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2 | After registering, school staff members will receive instructions on how to access the class/course. | |||||||
3 | For in-area HGRESA school staff members, there are no charges. For some classes, there may be costs for out of area depending on whether the course was purchased by HGRESA. | |||||||
4 | To download click File - Download and choose desired format. 🔍 To search this document, press Ctrl + F (Windows) or Cmd + F (Mac) | |||||||
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6 | Title | Author-Provider | Additional Categories | Begin Date | End Date | Key Words | Audience | Description |
7 | 7031.2, CODE, Garner, Secret Stories® “Digging Deeper” Professional Development Workshop Recording , First Series | Secret Stories | ELA | 9/25/2026 | 10/26/26 | Secret Stories, Katie Garner | ELA Teachers | This is available only from September 25, 2026 to October 26, 2026. Mrs. Katie Garner discusses challenges and issues that frequently occur after the initial training. |
8 | 7032.2, CODE, Garner, Secret Stories® “Digging Deeper” Professional Development Workshop Recording , Second Series | Secret Stories | ELA | 10/29/26 | 11/26/26 | Secret Stories, Katie Garner | ELA Teachers | This is available only from October 29, 2026 to November 26, 2026. Mrs. Katie Garner discusses challenges and issues that frequently occur after the initial training. |
9 | 7032.1, CODE, Secret Stories Initial Training, Second Series | Secret Stories | ELA | 9/24/26 | 10/29/26 | Channels, Secret Stories, Katie Garner | These links will only be available from September 24, 2026, to October 29, 2026. This information was copied and pasted directly from the Secret Stories website: "Secret Stories® are the “secret” reasons WHY letters get together and make the many different sounds that they do. They offer logical explanations for letter sound behavior that learners’ brains crave! Rooted in the science of reading and cognitive neuroscience research, Secret Stories® targets backdoor learning channels to accelerate phonics skill mastery for reading and writing. Secret Stories® works seamlessly with any reading curriculum or phonics program to fast-track the critical “code-based” phonics skills needed to read and write—while fitting perfectly into existing instruction." | |
10 | 7031.1, CODE, Secret Stories Initial Training, First Series | Secret Stories | ELA | 8/15/26 | 9/23/26 | Channels, Secret Stories, Katie Garner | ELA Teachers | These links will only be available from August 15, 2026, to September 23, 2026. This information was copied and pasted directly from the Secret Stories website: "Secret Stories® are the “secret” reasons WHY letters get together and make the many different sounds that they do. They offer logical explanations for letter sound behavior that learners’ brains crave! Rooted in the science of reading and cognitive neuroscience research, Secret Stories® targets backdoor learning channels to accelerate phonics skill mastery for reading and writing. Secret Stories® works seamlessly with any reading curriculum or phonics program to fast-track the critical “code-based” phonics skills needed to read and write—while fitting perfectly into existing instruction." |
11 | FY27C, 7016, Nessy, Understanding Dyslexia | Nessy | Literacy | 8/1/26 | 8/1/27 | Dyslexia, Struggling Readers | Teachers | Understanding Dyslexia is a 3-hour, asynchronous professional learning program that provides crucial insight into pedagogical implications that directly affect dyslexic students and those who struggle with foundational skills. Certificates are available upon completion of each module. This program is appropriate for teachers, especially new teachers, alternative-certified teachers, and paraeducators seeking to gain insight into how to better reach dyslexic students and struggling readers. |
12 | 10.C, Aha Process, Tactical Communication On-Demand Workshop with Paperback Book | Payne | Mental Health Awareness | School Climate | 7/7/26 | 7/1/28 | Social Class | Teachers, Leaders | This on-demand workshop is based on the book Tactical Communication, which explores the hidden rules of social class. By attending this workshop, you’ll gain a deeper understanding of the nuances of each class, which will empower you to make a positive impact on every call while minimizing complaints. |
13 | 11.C, Aha Process, Educating Students Experiencing Homelessness, Instability, and Disengagement Workshop | Payne | Mental Health Awareness | School Climate | 7/7/26 | 7/1/30 | Homelessness, Instability, Disengagement | HGRESA Staff Only | This 10-part professional development video series looks at what homelessness, instability, and disengagement do to learning and the strategies and understandings that are necessary to address those issues. The workshop covers a social cognitive framework that includes the role of the autonomic nervous system (ANS) in learning and how safety and belonging impact the prefrontal cortex. Multiple strategies will be given. |
14 | 12.C, Aha Process, Framework for Understanding On-Demand Workshop (Continuation of 2444 Posting) | Payne | Mental Health Awareness | School Climate | 7/7/26 | 6/30/30 | Mindsets, Poverty | Teachers, Leaders | his web-based training gives you in-depth information to help you understand class differences and 10 actions you can implement the next day in the classroom to achieve impact. This workshop is based on the book A Framework for Understanding Poverty by Ruby K. Payne, Ph.D. After participating in this workshop, you will: Use concrete strategies that impact the achievement of students from poverty, Better understand how economic class affects behaviors and mindsets, Develop stronger relationships with their students to impact behavior and achievement, Identify key instructional strategies that meet the needs of the under-resourced learner, Understand the hidden rules of economic classes and how they apply to their classrooms, and Reduce their discipline referrals. 10 Actions to Educate students include: Resources, Relationships, Hidden rules, Mental models, Family structure, Updated case studies, Family dynamics, Your personal experience with class, The role of language registers, Discourse patterns and story structure, and The importance of relationships. |
