Full Catalog of Upcoming Events

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of first and second grade students, Jennifer Borngesser from Fayette County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for verbal thinkers, quantitative thinkers, nonverbal thinkers as well as ideas for cross-curricular critical thinking tasks." (1 hour); To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.;  

 The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of third and fourth grade students, Shakeerah Brodie from Clayton County defines critical thinking and why it is important including, the relationship to Bloom’s Taxonomy. She also shares some activities for English Language Arts, Social Studies, Math, Science, Fine Arts, and Physical Education." To report an issue with the event link, please email the event contact."  Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of fifth and sixth grade students, Shakeerah Brodie from Clayton County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for English Language Arts, Social Studies, Math, Science, Fine Arts, and Physical Education." To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.

Research-Based Strategies professional development provides strategies that can be integrated into any curriculum or program and will raise student achievement. Participants receive:

• 50+ strategies, their explanations, and relevant research
• Interventions that meet the needs of today’s under-resourced learners
• Student behavior chart, extensive references, and strategies categorized by academic, behavioral, and community concerns/challenges

Promo Video: Click here.

 This was copied and pasted directly from the youtube link:  "From Dr. Lovett:

This lecture attempts to explore some of the opportunities that accrue when practitioners and researchers enter one another’s worlds to engage in meaningful dialogue that can reshape the practices of all for the better. Since IDA was formed in the 1920s, there has been great progress in our understanding of dyslexia and reading disorders, and IDA has led many initiatives to facilitate the development of sound assessment and teaching practices. Of great importance, throughout its history, IDA has fostered an enthusiastic alliance between research and practice. Despite the progress, as teachers, clinicians, and scientists, we have many unanswered questions about dyslexia and other reading disabilities—what causes them? How early can they be predicted? Can prediction lead to prevention? How can we describe the important differences among individuals with reading disorders? What makes for effective intervention at different ages and stages of reading development or for children with different profiles of comorbidity? This presentation shares a story of my own career journey in reading-intervention research, a story that spans more than 35 years and started with a basic question articulated by a pediatric neurologist: Was it even possible to conduct rigorous research on the treatment of learning disabilities? Why was there not scientific literature to consult on effective treatment for these children? Closely working with valued colleagues and team members to create, evaluate, and refine approaches to teaching children with severe reading disabilities, we have met with both success and failure in our efforts. But we have always learned new lessons about reading disorders and been able to pose better questions at the end of each intervention study. Lessons learned from our own research findings, along with research evidence on the nature and course of reading disabilities and what a reading brain looks like, can inspire refined interventions. This body of evidence has led us to develop a set of research-based intervention programs for children, teens, and adults with reading problems. This presentation examines some of the principles underlying these programs and the lessons learned from their evaluation. I also raise emerging questions to help us consider new ways to improve interventions to facilitate the many people around the world, children, teens, and adults, still struggling to attain basic literacy skills." After registering, you will receive a link to the youtube video.

 This was copied and pasted directly from the youtube link: "Nancy Hennessy, past president of the International Dyslexia Association, is an experienced teacher, administrator and consultant. She has designed and delivered keynote addresses, workshops and training for educators nationally and internationally. Nancy co-authored Module 6 of LETRs, Digging for Meaning: Teaching Text Comprehension (2nd edition) with Louisa Moats and authored, Working with Word Meaning: Vocabulary Instruction in Multisensory Teaching of Basic Skills (4th edition). Nancy is the 2011 recipient of IDA’s Margaret Rawson Lifetime Achievement Award." The session will address comprehension. After registering, you will receive a link to the youtube video.

 This was copied and pasted directly from the youtube link:

"The diagnosis of dyslexia can be overwhelming for a family. Your child is frustrated from working so hard to read, write, and spell without reaching success. Worse yet, classmates and siblings may be exceling, which only adds to the frustration. The dyslexia diagnosis can be a relief, but what does it mean? What happens next? What does the future hold? It is important for families to have accurate information to understand the diagnosis and intervention. An informed parent is an empowered parent.

About the Presenter: Mary Yarus became a dyslexia therapist following her daughter’s diagnosis of dyslexia. After working eight years in private practice, she joined the Family Support Office at Neuhaus Education Center, later transitioning to the role of Vice President of both Family Support and the Adult Literacy program which provided services for students ranging from 18 to 80. Mary currently trains dyslexia interventionists for the Region 4 Education Service Center in Houston, Texas. As an avid reader, it is difficult to imagine a life without the ability to read a homework assignment, take a driver’s written exam, read a menu, read a simple book to your child, or so many other day-to-day activities that most of us take for granted. Mary is passionate about empowering teachers and students with knowledge about reading to enhance the lives of generations to come. " After registering, you will receive a link to the youtube video.

