Full Catalog of Upcoming Events

This was copied directly from the website. "Through engagement in this series of 13 webinar modules, participants will understand the current research, implications, and the essential elements necessary for assessing, preventing, and overcoming reading difficulties. This series was created in conjunction with David Kilpatrtick, PhD to compliment the information provided in his book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley, 2015)." This course is currently open access. If you are unable to access, the access rights might have changed. Please let us know if this happens.

This is copied directly from the web link: "Recording of reading specialist, Lisa Flute, as she shares details about how she transformed the North Side Elementary's book room to resemble the Simple View of Reading. Books are organized by those that support accurate, automatic word recognition and those the develop language comprehension. Lisa will share organization details and re-purposing of leveled text."

Modules on professional ethics have been created via a partnership between the GA Professional Standards Commission and the 16 RESAs throughout the state. There are 10 standards in this independent learning journey.  This training is only for Standard 10.  It is a self-paced and self-directed learning activity.  

This was copied directly from the website: "Today In Georgia History is an exciting, award-winning educational project that focuses on an historical event or person associated with a particular day in Georgia history. These short segments aired daily on GPB television and radio stations across the state from 2011-2013, and are now archived and available on this site.

GHS and GPB collaborated to provide audiences with this innovative and engaging programming." Vocabulary and daily activities are included. The video segments can be viewed by time periods.

This Quick Course will teach you about types of trauma, the signs of trauma in children, and how you can design a trauma-informed classroom. You’ll learn a specific approach to the design of your classroom and its culture so that you are maintaining a safe space that supports all children.

TRAUMA-INFORMED TEACHING STRATEGIES FOR GRADES 6-12 - NEIU (15 ISBE Clock Hours) This Quick Credit Course will teach you about types of trauma, the signs of trauma in adolescents, and how you can implement strategies to support a trauma-informed classroom. You’ll learn a specific approach to the design of your classroom and its culture so that you are maintaining a safe space that supports all students.

This is copied directly from the GDOE PL page: "PROVE IT! Teaching Students How to Back up Claims with Primary Source Evidence

Good writers back up their claims with evidence. Join Nancy Balaun as she explores ways for students to analyze primary sources, make claims, and prove it. She will brainstorm ways to connect what you are already doing in ELA with your Social Studies standards and leave you with tools you can use in your classroom tomorrow. Join us as we prove it!" Length:  1 hour

English Language Arts, Mathematics, Personalized Learning, Reading/Literacy, Science, Social Studies

Description: This is copied directly from the GDOE PL page: "Join our presenters as they provide an overview of talent development and the important role it plays in meeting the needs of students."  Length:  15 minutes

 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 video description:  "This webinar will cover the latest research and best practices for effective vocabulary instruction in K-12 classrooms."

This was copied directly from the website, "Few activities are as cognitively demanding as writing. In this session, Drs. Vroom and Zoleo provide an overview of the Hochman Method, an explicit set of specific writing strategies that teachers use in every grade and in all subjects, including ELA, social studies, science, world languages, and math. This evidence-based and proven instructional methodology enables students to master the skills that are essential if they are to become competent writers. Those skills equip students to become better readers, to communicate more effectively in writing and speaking, and most importantly, to elevate their thinking. The Hochman Method will be discussed in relation to the challenges of writing: the cognitive demands of writing, the interplay of writing with reading comprehension and knowledge, the scaffolding of writing instruction, and the importance of planning and revising. Participants will learn key strategies that can be implemented immediately with students in writing or through oral practice.

Dr. Vroom and Dr. Zoleo are the co-executive directors of The Writing Revolution (TWR). TWR is a national nonprofit that trains educators and supports schools and districts in implementing the Hochman Method, an evidence-based method of writing instruction that transforms the way students write, learn, read, think, and express themselves. Dr. Vroom was previously a lead social studies teacher and school-wide writing coordinator at New Dorp High School. Dr. Zoleo was previously the assistant principal at New Dorp, where she co-led the effort to bring the Hochman Method of writing instruction to the school. Both Drs. Vroom and Zoleo have been with TWR since its founding in 2014. Today, TWR trains thousands of teachers each year and partners with schools and districts across the United States. Drs. Vroom and Zoleo have developed content for TWR, as well as for textbooks and curriculum guides, and presented at the Aspen Institute, South by Southwest, and the College Board Foundation, as well as many other venues, on the topic of writing. Both Drs. Vroom and Zoleo earned doctoral degrees in student literacy from St. John’s University." After registering, participants will receive the links to the recording, slides, etc.

