What are our biggest challenges in the classroom today? Three of the major ones are student motivation, student engagement, and high expectations for learning.  How can we make a difference in each of these areas to positively impact student learning?

Goals of Session:

1. Understand aspects of intrinsic motivation and how that applies in the classroom.
2. Understand how expectations relate to motivation and engagement.
3. Learn highly engaging and motivating strategies for use in all classrooms.
4. Develop and action plan to apply the information in your classroom.

There will be no out of HGRESA area registrations allowed.

 Brian Buffington, EdTech Guru and Educator Innovator has created a self-paced online course for district and school leaders. The hands-on modules will help attendees become more efficient, effective, and safe with their use of Google Apps and other technology. Modules include Drive, Chrome, Gmail, Forms, Security & Privacy, and Engagement & Creativity. Brian shares some of his favorite engagement and creative tools that are perfect for K-12 leaders.

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

There are seven different modules, organized by pages on this website: What is Classroom?, Setup, Assignments, Grading/Feedback, Classroom Communication, Guardian Communication, and What's New?!

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

There are 7 different modules, organized by pages on this website: Phones, Communication, Gaming, Social Media, Parental Control Apps, Online Bullying, and Educational Tech.

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

Pre-Steps:

Send an email to Professional Standards Commission (Georgia PSC) and ask about the requirements for recertification.

Send the response to This email address is being protected from spambots. You need JavaScript enabled to view it.

HGRESA Steps:

Step 1:  Register online for the class:

Step 2:  Send a check for $100 to HGRESA  717 Smith Street  Dublin, GA and put a note indicating payment for the course.  Out of area cost - $175.00.

Step 3:  Book is not included in the cost.   Purchase the book:  Classroom Management by Dr. Harry Wong. 

Remote learning has exploded, due in part, to COVID-19.  Did you find yourself struggling to provide the quality of instruction that you use in the physical classroom?  Let’s look at ways to take remote learning to a new level.

Goals of Session:

1. Understand ways remote learning can support best practices in instruction.
2. Learn strategies for taking best practices that you use in your classroom and adapting them for remote learning.
3. Learn new strategies to enhance your current and future remote instruction.
4. Develop and action plan to apply the information in your classroom.

No one out of the Heart of Georgia RESA area is allowed to register for this course.

 Those who wish to earn an E-Badge must register indicating their desire to participate. They must complete the E-Badge requirements.  It is important to follow directions explicitly. Questions can be directed to This email address is being protected from spambots. You need JavaScript enabled to view it..

Regardless of how you'll be teaching this year, Face to Face or Virtual, this course will give you important strategies and insight to help you make the most of any situation. This class is made available by Heart of Georgia RESA, for TSI, CSI, and Promise Schools. All other schools are welcome to use.

1. There are 7 different modules, organized by pages on this website: Student Well-Being, Building Better Relationships, Flexible Assessments, Appropriate Expectations, Live vs. Non-Live Teaching, Interactivity w/ Live Video, Tech Tools

2. Each module has a video, a note-taking PDF, and a project.

Regardless of how you'll be teaching this year, Face to Face or Virtual, this course will give you important strategies and insight to help you make the most of any situation.  This class is made available by Heart of Georgia RESA, for TSI, CSI, and Promise Schools. All other schools are welcome to use.

1. There are 7 different modules, organized by pages on this website:

• Your New Co-Teacher: The Parent/Guardian

• Live Video Conferencing Tips Part 1: Management

• Live Video Conferencing Tips Part 2: Engagement

• Live Video Conferencing Tips Part 3: Participation

• Creating PreRecorded Content for Littles PART 1: Video Creation

• Creating PreRecorded Content for Littles PART 2: Creative Assessments

• FlidGrid for Littles

2. Each module has a video, a note-taking PDF, and a project.

Harry and Rosemary Wong will teach you more about Classroom Management than all of your college courses combined.  In this interactive course, you will learn how to organize and structure a classroom where students all know what to do leaving you time to teach.  At the end of the course, you will have created a binder filled with procedures that will make your classroom hum with learning.

THE Classroom Management Course

Welcome:  Helping You Reach Your Teaching Potential

Lesson 1:  What Is Classroom Management?

Lesson 2:  How Do You Create a Classroom Management Plan?

Lesson 3:  How Do You Teach Procedures so They Become Routines?

Lesson 4:  How Do You Organize Your Classroom with Procedures?

Lesson 5:  What Are the Essential Procedures for Every Classroom?

Lesson 6:  What Are the Benefits of a Schoolwide Plan?

Conclusion:  It’s Time to Execute

 No one outside the Heart of Georgia RESA service area will be allowed to take this course.