15 | 17.C, Aha Process, Navigating Emotional Realities with Adults (continuation of 4172) | Payne | Mental Health Awareness | School Climate | 7/7/26 | 6/30/30 | Emotions, Stress | Teachers, Leaders | Navigating Emotional Realities with Adults is an on-demand workshop that explores the emotional functioning of adults in a workplace setting. Accessing current neuroscience information and applying it in the context of the high-paced, stress-filled world in which we are all living and working will assist individuals in better understanding their own emotional experiences in the workplace. It will also help staff understand the emotional and relational dynamics they encounter at work and supply individuals, staff, and HR/personnel managers with strategies and tools to assist in developing a workplace that supports the mental health of all employees—a key factor in retention and productivity. |
16 | 9.C, Aha Process, Workplace Stability on Demand Workshop with Paperback Book | Payne | Mental Health Awareness | School Climate | 7/7/26 | 7/1/28 | Employees | Leaders | In this on-demand Workplace Stability workshop, you will: Understand the multifaceted factors contributing to employee instability, Uncover the interconnectedness of instability, employee performance, and profitability, Identify powerful, low-cost techniques and strategies for fostering workplace stability, Elevate your organization’s stability, and watch productivity and profitability soar, and Learn how to manage employees who were formerly incarcerated, employees who are noncitizens, employees who are moving from one economic class to another, and employees who are part of multiple generations. |
17 | 4.C, Master Teacher, You Can Handle Them All Behavior Online Training | Master Teacher | Mental Health Awareness | School Climate | 7/6/26 | 7/1/28 | Classroom Management | Teachers, Leaders | The You Can Handle Them All! Behavior App describes 136 student behaviors and: Identifies the primary causes of each behavior. Explains how each behavior affects teachers, other students, and the learning environment. Offers up to 34 techniques for managing each student behavior. Cross-references related student behaviors. Micro-lessons are included within the app to help you understand the underlying causes of each misbehavior in order to correct it. Each behavior is listed in a systematic, easy-to-use, 4-step behavior guide, helping teachers to: 1. Identify the Behavior This step lists specific student attitudes and actions so you can easily identify which of the 136 different behaviors applies. Check the "See Also" section at the end of each behavior to cross-reference related behaviors. 2. Understand the Effects of the Behavior This step determines how the behavior affects the student's teacher, classmates, parents, and learning environment. 3. Identify the Causes, Student Needs, and Techniques to Manage the Behavior This step considers the primary causes of misbehavior, the primary and secondary needs that are influencing the behavior, and specific suggestions for modifying and changing it. 4. Avoid Mistakes that May Intensify the Behavior This step explains common misjudgments and errors in managing the behavior that may perpetuate or intensify the problem. |
18 | 7.C, Avanti: Videos and Playlists on Building Teacher Expertise, Wellness, and School Culture | Avanti, Solution Tree | ELA | General Classes | Math | Mental Health Awareness | School Climate | Science | 6/30/26 | 6/29/27 | Not Available at this time Avanti videos are created by teachers for teachers. Brief videos (2-10 minutes) can be viewed individually or in a playlist on a topic. Some topics include the following: Engagement, Learning Goals, Assessments, Direct Instruction, Building Relationships, Reading, Emotional Wellness for Educators, Science, Practicing and Deepening, Avanti Explorer: Navigating Your Learning Journey, Navigator's Edge: Building Teacher Expertise, Physical Wellness for Educators, Mathematics, Mental Wellness for Educators, High Expectations, Knowledge Applications, Artificial Intelligence (AI), Wellness for Educators, and Rules and Procedures. | ||
19 | 3541, CODE, GDOE, Reading, Writing, and Science: The Perfect Combination (K-12) | GDOE | ELA | GaDOE | Science | 6/30/26 | 6/30/27 | Reading, Writing, Science | Teachers | There are many short videos included on strategies for connecting writing, reading, and science. The top page has elementary resources. The middle page has middle grade resources. The last page has K-12 resources. |
20 | 6.C, Vector Solutions: K12 Edition for Safe Schools & Student Success; Inclusive Instruction & Intervention; US Council for Athlete's Health | Vector | 6/29/26 | 6/29/27 | Teachers, Leaders | Not Available at this time This online company offers many courses for safety in school facility maintenance, bus drivers, transportation drivers, athletics, school compliance with federal and Georgia laws, school leadership, school climate, and special education. Choose from a large variety of topics. You may choose whichever course(s) you desire. Many are made to be taught to students as well. Those will have lesson plans and activities to accompany the lessons. Some topics include the following: SAFETY & COMPLIANCE, INCLUSIVE INSTRUCTION & INTERVENTIONS, POSITIVE SCHOOL CLIMATE, FACILITIES MAINTENANCE, CYBERSECURITY AWARENESS, SCHOOL BUS SAFETY TRAINING FOR DRIVERS, CHILD SEXUAL ABUSE PREVENTION, USCAH ATHLETICS HEALTH & SAFETY, and FUTURE READY: STUDENT SKILLS SUITE. | ||
21 | ❥7040.12, FY27 CODE, Davis, Bullying in Schools | Liaison, Wright | School Climate | 6/10/26 | 7/1/28 | Bullying | Students, Teachers, Leaders | The goal of this presentation is for the audience to learn about the effects of bullying and practical ways for teachers, parents, and students to be informed. |
22 | ❥7040.13, FY27 CODE, McCloud, So You Think You Want to Teach? Practical Strategies for Surviving and Thriving as a New Teacher | Liaison, Davis | School Climate | 6/10/26 | 7/1/28 | Classroom Management, Engagement, Time Management | New Teachers | So You Think You Want to Teach? Practical Strategies for Surviving and Thriving is a 2-hour virtual professional development session designed to support new and early career educators with practical, ready-to-use strategies for classroom success. Participants will explore key survival areas for teachers. Grounded in research-based practices and filled with real-world tools, this session will build confidence and protect a teacher's energy while creating a structured, supportive classroom where students can learn. |
23 | ❥7040.14, FY27 CODE, Davis, The BELONG Framework | Liaison, McCloud | Mental Health Awareness | School Climate | 6/10/26 | 7/1/28 | Inclusive | Teachers, Leaders | The training is focused on inclusive practices that impact school climate. |
24 | ❥7040.15, FY27 CODE, Salter, The Bridge Between School Climate and Safety | Liaison, Davis | School Climate | 6/10/26 | 7/1/28 | School Safety | Teachers, Leaders | This session fills gaps between school climate and safety. It focuses on how teachers and staff build a healthy, proactive school climate and safety plans for schools and classrooms. |