This was copied directly from the website, "Attendees will learn the importance of providing vocabulary instruction across content areas (i.e., English language arts/reading, social studies, science, mathematics) and the role of word knowledge for students’ reading comprehension. First, the presenter will describe guidelines for vocabulary instruction, including how to choose which words to teach. Next, the presenter will describe the steps in a routine for teaching essential words, provide sample vocabulary maps for various content areas, and model instruction. Third, the presenter will provide suggestions for planning vocabulary instruction and share resources teachers can use in their classroom. The presentation will conclude with a Q&A period.

Elizabeth Stevens, Ph.D., is an Assistant Professor in the Department of Learning Sciences at Georgia State University. Stevens completed her doctoral degree at The University of Texas at Austin. She holds a master’s degree in special education from the College of William and Mary and a reading specialist degree from the University of Virginia. Prior to pursuing her doctorate, she taught special education for nine years in Virginia. Elizabeth has coordinated large-scale research projects at The Meadows Center for Preventing Educational Risk. She recently served as Co-Principal Investigator of an IES-funded Development and Innovation Project, Middle School Matters, which focused on developing a PD model to support middle school teachers with implementing research-based practices during content-area reading instruction. Elizabeth researches effective reading and mathematics interventions for students with learning disabilities and learning difficulties. She is particularly interested in the effects of aligning Tier 1 (core) instruction with Tier 2 intervention for upper elementary students with reading comprehension difficulties. She is also interested in the effects of vocabulary instruction on the word-problem performance of upper elementary students with mathematics difficulty. She has extensive experience in designing literacy interventions for diverse and at-risk populations, providing PD to districts, and examining the effects of such interventions and PD through high quality research studies. Stevens has published in numerous journals including Scientific Studies of Reading, Exceptional Children, Journal of Learning Disabilities, Reading and Writing, Remedial and Special Education, and Teaching Exceptional Children." 

2022 Series - This was copied directly from the website:  "The webinar series focuses on Structured Literacy to encompass both the content and principles of instruction supported by research on the teaching of reading.

Structured literacy (SL) teaching is the most effective approach for students who experience unusual difficulty learning to read and spell printed words. The term refers to both the content and methods or principles of instruction. It means the same kind of instruction as the terms multisensory structured language education and structured language and literacy.

Structured literacy teaching stands in contrast with approaches that are popular in many schools that do not teach oral and written language skills in an explicit, systematic manner. Evidence is strong that the majority of students learn to read better with structured teaching of basic language skills, and that the components and methods of Structured Literacy are critical for students with reading disabilities including dyslexia. (see: IDA Fact Sheet)" After registering, participants will receive the links to the recordings, handouts, etc.

 2022 Series - This was copied directly from the website:  "Syntactic knowledge, the ability to understand a variety of grammatical structures within the context of a sentence, supports students’ comprehension of text. This session presents research on syntax and explains its critical role in comprehending complex text. Armed with this understanding, educators learn how to teach their students the functions of sentence parts—words, phrases, and clauses—in order to show them how to unpack the meaning of sentences they encounter in text.

Objectives: 

1. To share research on the role that syntactic knowledge plays in reading comprehension
2. To explain why teachers need to build their own syntactic knowledge
3. To present some instructional activities to support students’ ability to comprehend a variety of sentences

Dr. Margie B. Gillis, Ed.D. is a Certified Academic Language Therapist, a research affiliate at Haskins Laboratories and the founder and president of  Literacy How, a non-profit organization that provides professional development for teachers on how to apply the Science of Reading. Margie is also the president of Anne Fowler Foundation providing scholarships for educators. She is the co-founder of Smart Kids with LD, the former president of ConnBIDA, and a board member of the Academic Language Therapy Association and the Reading League of CT. She is an editor of the IDA Perspectives Journal and the Reading League Journal and a professional advisor for Understood, ReadWorks, and the International Foundation for Effective Reading Instruction. Margie believes that learning to read is a civil right and that all children benefit from research and evidence-based instruction.

https://spotlightonstructuredliteracyfeb2022.eventbrite.com"

2022 Series - This was copied directly from the website:  "

Dual Language Learners (DLLs)—students from homes in which a language other than only English is spoken—are a vastly heterogeneous student population. Indeed, DLLs’ home and English language proficiency vary widely. Reading in English builds on English language skills, so it may seem unsurprising that DLLs who are in the process of acquiring English language proficiency tend to persistently show lower English reading achievement than their English-proficient peers. However, it is also the case that the vast majority of DLLs are U.S.-born and have been instructed in predominantly English-only contexts since formal school entry. Thus, the national English reading achievement profile of DLLs raises serious questions of equity, centered on the extent to which DLLs’ language needs in the service of reading achievement are effectively being met. In this talk, I discuss the many parallels between the underlying process of English reading development among English-proficient students and DLLs acquiring English proficiency while attending to unique developmental considerations for best supporting DLLs’ reading development and achievement.  

