Full Catalog of Upcoming Events

Why We Integrate Life Skills and Academic Instruction

• Learning has academic, emotional, and social elements.

• Emotional Regulation (ER), Cognitive Regulation (CR), and Social Skills (SS) are life skills necessary for everyday success.

• Developing these Life Skills helps students learn the academic content.

Dr. Gordon presents the reasons for using mentor texts to teach these life skills.  She suggests books and gives instructional strategies for integrating these life skills into the content areas.  

Why We Integrate Life Skills and Academic Instruction

• Learning has academic, emotional, and social elements.

• Emotional Regulation (ER), Cognitive Regulation (CR), and Social Skills (SS) are life skills necessary for everyday success.

• Developing these Life Skills helps students learn the academic content.

Dr. Gordon presents the reasons for using mentor texts to teach these life skills.  She suggests books and gives instructional strategies for integrating these life skills into the content areas.  

Why We Integrate Life Skills and Academic Instruction

• Learning has academic, emotional, and social elements.

• Emotional Regulation (ER), Cognitive Regulation (CR), and Social Skills (SS) are life skills necessary for everyday success.

• Developing these Life Skills helps students learn the academic content.

Dr. Gordon presents the reasons for using mentor texts to teach these life skills.  She suggests books and gives instructional strategies for integrating these life skills into the content areas.  

Why We Integrate Life Skills and Academic Instruction

• Learning has academic, emotional, and social elements.

• Emotional Regulation (ER), Cognitive Regulation (CR), and Social Skills (SS) are life skills necessary for everyday success.

• Developing these Life Skills helps students learn the academic content.

Dr. Gordon presents the reasons for using mentor texts to teach these life skills.  She suggests books and gives instructional strategies for integrating these life skills into the content areas.  

Why We Integrate Life Skills and Academic Instruction

• Learning has academic, emotional, and social elements.

• Emotional Regulation (ER), Cognitive Regulation (CR), and Social Skills (SS) are life skills necessary for everyday success.

• Developing these Life Skills helps students learn the academic content.

Dr. Gordon presents the reasons for using mentor texts to teach these life skills.  She suggests books and gives instructional strategies for integrating these life skills into the content areas.  

 This is copied directly: 

"Georgia School Counselors are invited to participate in this professional learning session to learn more about the recently adopted K-12 Mathematics Standards for Georgia. School counselors will have the opportunity to engage in discussions about the new standards, mathematics course requirements, and options for high school students. This will also provide opportunities for counselors to network with other school leaders from across the state!" Recorded on Nov 1, 2021

Mentor texts, including picture books, novels, and biographies can be used to help students understand and deal effectively with the mental health challenges of anger management and anxiety. The books illustrate aspects of Anger and Anxiety, as well as the Character Traits of Resilience, Persistence, and Fostering Relationships. Note: The Mentor Texts are to be used by teachers and coaches working with Mental Health experts.

Mentor texts, including picture books, novels, and biographies can be used to help students understand and deal effectively with the mental health challenges of anger management and anxiety. The books illustrate aspects of Anger and Anxiety, as well as the Character Traits of Resilience, Persistence, and Fostering Relationships. Note: The Mentor Texts are to be used by teachers and coaches working with Mental Health experts.

These videos will be helpful for those wanting to learn chemistry content. The resources to teach chemistry can be requested as indicated below. This is copied directly from the GPB website:  "Chemistry: A Study of Matter is a series teaching high school chemistry. The series provides instructional content delivered through thirty-minute episodes and integrated classroom materials. Episodes provide content while giving cues for the classroom teacher to pause the program and interact with students, engaging them in discussions, problem-solving, and laboratory activities. Classroom materials, including note-taking guides to accompany the episodes, worksheets, classroom activities, quizzes, and tests are available in electronic format. For security reasons, only student materials are provided on this site. teachers' resources are free for Georgia educators. If you are a Georgia educator, please email This email address is being protected from spambots. You need JavaScript enabled to view it. to request the Chemistry teacher resources. You may be asked to verify your Georgia educator status. 

These videos will be helpful for those wanting to learn physics content. The resources to teach physics can be requested as indicated below. This is copied directly from the GPB website: "Physics Fundamentals is a series teaching high school physics. Physics Fundamentals provides instructional content delivered through thirty-minute episodes and integrated classroom materials. Episodes provide content while giving cues for the classroom teacher to pause the program and interact with students, engaging them in discussions, problem-solving, and laboratory activities. Classroom materials, including note-taking guides to accompany the episodes, worksheets, classroom activities, quizzes, and tests are available in electronic format. For security reasons, only student materials are provided on this site. The teacher resources are free for Georgia educators. If you are a Georgia educator, please email This email address is being protected from spambots. You need JavaScript enabled to view it. to request the Physics Fundamentals teacher resources. You may be asked to verify your Georgia educator status." 

 This is copied directly from the website:  "Federal spending and research on adolescent learners over the past 15 years has sharply increased (Reynolds, 2021) but systemic, instructional changes in middle and high school literacy instruction have been slower to emerge. What have researchers learned in recent years about adolescent literacy? How are schools working to improve how they teach reading and writing in their secondary schools? What can you do to teach reading and writing more effectively in your classroom and school?  AdLit 101 is designed to help you get up to speed on recent research and policy developments, to give you some practical advice on infusing reading and writing skills into your instruction, and to point you towards a wide range of resources."

Dr. Rubin shared about the importance of observing, monitoring, and responding to language development needs and for shared tools developed in partnership with Arianne Weldon, the Executive Director of Get Georgia Reading, and Dr. Garry McGiboney, who serves as the Executive Director of Government and Education Programs at Sharecare.