25 | ❥7040.16, FY27 CODE, Sharpe, Building Positive School Climate Through Relationships | Liaison, Salter | School Climate | 6/10/26 | 7/1/28 | Relationships | Teachers, Leaders | This professional learning session focuses on the critical role relationships play in creating a positive and supportive school climate. Participants will explore strategies for strengthening student-to-student interactions, teacher-to-student support, and family and staff engagement. Through research-based practices, collaborative discussions, reflection activities, and action planning, educators will gain practical tools to foster a culture of belonging, improve communication, increase engagement, and support student success. Designed with Georgia schools in mind, this session connects relationship-building practices to school climate, attendance, behavior, and overall school improvement efforts. |
26 | ❥7040.17, FY27 CODE, Smith, Classroom Routines that Build Predictability and Psychological Safety | Liaison, Sharpe | School Climate | 6/10/26 | 7/1/28 | Psychological Safety, Engagement | Teachers, Leaders | This is a PD presentation designed to help educators create structured, supportive learning environments where students feel safe, confident, and ready to learn. Grounded in current research on school climate, this session provides practical, immediately applicable tools for both new and veteran teachers. By the end of the PD, educators will develop an implementation plan to strengthen classroom climate, increase student engagement, and foster psychological safety for all learners. |
27 | ❥7040.18, FY27 CODE, Wright, What Happened to Common Sense? Understanding How the Pandemic Has Affected Student Decision-Making, Social Awareness, and Everyday Skills | Liaison, Smith | School Climate | 6/10/26 | 7/1/28 | Social Awareness, Pandemic | Teachers, Leaders | This session is designed to help us better understand the pandemic's effects on students and focus on practical solutions. This session may be used as a facilitator-led professional development session. |
28 | ❥7040.1, FY27 CODE, McArthur, Teacher Burnout and Self-Care | Liaison, Williams | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Burnout,Self-care | Teachers, Leaders | This session focuses on teacher burnout and the importance of incorporating self-care techniques to support an educator's overall well-being. After attending this session, participants will be able to recognize signs and symptoms of burnout, understand its impact, and develop a personalized self-care action plan. |
29 | ❥7040.10, FY27 CODE, Lewis, Improving School Attendance | Liaison, Brewer | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Attendance,Absenteeism | Teachers, Leaders | Strategies are discussed for implementing a school-wide plan to improve student attendance. Chronic absenteeism, the importance of early interventions, and the role of the attendance team in educating and informing students and parents of the value of school attendance are addressed. |
30 | ❥7040.11, FY27 CODE, Williams, Preventing Classroom Disruptions by Increasing Student Engagement | Liaison, Rose | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Disruptions, Engagement | Teachers, Leaders | This presentation shows practical strategies for increasing student engagement, reducing classroom disruptions, and creating a more positive school climate through practical classroom management and relationship-building practices. |
31 | ❥7040.2, FY27 CODE, Brewer, Supercharge Your Calm Presentation | Liaison, Lewis | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Coping Skills | Teachers | This training focuses on coping skills, how to use them as individuals, and how to teach students to use them as well, in order to create a calm and successful learning environment for all. |
32 | ❥7040.3, FY27 CODE, Lewis, Trauma-Informed Classroom: Supporting Students Beyond Behavior | Liaison, Lucas | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Trauma | Teachers, Leaders | This training is to help middle and high school educators understand the impact of trauma on students and discover practical, everyday strategies to support behavior, learning, and well-being. |
33 | ❥7040.4, FY27 CODE, Rose, Self-Regulate to Elevate | Liaison, McArthur | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Self-regulation | Teachers | This presentation focuses on the importance of self-regulation being a non-negotiable in order to co-regulate in both professional and personal settings. Specific focus is placed on campus and/or in the classroom setting. There is an emphasis on self-regulation with strategies and applications of self-regulation. In addition to the video are group activities and Q&A. |
34 | ❥7040.5, FY27 CODE, Strickland, The Pressure to Be Perfect: Mental Health Burnout and Belonging in School Communities | Liaison, Nobles | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Burnout, Resilience | Teachers, Leaders | This presentation explores the critical role of mental health in supporting student success and well-being. Designed for school stakeholders, this session encourages a collaborative approach to fostering healthy, resilient school communities. |
35 | ❥7040.6, FY27 CODE, Lovvorn, Making It Sick: Applying the Science of Successful Learning | Liaison, Rentz | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Science of Learning | Teachers, Leaders | Focus is on Make It Stick: The Science of Successful Learning by Peter Brown, Henry Roediger III, and Mark McDaniel. This session explores what cognitive science tells us about how students learn, retain information, and transfer knowledge and discusses practical classroom strategies that can immediately improve student achievement. |
36 | ❥7040.7, FY27 CODE, Rentz, Protecting and Improving Faculty and Staff Mental Health | Liaison, Lovvorn | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Morale, Wellbeing | Teachers, Leaders | This training is intended to explain the unique mental health challenges faced by educators in rural, poverty-stricken communities. It provides practical strategies for improving educators' emotional wellness and self-care. The end goal is to create realistic action steps to improve staff morale and emotional resilience. |
37 | ❥7040.8, FY27 CODE, Nobles, Becoming a Trauma-Informed System | Liaison, Strickland | Mental Health Awareness | School Climate | 6/9/26 | 7/1/28 | Trauma | Teachers, Leaders | The purpose of this project is to provide research-based information and strategies for creating trauma-informed school systems. Topics include the need for being trauma-responsive in schools, trauma-informed teaching practices, and other practical information to help create safe, caring, and supportive schools, not just for students but for faculty and staff as well. |