Each registration provides single-user access for 60 days to complete the estimated 25 hours of course work.

Materials Needed to Complete Course:  Both eBooks will be sent to the registrant.

THE Classroom Management Book (eBook)

THE First Days of School (eBook)

These nine articles could possibly be used during PLC time or for independent learning on the topic of engagement and motivation.

 In this one hour course, you will learn 4 weekly themes filled with simple and effective strategies that you can implement immediately to help set up a positive culture in your classroom.

This class is restricted to Heart of Georgia RESA area members.

There are many ways to create positive classroom communities, but the absence of consistency can sabotage every approach.  In this course you will learn simple, effective strategies to create consistent systems in the classroom.

This class is restricted to Heart of Georgia RESA area members.

In this course you will get Amie’s Top Ten tools to help manage the virtual environment.  The best part?  You can begin using them immediately!

This class is restricted to Heart of Georgia RESA area members.

Seeing so many schools spending money reinforcing students for replacement behaviors, we decided to research what students really desire and we found the reinforcements they sought were not tangible at all. They are wanting relationships with the adults in the school through Privileges, Attention, Leadership Opportunities, Praise, Assistance with a Task, Touch through high fives, Escape from a few tasks (like five free problems on today’s assignment), and we added supplies for those students who do not have the money or the family member to retrieve school supplies they need.

This class is for members of Heart of Georgia RESA only.

This presentation covers many of the social emotional characteristics of disruptive behaviors with interventions to ameliorate them in the classroom. This is part of Tier Two training.

This class is for members of Heart of Georgia RESA only.

This is copied and pasted directly from the website: 

"Designed for elementary school educators and school- and district-level administrators, this guide offers prevention, implementation, and schoolwide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities." Links to resources will be emailed to you after registering.

This is copied and pasted directly from the Premiere University website:  "Ron Clark’s First-Year Teacher’s Guide To Success is a series of 24 self-paced professional development modules geared to equip and prepare teachers for their first year as educators. Ron pulls from his 25 years of experience to highlight important lessons he has learned along the way to keep the class experience engaging, exciting, and interactive for his students. Each video module provides key lessons along with in-class demonstrations on how to apply each principle. You will learn tips and techniques on how to bring your lessons to life, dealing with behavior issues, creating effective classroom discussions, setting expectations, and you get a FREE copy of Ron's best-selling book, The Essential 55. We firmly believe this course will be one you share with new teachers in your school’s administration for years to come." There are 60 seats available to the HGRESA. These classes are targeting new teachers in CSI, TSI, and/or Promise Schools in the HGRESA area, but as spaces allow, others can join.

Brian Buffington has created brand new, self-paced courses to help educators better understand and improve Virtual Classroom Climate. Each course is divided into modules that include a 5-10 min video, note-taking sheet, and project. Module topics include: Getting To Know Your Students, Setting the Vibe, Virtual Learning Management, Rising to Greater Expectations, Engagement Through Experiences, and Motivating the Unmotivated.

Brian Buffington has created brand new, self-paced courses to help educators better understand and improve Virtual Classroom Climate. Each course is divided into modules that include a 5-10 min video, note-taking sheet, and project. Module topics include: Getting To Know Your Students, Setting the Vibe, Virtual Learning Management, Rising to Greater Expectations, Engagement Through Experiences, and Motivating the Unmotivated.

This is copied and pasted directly from the IRIS website, Part 1 - "This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours)." Part 2 - "Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices."

Dr. Andrea Williams presents a brief book review of ACTIVATE Deeper Learning Through Movement, Talk, and Flexible Classrooms by Katherine Mills Hernandez.  TSI, CSI, or Promise School Staff members can request a book by completing the form in the email confirmation sent after registering.  There are 25 books available on a first come-first serve basis.

If you are looking for an instructional practice to improve student engagement and achievement, you may find it in the Question Formulation Technique presented in this VoiceThread. Guided by the teacher’s instructional goals and a Question Focus, students learn to ask questions that increase their interest in and mastery of content. 

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

• Acceleration practices help maintain high expectations for all students by building in support for students who struggle by addressing the main causes of learning difficulties -- a lack of background knowledge and vocabulary. Explore how these practices work together to build students’ self-efficacy and self-esteem, leading to more engaged and confident learners!

  • Accelerating Lessons
  • Previewing Strategies
  • Vocabulary Strategies
  • Differentiated Assignments

   

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

Learn to address the negative effects of poverty by using specific strategies that focus on maximizing engagement and boosting learning by addressing students’ learning needs by focusing lessons on the principles of learning and engagement that matter most for students from lower socioeconomic backgrounds.

