Full Catalog of Upcoming Events

This is copied directly from the GDOE website:  " In this session, school and district leaders receive an overview of the key roles, responsibilities, and purposes of effective instructional coaches and understand how to build teacher capacity by providing evidence-based instructional coaching techniques.  "

 This is copied directly from the GDOE website:  " School and district leaders will review how to implement continuous progress monitoring of students’ outcomes.  "

This is copied directly from the GDOE website:  "Join the Office of School and District Effectiveness to review effective program evaluation strategies and how to measure the impact of school- and district-level initiatives on student achievement to make informed decisions."

This is copied directly from the GDOE website:  " School and district leaders will review how to conduct and use classroom observations to monitor progress."

This is copied directly from the GDOE website:  "In this session, school and district leaders receive an overview of the School-Based Continuous Improvement Team (CIT) for newly identified schools, outline the roles and responsibilities of the team, and guidance on how to leverage the continuous improvement team process to reach school improvement goals."

This is copied directly from the GDOE website:  "School and district leaders will receive an overview of the leadership team audit process and how that data can be used at the district level to direct differentiated support for individual schools."

This is copied directly from the GDOE website:  "School and district leaders receive an overview of the collaborative planning audit process and how that data can be used at the district level to direct differentiated support for individual schools."

This is copied directly from the GDOE website:  "School and district leaders receive an overview of the school and district improvement planning process through the lens of short-term action plans (STAPs) and the district plan of support (DPS)."

This is copied directly from the GDOE website:  "School and district leaders will discuss how to analyze Georgia Milestones data and determine how to use it at the school and district level to differentiate support."

This is copied directly from the GDOE website:  "School and district leaders will receive an overview of the Georgia School Assessment of Performance on Systems (GSAPS) and discuss how to use target actions to inform school improvement plans."

Join the GaDOE Science Team for this professional learning series focused on assessment for science educators. This workshop-style session will involve participants analyzing and developing three-dimensional science assessments for use in the classroom. Before attending this in-person session, participants are asked to complete the virtual portion: What is 3D Science? Click on this link to register for What is 3D Science?                             3571, CODE, GaDOE, What is the Big Deal with 3D Science?

Topic: After reading numerous headlines in the media about adults using duct tape to control the behavior of students, we decided to develop a seminar on interventions to deal with the most difficult behaviors that will not end up on the six o’clock news. This is a two-day course and stems from two different books we wrote on the topic merged into one two-day seminar. Sprinkled along the way, we have some legal ways you can use duct tape in the classroom because it is a very useful organizational tool.

Time: 12 hours

This presentation on classroom management strategies has a crazy title.  Why on earth would I call a training this?  Unfortunately, the illegal use of duct tape in the classroom has been in the news a lot more than you might realize. When educators are not prepared, they make reactive mistakes.  This training will focus on helping you be prepared so you can make proactive decisions.  We will cover:

Chapter One: Classroom Set-up Strategies  

Chapter Two: Ambiance

Chapter Three: The First Week of School 

Chapter Four: Academic Strategies to Begin the Year 

Chapter Five: Contingencies and Rewards

Chapter Six: Secondary or Targeted Group Interventions

Chapter Eight: Odds and Ends

There will be an out of the HGRESA area fee of $50.

Audience: Admin, All Educators, Ancillary, Bus, Cafeteria, Counselor, Psychologist, SPED

Age Level: Pre-K through Twelfth Grade

Level: Tier two

Topic: Classroom Management:  The surgeon general shared in 2022 that there had been a 50% increase in anxiety and depression in the 3-17-year-old population. This has affected the way children react to stress and changes in the classroom.  This presentation will give information about the brain and how it reacts to stress and what teachers can do to ameliorate those behaviors.

Time: Five Hours

Everyone has been focused on the adults and sort of assumed the children would be resilient and bounce back from this better than before.  We feel teachers should be prepared for what is likely going to be behaviors they have not witnessed before.

Session 1:  What the pandemic left behind- anxious children

Session 2:  What might this anxiety look like in the classroom?

Session 3:  Revise the environment of your classroom

Session 4:  Replacement behaviors to teach to students

Session 5:  Reframing of your response to behaviors

There will be an out of the HGRESA area fee of $50.

This is for Pre-K through First Grade Educators.