38 | ❥7040.9, FY27 CODE, Lucas, Creating Classroom Video Content That Strengthens School Climate | Liaison, Lewis | School Climate | 6/9/26 | 7/1/28 | Video | Teachers, Leaders | Learn how teacher-created video can strengthen relationships, increase accessibility, and support a positive school climate. This session explores practical, research-based strategies for using instructional videos to improve student engagement, reduce anxiety, and extend teacher presence beyond the classroom. Participants will discover simple, sustainable approaches to creating effective video content for their classes. |
39 | 7038.1, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 1 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
40 | 7038.10, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 10 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
41 | 7038.2, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 2 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
42 | 7038.3, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 3 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
43 | 7038.4, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 4 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
44 | 7038.5, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 5 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
45 | 7038.6, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 6 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
46 | 7038.7, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 7 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
47 | 7038.8, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 8 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
48 | 7038.9, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade 9 | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
49 | 7038.K, FY27 Code, Raczynski, Using Exemplars of Student Writing, Grade K | Raczynski | ELA | 6/9/26 | 7/1/28 | Raczynski, Writing, Exemplars | ELA Teachers | These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency. For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing. Each of the three courses is a video of approximately 10-15 minutes. |
50 | 7039.1, FY27 CODE, Gordon, A Focus on the ELA Language Standards to Improve Student Writing, Grades 3-5 | Gordon | ELA | 6/9/26 | 7/1/28 | Glordon, Writing, Standards | ELA Teachers | Part One of this presentation focuses on the high-impact language conventions, skills, and concepts. These troublesome areas are defined and linked to the ELA standards. The starting point for instruction and the beginning grade for reinforcement are also given. Part Two examines helpful resources for the teaching of conventions. |
51 | 7039.2, FY27 CODE, Gordon, A Focus on the ELA Language Standards to Improve Student Writing, Grades 6-8 | Gordon | ELA | 6/9/26 | 7/1/28 | Glordon, Writing, Standards | ELA Teachers | Part One of this presentation focuses on the high-impact language conventions, skills, and concepts. These troublesome areas are defined and linked to the ELA standards. The starting point for instruction and the beginning grade for reinforcement are also given. Part Two examines helpful resources for the teaching of conventions. |
52 | FY27C, 7012, GAEL, Hearing Officer Update Training | Stokes | Leadership/Administration | 5/13/26 | 10/1/26 | J. Stokes, GAEL | Leaders, Hearing Officers, Tribunal Members | This is the required yearly update training for all Tribunal/Hearing Officers. It must be completed by October 1, 2026. Directions for completion will be in your email confirmation sent after your registration. |
53 | 26C., 6718.3-5, Raczynski, Quarter 4 Supplement Writing for Milestones Grades 3-5 | Raczynski | ELA | 3/4/26 | 6/30/28 | Raczynski, Writing, Milestones | ELA Teachers | In quarter 4, in grades 3-5, we suggest focusing on preparing students to do well on Section 1 of Milestones. In grades 3 and 5, this is the section that features the Writing Task. In grade 4, this is the section that features the Peer Revision Task. |
54 | 26C., 6718.6-8, Raczynski, Quarter 4 Supplement Writing for Milestones Grades 6-8 | Raczynski | ELA | 3/4/26 | 6/30/28 | Raczynski, Writing, Milestones | ELA Teachers | In quarter 4, in grades 6-8, we suggest focusing on preparing students to do well on Section 1 of Milestones. In grades 6 and 7, this is the section that features the Peer Revision Task. In grade 8, this is the section that features the Writing Task. |
55 | 26C., 6718.9-10, Raczynski, Quarter 4 Supplement Writing for Milestones Grades 9-10 | Raczynski | ELA | 3/4/26 | 6/30/28 | Raczynski, Writing, Milestones | ELA Teachers | In quarter 4, in grades 9-10, we suggest focusing on preparing students to do well on Section 1 of Milestones. This is the section that features the Writing Task. (We recommend using the grade 10 supplement with grade 9 students to give them practice with what they will see in grade 10 on Section 1.) |
56 | 26C., 6718.K-2, Raczynski, Quarter 4 Supplement of Spiraling Writing Instruction Grades K-2 | Raczynski | ELA | 3/4/26 | 6/30/28 | Raczynski, Writing | ELA Teachers | In quarter 4, in grades K-2, we suggest spiraling instruction across all three genres. In the supplement, we provide nine weeks of exercises, three for each genre. We also bring poetry into each of the nine weeks. |
57 | FY26C, 6707, SDI and RESA CCRPI Overview Presentation and All Improvement Meeting for 1.23.2025 | GDOE | GaDOE | 1/24/26 | 6/30/27 | CCRPI, School Improvement | Leaders | Broadcast Date: January 23, 2026 The goal was to develop an understanding of: • What is measured, • How results are used and how federal identifications are determined, • Where to find CCRPI resources, • How to utilize data to dig deeper. The recording is also included, as well as the PowerPoint. • Updates for 2026 CCRPI |
58 | 26C, 6689.1, GaDOE, Designing Coherent ELA Instruction: Part 1 | GDOE | ELA | GaDOE | 11/21/25 | 6/30/27 | Standards | ELA Teachers | Participants investigate how the ELA Instructional Framework and the ELA Instructional Framework Companion support intentional lesson planning; design instruction that blends standards across the Practices, Texts, and Language domains; and examine exemplars that illustrate effective and coherent standards integration. Participants engage in guided scenarios to clarify both teacher and leadership roles in implementing the ELA Instructional Framework and supporting redelivery across schools and districts. This was recorded on Oct. 29, 2025. |