Jeannette Mancilla-Martinez is an Associate Professor in the Special Education Department, as well as Associate Dean for Academic Affairs and Graduate Education at Peabody College. She holds a M.Ed. and Ed.D. in language and literacy from Harvard University, as well as a B.A. in liberal studies with a concentration in English and Spanish from Mount Saint Mary’s College. She is a 2013 National Academy of Education/Spencer Postdoctoral Fellow, a 2013 Hellman Fellow, and a 2017 English Language Learners Policy Fellow. Jeannette’s program of research is focused on advancing students’ language and reading comprehension outcomes, including those of students from linguistically diverse and low-income homes. Her research is anchored on reading development, with a focus on the central role of supporting students’ language comprehension to mitigate later reading comprehension difficulties. Her most recent work examines the intersection of language and special education status. Jeannette was appointed to the National Assessment of Education Progress Standing Committee on Reading in 2017, is a Research Affiliate for Tennessee Education Research Alliance and serves on the Early Literacy Advisory Council for the Tennessee Department of Education.  Learn more about our presenter and her research HERE:"
https://peabody.vanderbilt.edu/bio/jeannette-mancilla-martinez

 2022 Series - This was copied directly from the website:  "Teachers always want more time to engage their classes with meaningful content and sharpen students’ essential writing skills, so why not combine these endeavors? During the session, participants will review the empowering potential of uniting content and writing instruction. Then they will be presented with a process to follow to create expository writing units on any topic. Examples of sentence, paragraph, and essay activities will be shared at a variety of grade and skill levels.

Laura Dreyer is a teacher at The Schenck School. Before moving to Atlanta, she worked at The Windward School in New York as a teacher and staff developer. For more than a decade, Laura has supported students with language-based learning disabilities, their teachers, and their parents through classes, presentations, mentoring, and private tutoring. Laura earned a master’s degree in literacy and holds certification from the International Multisensory Structured Language Education Council (IMSLEC) at the teaching level."

 This is copied directly from the website:  "Across the US there has been an increase in the passage of dyslexia legislation, including stipulations for educator training. This webinar will provide resources to help educators better understand dyslexia training programs and help determine the most appropriate training path for them. The webinar will also help parents evaluate the dyslexia training used by local education agencies and/or tutors. This webinar includes the following: Overview of the International Dyslexia Association Knowledge and Practice Standards, Information about the programs accredited by the International Dyslexia Association, and Review of certificate and endorsement programs provided by independent organizations, colleges and universities, and regional educational service agencies.

(Audience: Elementary & middle school classroom and reading teachers & administrators, tutors, SLP’s, psychologists, and parents, undergraduate and graduate students)

Jennifer Lindstrom, Ph.D., is an Associate Professor in the Department of Communication Sciences and Special Education at the University of Georgia. She is also Co-Director of the Graduate Certificate in Dyslexia/Dyslexia Endorsement program. Her teaching and research focus on causes and treatment of dyslexia and other learning disabilities, issues surrounding the provision of accommodations to individuals with dyslexia and other learning disabilities, and early literacy with a focus on teacher training and the use of research-based methodologies for improving student performance.

Nora Schlesinger, Ph.D., was a classroom teacher for almost 20 years. She became a Certified Academic Language Therapist to help support her own child with dyslexia and the children she taught. Before receiving a Ph.D. in Speech and Hearing Science from Arizona State University, she worked as a dyslexia therapist at an independent school for individuals with learning differences in Scottsdale, AZ. She is currently an Assistant Professor of Literacy at Kennesaw State University in the Department of Elementary and Early Childhood. Dr. Schlesinger’s research interests focus on reading and writing development and disorders, such as dyslexia and dysgraphia. Her research interests also include structured language instruction and training for preservice and in-service teachers and understanding the impact it has on children’s literacy." Participants will receive the link information after registering.

