Full Catalog of Upcoming Events

These CODE courses are designed to illustrate different levels of student progress on three types of
writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding
these different levels is useful in at least two ways. First, it helps us see where students might be at
different time points in the school year. Second, it helps us score our own students’ writing with greater
accuracy and consistency.
For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for
expository writing, and one for narrative writing.
Each of the three courses is a video of approximately 10-15 minutes. Each video features the following.
● A focus on four color-coded student exemplars, each illustrating different levels of progress on
the writing standard. These provide an index of where students might be at different time
points in the school year.
● An application exercise, where you can score three additional exemplars and compare your
scores to scores my team and I provided. This application exercise can be useful in promoting
greater accuracy and consistency in your own scoring.
We also provide a slide deck for each grade level, which includes the exemplars featured in the videos,
as well as links to the rubrics used and a few related instructional resources.
Simply use the links to access these materials.

These CODE courses are designed to illustrate different levels of student progress on three types of
writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding
these different levels is useful in at least two ways. First, it helps us see where students might be at
different time points in the school year. Second, it helps us score our own students’ writing with greater
accuracy and consistency.
For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for
expository writing, and one for narrative writing.
Each of the three courses is a video of approximately 10-15 minutes. Each video features the following.
● A focus on four color-coded student exemplars, each illustrating different levels of progress on
the writing standard. These provide an index of where students might be at different time
points in the school year.
● An application exercise, where you can score three additional exemplars and compare your
scores to scores my team and I provided. This application exercise can be useful in promoting
greater accuracy and consistency in your own scoring.
We also provide a slide deck for each grade level, which includes the exemplars featured in the videos,
as well as links to the rubrics used and a few related instructional resources.
Simply use the links to access these materials.

Brief note for grades 9 and 10: For these grade levels, like with all other grade levels, we discuss
progress students might make by quarter 1, 2, 3, and 4 of the school year. If you teach a block schedule,
think instead in terms of the first, second, third, and fourth quarters of the semester.

These CODE courses are designed to illustrate different levels of student progress on three types of writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding these different levels is useful in at least two ways. First, it helps us see where students might be at
different time points in the school year. Second, it helps us score our own students’ writing with greater accuracy and consistency.
For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for expository writing, and one for narrative writing.
Each of the three courses is a video of approximately 10-15 minutes.

                     Each video features the following:

● A focus on four color-coded student exemplars, each illustrating different levels of progress on
the writing standard. These provide an index of where students might be at different time
points in the school year.
● An application exercise, where you can score three additional exemplars and compare your
scores to scores my team and I provided. This application exercise can be useful in promoting
greater accuracy and consistency in your own scoring.
We also provide a slide deck for each grade level, which includes the exemplars featured in the videos,
as well as links to the rubrics used and a few related instructional resources.
Simply use the links to access these materials.

These CODE courses are designed to illustrate different levels of student progress on three types of
writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding
these different levels is useful in at least two ways. First, it helps us see where students might be at
different time points in the school year. Second, it helps us score our own students’ writing with greater
accuracy and consistency.
For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for
expository writing, and one for narrative writing.
Each of the three courses is a video of approximately 10-15 minutes. Each video features the following.
● A focus on four color-coded student exemplars, each illustrating different levels of progress on
the writing standard. These provide an index of where students might be at different time
points in the school year.
● An application exercise, where you can score three additional exemplars and compare your
scores to scores my team and I provided. This application exercise can be useful in promoting
greater accuracy and consistency in your own scoring.
We also provide a slide deck for each grade level, which includes the exemplars featured in the videos,
as well as links to the rubrics used and a few related instructional resources.
Simply use the links to access these materials.

These CODE courses are designed to illustrate different levels of student progress on three types of
writing: opinion/argumentative (T.T.3.c), expository (T.T.2.d), and narrative (T.T.1.e). Understanding
these different levels is useful in at least two ways. First, it helps us see where students might be at
different time points in the school year. Second, it helps us score our own students’ writing with greater
accuracy and consistency.
For each grade level, there are three CODE courses—one for opinion/argumentative writing, one for
expository writing, and one for narrative writing.
Each of the three courses is a video of approximately 10-15 minutes. Each video features the following.
● A focus on four color-coded student exemplars, each illustrating different levels of progress on
the writing standard. These provide an index of where students might be at different time
points in the school year.
● An application exercise, where you can score three additional exemplars and compare your
scores to scores my team and I provided. This application exercise can be useful in promoting
greater accuracy and consistency in your own scoring.
We also provide a slide deck for each grade level, which includes the exemplars featured in the videos,
as well as links to the rubrics used and a few related instructional resources.
Simply use the links to access these materials.