59 | 26C, 6689.2, GaDOE, Designing Coherent ELA Instruction: Part 2 | GDOE | ELA | GaDOE | 11/21/25 | 6/30/27 | Standards | ELA Teachers | Participants analyze exemplars and district models that demonstrate standards-based lesson planning in action. Through shared problem-solving and scenario-based discussions with district partners, participants strengthen their understanding of how leaders can sustain coherence, alignment, and instructional quality across classrooms. This was recorded on Nov. 19, 2025. |
60 | 26C, 6655, Empowering Writers, K-1 Getting Ready to Write | Empowering Writers | 10/1/25 | 6/30/27 | Writing | ELA Teachers | WHAT YOU WILL LEARN: Age-appropriate, instructional tools to effectively teach your youngest (K-1) students the foundational skills they need to become strong writers. You’ll be introduced to the developmental stages of writing, learn to teach your students how to identify genre and author’s purpose, and develop the foundational skills of narrative, informational and opinion writing. Through this training, you will gain confidence in your writing instruction, and develop the writing/reading connection for your students across all content areas. | |
61 | 26C, 6656, Empowering Writers, Informational Grades 2-8 | Empowering Writers | 10/1/25 | 6/30/27 | Writing | ELA Teachers | NOT Available at this time | |
62 | 26C, 6657, Empowering Writers, Editing, Revising, and More Workshop Grades 3-6 | Empowering Writers | 10/1/25 | 6/30/27 | Writing | ELA Teachers | This workshop is geared for any teacher responsible for teaching editing and revising for grades 3-6. Empowering Writers will provide the “how” for delivering direct instruction in revising and editing. Experience how specific instruction of grammar and mechanics brings clarity to all forms of communication. Come away with so much more than just “skill and drill”! | |
63 | FY26 C, 6617.1a, DOE, Integrating Practices into Texts, Language & Foundations K-5 Presentation for 9-10-25 | GDOE | ELA | GaDOE | 9/22/25 | 6/30/27 | Standards | ELA Teachers | In this session, educators will discover ways to elevate their students’ literacy skills through a deeper understanding of how the Practices domain informs the Texts, Language, and Foundations domains. Teachers will unpack the Big Ideas and grow in their understanding of how the Practices domain serves as a tool to intentionally strengthen students’ active engagement with text both as consumers and producers. This is the PowerPoint presentation used at the face-to-face meeting at HGRESA on September 10, 2025. |
64 | FY26C, 6617.2a, DOE Integrating Practices into Texts & Language (6-12) Presentation for 9-11-25 | GDOE | ELA | GaDOE | 9/22/25 | 6/30/27 | Standards | ELA Teachers | In this session, educators will discover ways to elevate their students’ literacy skills through a deeper understanding of how the Practices domain informs the Texts and Language domains. Teachers will unpack the Big Ideas and grow in their understanding of how the Practices domain serves as a tool to intentionally strengthen students’ active engagement with text both as consumers and producers. This is the PowerPoint presentation used at the face-to-face session at HGRESA on September 11, 2025. |
65 | 210, CODE, Substitute Teacher Training In HGRESA Area | Substitutes | Content Area | Miscellaneous | 8/29/25 | 6/30/30 | Substitute Teacher | Potential HGRESA Substitute Teachers | The purpose of this training program is to help participants be more successful as substitute teachers; therefore, meeting the requirement of the Georgia Board of Education (Code: GBRJ). Participants will be exposed to the rudiments of professional ethics, classroom management, instructional techniques, and some basic curriculum content. Participants will receive suggestions regarding "do's and don'ts" when substituting and activities to use when the classroom teacher's lesson plans cannot be followed. An online module has been developed and will be available at all times. However, there are accountability measures embedded, so please read the instructions carefully upon registering online. You will not be issued credit for the class until you have paid $40 for the class. (Money orders, Cashier's check, or Credit Card only; No personal checks, please. |
66 | 210, Code, Substitute Teacher Training within HGRESA Districts | Substitutes | Other Content | Substitute Trainings | 8/29/25 | 6/30/30 | Classroom Management, School Climate, Rituals & Routines | Potential Substitutes | The purpose of this training program is to help participants be more successful as substitute teachers; therefore, meeting the requirement of the Georgia Board of Education (Code: GBRJ). Participants will be exposed to the rudiments of professional ethics, classroom management, instructional techniques, and some basic curriculum content. Participants will receive suggestions regarding "do's and don'ts" when substituting and activities to use when the classroom teacher's lesson plans cannot be followed. An online module has been developed and will be available at all times. However, there are accountability measures embedded, so please read the instructions carefully upon registering online. You will not be issued credit for the class until you have paid $35 for the class. (Money orders, Cashier's check, or Credit Card only; No personal checks, please. |
67 | 210.1, CODE, Substitute Teacher Training for Out of the HGRESA Area | Substitutes | 8/29/25 | 6/30/30 | Substitute Teacher | Potential non-HGRESA Substitute Teachers | This training is limited to person who will NOT substitute in a Heart of Georgia RESA school system: Bleckley, Dodge, Dublin City, Laurens, Montgomery, Pulaski, Telfair, Treutlen, Wheeler, or Wilcox. There will be a $75 Out of Area Fee. The purpose of this training program is to help participants be more successful as substitute teachers; therefore, meeting the requirement of the Georgia Board of Education (Code: GBRJ). Participants will be exposed to the rudiments of professional ethics, classroom management, instructional techniques, and some basic curriculum content. Participants will receive suggestions regarding "do's and don'ts" when substituting and activities to use when the classroom teacher's lesson plans cannot be followed. An online module has been developed and will be available at all times. However, there are accountability measures embedded, so please read the instructions carefully upon registering online. You will not be issued credit for the class until you have paid for the class. (Money orders only; No checks or credit cards) | |
