Georgia § 20-2-208-1 Inclusion of identification of and interventions for dyslexia and other disorders in standards for teacher preparation programs for elementary and secondary education instruction

Georgia Statutes

§ 20-2-208-1 — Inclusion of identification of and interventions for dyslexia and other disorders in standards for teacher preparation programs for elementary and secondary education instruction

Georgia § 20-2-208-1

Title20

This text of Georgia § 20-2-208-1 (Inclusion of identification of and interventions for dyslexia and other disorders in standards for teacher preparation programs for elementary and secondary education instruction) is published on Counsel Stack Legal Research, covering Georgia primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook

O.C.G.A. § 20-2-208-1 (2026).

Text

The Professional Standards Commission shall include in its standards for teacher preparation programs for elementary and secondary education instruction on:

(1)The definition and characteristics of dyslexia and other disorders;

(2)Evidence based interventions and accommodations for students with characteristics of dyslexia and other disorders; and (3) Core elements of a response-to-intervention framework addressing reading, writing, mathematics, and behavior, including:

(A)Universal screening;

(B)Scientific, research based interventions;

(C)Progress monitoring of the effectiveness of interventions on student performance;

(D)Data based decision-making procedures related to:

(i)Determining intervention effectiveness on student performance; and (ii) Determining the need to continue, al

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The Professional Standards Commission shall include in its standards for teacher preparation programs for elementary and secondary education instruction on: (1) The definition and characteristics of dyslexia and other disorders; (2) Evidence based interventions and accommodations for students with characteristics of dyslexia and other disorders; and (3) Core elements of a response-to-intervention framework addressing reading, writing, mathematics, and behavior, including: (A) Universal screening; (B) Scientific, research based interventions; (C) Progress monitoring of the effectiveness of interventions on student performance; (D) Data based decision-making procedures related to: (i) Determining intervention effectiveness on student performance; and (ii) Determining the need to continue, alter, or discontinue interventions or conduct further evaluation of student needs; and (E) Application and implementation of response-to-intervention and dyslexia instructional practices in the classroom setting.