Full Catalog of Upcoming Events

The Center for Assessment has created a series of modules addressing assessment. The modules address how to use classroom assessment to identify student learning gaps, strengths, and needs for instructional purposes. Upon registration, participants will receive links to the pre-recorded materials, module materials, and additional supporting materials.

Part I  An Overview of the Genre and How It Is Assessed

Part II  A Look at What Students Are Expected to Do

Part IIA   Write-a-Story Items

Part IIB  Additional Types of Narrative Items

Part IIC Additional Narrative Item Types (No High School Examples Provided)

Part III  Moving Up the Score Scale

The Mystery/Inquiry  is actually two  instructional strategies that promotes  thinking.  These strategies can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  They are  appropriate for all grade levels and all content areas.  In both strategies, there is an event, evidence, explanation, and evaluation.  In inquiry teaching, the teacher presents the event and students formulate possible explanations,

The materials consist of a VoiceThread, handouts, and sample and model lessons.

This was copied and pasted directly from the website, "This module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects." After registering, participants will receive the links via email.

The Writing Revolution presents a structured approach to writing instruction. It begins with 1) sentences and sentence expansion as the building blocks, moves to 2) single paragraphs and then to 3) multi-paragraph texts. Hochman and Wexler build the skills of note-taking, planning, outlining, summarizing, and revising strategies into each of the three practices. While instruction is not limited to mastery of one step before progressing to another, the approach is based on the premise that learning to write skillful sentences leads to successful single paragraphs which, in turn, lead to successful multi-paragraph compositions.

The Writing Revolution presents a complete writing program. Based on your students’ skill level and your own instructional goals, you may want to implement a portion of the program—sentences and/or single paragraphs. Based on your training and goals, you may want to adapt the program for selected students rather than all of them. You may want to use the program to help your students acquire science and/or social studies content. Or, you may want to team up with an ELA teacher who teaches the same students, working together to teach the same steps but with different content. 

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."

This was copied and pasted directly from the website, "This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read." After registering, participants will receive the links via email.

This was copied and pasted directly from the website:  "When teachers adopt standards-based learning, students take ownership of their learning and achievement soars! Come join a conversation based on a book written specifically for K–12 teachers, A Teacher's Guide to Standards-Based Learning. This resource details a sequential approach for connecting curriculum, instruction, assessment methods, and feedback through standards-based education. Jan K. Hoegh, an author of the book and facilitator of each session, promises to provide practical advice, real-world examples, and answers to frequently asked questions about this relevant topic." Book information:  Product Code: BKL044, EKL036, ISBN: 9781943360253, Page Count: 176  (https://www.marzanoresources.com/teachers-guide-standards-based-learning.html)

This is copied and pasted directly from the website:  "Coaching makes great teachers! Tom Roy’s experience and insight makes coaches great. Teachers, coaches, and educators who use coaching programs will learn the elements of the Coaching Cycle to improve instruction. Each session will focus on a specific aspect of coaching that has been shown to improve learning; sessions include Change, the Cycle of events which assure change, Methods and Techniques, School and District models that work, Peer Coaching, and Leadership. Each session begins with a short presentation followed by plenty of time for questions and comments from participants."  Product Code: BKL038, ISBN: 9781943360154, Page Count: 144 (https://www.marzanoresources.com/books-videos/coaching-significant-sustained-change-classroom.html)

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 copied and pasted directly from the video weblink: "Dr. Elfrieda (Freddy) H. Hiebert describes 7 facts about a generative vocabulary approach and describes 7 instructional strategies to support each word fact. Download the presentation slides at http://www.textproject.org/assets/library/powerpoints/Hiebert-2014-02-08-A-Generative-vocabulary.pdf ." Upon registration, an email will be sent to you with the link to the 18 minute video.

Paraeducator Online Training consists of the following:

140 self-paced courses covering general education and special education environments

Courses that are organized into bite-sized unit and are perfect for training days

Posttests at the end of each course that are automatically graded

Training and assessments to highly qualify paras and meet Title I requirements

Transcripts and course certificates that paraeducators can access to document their training

Content that aligns with CEC standards for paraeducators and is endorsed by CASE

Research-based content written by experts in the field

Dual format courses: video-based and text-based versions available on many courses

Registering for this course entitles a parapro to take as many of these courses as she wishes within the next year.  

This is restricted to parapros serving in the Heart of Georgia RESA school systems.

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

This is copied and pasted directly from the link:  "This video provides a brief overview of the science of reading and the different bodies of research that contribute to it." This is a brief 6 minute video that provides an overview for teachers and leaders.

Linda Farrell and Michael Hunter of Readsters explain the usage of decodable vs leveled readers. Please note the Pre-Reading and Beginning Reading Skills Map on the last page of the handout.

 In this first part of our three-part series on The Science of Reading, we explore definitions of Science of Reading, four conceptual models of reading, and brain imaging studies.

In the second part of our three-part series on The Science of Reading, we delve into the individual skills strands on Scarborough's Reading Rope.

Use this Note Catcher to facilitate viewing:

In this third part of our three-part series on The Science of Reading, we examine why The Science of Reading is important, and how we can begin to implement it in practice.

The presenter provides an overview on Number Talks. Processes and activities can be adapted for middle and high. The video is approximately 18 minutes in length.