• Collaborative Pairs
• Vocabulary Strategies
• Graphic Organizers
• Strategies for Increasing Learning with the Classroom Environment

This is a self paced class with a time limit on one year from the date of beginning.  It has the 3 lessons that are designed to be completed in sequence.

Standards alone do not guarantee rigor, nor does higher order thinking alone constitute rigor. The key to true rigor is to plan and provide lessons that connect comprehension and thinking strategies with authentic engagement. Develop the knowledge and skills necessary to ensure every lesson expects students to learn at high levels, supports learning at high levels, and elicits learning at high levels!

• Raising Rigor
• Higher Order Thinking Strategies
• Using Reading Comprehension and Text Structures in All Content Areas

This is a self paced class with a time limit on one year from the date of beginning.  It has the 3 lessons that are designed to be completed in sequence.

Explicit instruction and application of the top reading comprehension strategies in all content area subjects will support students with understanding complex text and will provide a pathway to accomplish the content and literacy goals defined in the Common Core State Standards and the new generation of state standards. Learn more about the reciprocal relationship between reading and writing and how to focus your lessons through this literacy lens.

• Using Reading Comprehension and Text Structures in All Content Areas
• Writing to Raise Achievement
• Vocabulary Strategies

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

Specific learning strategies and practices need to be connected during Lesson Instruction, including Graphic Organizers, Learning Activities, Assessment Prompts, and Activating Strategies. Each of these strategies has a specific purpose for engaging students and maximizing learning, and combined they provide a solid foundation for effective lesson instruction!

These four titles will help you develop a stronger understanding of how to maximize the effectiveness of every lesson assignment.

• Activating Strategies
• Assessment Prompts
• Graphic Organizers
• Learning Activities

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

Effective Assignments are one of the most important ways to raise student achievement. Understanding the purpose of an Assignment provides a solid foundation for the planning decisions involved with developing effective assignments.

These four titles will help you develop a stronger understanding of how to maximize the effectiveness of every lesson assignment.

• Effective Assignments
• Differentiated Assignments
• Learning Goals and Lesson Essential Questions
• Writing to Raise Achievement

 Mr. Mitch McGhee  presents strategies on how to deal with difficult fellow educators.  Following his practical advice, scenarios are discussed with reasons for certain reactions.

John Almarode gives a presentation on the Clarity of Learning.  The PowerPoint and handouts are accessible.

You may already be aware of the growing field of mindfulness.  Mindfulness is being aware of the present moment, while calmly accepting your feelings, thoughts and bodily sensations.  Mindfulness programs, which often encompass yoga, meditation and breathing techniques, are now in high demand in all over the United States. Besides stress reduction, mindfulness skills help kids improve their memory, organizational skills, reading and math scores.

Moving stress from toxic to tolerable involves increasing the number of protective relationships in children's lives and helping them learn how to regulate their nervous system, which is where mindfulness comes in.  This skill allows children to manage their internal world regardless of what comes at them externally, which is a concept that even younger children can understand.

In this course, you will gain in-depth knowledge into what mindfulness is, learn about the benefits it can offer your students, and then dig into how to actually teach these techniques.  There is no experience needed in yoga or meditation to take this course.  You can easily teach these mindfulness tools using the easy-to-follow videos and resources.

Goals & Objectives

• Articulate the benefits of mindfulness for students ages 4 and up
• Familiarize teachers and educators with the basics of breathing techniques
• Familiarize teachers and educators with the basics of short visualization (meditation) techniques
• Provide adequate tools and resources for teachers and educators to adapt mindfulness for the specific needs of their classes, making it relative to classroom content and beneficial to both teachers and their students

This course will be 5 hours of professional development.

• Video and video demonstrations
• Printable guides for implementation
• One on one instructor feedback
• Certificate of completion
• 24/7 access to course
• Lifetime availability of content

Access information will be sent in the registration email confirmation.

Classroom Conversations is the place for teachers to share and learn. Presented by the Georgia Department of Education and Georgia Public Broadcasting, each episode features Georgia educators who are teaching and reaching students in innovative and impactful ways. 

Episode 201: Setting The Stage For Success: Teaching Classroom Expectations
Southeast Bulloch Middle School teacher, Brandon Poole, joins us to talk about setting classroom expectations at the start of the year and strategies for helping those expectations to stick around all year long.

Classroom Conversations is the place for teachers to share and learn. Presented by the Georgia Department of Education and Georgia Public Broadcasting, each episode features Georgia educators who are teaching and reaching students in innovative and impactful ways. 

Episode 202: “Good Morning, I’m So Glad You’re Here!”: The Importance Of Greeting Students At The Door
Kaleigh Moreno of Lowndes County Schools and Polly Anne Everritt of Muscogee County Schools discuss the importance of greeting students at the door.

