(1) DEFINITIONS.

• (a) Behavior Support Process - a student support process for identifying and addressing the behavioral needs through providing integrated resources that promote behavioral change.
• (d) Multi-tiered system of supports or MTSS- a systemic, continuous-improvement framework in which data based problem-solving and decision making is practiced across all levels of the educational system for supporting students at multiple levels of intervention.
• (g) Response to intervention or RTI- a framework of identifying and addressing the academic and behavioral needs of students through a tiered system.

(l) No student in public preschool through third grade shall be expelled or suspended from school for more than five consecutive or cumulative days during a school year without first receiving a multi-tiered system of supports, such as response to intervention, unless such student possessed a weapon, illegal drugs, or other dangerous instrument or such student's behavior endangers the physical safety of other students or school personnel pursuant to O.C.G.A. 20-2-742.

(1) Purpose. This rule states field-specific content Standard for approving endorsement programs that prepare individuals to model PBIS in the field and at the grade level of their base certification and supplements requirements in Rule 505-3-.01, REQUIREMENTS AND Standard FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.

(2) Definitions.

• (a) Interconnected Systems Framework: Represents a proposed and developing interconnection of Positive Behavioral Interventions and Supports (PBIS) and School Mental Health (SMH) systems to improve educational outcomes for all student, especially those with or at risk of developing mental health challenges.

• (b) Tiered Fidelity Inventory (TFI):A checklist used by school staff engaged in School-Wide PBIS to determine how well the PBIS framework is being implemented by the school staff.

• (c) Self-Assessment Survey (SAS):A survey used by school staff to examine the status and need for improvement of four behavior support systems:

• (a) school-wide discipline systems,

• (b) non-classroom management systems (e.g., cafeteria, hallway, playground),

• (c) classroom management systems, and

• (d) systems for individual students engaging in chronic problem behaviors.

• (d) School-wide Evaluation Tool (SET): Is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year.

• (e) Multi-Tiered Systems of Support (MTSS): The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and data to important educational decisions.

(3) Requirements.

• (a) A GaPSC-approved educator preparation provider 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 Standard, embedded endorsement programs must meet requirements specified in paragraph (e) 3. (viii) of GaPSC educator preparation rule 505-3-.01, REQUIREMENTS AND Standard 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 Standard:

• 1. Standard 1: Foundations of PBIS. Providers will prepare candidates who demonstrate the following competencies:

• (i) Understanding the role of school culture and climate in student success and effective behavior management;

• (ii) Knowledge of interconnected systems framework (e.g., mental health, trauma-informed care, suicide prevention);

• (iii) Understanding of behavioral principles, including, but not limited to, schedules of reinforcement and punishment, operant conditioning, and teaching strategies of proactive behavior management; and

• (iv) Knowledge of the origins of the tiered public health prevention model and its connection to a tiered behavior supports framework.

• 2. Standard 2: School Wide Positive Behavior Interventions and Support (SWPBIS). Providers will prepare candidates who demonstrate the following competencies:

• (i) Team-based implementation in the context of tiered systems across the continuum of supports;

• (ii) Discipline through the PBIS lens of teaching expected behaviors first in all interventions;

• (iii) Identification of critical features of School-Wide Positive Behavior Interventions and Supports through the Critical Features as outlined by the Association for Positive Behavior Supports; and

• (iv) Assessment of Critical Features at the school-wide level (e.g., Tiered Fidelity Inventory (TFI), Self-Assessment Survey (SAS), School-wide Evaluation Tool (SET)).

• 3. Standard 3: Data-Based Decision-Making. Providers will prepare candidates who demonstrate the following competencies:

• (i) An understanding of data collection systems and/or use of current student information systems (e.g., School-Wide Information System (SWIS), Infinite Campus, Power School, etc.);

• (ii) Use of data to determine the impact of intervention on behavioral outcomes;

• (iii) Understanding of behavior in context, including the development of precision statements based upon classroom, school-wide and district data; and

• (iv) Knowledge of methods of analyzing discipline data (office referrals, out of school suspension and in school suspension) to address disproportionality.

• 4. Standard 4: Multi-Tiered Systems of Support (MTSS). Providers will prepare candidates who demonstrate the following competencies:

• (i) At the Universal tier: Candidates will demonstrate skills required for positive school-wide, classroom, and individual behavior management as it relates to the curriculum (or Tier 1 plan) including:

• (I) Definition and rationale;

• (II) Evidence-based practices; and

• (III) Assessment practices and outcomes.

• (ii) At the Targeted tier: Candidates will demonstrate an understanding of the process for identifying concerns, developing strategies and targeting students who require behavior support and instruction beyond the Tier I level including:

• (I) Definition and rationale;

• (II) Evidence-based practices;

• (III) Assessment practices and outcomes; and

• (IV) Progress monitoring and evaluation.

