Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

This is copied directly from the website:" This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour)." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. 

 This is copied directly from the website: "This module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour)."

 This is copied directly from the website: "This module outlines the benefits of implementing PALS for Grades 2-6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour)."

This is copied directly from the website: "This module outlines the benefits of implementing PALS for High School, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour)."

This is copied directly from the website:  "Developed specifically with middle and high school students in mind, this module—the first in a two-part series—discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team and Vanderbilt University's Applied Behavior Analysis program (Department of Special Education)." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

This is copied directly from the website:  "The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team.

* Note: Before you proceed, we recommend that you first work through the first module: Addressing Challenging Behaviors (Part 1, Secondary): Understanding the Acting-out Cycle ."  The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

 This is copied directly from the website:  "Developed specifically with elementary school students in mind, this module—the first in a two-part series—discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team and Vanderbilt University's Applied Behavior Analysis program (Department of Special Education).

"  The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

This is copied directly from the website:  "The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team. * Note: Before you proceed, we recommend that you first work through the first module: Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-out Cycle."

The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. There is a part 2 for the elementary grade levels and a part 2 for the middle and high school levels.

 This is copied directly from the website: "This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours)."  The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. 

 This is copied directly from the website:  " This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours). When you have completed the module, be sure to visit parts two and three." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. 

This is copied directly from the website:  "This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour). Before completing this module, consider visiting part one. When you have finished parts one and two, proceed to part three." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. 

This is copied directly from the website:  "This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours). If you have not done so already, consider completing parts one and two before beginning this resource." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. 

 The following info is directly copied from the GDOE PL page: "Join GaDOE’s K-2 science virtual specialist to explore using the science and engineering practice of constructing explanations in the K-2 classroom. Attendees will receive instructional resources."

  The following info is directly copied from the GDOE PL page: "Join our GaDOE Science K-2 virtual specialists to dive more deeply into the science and engineering practice of constructing explanations in the K-2 classroom. Presenters provide lesson examples and instructional resources on the practice of constructing explanations."

The following info is directly copied from the GDOE PL page: "Join GaDOE’s 3-5 science virtual specialist to explore using the science and engineering practice of constructing explanations in the 3-5 classroom. Attendees will receive instructional resources."

The following info is directly copied from the GDOE PL page: "Join GaDOE’s 8th grade science virtual specialist in this short webinar about using the science and engineering practice of constructing explanations in the 8th grade classroom. Attendees will receive instructional resources on the practice of constructing explanations in 8th grade classrooms."

The following info is directly copied from the GDOE PL page: "Join GaDOE’s ESOL science virtual specialist in this short webinar about using the science and engineering practice of constructing explanations in the 6th grade classroom. Attendees will receive instructional resources on the practice of constructing explanations in 6th grade classrooms."

This was copied directly from edWeb and pasted:  "With the arrival of ChatGPT on our students’ laptops and in our classrooms, educators are grappling with the ever-increasing use of artificial intelligence in schools. Whether writing an essay or lab report, conducting research, working through a math problem, or building a presentation, students now have access to learning aids that challenge the very definitions of “learning,” “original work,” and “plagiarism.” What boundaries do we set? Does “zero tolerance” toward AI’s use by students make sense if we are preparing them for the future world that they will live in?

Learning is not the only place where AI is found in school settings. How are we, the adults, modeling the usage of AI to our students? Facial recognition software and monitoring systems that track student internet usage are just two examples of interventions done in the name of “school safety.” There are three clear learning objectives in this edWebinar:

• A technology specialist helps you to understand the use, purpose, and indications for artificial intelligence tools in education
• An ethicist enables you to delineate the ethical considerations and implications for the use of AI.
• A head of school explains how an ethical decision-making process can enable you to develop an actual school policy.

This session helps build your awareness of the ethical issues raised by AI use in schools and empowers you to ask questions in order to make well-informed and ethical policies for the adults and students in your school communities." 

This was copied directly from edWeb and pasted:

We answer the questions posed by audience members from part one, where we discussed the challenges educators face with the ever-increasing use of artificial intelligence in schools. We have new expert presenters who provide examples of how we can ethically integrate AI into our schools. They answer many questions, including:

• How are new AI tools different from other “world-changing” technologies of the past, like computers or the calculator?
• What are some thoughtful examples of policies you have around AI/ChatGPT use for teachers, staff, and students?
• How should we be using these tools ethically? What is the best way to teach students how to use these technologies responsibly?

This session is designed to continue to build your awareness of the ethical issues raised by AI use in schools and empower you to ask questions in order to make well-informed and ethical policies for the adults and students in your school communities.

• The objectives for this session
• focus on gaining an understanding of the problem as well as offering solutions.
• We'll get an understanding of the pervasiveness of this issue explore the reasons that youth, faith, and the Associated health risks and educational impacts.
• We'll also learn strategies for prevention and cessation efforts, specifically supportive discipline.
• And finally, we'll connect to our tobacco-free district model policy and other resources to address current challenges.

This is copied and pasted directly from the weblink:  "This page contains a series of FREE online professional development modules on the Next Generation Science Standards. This series was originally created to provide NGSS professional development to school districts in the South Sound LASER Alliance with support from Washington State LASER.

NOTE: This online PD was built several years ago (2014?) and therefore does not have the latest information on NGSS and does not utilize the latest tech tools. In other words, it is showing its age a bit. There are 4 modules: NGSS 101 Part 1- Overview, NGSS 101 Part 2- Science & Engineering Practices, NGSS 101 Part 3- Crosscutting Concepts, and NGSS 101 Part 4- Engineering Design.

Below you will find the video modules embedded in the page. Each video module asks you to engage with a variety of documents, external video clips and links. You will find the documents and links for each module directly underneath the video module.

NOTE: These modules were originally created in another online platform called Brainshark- so you may hear some references to the original platform that are no longer relevant." After registering, you will receive the links for the videos and resources in the email confirmation.

 This is posted directly from the website: "Bryan Cox and Lavita Williams, GADOE’s Computer Science Specialists, share how to make computational thinking a part of your makerspace. They include how problem-solving can be abstract and tangible and offer some low-budget resources to increase engagement." 

This is copied and pasted directly from the GDOE website:  "Amy Rubin, media and educational technology instructor with Fulton County Schools, shares how she uses in-person and online makerspaces with her students. Learn the Who, What, When, Where, Why, and HOW of makerspaces in the school library media center."

 This was copied and pasted directly from the GDOE website:  "Replacing Suspension and Expulsion with Positive Classroom Climate Strategies

Gain knowledge of how relational wellness competence among children, staff, and
families can contribute to implementation of effective classroom strategies that support
the behavior needs of Pre-K/kindergarten students."