  This was copied and pasted directly from the youtube link:  "Historically, structured- literacy approaches have been the most effective for remediating language difficulties. The utilization of technology can make this type of instruction a multisensory process that is engaging and explicit while still maintaining the individualization and diagnostic- prescriptive aspects that are its hallmarks. In this presentation, an Orton- Gillingham Fellow and a director of technology share how they have collaborated to include technology as an instructive and assistive tool following the traditional Orton- Gillingham approach in the small classroom setting.

About the Presenters: Theresa Collins is a Fellow of the Orton-Gillingham Academy. Currently the Tutorial Department Director and Director of Orton-Gillingham Training at The Southport School, she has been an Orton-Gillingham practitioner for over 30 years. She first developed her interest in learning differences while pursuing her B.A. in Psychology at Colgate University. She later earned her M.S. in Educational Psychology from the State University of New York at Albany. In the last several years, she has become interested in using technology to enhance multisensory teaching and embedding technology in teacher training to help trainees develop 21st century skillsets for Structured Literacy instruction. At The Southport CoLAB, she provides Orton-Gillingham training at the Classroom Educator, Associate, Certified, and Fellow-in-Training Levels. Ms. Collins has presented at various conferences, including the Annual Conference of the International Dyslexia Association, the New York and New Jersey branches of the IDA, the annual conference of the Academy of Orton-Gillingham Practitioners and Educators, the annual conference of the Assistive Technology Industry Association, Learning Ally’s Spotlight on Dyslexia, and The Southport CoLAB’s Summer Professional Development Series.  

Sharon Plante, an educator with over 23 years teaching experience in special education, currently serves as teacher and Chief Technology Integrator at The Southport School. As a Classroom Educator certified Orton-Gillingham tutor, she uses her training and understanding of technology to empower students with learning disabilities. Sharon is the co-author of Using Technology to Engage Students with Learning Disabilities, which highlights the incorporation of technology through the Universal Design Model to reach all learners. She has presented at International Dyslexia Association, The Dyslexia Foundation, Northeast Association of Learning Specialists, ATIA, Spotlight on Dyslexia and Pennsylvania Department of Education. Sharon is a member of the Connecticut Association of Independent Schools Commission on School Growth and Collaboration. Additionally, she was awarded the 2016 Distinguished Alumni Award from George Mason University College of Education and Human Development. " After registering, you will receive a link to the youtube video.

  This was copied and pasted directly from the youtube link:  "Android platforms,are effective tools to support structured literacy. This session highlights the use of assistive and instructional technologies for students who struggle with reading and writing skills. This session covers several free or low-cost computer and mobile apps, programs, and devices that can enhance a person’s ability to succeed in the classroom, on the job, or in community situations. This presentation highlights some of the best apps currently available.

About the Presenters: Elaine Cheesman, Ph.D., Certified Dyslexia Specialist, CALT, QI is Associate Professor Emerita at the University of Colorado Colorado Springs. She resides in Santa Fe, New Mexico.  

David Winters, Ph.D., Certified Dyslexia Therapist, Fellow (AOGPE), is an associate professor in the Department of Special Education at Eastern Michigan University. He has been a classroom teacher, tutor, diagnostician, administrator, and tutor/teacher trainer for more than 30 years and is a member of the International Dyslexia Association Orton Oaks. He currently teaches courses introducing preservice teachers to special education; in addition, he teaches courses in instructional and assistive technology, writing, and assessment in special education for preservice special educators and speech language pathologists. " After registering, you will receive a link to the youtube video.

This was copied and pasted directly from the youtube link:  "The purpose of this presentation is to provide parents with some coping strategies to help children with dyslexia and/or other learning disabilities. Strategies for coping with schools and the school system, teasing and bullying, and the lack of self-esteem in the child with dyslexia will be discussed. Ways to boost self–esteem in children will be illustrated with concrete examples. The role of fathers and/or other male figures will be outlined. The positive role of parent support groups and organizations such as IDA will be stressed.

