• Year-long program
• 150 contact hours/15 PLUs
• Comprised of 3 separate courses, with an additional embedded performance-based field experience requirement
• Virtual delivery via Blackboard and Zoom; to include asynchronous study assignments

• Identifying data sources & instructional strategies to drive intervention decisions.
• Conducting varied assessments & monitoring intervention plans to support at-risk learners.
• Engaging in collaborative data conversations to effectively use protocols that increase team effectiveness.
• Assessing school culture for tiered intervention & support to promote essential components and commitment to the process.
• Aligning differentiated instruction to content standards, assessment data, and learning goals
• Understanding the learners’ cognitive, social and developmental levels.
• Supporting a learning environment that engages learners, families, and community.

Candidates must hold a valid T-4 or higher, Clear Renewable Certificate that meet these requirements:

• • Induction, Professional, Advanced Professional, or Lead Professional teaching certificate in Elementary Education (P-5), Special Education General Curriculum Elementary Education (P-5), Middle Grades Education (with a language arts and/or mathematics area of concentration), or Special Education General Curriculum (with a language arts and/or mathematics concentration)

·        Candidates must have a minimum of one year teaching experience as the lead teacher in a classroom.

·        Supervisor recommendation form.  

·        Copy of valid GA PSC Educator Certificate

• The individual course cost is $350.
• The total cost for all three required courses is $1050.
• Participants will not be allowed to begin a course until payment is received by Metro RESA.

• • All fees are non-refundable.

Foundations of Data-Driven Intervention is designed to provide candidates the knowledge, skills, and dispositions of responsive data-driven interventions and tiered support processes by examining theory and research in relation to: identifying data sources for intervention decisions, conducting varied assessments, engaging in collaborative data conversations, monitoring intervention plans, and assessing school culture for tiered intervention and support. Candidates will assess the school culture for tiered intervention to support struggling or at-risk learners noting areas of strength and areas needing development.  Candidates will understand how to promote essential components of tiered intervention to encourage commitment to the process. Candidates will explore, discuss, and apply theory and research through assignments, activities, collaborative team protocols, and field experience projects.

An Investigation of Responsive Instruction & Assessment is designed to provide candidates the knowledge, skills, and dispositions of instruction, assessment, and problem-solving practices by examining theory and research in relation to: studying and identifying effective instructional strategies, matching GA content standards to instructional strategies, designing appropriate interventions based on a variety of assessment data, and using elements of effective collaboration. Candidates will complete an instructional intervention project to examine current student data and develop a responsive course of action. Candidates will understand how to differentiate instruction by aligning instructional interventions to specific learning goals to improve student learning within their own classrooms. Candidates will explore, discuss, and apply theory and research through assignments, activities, collaborative team protocols, and field experience projects.

Applied Intervention & Analysis is designed to provide candidates the opportunity to apply and practice their acquired knowledge, skills, and dispositions of school climate and family partnerships related to: assessing learning goals according to the expectations of the GA standards, designing instruction at the students’ appropriate cognitive, social, and developmental levels, and supporting a learning environment that engages learners, families, and community. Candidates will complete a learning cycle project in collaboration with other professionals to support student development, learning and well-being. Candidates will understand how to align content standards to instruction and assessment practices that result in differentiated instruction for students. Candidates will explore, discuss, and apply theory and research through assignments, activities, collaborative team protocols, and field experience projects.

• A computer with working camera, audio, and stable internet capabilities compatible with Chrome and supporting Blackboard and Zoom platforms