Full Catalog of Upcoming Events

This is part 4 of the FBA/BIP webinar series. This series will provide a description of the science and values underlying positive behavior supports, describe the different components of a functional behavioral assessment (FBA) and behavior intervention plan (BIP), and describe function-based interventions.

Part 4 provides a description of the components of FBA data and graphs, reviews antecedents/triggers/consequences/responses and developing hypothesis statements.

This is part 5 of the FBA/BIP webinar series. This series will provide a description of the science and values underlying positive behavior supports, describe the different components of a functional behavioral assessment (FBA) and behavior intervention plan (BIP), and describe function-based interventions.

Part 5 provides understanding of how to connect FBA results to the BIP, understanding about function-based prevention interventions and reviews completing components of Behavior Intervention Plan form.

This is part 6 of the FBA/BIP webinar series. This series will provide a description of the science and values underlying positive behavior supports, describe the different components of a functional behavioral assessment (FBA) and behavior intervention plan (BIP), and describe function-based interventions.

Part 6 provides understanding of how to select replacement behaviors according to FBA results, provides teaching strategies to promote replacement behaviors and offers reinforcement strategies to promote replacement behaviors.

This is part 7 of the FBA/BIP webinar series. This series will provide a description of the science and values underlying positive behavior supports, describe the different components of a functional behavioral assessment (FBA) and behavior intervention plan (BIP), and describe function-based interventions.

Part 7 reviews the critical components included in every BIP, identifies how to approach BIP implementation with fidelity and effectiveness and approaches to progress monitoring and data-based decision making.

Novel Engineering: Build STEM Skills through Literature

In Novel Engineering, students use literature as a basis for a project to identify problems in the book, design solutions, and then build prototypes. This session guides participants through the execution and effective use of Novel Engineering projects across grade levels. Join Amy Rubin, Media and Education Technology Instructor in Fulton County Schools, for this informative presentation.

Presented by Dr. Tessie Bailey and MTSS Regional Coach Jody Drum, this session focuses on the use of validated tools for selecting and implementing evidenced-based interventions and how to leverage existing tools to support implementation of the essential MTSS components.

Presented by Georgia’s MTSS Regional Coaches Donna McClain and Becky Wright, this session of the Summer Learning Series focuses on the importance of having a master schedule that supports the needs of all students. Various ways to include intervention and support time in schedules, considerations for teacher schedules and the positive impact of collaboration, and next steps for improving schedules and services to support student needs are discussed.

Presented by Donna McClain, MTSS Regional Coach, and Amy Peterson, National Center on Intensive Intervention at American Institutes for Research, this session of the MTSS Summer Learning Series focuses on dimensions to consider when selecting, reviewing, evaluating, and intensifying an intervention. Resources that support these processes are shared.

Presented by Georgia’s MTSS team, this session of the MTSS Summer Learning Series focuses on freely available tools and resources on the Georgia’s Tiered System of Supports webpage and the National Center on Intensive Intervention (NCII) website. Also, Georgia’s Online MTSS/SST (GO MTSS/SST) Application is discussed. GaDOE provides this web-based tool to help districts maintain a record of students’ response to interventions. GO MTSS/SST is integrated with the Statewide Longitudinal Data System (SLDS) and is aligned to the Georgia Online IEP (GO-IEP) Application.

This is part 8 of the FBA/BIP webinar series. This series will provide a description of the science and values underlying positive behavior supports, describe the different components of a functional behavioral assessment (FBA) and behavior intervention plan (BIP), and describe function-based interventions.

Part 8 reviews the FBA/BIP process from start to finish, provides resources related to behavior generalization, maintenance, improving academic performance and the relevance of Universal Design for Learning.

FY 23 Special Education and School Administrator Academy (SESAA): Special Education Law 101

The basic and most important aspects of the fast-changing world of special education law are discussed.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the narrative genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the informative-explanatory genre.

 Presented by Dr. Tessie Rose Bailey, Principal Technical Assistance Consultant with the American Institutes for Research (AIR), and MTSS Regional Coach Jody Drum, this session of the MTSS Summer Learning Series focuses on crystallizing differences between formal progress monitoring and monitoring progress, understanding the importance of graphing progress monitoring data to guide decision making, and learning how and why to use validated approaches for setting progress monitoring goals.

Presented by Dr. Tessie Rose Bailey, Principal Technical Assistance Consultant with the American Institutes for Research (AIR), and MTSS Regional Coach Jody Drum, this session of the MTSS Summer Learning Series focuses on understanding how data literacy is critical to executing the “why,” learning how to use the National Center on Intensive Intervention Progress Monitoring Tools Chart to evaluate and select appropriate progress monitoring tools, and interpreting data in given scenarios to determine appropriate goal setting strategies.

As part of Georgia’s MTSS Summer Learning Series, this session is designed for experienced MTSS coordinators. We will highlight practices needed to build capacity and develop coaching systems. Additionally, this session will address coaching skills and attributes that contribute to effective MTSS implementation. Join us to refine your coaching practice for a sustainable MTSS.