This is copied directly from the website:  "The goal of this 3-webinar series:

To inform and enlighten teachers, administrators, other education professionals, parents, and policymakers about dyslexia and the science of reading. Our speakers are highly regarded academics from research and teaching institutions in the United States:

• Devin Kearns, U of Connecticut, Center for Behavioral Education and Research, and Haskins Laboratories
• Nora Schlesinger, Kennesaw State University
• Jennifer Lindstrom, University of Georgia
• Nicole Patton Terry, Florida State University and Director, Florida Center for Reading Research

Dyslexia is a serious reading disorder affecting 5 to 10% of individuals in the United States. However, its causes and the best treatments for it are not well-understood. Dr. Devin Kearns will begin with an explanation of the skills students require for reading success and then address the nature of dyslexia and how it causes reading problems.  Finally, Dr. Kearns will provide guidance about the elements of instruction that are essential for the success of students with dyslexia and how to address dyslexia within an MTSS/RTI process. The goal of the presentation is for attendees to leave with a strong understanding of the types of problems involved in dyslexia and knowledge about the critical elements of instruction. (Audience: Elementary & middle school classroom and reading teachers & administrators, tutors, SLP’s, psychologists, and parents)

In this first webinar in the 2021 IDA-GA Dyslexia Knowledge Series, Dr. Devin Kearns begins with an explanation of the skills students require for reading success and then addresses the nature of dyslexia and how it causes reading problems. Finally, Dr. Kearns provides guidance about the elements of instruction that are essential for the success of students with dyslexia and how to address dyslexia within an MTSS/RTI process. The goal of the presentation is for attendees to leave with a strong understanding of the types of problems involved in dyslexia and knowledge about the critical elements of instruction.

Devin Kearns, Ph.D., University of Connecticut, Center for Behavioral Education and Research and Haskins Laboratories helps us define and identify dyslexia and the instructional components that will help dyslexic students learn to read. Devin M. Kearns, Ph.D. researches reading disabilities—including dyslexia—in school-age children. His research focuses on linking educational practice to cognitive science and neuroscience in collaboration with colleagues at Haskins Laboratories and the Brain Imaging Research Center at UConn. He and his colleagues examine the neurobiological change that occurs as students learn to read. They are also developing a new reading intervention designed to link word reading and meaning and examine how the intervention affects students’ patterns of cognitive processing. He and his colleagues are also developing and testing a game-based dyslexia screening app. Devin has seven years of classroom experience as a teacher, literacy coach, and reading specialist. He continues to help schools and districts implement high-quality reading instruction—including demonstrating how to implement evidence-based reading instruction." After registering, participants will receive the link information.

This is copied directly from the website:  "For nearly 20 years, the Florida Center for Reading Research (FCRR) has led the field in understanding and addressing reading development, assessment, instruction, and intervention.  In this 3rd webinar in IDA-GA’s 2021 Dyslexia Knowledge Series, learn more about how FCRR harnesses the power of research, innovation, and engagement to ensure that all children learn to read. (Audience: Elementary & middle school classroom and reading teachers & administrators, tutors, SLP’s)

Nicole Patton Terry, Ph.D., is the Olive & Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research, and Deputy Director of the Regional Education Lab—Southeast at Florida State University (FSU). Prior to joining FSU in 2018, she was an Associate Professor of Special Education and the founding Director of the Urban Child Study Center at Georgia State University. She founded and directs The Village at FCRR, a division that takes a collective impact approach to creating and maintaining research partnerships with diverse community stakeholders to promote reading achievement, school readiness, and school success among vulnerable children and youth.  She currently serves as an Associate Editor for the Journal of Learning Disabilities, a board member for the Society for the Scientific Study of Reading, and a fellow of the American Speech-Language-Hearing Association.  Dr. Terry earned a Ph.D. from Northwestern University’s School of Communication Sciences and Disorders, with a specialization in learning disabilities. She was a special education teacher in Evanston Public Schools in Evanston, IL. Dr. Terry’s research, innovation, and engagement activities concern young learners who are vulnerable to experiencing poor language and literacy achievement in school, in particular, African American children, children growing up in poverty, and children with disabilities.  Her research and scholarly activities have been supported by various organizations, including the National Institute of Child Health and Human Development, the Institute of Education Sciences, the Annie E. Casey Foundation, and the Spencer Foundation." Participants will receive the link information after registering.

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.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.