This course will cover the following:

1. Ten Rules that Govern Behavior as they relate to 4-7 year old children.
2. Blurting Behavior (also covers ADHD)
3. Staying in Area
4. Sharing
5. Learning to Wait
6. Transitioning Quickly
7. Telling the Truth
8. Tattling

Finally, we will cover anxiety. While this in and of itself is not a behavior, it is the underlying cause of many behaviors.

Audience: All Classroom and Support Personnel in General and Special Education

Age Level: Pre-K through First Grade

Topic: This is a presentation for classroom management specifically for Pre-K through First grade staff members.

Time: Seven Hours

There will be an out of the HGRESA area fee of $50.

There will be an out of the HGRESA area fee of $50.

 HGRESA District Members Only.

Audience: All

Age Level: All

Level: Universal

Topic: School climate is a huge concern among educators and the pandemic brought about some changes to the climate. This presentation explores the “whys” and how to intervene to bring your school climate back up.

Time: Nine Hours

 HGRESA District Members Only.

 

• • We will cover an overview of the causes of targeted behaviors and how they can be remediated through simple changes.
  • Research indicates students with Emotional Behavior Disorders (EBD) are educated in an inclusive setting, they have better behaviors. However, little has been done to prepare general education classroom teachers for the types of behaviors that can occur when a child has EBD tendencies.
  • Riffel will share the Three R’s for building a classroom that is conducive to learning for the students with and without EBD. She will share ways to Revise the Environment to set the student up for success. She will share ways to teach Replacement Behaviors that help the student “save face” by not having everyone know what behaviors they are working on in the classroom. Finally, she will share ways to Reframe our Response so we are feeding the replacement behaviors and extinguishing the targeted behaviors.

   

  • Overview: A child is considered for an EBD label in Georgia if they have one or more of the following criteria to the point that it impedes learning:
  • An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers.
  • An inability to learn which cannot be adequately explained by intellectual, sensory or health factors.
  • Consistent or chronic inappropriate type of behavior or feelings under normal conditions.
  • Displayed pervasive mood of unhappiness or depression.
  • Displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.
  • Long term implications are that if students with EBD are co-taught in the general education classroom rather than a separate setting they fare better in high school and beyond. There are less reports of behavioral issues when this is done well (https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1061&context=maed) .
  • Riffel will share a story of a large school district she consulted in that was housing their students with EBD in separate rooms. The students with EBD had more referrals and lower grades than their peers. After a thorough examination of the behaviors and through field observations her recommendations were to disband all the separate EBD classrooms, put the special education teachers in the classrooms as co-teachers and put the students with EBD in the general education classes. They moved from “being babysat” to actually performing as well as their peers when they were challenged by interesting work and had role models that demonstrated how to self-regulate and use their words to make their point understood. The staff received training on how to teach self-regulation and voicing opinions appropriately to all students.  The staff also received training how to change the set-up of the classroom to help students feel connected to each other.
  • Riffel will also share physiological things that are important considerations when working with students with the EBD Label.

   

• Audience: All Staff and Administrators in General and Special Education

  Age Level: All

  Level: Tier Three

  Topic: This presentation focuses on evidence-based interventions you can use with students who are identified with emotional behavior disorders. This is available in the one day or two day version with more interventions and opportunities for implementation in the two-day version

  Time: Seven Hours

 HGRESA District Members Only.

 

• • We will cover an overview of the causes of targeted behaviors and how they can be remediated through simple changes.
  • Research indicates students with Emotional Behavior Disorders (EBD) are educated in an inclusive setting, they have better behaviors. However, little has been done to prepare general education classroom teachers for the types of behaviors that can occur when a child has EBD tendencies.
  • Riffel will share the Three R’s for building a classroom that is conducive to learning for the students with and without EBD. She will share ways to Revise the Environment to set the student up for success. She will share ways to teach Replacement Behaviors that help the student “save face” by not having everyone know what behaviors they are working on in the classroom. Finally, she will share ways to Reframe our Response so we are feeding the replacement behaviors and extinguishing the targeted behaviors.

