CTAE Directors

CTAE CTI Coordinators

PBIS Teams

Librarians/Media Specialists

Teacher Leaders

RESA Staff

Community Stakeholders

Special Student Services Staff

Special Education Teachers

Paraprofessionals

CTAE teachers 6-8

CTAE teachers 9-12

Assessment Staff

Blended Teachers

Counseling Staff

Data Collections Staff

Early Learning Teachers (Birth-5 yrs)

ESOL Teachers

Finance Staff

GaDOE Staff (non-contractor)

GaDOE Staff ALL

Gifted and Talented Teachers

High School Teachers

Instructional Coaches/Coordinators

Mental Health and Wellbeing Specialists

Middle School Teachers

MTSS Team

Online Teachers

Pupil Transportation Staff

School Leaders

School Nutrition Directors (system level)

School Nutrition Managers (school level)

School Nutrition Staff (school and system level)

School Nutrition State Staff (state level)

Social Workers

State Schools

Technology

Afterschool Providers

School Nurses

Federal Programs Staff (Title I)

Federal Programs Staff (Title II)

Federal Programs Staff (Title III)

Federal Programs Staff (Title IV)

Federal Programs Staff (General)

Elementary Teachers

District Leaders

CTAE

Whole Child Supports

GaPBIS

Science

Assessment

Teacher and Leader Support and Development

World Languages

Social Studies

Mathematics

English Language Arts

Computer Science

Accountability

After School Programs

Blended Learning

Co-Teaching

Data Collections

Digital Credentials

District Effectiveness

District Level Support

ESOL

Family Engagement

Federal Programs

Finance

MTSS

Induction Leaders

Induction Teachers

Mental Health and Wellbeing

Mentors and Coaches

Online Learning

PE/Health

Personalized Learning

Policy/Legal

Private School

Reading/Literacy

School Effectiveness

School Nutrition

SLDS

Special Education

Special Student Services

Staff Wellness

STEM/STEAM

School Safety

School Nursing

English Learners (ELs)

Human Resources

Fine Arts

Technology Services

Assessment &amp; Accountability

Policy, Flexibility &amp; External Affairs

Finance and Business Operations

School Improvement

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Teaching &amp; Learning

Federal

State

Guidance

Other

These guidelines are to help schools and school districts establish a safer learning environment for students with diabetes.

Guidelines for the Care Needed for Students with Diabetes-Updated 7/23

User Guide for a the Form B application in the ES4PS application in SLDS. LEA stakeholders use this application annually to meet ESEA statutory requirements.

ES4PS Application - User Guide Form B - June 2023

This guidance document provides key connections and information to support school districts in effectively and efficiently implementing the Georgia Early Literacy Act (HB 538, 2023), Georgia’s K-12 English Language Arts Standards (2023), Georgia’s Early Intervention Program (EIP, O.C.G.A. 20-2-153), and Georgia’s Dyslexia Efforts (SB 48, 2019) with the ultimate goals of increasing literacy outcomes for Georgia’s Students.

Aligning State Literacy Policies &amp; Practices - Updated June 29, 2023

In February 2022, Georgia State Superintendent of Schools Richard Woods convened a task 
force consisting of superintendents, chief information officers, and technology experts to 
recommend technology learning standards that would ensure all educators and students in 
Georgia have access to the following: 
 • a 21st-century learning environment; 
 • uniform standards for devices, networks, technology structure, bandwidth, and more; 
 • technology inventory aligned to standards that create a common set of metrics; and 
 • funding, resources, and support to minimize technology gaps.

21st Century Tech Standards Taskforce Report - December 2022

State Board of Education Rule 160-4-2-.17

​​​​​​​​​The Early Intervention Program (EIP) is designed to provide interventions for students who are at risk of not reaching or maintaining their academic grade level based on their performance on state or national assessments or performance measures in English Language Arts/Reading, Mathematics, or both in order to help them meet grade-level expectations within the shortest possible time. Early Intervention programming must include targeted, evidence-based interventions, frequent progress monitoring, and clear entrance and exit criteria based on grade level performance. It is not the intent of the program for students to be assigned to EIP on a continuing or permanent basis.​

2023-24 Early Intervention Program (EIP) Guidance

This resource manual is a companion document to State Board of Education Rule 160-4-2-.38 EDUCATION PROGRAM FOR GIFTED STUDENTS, which was adopted by the State Board of Education on May 10, 2012. The guidelines included in this manual provide assistance to local boards of education, local school districts, administrators, and teachers. Moreover, parents and other interested parties can use the manual as a guide to gifted education in Georgia.

2023-24 Resource Manual for Gifted Education Services

GaDOE Guidance & Policy Documents