Classroom Conversations is the place for teachers to share and learn. Presented by the Georgia Department of Education and Georgia Public Broadcasting, each episode features Georgia educators who are teaching and reaching students in innovative and impactful ways. 

Episode 203: Empowering Voice: Collaborating With Students To Foster Positive Classroom Climate
Dr. Zelda Kitt of The Hope Academy discusses the importance of empowering student voice in our classrooms.

You will be given a copy of the text to accompany the class.  

Every evening on the news, there are multiple stories about violence and anger erupting. Workplace and school violence are increasingly a reality. Using a brain-based approach, this session looks at the underlying causes of anger, anxiety, and violence; how they develop; and the tools that can be used to change those responses. Emotions are processed 200 to 5,000 times faster than thought. To change behavior, the motivation for the behavior must be changed. This session will provide understandings on how that can be used with family, relationships, institutions, and oneself.

The workshop:

• Provides understandings of origins of anger, anxiety, and avoidance
• Gives a language to talk about brain regulation, integration, and emotional competence
• Provides tools for educators to address and reduce anger, anxiety, and avoidance
• Helps educators manage the “classroom dance” that occurs between the educator and the students
• Provides the tools to motivate good behavior
• Identifies the differences in male and female emotional processing

There is a $50 out of Heart of GA RESA area fee.

You will be given a copy of the book after you register for the class.

n this workshop, you will learn and practice many techniques/exercises that will help students/parents build emotional resources in school and at home.

Workshop Objectives

1. Provide educators tools to read the emotional body language of students.
2. Provide strategies for regulation of behavior from the prefrontal cortex.
3. Identify key issues in the brain development of adolescents.
4. Understand the hippocampus and its creation of stories that guide behavior and identity.
5. Learn strategies to reduce adult stress and compassion fatigue.
6. Use a brain-based approach to the emotional realities of parents and parenting.

Has teaching ever felt more stressful?

External pressures, environmental factors, previous experiences, fear, anger—all these and more create stress and tension in the classroom. Emotional distress interrupts and can harm—even destroy—effective teaching, learning, and emotional wellness in teachers and students.

But how do these emotions develop in you and your students? The fact is many of us suffer from some form of emotional poverty. Think of it as an absence of emotional resilience or resources. Written for educators, not psychologists, Emotional Poverty, Volume 2 helps you understand and overcome emotional poverty so you can build more effective classrooms and safer schools.

You’ll get:

• Practical strategies for creating a more emotionally healthy classroom
• Deeper understandings of adolescent brain development
• Cues to recognize emotional stress in yourself and students
• Techniques to develop a student’s prefrontal cortex and build emotional resilience
• Tools to overcome your stress, compassion fatigue, or secondary traumatic stress
• Solutions for dealing with angry, emotional parents and other adults

You will be given a copy of the book upon completing the form in your registration confirmation email.

This workshop is a comprehensive approach to understanding poverty. Bridges Out of Poverty uses the lens of economic class and provides concrete tools and strategies for a community to alleviate poverty.

Participants will review poverty research, examine a theory of change, and analyze poverty through the prism of the hidden rules of class, resources, family structure, and language.

Throughout the workshop, participants will receive specific strategies for improving outcomes, but the focus of the workshop is to provide a broad overview of concepts.

You will be given a free copy of the book upon completion of the form that will be in your registration confirmation email.

A Framework for Understanding Poverty: 10 Actions to Educate Students

This training fulfills the prerequisite for the A Framework for Understanding Poverty Trainer Certification.

This web-based training gives you in-depth information to help you understand class differences and 10 actions you can implement the next day in the classroom to achieve impact. This workshop is based on the book A Framework for Understanding Poverty by Ruby K. Payne, Ph.D.

After participating in this workshop, you will:

• Use concrete strategies that impact the achievement of students from poverty
• Better understand how economic class affects behaviors and mindsets
• Develop stronger relationships with their students to impact behavior and achievement
• Identify key instructional strategies that meet the needs of the under-resourced learner
• Understand the hidden rules of economic classes and how they apply to their classrooms
• Reduce their discipline referrals

10 Actions to Educate students include:

• Resources
• Relationships
• Hidden rules
• Mental models
• Family structure
• Updated case studies
• Family dynamics
• Your personal experience with class
• The role of language registers
• Discourse patterns and story structure
• The importance of relationships

What is ENGAGE Georgia?

Georgia’s Department of Education has partnered with Graduation Alliance to provide an extra layer of support for K-12 students and their families to boost school engagement and academic success during the school year. Students who choose to participate in the program will be assigned an Academic Success Coach who will answer questions, connect them with resources, and develop a plan to help the student stay on track and engaged with their schooling.