   

  • Overview: A child is considered for an EBD label in Georgia if they have one or more of the following criteria to the point that it impedes learning:
  • An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers.
  • An inability to learn which cannot be adequately explained by intellectual, sensory or health factors.
  • Consistent or chronic inappropriate type of behavior or feelings under normal conditions.
  • Displayed pervasive mood of unhappiness or depression.
  • Displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.
  • Long term implications are that if students with EBD are co-taught in the general education classroom rather than a separate setting they fare better in high school and beyond. There are less reports of behavioral issues when this is done well (https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1061&context=maed) .
  • Riffel will share a story of a large school district she consulted in that was housing their students with EBD in separate rooms. The students with EBD had more referrals and lower grades than their peers. After a thorough examination of the behaviors and through field observations her recommendations were to disband all the separate EBD classrooms, put the special education teachers in the classrooms as co-teachers and put the students with EBD in the general education classes. They moved from “being babysat” to actually performing as well as their peers when they were challenged by interesting work and had role models that demonstrated how to self-regulate and use their words to make their point understood. The staff received training on how to teach self-regulation and voicing opinions appropriately to all students.  The staff also received training how to change the set-up of the classroom to help students feel connected to each other.
  • Riffel will also share physiological things that are important considerations when working with students with the EBD Label.

   

• Audience: All Staff and Administrators in General and Special Education

  Age Level: All

  Level: Tier Three

  Topic: This presentation focuses on evidence-based interventions you can use with students who are identified with emotional behavior disorders. This is available in the one day or two day version with more interventions and opportunities for implementation in the two-day version

  Time: Ten Hours

 HGRESA District Members Only.

Audience: Everyone

Age Level: All

Level: Universal

Topic: This presentation series is available as a four day presentation including one day for universal mental health, two days for tier two mental health, and one day for tier three mental health.  This version is all three levels in one link.  You may also find each link separately. It will focus on proactive strategies you can use in your school to increase mental health awareness.

 HGRESA District Members Only.

• Audience: All Staff and Administrators in General and Special Education

  Age Level: All

  Level: Universal

  Topic: Some schools struggle with integrating family members into their universal behavior support program. This presentation will help you encourage participation from staff, family members, and the community in supporting your efforts in universal behavior support.

  Time: Two and a Half Hours

• While training at the universal level around the world, one of the common concerns was lack of familial participation in programs that supported Universal Behavior Support (UBS). Through trial and error, we have developed first some sure-fire tips to get family members coming through the door to participate. We will share ideas that work with Pre-K through Secondary.
• Once you have family member involvement the first time, how do you keep them coming to the school and participating in ways that support your UBS program? We will share ways to keep the family members coming and connected.
• The entire state of Pennsylvania is using Dr. Riffel’s family involvement program. Comments from administrators have been they did not realize how many opportunities they were missing and how easy it would be to change the climate at the school to encourage family participation that supported their school-wide behavior program.

 HGRESA District Members Only.

• Audience: Support Staff and Specifically Physical Education, Health Educators, and Sports Coaches

  Age Level: All

  Level: Universal

  Topic: This presentation was written to assist physical education, health teachers, and sports coaches in improving school climate and increase mental health strategies.

  Time: Six hours

 HGRESA District Members Only.

Audience: All staff members and administrators in general and special education

Age Level: All

Level: Tier Three

Topic: This presentation is a proactive focus on strategies and interventions for students with ADHD that can be implemented in the classroom. This presentation also focuses on Anxiety. ADHD and Anxiety are distinct disorders; however, they are often comorbid. Approximately 50% of adults with ADHD may have an anxiety disorder (Kessler et al., 2006).

Time: Four Hours

 HGRESA District Members Only.

Audience: All Staff

Age Level: All

Level: Tier Two

Topic: Behavior management for the most difficult behaviors in the classroom. This is based on interviewing teachers on the most disruptive behaviors they are seeing in the classroom and field testing evidence-based interventions.

Time: Six hours

Audience: Everyone

Age Level: All

Level: Universal

Topic: This presentation series is available as a four day presentation including one day for universal mental health, two days for tier two mental health, and one day for tier three mental health.  This version is all three levels in one link.  You may also find each link separately. It will focus on proactive strategies you can use in your school to increase mental health awareness.

 HGRESA District Members Only.

Audience: Administrators

Age Level: all

Level: Universal

Topic: This presentation is for administrators to help with behavioral health training in supporting your staff, community, and family members to increase school climate.

Time: Six hours