Part One of this presentation focuses on the high-impact language conventions, skills, and concepts.  These troublesome areas are defined and linked to the ELA standards.  The starting point for instruction and the beginning grade for reinforcement are also given.  Part Two examines helpful resources for the teaching of conventions.

Part One of this presentation focuses on the high-impact language conventions, skills, and concepts.  These troublesome areas are defined and linked to the ELA standards.  The starting point for instruction and the beginning grade for reinforcement are also given.  Part Two examines helpful resources for the teaching of conventions.

Strategies are discussed for implementing a school-wide plan to improve student attendance.  Chronic absenteeism, the importance of early interventions, and the role of the attendance team in educating and informing students and parents of the value of school attendance are addressed.

Focus is on Make It Stick:  The Science of Successful Learning by Peter Brown, Henry Roediger III, and Mark McDaniel. 

Explores what cognitive science tells us about how students learn, retain information, and transfer knowledge. 

Discusses practical classroom strategies that can immediately improve student achievement.

This training is to help middle and high school educators understand the impact of trauma on students and discover practical, everyday strategies to support behavior, learning, and well-being.

This presentation shows practical strategies for increasing student engagement, reducing classroom disruptions, and creating a more positive school climate through practical classroom management and relationship-building practices.

This presentation explores the critical role of mental health in supporting student success and well-being.  Designed for school stakeholders, this session encourages a collaborative approach to fostering healthy, resilient school communities.

Learn how teacher-created video can strengthen relationships, increase accessibility, and support a positive school climate.  This session explores practical, research-based strategies for using instructional videos to improve student engagement, reduce anxiety, and extend teacher presence beyond the classroom.  Participants will discover simple, sustainable approaches to creating effective video content for their classes.

This presentation focuses on the importance of self-regulation being a non-negotiable in order to co-regulate in both professional and personal settings.  Specific focus is placed on campus and/or in the classroom setting.  There is an emphasis on self-regulation with strategies and applications of self-regulation.

In addition to the video are group activities and Q&A.

This training is intended to explain the unique mental health challenges faced by educators in rural, poverty-stricken communities.  It provides practical strategies for improving educators' emotional wellness and self-care.  The end goal is to create realistic action steps to improve staff morale and emotional resilience.

This session focuses on teacher burnout and the importance of incorporating self-care techniques to support an educator's overall well-being.  After attending this session, participants will be able to recognize signs and symptoms of burnout, understand its impact, and develop a personalized self-care action plan.

This training focuses on coping skills, how to use them as individuals, and how to teach students to use them as well, in order to create a calm and successful learning environment for all.

The purpose of this project is to provide research-based information and strategies for creating trauma-informed school systems.  Topics include the need for being trauma-responsive in schools, trauma-informed teaching practices, and other practical information to help create safe, caring, and supportive schools, not just for students but for faculty and staff as well.

This professional learning session focuses on the critical role relationships play in creating a positive and supportive school climate.  Participants will explore strategies for strengthening student-to-student interactions, teacher-to-student support, and family and staff engagement.  Through research-based practices, collaborative discussions, reflection activities, and action planning, educators will gain practical tools to foster a culture of belonging, improve communication, increase engagement, and support student success.  Designed with Georgia schools in mind, this session connects relationship-building practices to school climate, attendance, behavior, and overall school improvement efforts.

This session fills gaps between school climate and safety.  It focuses on how teachers and staff build a healthy, proactive school climate and safety plans for schools and classrooms.

This is a PD presentation designed to help educators create structured, supportive learning environments where students feel safe, confident, and ready to learn.  Grounded in current research on school climate, this session provides practical, immediately applicable tools for both new and veteran teachers.  By the end of the PD, educators will develop an implementation plan to strengthen classroom climate, increase student engagement, and foster psychological safety for all learners.

So You Think You Want to Teach?  Practical Strategies for Surviving and Thriving is a 2-hour virtual professional development session designed to support new and early career educators with practical, ready-to-use strategies for classroom success.  Participants will explore key survival areas for teachers.  Grounded in research-based practices and filled with real-world tools, this session will build confidence and protect a teacher's energy while creating a structured, supportive classroom where students can learn.

The goal of this presentation is for the audience to learn about the effects of bullying and practical ways for teachers, parents, and students to be informed.

The training is focused on inclusive practices that impact school climate.