How does it work?

Coaches reach out to students by phone, email, text message, and more to provide support such as:

• Guidance on technical and teacher access

• Encouragement and motivation to help students stay on track with their studies

• Organization and study tips

• Educational resources and exercises to help strengthen reading and math skills

• Referrals to local nonprofit organizations that can provide social-emotional support

What does it cost?

ENGAGE Georgia is state-funded and completely free to students.

How do I sign up?

Go to ParentsGA.GraduationAlliance.com, call 404.618.1106, or email This email address is being protected from spambots. You need JavaScript enabled to view it. to get started.

When you register for this CODE class, you will receive in the email confirmation more information on the program.

Teachers receive 36 micro-lessons in print, online, or both.   The content is specific to one of 5 areas:  professional responsibilities, learners and learning, learning environment, instructional effectiveness, and leadership.  Each lesson contains tips about key  topics like relationships, managing behavior, and teaching techniques.  Click here to view a sample lesson.

STRATEGIES TO AWAKEN THE LEARNER (DR. ROBERT MARZANO)
This digital workshop is based on the idea that we all have four systems: knowledge, cognitive, metacognitive, and self; working in our minds at any given moment. While K–12 education has traditionally done a solid job of focusing on the knowledge and cognitive systems, the metacognitive and self-systems have often been neglected. This video will help teachers understand, appreciate, and address these other two systems, particularly the self-system, in order to reach the whole child and awaken each and every learner in the classroom.  Included is a handout to accompany the video.

This video is from the Visible Learning PD held on September 22, 2021. Materials are also available.   How do teachers know if learning is visible in their classrooms? This is a professional development that will examine how to develop students' capacity to manage classroom talk and implement Jon Saphier's principles for a safe talk to environment in the classroom. 

This series is designed to offer a video that allows you to ascend the pyramid of learning accompanied by an activity that allows  you to descend into content for each session. There are 6 chapters.

Chapter 1:  What is PBIS?

Chapter 2:  Getting Started

Chapter 3: Teaching Expectations

Chapter 4:  Reinforcing Expectations

Chapter 5:  Making Data Informed Decisions

Chapter 6:  Creating a Positive Culture

1. Demonstrates a statistically significant effect on improving student outcomes.
2. Demonstrates high-quality research finds or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes: and 
3. Includes ongoing efforts to examine the effects of the activity 

All people are born with intrinsic motivation and a natural tendency to seek challenges and opportunities to learn. This tendency operates robustly—under certain conditions.

Promo Video 

Explore the conditions that encourage intrinsic motivation to grow and thrive. Participants will gain a clear understanding of motivation theory and use it to develop strategies with a special focus on motivating under-resourced students.

• Use rewards productively to motivate students
• Develop individualized motivation plans
• Create positive classroom environments
• Build relationships of mutual respect
• Develop goal-directed student behavior, self-efficacy, self-awareness, and autonomy

Excerpt from the training:

There is a $50 out of the Heart of Georgia RESA area charge.

 This is copied directly from the video:  " In this session, author Gravity Goldberg will share a curated selection of high-impact, instructional strategies that new teachers can become familiar with and master early in their teaching careers."

This is copied directly from the website:  "This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours). Note: This resource replaces an earlier version of this module. Much of the information from that previous version can still be found in part two of the series." 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 primary and intermediate elementary teachers in mind (e.g., K-5th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices." 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 middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices.

 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 class is designed to be implemented in the first four weeks of school.

Week One:  Community Building

We know we MUST build relationships – but how?

             Rituals and Recognition

             Monday Meetings – How to establish & content suggestions

Team Building – 2-5 min activities to infuse into your day

             Connections – How and when do you foster?

Week Two: What are my gifts? 

             Importance of Self Worth & Self Confidence to Success

             Identifying gifts – recognition

                          Suggested activities & resources                  

Week Three: How am I smart?

             The Key to Motivation is Self Confidence

Multiple Intelligence Theory – How are you smart? We all have 8 intelligences.

             Activity – How I Learn Bingo – Students get to know how I/classmates learn. Visit

www.behaviorqueen.com/resources

20%time/Genius Hour – We all have genius? What is yours?

Week Four: What are my goals?

             Discuss Hopes & Dreams from Week One – revisit Goals

             Data Talks

             Effort vs. Achievement Rubric

             Teaching Stamina

                           Resource: Seesaw

Here are some guaranteed take aways....

Strategies for holding successful community meetings K-12

• Template for building your Community Agreement with student input
• 8+ classroom appropriate strategies to teach students for self regulation
• FREE resources shared

Trauma Informed Care or trauma informed practices may be new terms for many educators. We are aware of the presence of trauma in students' lives, but we are not sure how we can help? This course is designed to share "how to" set up a classroom that uses best practices in de escalation and coaching students in crisis.