68 | 26C. 6625, Reading Rockets, Classroom Strategies: Think Alouds | Reading Rockets | 8/26/25 | 6/30/27 | Think Alouds, Reading | Teachers | Think-alouds have been described as “eavesdropping on someone’s thinking.” With this strategy, teachers verbalize aloud while reading a selection orally. During a think-aloud, you read a text aloud while verbalizing thoughts, predictions, questions, connections, and reflections. This helps students understand how to actively engage with the text, make inferences, and monitor their own comprehension. This material includes reasons to use think-alouds, written directions for implementation, and videos demonstrating whole group and scaffolded think alouds. Optional materials are linked. | |
69 | 26C. 6626, Texas Education Agency, Thinking Like an Expert: Guidelines for Modeling and Thinking Aloud in Content Area Classrooms | TEA | Content Area | Literacy | 8/26/25 | 6/30/27 | Modeling, Think Aloud, Math, Science, Reading, Social Studies | Teachers | Procedures are given for before, during, and after a lesson. Examples of Think Aloud lessons are shown for ELA, math, science, and social studies. |
70 | 26C. 6627, Texas Education Agency, Thinking Like an Expert: Teacher Modeling and Thinking Aloud | TEA | Content Area | Literacy | 8/26/25 | 6/30/27 | Modeling, Think Aloud, Math, Science | Teachers | This material includes guidelines for using Think Alouds and video examples from science and math. |
71 | 26C. 6635, NW GA RESA, NEW! Georgia Milestones Dashboard Rollout (Recorded 5-13-25) | Data Warehouse | Leadership/Administration | 8/26/25 | 6/30/27 | Milestones, Dashboard | Teachers, Leaders | This is a recording of the session held May 13, 2025. |
72 | 26C.6609.1, Wonder Media, Habits of Mind Grades K-3 | Wonder Media | Mental Health Awareness | School Climate | 8/11/25 | 7/31/26 | Characters, Animated Stories | Teachers, Counselors Leaders | If an educator wants to subscribe, he/she should discuss this with his/her district or school leaders, depending what the local protocols indicate. This is an annual subscription so we are unsure how long this will be or can be funded. As always, materials should be reviewed extensively before using with students for appropriateness - age, grade, standards, topics, etc.In the classroom, Habits of Mind animated stories quickly and successfully engage students. Students are primed from early childhood to connect with animated characters and learn from cartoons. The relationship students develop with the Habits of Mind animated characters is cultivated through extension lessons and used to help them refine problem-solving and critical thinking skills. Educators can use the sixteen Habits of Mind animated stories in the classroom to begin a dialogue around critical thinking and problem-solving. Then, extension lessons are used to connect the Habit to math, reading, fluency, active learning, and more. Each of the Habits of Mind animations comes with a classroom lesson plan, as well as an active learning opportunity. Active learning is accomplished through: hands-on projects, DIY projects, team-building activities, and more! Nearly every learning style is accommodated through kinesthetic, visual, auditory, and reading/writing lessons. Students are able to deepen their understanding of critical thinking techniques such as “Thinking Flexibly,” “Thinking About Your Thinking,” and “Thinking and Communicating with Clarity and Precision” while using tangible tools to solidify learning. |
73 | 26C.6609.2, Wonder Media, Habits of Mind Grades 4-6 | Wonder Media | Mental Health Awareness | School Climate | 8/11/25 | 7/31/26 | Characters, Animated Stories | Teachers, Counselors Leaders | If an educator wants to subscribe, he/she should discuss this with his/her district or school leaders, depending what the local protocols indicate. This is an annual subscription so we are unsure how long this will be or can be funded. As always, materials should be reviewed extensively before using with students for appropriateness - age, grade, standards, topics, etc.In the classroom, Habits of Mind animated stories quickly and successfully engage students. Students are primed from early childhood to connect with animated characters and learn from cartoons. The relationship students develop with the Habits of Mind animated characters is cultivated through extension lessons and used to help them refine problem-solving and critical thinking skills. Educators can use the sixteen Habits of Mind animated stories in the classroom to begin a dialogue around critical thinking and problem-solving. Then, extension lessons are used to connect the Habit to math, reading, fluency, active learning, and more. Each of the Habits of Mind animations comes with a classroom lesson plan, as well as an active learning opportunity. Active learning is accomplished through: hands-on projects, DIY projects, team-building activities, and more! Nearly every learning style is accommodated through kinesthetic, visual, auditory, and reading/writing lessons. Students are able to deepen their understanding of critical thinking techniques such as “Thinking Flexibly,” “Thinking About Your Thinking,” and “Thinking and Communicating with Clarity and Precision” while using tangible tools to solidify learning. |
74 | 26C.6605,Gophersports, Master PE Teacher Course | Gophersports | School Climate | 8/6/25 | 6/30/27 | Class Management, Lesson Plans | PE Teachers | Gopher partnered with lifelong physical education advocate Dr. Robert Pangrazi to create a master class course on teaching PE. The comprehensive physical education professional development course includes 18 modules designed to help teachers transform their program, improve class management skills, increase positive student behavior, strategically plan lessons, and much more. The course features classroom management video examples, module reflection questions, a PowerPoint presentation, 6 hours of CEUs/CECs, and 6 hours of instruction by Dr. Pangrazi himself on how to improve your PE curriculum. |
75 | 26C.6606.1, Instructional Coaching, Instructional Coaching: The First 90 Days | Gophersports | Leadership/Administration | 8/6/25 | 6/30/27 | Instructional Coaching, Jim Knight | Leaders | In this inaugural course, Jim Knight introduces the foundational principles, skills, and framework necessary for the first 90 days of instructional coaching, including The Partnership Principles, The Impact Cycle, and resources for coaching in action. |
76 | 26C.6606.2, Instructional Coaching, High-Impact Teaching Strategies | Leadership/Administration | 8/6/25 | 6/30/27 | Teaching Strategies, Jim Knight | Leaders | At the Instructional Coaching Group our focus is on doing what it takes to improve the quality of kids’ lives by having them experience better teaching. Coaching is a way in which we can provide support to teachers to dramatically improve teaching. But, what are the practices those teachers work on? That's where High Impact Instruction comes in, and these are the strategies that have the best chance of improving teaching. The instructional strategies mentioned in this course increase engagement and learning. The result of Jim Knight's research exploration and development was a simple framework – the Big Four, addressing Content Planning, Formative Assessment, Instruction, and Community Building. In this inaugural course, Jim Knight introduces the foundational principles, skills, and framework necessary for the first 90 days of instructional coaching, including The Partnership Principles, The Impact Cycle, and resources for coaching in action. | |
