidates are prepared to demonstrate understanding of the scope and role of the transition specialist;

(II) Candidates are prepared to demonstrate understanding of the scope and role of agency personnel related to transition;

(III) Candidates are prepared to demonstrate awareness of organizations and publications relevant to the field of transition;

(IV) Candidates are prepared to show positive regard for the capacity and operating constraints of community organizations involved in transition services;

(V) Candidates are prepared to participate in activities of professional organizations in the field of transition;

(VI) Candidates are prepared to ensure the inclusion on transition-related goals in the educational program plan; and

(VII) Candidates are prepared to develop post-school goals and objectives, using interests and preferences of the individual.

(vi) Collaboration.
(I) Candidates are prepared to demonstrate awareness of methods to increase transition service delivery through interagency agreements and collaborative funding;

(II) Candidates are prepared to demonstrate understanding of transition planning strategies that facilitate input from team members;

(III) Candidates are prepared to design and use procedures to evaluate and improve transition education and services in collaboration with team members;

(IV) Candidates are prepared to provide information to families about transition education, services, support networks, and post-school options;

(V) Candidates are prepared to involve team members in establishing transition policy;

(VI) Candidates are prepared to provide transition-focused technical assistance and professional development in collaboration with team members;

(VII) Candidates are prepared to collaborate with transition focused agencies;

(VIII) Candidates are prepared to develop interagency strategies to collect, share, and use student assessment data;

(IX) Candidates are prepared to use strategies for resolving differences in collaborative relationships and interagency agreements;

(X) Candidates are prepared to assist teachers to identify educational program planning team members; and

(XI) Candidates are prepared to assure individual, family, and agency participation in transition planning and implementation.

O.C.G.A. § 20-2-20.

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