What you will learn in this course:

• Overview of ACES - the Adverse Childhood Experiences Study
• Difference between learning brain and survival brain
• How to teach self-regulation skills
• How to set up a de-escalation space 
• Many simple, yet effective, strategies to create a trauma sensitive classroom

  Reframe mindsets

  Many students who struggle with school have a negative personal narrative. This course teaches strategies to help students reframe their story and focus on what is right vs. what is wrong.

  Language of disagreement

  Your students won't always agree with you, but HOW they disagree is what causes frustrations. Amie will give you guidelines on how to teach students to disagree.

   

   

   

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: "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 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 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."

   This is copied and pasted directly from the GDOE website:  "What is the distinction between trauma and grief? Presenters identify the differences and provide practical advice on how to support grieving students. Topics include what not to say, considerations related to grief across different cultures, identifying and addressing guilt, appropriate academic accommodations, and managing grief triggers. Free resources for addressing these issues and many others from the Coalition to Support Grieving Students will be shared. Learning Objectives: Feel more comfortable explaining death to young children and initiating a conversation with grieving children of all ages; Discuss the role of guilt in impacting adjustment to a loss; Describe grief triggers and advise on how to minimize their impact in a school setting, as well as other academic accommodations to support grieving students; Know how to access free professional development resources on bereavement via www.grievingstudents.org." To report an issue with the event link, please email the event contact. Primary Contact: Molly Sims - This email address is being protected from spambots. You need JavaScript enabled to view it.

  The following was copied and pasted directly from the GDOE PL Site:  "Communication Strategies to Address Parents’ School Readiness Concerns; Learn effective strategies to address and alleviate parents’ school readiness concerns." To report an issue with the event link, please email the event contact." Primary Contact: Brandy Woolridge - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following was copied and pasted directly from the GDOE website:  "Learn more about recent school safety updates in Georgia such as the Georgia Center for School Safety website, the revised School Safety Plan Guide and Template, Site Threat Access and Response (STAR) Audit, and Georgia’s new Behavioral Threat Assessment Teams." To report an issue with the event link, please email the event contact. Primary Contact: Jeff Hodges - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following information was copied and pasted from the GDOE PL site:  "The Office of Whole Child Supports and guest speakers offer updated information on school safety and school safety plans. A representative from Georgia Emergency Management and Homeland Security discusses the need for current safety plans, drills and exercises, and cyber and social media safety. They share multiple resources and trainings that are available to improve the safety of schools." To report an issue with the event link, please email the event contact. Primary Contact: Jeff Hodges - This email address is being protected from spambots. You need JavaScript enabled to view it.; Secondary Contact: Cheryl Benefield - 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 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.

There are resources such as videos, links, articles, etc. that can be explored to help participants learn about federal student privacy laws and rights.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 1

1. I am learning about Standard 1 (Legal Compliance) of the Georgia Code of Ethics for Educators (COE).
2. I am learning best practices in working with legal compliance. 
3. I am learning how to protect myself in dealing with legal compliance. 

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS

1. I am learning about Standard 2 (Conduct with Students) of the GA Code of Ethics.
2. I am learning how to ensure my conduct and interactions with students inside and outside of school are professional.
3. I am learning about unprofessional conduct with students.
4. I am learning the difference in being friendly with students and being friends with students.
5. I am learning the legal definition of a student.
6. I am learning to identify examples of inappropriate or unprofessional behavior with students.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 3

1. I am learning about Standard 3 (Alcohol or Drugs) of the Georgia Code of Ethics for Educators (COE).
2. I am learning which practices are unethical and what makes them unethical.
3. I am learning how to protect myself in dealing with alcohol or drugs. 

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 4

1. I am learning about Standard 4 (Honesty). 
2. I am learning the definition of honesty in the context of my work at school, at extracurricular activities, and in the community.
3. I am learning to define unethical conduct in the context of my work.
4. I am learning examples of violations.
5.  

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 5

1. I am learning about Standard 5 (Public Funds and Property) of the Georgia Code of Ethics for Educators.
2. I am learning best practices in working with public funds and property.
3. I am learning how to protect myself in dealing with public funds and property.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 6

1. I am learning about Standard 6 (Remunerative Conduct).
2. I am learning the Dos and Don’ts for Remunerative Conduct. 
3. Through discussing scenarios, I am learning to determine how I should respond professionally.  
4. I am learning about resources for future reference.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 7

1. I am learning about Standard 7 (Confidential Information) of the Georgia Code of Ethics for Educators (COE).
2. I am learning best practices in working with student and personnel records, testing materials, and other confidential information.
3. I am learning best practices for testing situations.
4. I am learning how to protect myself in dealing with legal confidentiality. 