77 | 26C.6606.3, Instructional Coaching, Better Conversations: Going Deeper | Leadership/Administration | 8/6/25 | 6/30/27 | Conversations, Jim Knight | Leaders | This Radical Learners course is meant to be more than something to watch or listen to -- the course is meant to be lived. We provide short lessons where Jim explains key concepts to make it easy for you to explore how to have better conversations. You will receive a learner guide to take notes and document your learning experiences. We've also included reflection questions and activities at the end of each lesson so you can dive into the content being discussed. Since real learning happens in real life, we've also included reflection forms you can use to revisit or prepare for conversations. | |
78 | 26C.6606.4, Instructional Coaching, Partnership Learning: Presentations That Make an Impact | Leadership/Administration | 8/6/25 | 6/30/27 | Partnership, Jim Knight | Leaders | This course brings together all of Jim’s work from the very beginning when he started to do research and wrote his dissertation. Here, Jim shares easy and powerful strategies you can use when delivering workshops and presentations. He also talks about how the Partnership Principles play out a little bit differently when you conduct a workshop or give a presentation. Presentations create awareness, create common knowledge across the system, build excitement, build community, and are an integral part of professional development. The beliefs that guide the presenter and the way the presenter delivers and organizes the presentation makes a big difference. In this course, Jim explains how to balance the inherent challenge of being in a position of power, the presenter, and working as a partner with the people in the audience to make your presentations more accessible, more engaging, and lead to more learning. | |
79 | 26C.6606.5 Instructional Coaching, Video is Rocket Fuel for Learning | Leadership/Administration | 8/6/25 | 6/30/27 | Video, Jim Knight | Leaders | Real learning doesn't start until you start using video to watch yourself. In this course, Jim Knight explains different ways video can be used as rocket fuel for learning by coaches, by teachers to improve their own practice, by teams, or by principals as part of the teacher evaluation process. We are convinced that if you make video a part of your own learning, coaching, or evaluation process it will dramatically improve the quality of professional development and as a result teachers will learn more and, consequently, students will learn more | |
80 | 26C.6606.6 Instructional Coaching, Designing and Supporting Great Instructional Coaching Programs | Leadership/Administration | 8/6/25 | 6/30/27 | Design, Jim Knight | Leaders | This course explores ways district leaders, principals, coach champions, and instructional coaches can set an instructional coaching program up for success. The short lessons will help participants align the goals of their program to their hiring, recruitment, professional development, evaluations, and ongoing support for instructional coaches. This course answers questions from leaders across the world such as: “How can districts support coaching?”, “How do you recruit and hire coaches?”, “Who will coach the coaches?”, “How do you train coaches?”, “What support is needed for principals?”, and many more! | |
81 | 26C.6606.7, Instructional Coaching, Coaching for Connection, Certainty, and Autonomy | Leadership/Administration | 8/6/25 | 6/30/27 | Connection, Autonomy, Jim Knight | Leaders | This course empowers participants with strategies to establish psychological safety, enabling risk-taking, open communication, and idea-sharing. By course end, participants will have a solid understanding of David Rock's SCARF model and be able to apply its principles to help themselves and others cope, gain control, and exercise resilience. Participants will leave with a toolbox of strategies for increasing engagement, building connections, and fostering more effective communication and collaboration. | |
82 | 26C.6606.8, Instructional Coaching, Prioritizing the Wellbeing of Teachers | Leadership/Administration | 8/6/25 | 6/30/27 | Wellbeing, Jim Knight | Leaders | This course will provide you with a range of positive psychology theories, tools and strategies that can be used when coaching teachers. By integrating these ideas into your coaching, you will be better able to support teachers to enhance their practice and look after their wellbeing. After reviewing the key elements of effective coaching, you will be introduced to theories of change, wellbeing theories and positive psychology concepts along with their practical implications. Finally, a new model of “flourishing educators” is presented and you will be asked to consider your own wellbeing as a coach. | |
83 | 26C. 6601, Aha! Process, Educating Students Experiencing Homelessness Professional Development Video Series | Payne | School Climate | 7/31/25 | 6/30/27 | Homelessness, Instability, Disengagement | Teachers, Leaders, Social Workers | This 10-part professional development video series looks at what homelessness, instability, and disengagement do to learning and the strategies and understandings that are necessary to address those issues. The workshop covers a social cognitive framework that includes the role of the autonomic nervous system (ANS) in learning and how safety and belonging impact the prefrontal cortex. Multiple strategies will be given. |
84 | 26C.6600.1, Raczynski, 360 Writing, Narrative Techniques, Grade 1 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
85 | 26C.6600.10, Raczynski, 360 Writing, Narrative Techniques, Grade 10 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
86 | 26C.6600.2, Raczynski, 360 Writing, Narrative Techniques, Grade 2 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
87 | 26C.6600.3, Raczynski, 360 Writing, Narrative Techniques, Grade 3 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
88 | 26C.6600.4, Raczynski, 360 Writing, Narrative Techniques, Grade 4 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
89 | 26C.6600.5, Raczynski, 360 Writing, Narrative Techniques, Grade 5 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
