Full Catalog of Upcoming Events

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

This is a recording of the virtual session held on November 12, 2024.  All of the resources and PowerPoint are included.

Join us for a highly interactive session for instructional coaches focused on facilitating and planning student-centered practices or personalized learning. All content is aligned with Georgia’s vision and standards for personalized learning.

Our goal is to better understand the why, what, and how of creating rigorous choice boards and playlists. We will explore how choice boards and playlists can enhance learning in various settings and across content areas. Resources for designing and using choice boards and applying other student-focused approaches will be shared.

Facilitators will share hands-on and reflection activities designed to engage and empower learners. Participants will walk away with knowledge of easy-to-use learner-centered experiences and the ability to apply practices that build capacity for the sustainability of personalized learning.

This is the presentation delivered for HGRESA on 11-18.24.

Mary Jean Banter of GADOE will meet with teachers of the gifted and gifted coordinators.

Learning Targets

• Educators will understand the significance of the delivery models selected on student engagement and achievement.
•  
• Educators will compare gifted service delivery models and how they meet the needs of the gifted learners.
•  
• Educators will understand the impact of the K-12 gifted services continuum upon gifted and advanced learners.

Usage by teachers for Generation Genius from Jan. 1, 2025-May 2, 2025

Lessons played

Bleckley Elem. 91, Bleckley Middle 16

Dodge Elementary 50, Middle 16

Dublin Hillcrest & IGA 82, Susie Dasher 60 Middle 22

Laurens:  East Elementary 244; Northwest no report; Southwest 63, East Middle 55, West Middle 179

Montgomery Elementary 31

Pulaski (All Schools) no report

Telfair Elementary 16 Middle (no report)

Treutlen (All Schools) 72

Wheeler Middle 12

Wilcox (All Schools) 25

Usage by teachers for Generation Genius from October 25, 2024- January 1, 2025

Lessons played

Bleckley Elem. 32, Bleckley Middle 9

Dodge Elementary 15, Middle 1

Dublin Hillcrest & IGA 43, Susie Dasher 15 Middle 65

Laurens:  East Elementary 72; Northwest no report; Southwest 5, East Middle 70, West Middle 85

Montgomery Elementary 10

Pulaski (All Schools) no report

Telfair Elementary 24 Middle (no report)

Treutlen (All Schools) 14

Wheeler Middle 11

Wilcox (All Schools) 11

Starting on slide 20 for the All Improvement meeting January 15, 2025, for the School Improvement workers at GaDOE and RESAs, there is a presentation about CCRPI.  The agenda included the following:

• CCRPI Portal Data and Resources
•  Federal Identifications
•  TSI Identification Process
•  Understanding and Using Data
•  The Role of School Improvement Specialists

This is a follow-up meeting.  Items to discuss include the following:  

• A district collaborative sharing opportunity
• Updates regarding the RESA Activity Log
• Review of the feedback from the SCSS Feedback Survey 

Educators will learn the significance of the delivery models selected in terms of student engagement and achievement.  They also compare delivery models and how they meet the needs of gifted student learners. Educators will learn the impact of the K-12 gifted services continuum on gifted and advanced learners.

This is a recorded version of the session listed below.

Join us for a highly interactive session for instructional coaches focused on facilitating and planning student-centered practices or personalized learning. All content is aligned with Georgia’s vision and standards for personalized learning.

Our goal is to better understand the why, what, and how of communication, collaboration, and conferencing. We will explore student-focused approaches and view simulations of best practices in action, including peer feedback, building relationships, and student-led conferences.

Facilitators will share hands-on and reflection activities designed to engage and empower learners. Participants will walk away with knowledge of easy-to-use learner-centered experiences and the ability to apply practices that build capacity for the sustainability of personalized learning.

Previously trained hearing officers may received the updated information for this year.  It is required that anyone completing the course also complete a form affirming that completion.  Please contact Dr. Jimmy Stokes at This email address is being protected from spambots. You need JavaScript enabled to view it. or call him at  770-601-3798 if you have any questions.  The links for the update and for reporting are included on the email confirmation.

Boys account for 85% of the discipline problems in schools. They also constitute the largest populations in special education, Title I, and those who have reading and writing problems. Boys are the ones who have committed the violent acts in America’s schools, and they are the most likely to drop out of school. Watch this one-minute video to learn more.

Video and ebook:

This workshop focuses on the “why” behind male behavior in schools and what schools can do to begin making school more “boy friendly.” Issues that affect boys who come from poverty, as well as middle class, will be explored in this session.

Parents can also benefit from this content in an evening presentation focused on creating well-adjusted boys at home and at school.

There are 3 segments to this unit of study.

Part 1:  How Learning Works | John Almarode

• This session will explore strategies for implementing and sustaining high-quality Tier 1 instruction to ensure learning for all students. Participants will learn about the essential components for implementing Tier 1 instruction, challenges in maintaining consistency, and actionable solutions such as ongoing professional development, fostering collaboration, and leveraging data-driven decision making. The session will provide practical tools for planning, monitoring, and celebrating the success of sustained instructional practices.

This is a monthly meeting for Wrap Around Specialists.

Presented by Mental Health America of Georgia, this training is brought to you by the RESA/GaDOE Mental Health Awareness Training (MHAT) project. There are a limited number of spots available for this training, and it will not be recorded.
Everyone will experience stress during their lifetime. If not managed properly, stress can have detrimental impacts to physical, mental, and emotional wellbeing. Chronic stress can even create a host of chronic mental and physical health problems. In this training, participants will learn that as they experience stress it is important to engage coping techniques that will help combat the negative effects of stress and practice self-care daily.

"Secret Stories® are the “secret” reasons WHY letters get together and make the many different sounds that they do. They offer logical explanations for letter sound behavior that learners’ brains crave! Rooted in the science of reading and cognitive neuroscience research, Secret Stories® targets backdoor learning channels to accelerate phonics skill mastery for reading and writing. Secret Stories® works seamlessly with any reading curriculum or phonics program to fast-track the critical “code-based” phonics skills needed to read and write—while fitting perfectly into existing instruction."

This class is restricted to only participants from the Heart of Georgia RESA service area.

This meeting will be a time of sharing products and discussion of the research.

This is a time for sharing of research and reporting in to the group.

Presented by Chatham County Safety Net Planning Council, this training is brought to you by the RESA/GaDOE Mental Health Awareness Training (MHAT) project. There are a limited number of spots available for this training, and it will not be recorded.
Self-Compassion for Educators is a 3-hour, evidence- and skills-based training designed for educators to dive into the research, practice, and experience of self-compassion; enhance their personal well-being; and revitalize their deep motivation for helping others. Our brains are wired for survival and have a natural tendency, or negativity bias, to focus on and be motivated by negative thought patterns like criticism, pain, and danger. This self-compassion training helps educators understand and transform these habitual responses and develop the ability to motivate with compassion rather than self-criticism. The science shows that self-compassion has a significant positive impact on educator wellbeing, resilience, and stress management. Practicing self-compassion involves taking action and making positive changes in our lives. Through this process, we see educators reconnecting with their deep motivation and excitement for helping others.

Audience: All Curriculum Directors, Program Specialists, and Content Specialists

Who: The RESA Network and the Georgia Department of Education

What: Bimonthly virtual calls for updates, networking, and specialized training for curriculum and professional learning leaders through a partnership between the GaDOE Office of Teaching and Learning and your statewide RESA network

When: Beginning May 29, 9:00-10:00 followed by calls every other Wednesday 

Where: Zoom