This was copied directly from the website. "Through engagement in this series of 13 webinar modules, participants will understand the current research, implications, and the essential elements necessary for assessing, preventing, and overcoming reading difficulties. This series was created in conjunction with David Kilpatrtick, PhD to compliment the information provided in his book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley, 2015)." This course is currently open access. If you are unable to access, the access rights might have changed. Please let us know if this happens.

This is copied directly from the web link: "Recording of reading specialist, Lisa Flute, as she shares details about how she transformed the North Side Elementary's book room to resemble the Simple View of Reading. Books are organized by those that support accurate, automatic word recognition and those the develop language comprehension. Lisa will share organization details and re-purposing of leveled text."

Modules on professional ethics have been created via a partnership between the GA Professional Standards Commission and the 16 RESAs throughout the state. There are 10 standards in this independent learning journey.  This training is only for Standard 10.  It is a self-paced and self-directed learning activity.  

This was copied directly from the website: "Today In Georgia History is an exciting, award-winning educational project that focuses on an historical event or person associated with a particular day in Georgia history. These short segments aired daily on GPB television and radio stations across the state from 2011-2013, and are now archived and available on this site.

GHS and GPB collaborated to provide audiences with this innovative and engaging programming." Vocabulary and daily activities are included. The video segments can be viewed by time periods.

TRAUMA-INFORMED TEACHING STRATEGIES FOR GRADES 6-12 - Course will teach you about types of trauma, the signs of trauma in adolescents, and how you can implement strategies to support a trauma-informed classroom. You’ll learn a specific approach to the design of your classroom and its culture so that you are maintaining a safe space that supports all students.

This Quick Course will teach you about types of trauma, the signs of trauma in children, and how you can design a trauma-informed classroom. You’ll learn a specific approach to the design of your classroom and its culture so that you are maintaining a safe space that supports all children.

This is copied directly from the GDOE PL page: "PROVE IT! Teaching Students How to Back up Claims with Primary Source Evidence

Good writers back up their claims with evidence. Join Nancy Balaun as she explores ways for students to analyze primary sources, make claims, and prove it. She will brainstorm ways to connect what you are already doing in ELA with your Social Studies standards and leave you with tools you can use in your classroom tomorrow. Join us as we prove it!" Length:  1 hour

English Language Arts, Mathematics, Personalized Learning, Reading/Literacy, Science, Social Studies

Description: This is copied directly from the GDOE PL page: "Join our presenters as they provide an overview of talent development and the important role it plays in meeting the needs of students."  Length:  15 minutes

 This is copied directly from the video:  " In this session, author Gravity Goldberg will share a curated selection of high-impact, instructional strategies that new teachers can become familiar with and master early in their teaching careers."

This is copied directly from the video description:  "This webinar will cover the latest research and best practices for effective vocabulary instruction in K-12 classrooms."

 This was copied directly from the website, "To optimize our implementation of the Science of Reading to ensure that all students read accurately and fluently with good comprehension, we must draw from the Science of Instruction. In this session, Dr. Archer will discuss the critical variables in instruction: clear lesson purposes, structured lessons including demonstration, guided practice and checking for understanding, embedded formative assessment, active participation, effective feedback, and judicious practice. When these elements are consistently and effectively used, learning results.

Dr. Anita Archer serves as an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states and many countries including Australia and is the recipient of ten awards honoring her contributions to education. Dr. Archer has served on the faculties of the University of Washington, University of Oregon, and San Diego State University. She has co-authored curriculum materials including Phonics for Reading (Curriculum Associates), a three-level intervention program, REWARDS (Voyager/Sopris), a five-component literacy intervention program, and a best-selling textbook titled Explicit Instruction: Effective and Efficient Teaching (Guilford Publications)." After registering, links will be sent for a webinar recording, slides, etc.

This was copied directly from the website, "The Science of Reading (SOR) has had a significant influence on the public’s knowledge about current reading practices and the changes required to institutionalize change in implementing the SOR in our schools. Much of the SOR has focused on the foundation skills such as phonemic awareness, phonics, and other word reading practices. This is necessary because the challenges of learning to read are largely remedied through improving these foundation skills and using SOR to do so. However, there are other critical instructional practices that are necessary to enhance reading outcomes for students with dyslexia including text based reading strategies that support building background knowledge and comprehension, vocabulary enhancement, and fluency.  This presentation will provide a knowledge base from the research on several elements of improving reading outcomes for students with dyslexia.

Dr. Sharon Vaughn (Professor, The University of Texas) is the Manuel J. Justiz Endowed Chair in Education and the Executive Director of The Meadows Center for Preventing Educational Risk, an organized research unit that she founded with a “make a wish” gift from the Meadows Foundation family. She is the recipient of numerous awards including the first woman in the history of The University of Texas to receive the Distinguished Faculty and Research Award, the CEC research award, the AERA SIG distinguished researcher award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of LD from CEC. She is the author of more than 40 books and 350 research articles. Several of these research articles have won awards: one, the A.J. Harris International Literacy Association award for best article published and, another, the School Psychology award for best article. She is currently Principal Investigator on several Institute for Education Sciences, National Institute for Child Health and Human Development, and U.S. Department of Education research grants. She works as a senior adviser to the National Center on Intensive Interventions and has more than six articles that have met the What Works Clearing House Criteria for their intervention reports. She has conducted technical assistance in literacy to more than 10 countries and 30 State Departments of Education and has worked as a literacy consultant to more than 50 technical assistance projects."  After registering, participants will receive the links to the recording, slides, etc.