90 | 26C.6600.6, Raczynski, 360 Writing, Narrative Techniques, Grade 6 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
91 | 26C.6600.7, Raczynski, 360 Writing, Narrative Techniques, Grade 7 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
92 | 26C.6600.8, Raczynski, 360 Writing, Narrative Techniques, Grade 8 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
93 | 26C.6600.9, Raczynski, 360 Writing, Narrative Techniques, Grade 9 | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
94 | 26C.6600.K, Raczynski, 360 Writing, Narrative Techniques, Kindergarten | Raczynski | ELA | 7/29/25 | 6/30/27 | Raczynski, Writing, Narrative | ELA Teachers | The 2025-26 school year brings new standards in ELA! If you are familiar with 360Writing, you will see some changes, given these new standards, though, fundamentally, the scope and sequence remains the same. The 360Writing frameworks have just two key instructional components: 1. Build vocabulary for narrative techniques (which comes from standard expectation 1.T.T.1.e) - weeks 1- 2.* 2. Follow the writer’s process to succeed - weeks 3-9.* These two components remain the same, yet steadily build, across the grade levels, which reflects the K-5 progression of standard expectation T.T.1.e. See slides 6-9. Therefore, there is tight vertical alignment in writing instruction. Each grade level is a logical continuation of the previous! * - We embed instruction in grammar and mechanics within these two parts. |
95 | FY26C, 6583, Code, Smith & Lucas, AI in Schools: Improving Teacher Efficiency and Productivity | Liaisons, Smith, Lucas | School Climate | 7/17/25 | 6/30/27 | Artificial Intelligence | Teachers | Two high school teachers present an introductory presentation on AI and demonstrate its applications for enhancing teacher efficiency and productivity. They explain in their video, PowerPoint presentation, and handouts the use of AI to plan instruction, create handouts, differentiate instruction, assess, create instructional materials, provide feedback, and produce professional messages. The programs demonstrated and critiqued include Chat GPT, Magic School.ai, Khanmigo, Diffit, and Brisk Teaching. |
96 | FY26C, 6584, Code, McCloud, Integrating AI into High School Science Education | Liaisons, McCloud | School Climate | Science | 7/17/25 | 6/30/27 | Artificial Intelligence | Teachers | AI's integration into instruction can facilitate student engagement and learning. Ms. McCloud recommends AI tools for instruction in biology, chemistry, physics, earth & environmental science, and human anatomy. She also lists programs for using AI for school climate enhancement. |
97 | 26C. 6563.1, PE Central, Bullying and Compliance | PE Central | School Climate | 6/20/25 | 6/30/30 | Bullying | Teachers, Leaders | The course is divided into 7 areas: 1) Introduction and Overview: Legal requirements, state specific requirements, state and local responsibilities in reducing bullying. 2) Defining Bullying: what is bullying, what is not bullying, teasing vs taunting, roles in bullying, effects of bullying, and what kids need to know about bullying. 3) Bullying Statistics: bullying increasing, cyberbullying, ramifications of bullying, and that in bullying no one wins. 4) Identifying Bullying: types of bullying, boys who bully, girls who bully, at risk groups for bullying, targets of bullying. 5) Legislation: legislative components, training and prevention and transparency and monitoring. 6) Local responsibilities Relating to: defining , reporting, investigating, written records, legal requirements, sanctions and referrals on bullying., and 7) Responding to bullying: Staff training, hot spots for bullying and AEIOU method of responding to bullying. |
98 | 26C. 6563.17, PE Central, Encouraging Every Student in Your PE Program | PE Central | School Climate | 6/20/25 | 6/30/30 | Encouragement | PE Teachers | The course is designed to help teachers encourage their students by getting to know them better and understanding their needs as a student in PE. My goal is that this course will inspire physical educators to develop and implement a system in their classrooms so that EVERY student can be noticed and encouraged. The course will help teachers to effectively encourage and impact EVERY student even with numerous students and classes. |
99 | 26C. 6563.3, PE Central, Integrating Brain Breaks and Physical Activity in All Classrooms | PE Central | School Climate | 6/20/25 | 6/30/30 | Brain Breaks | Teachers, Leaders | The push to integrate physical activity across all content areas and grade levels is a rapidly growing movement. Not only is it a brain-based teaching practice, but it has also proven to help students achieve success at higher academic levels, create higher levels of motivation, and encourage higher attendance rates. With a much more clear understanding of how the brain prefers to learn, rising levels of inactivity, and how physical activity enhances academic achievement, it is essential that all educators be able to implement movement strategies in any learning context. This course will help you understand the importance of physical activity in a general education setting and provide practical strategies that you can use to integrate physical activity, and specifically brain breaks, into any curriculum. Upon completion of this course you will develop your own brain breaks and use them effectively in your teaching. Our instructor will be available to help you throughout this course with any questions you may have. |
100 | 26C. 6563.4, PE Central, Introduction to Teaching Personal & Social Responsibility | PE Central | School Climate | 6/20/25 | 6/30/30 | Responsibility | Teachers, Leaders | This course is an introduction to Teaching Personal and Social Responsibility, otherwise known as TPSR. Dr. Don Hellison developed the TPSR “model”. It came to be as a result of teaching underserved high school student’s physical education with the goal of building character. TPSR teaches your students to take responsibility for their behavior choices. The course is designed to give the student the tools to implement TPSR into their lessons and to make it the culture of their classroom. In the course, students learn what TPSR is, why it is important to teach, how to assess and implement it. Students will read seven chapters, answer reflective questions, design lessons and create an action plan which will prepare them to implement TPSR. Students will learn what the TPSR awareness levels look like, and why they are important to both the teacher and student in the physical education classroom. Reading a blog on designing successful lessons will prepare students to design engaging lessons that introduce the TPSR levels to their physical education students. |