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 8

1. I am learning about Standard 8 (Required Reports) of the Georgia Code of Ethics for Educators.
2. I am learning which reports should be filed for Standard 8 of the Georgia Code for Educators.
3. I am learning which offenses require immediate reporting.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

LEARNING INTENTIONS FOR STANDARD 9

1. I am learning about Standard 9 (Professional Conduct).
2. I am learning the Dos and Don’ts of professional conduct. 
3. Through discussing scenarios, I am learning to determine how I should respond professionally.  
4. I am learning about resources for future reference.

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession.

“Educator” is a teacher, school or school system administrator, or other education personnel
who holds a certificate issued by the GaPSC and persons who have applied for but have not
yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also
refers to paraprofessionals, aides, and substitute teachers. 

There are 10 Standards.  You are encouraged to study them in numerical sequence of 1 to 10.  Learning these standards can give you the knowledge of actions to avoid that could result in the forfeiture of your certificate to work in schools.

This last module for the ethics modules also has a comprehensive quiz over all 10 Standards.  Because of the importance of this aspect of your role in schools, you should strive to make a score of 100.  (You may use your notes and repeat the test if you desire.)  A certificate of completion will be issued when a score of 100 is attained.

LEARNING INTENTIONS FOR STANDARD 10

1. I am learning about Standard 10 (Testing) of the Georgia Code of Ethics for Educators.
2. I am learning best practices in working with testing.
3. I am learning how to protect myself in dealing with testing.

(For all staff (general education and special education) on how to use a competing pathway chart to modify behavior)

Competing Pathway Chart

When we ran the Behavioral Intervention Program and I taught Applied Behavior Analysis for Classroom Teachers at Georgia State, we found the typical competing pathway chart was confusing to many people.

Certain words depicted the wrong image for those we were trying to define behaviors to in behavior support team meetings.

After two years of careful research, Dr. Riffel has simplified the competing pathway chart to help adults determine the summary statement of behavior and then develop a behavioral intervention plan based on the function of the behavior.

Check out this free mini-course.

This workshop is for new teachers and educators and for those who are considering leaving the profession. Veteran teacher educator Bethanie Tucker, Ed.D. shares practical strategies and inspiring stories that can push your career to the next level. Whether you are just starting out or thinking of quitting, Dr. Tucker has tips you can try that will improve your work experience.

Building clear and consistent processes that promote your classroom expectations can help you build a predictable environment to support effective student learning. This course will show you the specific processes to effectively manage your classroom and maintain order throughout your lesson cycle. Through detailed analysis and application of the strategies presented throughout this course, you will learn how to decrease disruptions and improve student learning.

 Learn simple strategies to move students toward authentic engagement in your classroom. This Quick Course explains the three main types of engagement, reviews the levels of engagement, and provides strategies for specific elements of teaching that you can use to engage your students. The course also comes with a printable reflection guide to help you plan and implement what you have learned.

CONTENT AREAS:

• Class Management /Behavior
• Social /Emotional
• Lesson & Curriculum Planning
• Teaching Strategies

This quick course will help you better understand your students that have been diagnosed with dyslexia. You will learn about the common weaknesses in certain skills for children with dyslexia, common symptoms of dyslexia, and general strategies and ideas to incorporate into your classroom so that all students can be successful. The course also comes with a printable guide to help provide you with easy-to-implement ideas to build a nurturing environment that supports your students with dyslexia.

CONTENT AREAS:

• Special Education / Needs
• Teaching Strategies
• Social / Emotional Learning

This is copied directly from the website:  "In this informative session, Georgia’s Suicide and Crisis Response team presenters from the Georgia Department of Behavioral Health & Developmental Disabilities share how schools can utilize the three prongs of Georgia’s 988: someone to call, someone to respond, and a safe place for help, to support students and families with mental health needs. Common myths are addressed and participants are equipped with confidence in utilizing the service and spreading awareness. A recent Georgia study revealed only 30% of Georgians were aware of 988 and of those respondents, only 54% accurately understood its purpose as Georgia’s Suicide & Crisis Response line. View this recording to see current data and future goals for 988 implementation and response."  (1 hour)

Topic: Classroom Management for Disruptive Behaviors. This presentation goes through many of the disruptive behaviors that can derail learning in the classroom and shares evidence-based interventions you can use.