• (iii) At the Intensive tier: Candidates will demonstrate the application of "functional behavioral assessment" and "behavior support planning" in the context of Intensive Systems including:

• (I) Definition and rationale;

• (II) Evidence-based practices;

• (III) Assessment practices and outcomes; and

• (IV) Progress monitoring and evaluation.

• 5. Standard 5: Creating Positive Learning Environments. Providers will prepare candidates who demonstrate the following competencies:

• (i) Competencies for PBIS classroom management include:

• (I) Maximize structure;

• (II) Teach expectations, rules and procedures;

• (III) Actively engage students;

• (IV) Acknowledge appropriate behavior; and

• (V) Respond to inappropriate behavior.

• (ii) Competencies for culturally responsive practices include:

• (I) Use students' cultures and experiences to enhance their participation in the classroom culture; and

• (II) Provide all students with access to effective instruction and adequate resources for learning.

Guide developed for Georgia school districts interested in PBIS Implementation in Georgia.

Document provides information on the use of PBIS in Georgia schools, including strategic goals for the time period 2014-2024.

Rubric is for use by individuals who are responsible for monitoring district-level fidelity of Georgia’s Tiered System of Supports for Students implementation.

Worksheet provides a tool for collecting relevant information and recording a district’s rating on various items related to Georgia’s Tiered System of Supports for Students implementation.

Document provides step-by-step guidance on Georgia's tiered system of supports.

Document delineates roles and responsibilities of district and school teams and individuals in implementing and building capacity for Georgia’s Tiered System of Supports for Students framework.

Rubric is for use by individuals who are responsible for monitoring school-level fidelity of Tiered System of Supports for Students implementation.

Worksheet provides a tool for collecting relevant information and recording a school’s rating on various items related to Georgia’s Tiered System of Supports for Students implementation.

The committee may recommend the use of positive behavioral interventions and supports and response to intervention, trauma informed care training, and the optimization of local resources through voluntary community, student, teacher, administrator, and other school personnel participation.

(a) As used in this Code section, the term:

• (1) "High needs school" means a public school which has received a school climate rating of "1-star" or "2-star" pursuant to Code Section 20-14-33.
• (2) "Positive behavioral interventions and supports" or "PBIS" means an evidence based data-driven framework to reduce disciplinary incidents, increase a school's sense of safety, and support improved academic outcomes through a multitiered approach, using disciplinary data and principles of behavior analysis to develop school-wide, targeted, and individualized interventions and supports.
• (3) "Response to intervention" or "RTI" means a framework of identifying and addressing the academic and behavioral needs of students through a tiered system.

(b) Local boards of education are encouraged to implement PBIS and RTI programs and initiatives in their schools, and particularly in high needs schools.

(c) The State Board of Education is authorized, subject to appropriations by the General Assembly, to provide funds to local school systems to support PBIS and RTI programs, initiatives, and personnel.

(d) The State Board of Education is authorized to establish rules and regulations for PBIS and RTI programs and initiatives which receive funding pursuant to this Code section.

(a) As used in this Code section, the term:

• (1) "Multi-tiered system of supports" or "MTSS" means a systemic, continuous-improvement framework in which data based problem solving and decision making is practiced across all levels of the educational system for supporting students at multiple levels of intervention.
• (2) "Public preschool through third grade" means a public preschool, a Pre-K program in a public school administered pursuant to Code Section 20-1A-4, and kindergarten through third grade in a public school.
• (3) "Response to intervention" or "RTI" means a framework of identifying and addressing the academic and behavioral needs of students through a tiered system.
• (4) "Weapon" shall include dangerous weapons, firearms, and hazardous objects as defined in Code Section 20-2-751.

(b) No student in public preschool through third grade shall be expelled or suspended from school for more than five consecutive or cumulative days during a school year without first receiving a multi-tiered system of supports, such as response to intervention, unless such student possessed a weapon, illegal drugs, or other dangerous instrument or such student's behavior endangers the physical safety of other students or school personnel. If such student is receiving or has received a multi-tiered system of supports, the school shall be deemed to have met the requirements of this Code section. The school or program shall comply with all federal laws and requirements regarding obtaining parental consent during any advanced tier within the system of supports prior to certain screenings or evaluations.

(c) In addition to the requirements in subsection (b) of this Code section, prior to assigning any student in preschool through third grade to out-of-school suspension for more than five consecutive or cumulative days during a school year, if such student has an Individualized Education Program (IEP) pursuant to the federal Individuals with Disabilities Education Act or a plan under Section 504 of the federal Rehabilitation Act of 1973, the school or program shall also convene an IEP or Section 504 meeting to review appropriate supports being provided as part of such Individualized Education Program or Section 504 plan.

Document provides guidance on framing student codes of conduct through a PBIS lens.

Document provides information and guidance on PBIS implementation.

Document provides information on Multi-Tiered System of Supports (MTSS) in Georgia schools.