About the Presenter: Linda S. Siegel, Ph.D., is the former Dorothy C. Lam Chair in Special Education and an Emeritus Professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, Vancouver, Canada, and author of the books Understanding Dyslexia and Other Learning Disabilities (Pacific Educational Press) and the revised edition of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities, published by the International Dyslexia Association. Linda S. Siegel, Ph.D., is the author of the books Understanding Dyslexia and Other Learning Disabilities (Pacific Educational Press) and the revised edition of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities, published by the International Dyslexia Association." After registering, you will receive a link to the youtube video.

This was copied and pasted directly from the GDOE weblink:  "The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety, and learning. This session will provide an understanding of PBIS in Georgia and describe the correlation between school climate and implementing the PBIS framework with fidelity. The goal is to provide districts with examples of innovative approaches that focus on the PBIS framework and its implementation in Georgia." After registering, participants will receive the link to the video.

This comes directly from the website:  "In this virtual workshop, you will learn how to access and share PhET simulations with your students, and explore the features that make PhET sims a powerful tool for science and mathematics teachers." After registering, you will receive the link to the 2 hour session.

 This comes directly from the website:  "

• In this virtual workshop, we will review strategies for how to use PhET in circumstances where you are presenting a simulation in front of the whole class using a projector, interactive whiteboard, or sharing your screen online.
• Is this your first time learning about PhET? If so, we encourage you to first take the Introduction to PhET Simulations workshop." After registering, you will receive a link to the workshop.

 This comes directly from the website:  "In this virtual workshop, we will review strategies for how to use PhET to create sim-based inquiry activities for math classes, including activity sheets that students can use as they work independently or in small groups while they have direct access to simulations on their own device. (5 hours)

• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop and the Whole-Class Strategies workshop to learn how a PhET sim can be presented in a whole class setup."

This comes directly from the website:  "

• In this virtual workshop, you will learn how to effectively design a learning sequence that makes use of PhET’s simulations for mathematics and science.
• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop, the Whole-Class Strategies workshop, and either the Math Activity Designor the Science Activity Design workshop."

This Just-In-Time Webinar will equip State Evaluation contacts and Super Users on ways to manage all accounts in the TLSD Platform. We will review important Beginning of the Year TKES and LKES information during the webinar, including the NEW unique identifier for TLSD Platform accounts.

This was copied directly from the website:  "Educators are provided practical ways to use ACCESS for ELLs and Alternate ACCESS scores to inform instructional activities for the upcoming school year."

This was copied and pasted directly from Mrs. Candler's website as a description:  "Getting the school year off to a great start is essential, and what you do the first week of school will make all the difference. Watch this webinar to discover my secrets for creating a caring classroom and how to empower your students to believe in themselves."

This was copied and pasted directly from Mrs. Candler's website as a description:  "Do you have task cards gathering dust in your classroom? If so, you need to watch this webinar! Rachel Lynette and I explained how to use those task cards to “power up” the learning process. We also shared strategies for differentiation, using them with games, and much more!" There are two videos, as well as a site to order task cards, if interested.

This was copied and pasted directly from Mrs. Candler's website:  "Why wait until April to teach poetry? Fall is the perfect time because then your students can enjoy poetry all year long! In this webinar, I walk you through a complete poetry unit, step-by-step. After you implement these lessons, you’ll be amazed at how quickly your students are able to read, write, and understand poetry… and even more surprised to discover how much your students come to love poetry, too!"

 This was copied and pasted directly from Mrs. Candler's website:  "How do you motivate students to believe in themselves and to become lifelong learners? In the first part of this two-part webinar, I shared strategies for teaching kids about multiple intelligence theory so they can recognize their own unique talents and skills. During the second session, I shared strategies for fostering a growth mindset and explored how to use both frameworks together."

 This was copied and pasted directly from Mrs. Candler's website:  "How do you motivate students to believe in themselves and to become lifelong learners? In the first part of this two-part w Plickers is an amazing formative assessment tool and so much more! With just one mobile device and a set of Plickers (paper clickers), you can teach interactively and adjust instruction on the fly without taking home piles of papers to grade each night. Kids of all ages love it, too! "

 This was copied and pasted directly from Mrs. Candler's website:  "Do your students hate problem solving? Unfortunately, most kids dread math word problems, and this mindset causes them to give up on problems they might be able to solve with a little persistence. In this webinar, I dove into the most recent research and best practices for helping kids develop a mathematical mindset."

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through some of these writing questions so that they are more successful when they respond independently. (Video 3)