This presentation will focus on the variety of behaviors that show up in the classroom when teaching 4-7-year-old students. We are seeing more and more behaviors with this age group that typical interventions are not accomplishing the goal of decreasing the disruptions in the classroom.  Dr. Riffel will share scenarios from real students around the world and the interventions employed that really worked ameliorate these behaviors.

This class is limited to participants from Heart of Georgia RESA member systems.

Level: Tier Two

Topic: Bullying. This session focuses on the inclusion of bully-proofing within your classroom and your universal level. Several free programs will be discussed.

Time: 12 hours (four hours of video and 8 hours of implementation)

Topic: Classroom Management for Disruptive Behaviors. This presentation goes through many of the disruptive behaviors that can derail learning in the classroom and shares evidence-based interventions you can use.

This presentation will focus on the variety of behaviors that show up in the classroom when teaching 12-18-year-old students. Secondary teachers frequently point to escaping work and gaining attention as the reasons behind behaviors. This presentation will show participants how to ameliorate the typical behaviors by instituting proactive solutions. Dr. Riffel will share examples from real students she has worked with over the years and the solutions that made the behaviors disappear. So often, participants in a seminar will say, “What do you do about a student who has (xyz) behavior?”  The truth is there is no one answer for the “xyz” behavior question. The answer lies in understanding the function of the behavior and putting proactive strategies in place to restructure the environment, replace the behavior, and reframe our response.

This class is limited to participants from Heart of Georgia RESA member systems.

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.

Audience: Admin, All, Ancillary, Counselor, Psychologist, SPED

Age Level: All

Level: Tier Three

Topic: Self-Regulation:  Helping students learn to understand the amygdala and how to self-regulate when the amygdala begins the hijack of the brain. This presentation will share with you different techniques you can use to teach students how to calm themselves and then share the emotion and trigger with their adults and problem-solve.

Time: Six Hours

Audience: All and SPED

Age Level: All

Level: Tier Three

Topic: Behavior Support: We see a lot of cookie cutter behavior support plans. This presentation will focus on how to take the information you are using from your functional behavior assessment and turn it into a data-based behavioral intervention plan.

Time: Five Hours

This class is for members of Heart of Georgia RESA only.

Audience: SPED and General Education

Age Level: All

Level: Tier Three

Topic: Life Skills: Dr. Riffel lived with an adult with autism, bipolar condition, obsessive compulsive disorder, intellectual disabilities, and mild cerebral palsy.  She also has followed the success of students she housed in her clinic. What we know from these adults with disabilities is that they need a dignified life. A dignified life is one where the person has a home they feel safe in, a job that is meaningful, friends that are true, and leisure activities they enjoy.  This presentation will share with you what can be done throughout their school career to help them have these things after they graduate.

Time: Five Hours

Audience: ALL

Age Level: All

Level: Universal

Topic: Climate/ Relationships: This presentation will give you tried and true ways to build relationships with students. The ideas are from Marzano, Dufour, Wong and many others who have researched the topic. We will share what our schools have done to help build relationships between peers to peers and peers to adults.

Time: Two Hours

This class is for members of Heart of Georgia RESA only.

Audience: Ancillary Staff

Age Level: All

Level: Universal

Topic: Relationships/ Climate: This is for staff members who only see students for a short time (specials, counselors, psychologists, etc.) and need to build relationships with those students. This presentation focuses on what you can do in a short amount of time to help build relationships with those students.

Time: Three Hours

This presentation focuses on administrative steps to lead your staff through the following:

• Student-to-Student Bullying
• How to deal with the bullies
• How to deal with the victims
• How to train your students to be upstanders and not bystanders
• Developing a mantra for your anti-bullying platform.
• Developing expectations to define your mantra
• Threat Assessments
• Reporting Systems
• Flex Labs for Reteaching
• Professional Learning Communities
• Other Bullying
• teacher to teacher
• administrator to teacher
• parent to teacher
• student to teacher
• teacher to student
• Building Relationships between students, family members, educators, and community members

There is a $50 out of area fee for participants outside the Heart of Georgia RESA systems.

Topic: Classroom Management: This presentation is a shorter version of the tried-and-true methods which will help take control of the classroom using evidence-based interventions. We cover things like disruptions, non-compliance, blurting, and other behaviors that can derail your classroom.

This is the short version of the classroom management tier two strategies with interventions for classroom teachers to deal with the following behaviors:

• Ten Rules that Govern Behavior.
• Blurting or disruptive behavior
• Reinforcing Replacement Behavior

Dr. Riffel will show you how to determine the summary statement to behavioral issues:

Trigger-Target-impacT; then she will show you how to build an effective intervention plan for Blurting or Disruptive Behaviors using:

• Revision of the Environment
• Replacement of the Behavior
• Reframing of the Response

This class is for members of Heart of Georgia RESA only.