Full Catalog of Upcoming Events

(Open Education Resources for Science Education PD) This was copied directly from the website:  "This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena-based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.

This learning experience will help you: Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice; Generate working definitions of phenomena, design challenges, and disciplinary core ideas; Identify phenomena related to a bundle of three-dimensional standards; Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.

With respect to the assessment process, this resource supports the task of clarifying learning goals and eliciting evidence of student learning. Specifically, analyzing standards helps to clarify learning goals. In assessment, scenarios present phenomena to students, and then specific prompts are designed to elicit student understanding of core ideas, practices and crosscutting concepts. Once written as a scenario for an assessment, teachers can use the resources introduced in ACESSE Resource B to design specific prompts for their assessments (SEP Task Formats Tool, CCC Prompts Tool). This resource complements Resource C, in that it provides some ways to integrate tools to connect science instruction meaningfully to students’ everyday lives and cultural practices. This workshop has multiple segments, and it is broken into two sessions that last roughly three hours each, which can be organized as a full-day session or across multiple days. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "Students bring a range of intellectual and cultural resources, which they have accumulated in their unique life experiences, into the classroom as they learn science. These resources can be considered different “facets” of student thinking. These resources may relate to their conceptual understanding of natural phenomena, their repertoires of practice when engaging in scientific activity, or their abilities to productively engage with school and classroom approaches to learning. Student’s facets of thinking can be leveraged to help students as they refine their understanding of science phenomena. This session introduces the facet-based approach, then engages participants in identifying facets in a batch of student work and in developing corresponding assessment rubrics, preparing them to use this approach in their own teaching.

This learning experience will help participants: Analyze cognitive formative assessment responses to surface the range of student thinking about science topics and concepts; Guide instruction based on that diversity of student ideas; Design and use classroom formative assessment tasks to support equitable 3D instruction. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. Every learner has the right to fully belong in their educational contexts. Instruction should welcome the diverse contributions they bring to sense-making. This resource can help support this goal by helping educators develop an asset-based stance towards the various contributions that students bring to making sense of phenomena. The resource starts by highlighting the rationale for culture-based approaches to pedagogy—and then focuses on how to identify and leverage the resources students use in moments of sensemaking. This learning experience will help participants: Explore equity dimensions of sense-making through the science and engineering practices; Learn to see different ways students contribute to making sense of phenomena—and connect to science; Better appreciate that navigating multiple ways of knowing is the basic human condition—not the exception for some students; Make a commitment to shape instruction to support diverse sense-making. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "In this workshop, we will build our capacity to identify a variety of meaningful phenomena of different types that connect to specific science and engineering learning standards. We will first explore what makes a phenomenon compelling to students and how we can ensure this happens in our classrooms. Then, we will focus on different classes of phenomena, and how using them can promote goals for equity. This resource can also be used by individuals wanting to learn how to allow students to take meaningful action to solve problems associated with real-world phenomena related to science and engineering. Participants will explore different classes of meaningful phenomena (using the framework of Suárez & Bell, 2019): Everyday phenomena, which all students will be able to experience in class or have experienced outside of class; Contemporary scientific phenomena, which relate to current science, most often science that is in the news today because it is unsettled or sparks controversy; Societally relevant phenomena, which relate to science-technology intersections, connects to care and concern and enables students to see connections to social and socio-ecological justice; and Culturally relevant phenomena, which are grounded in the worlds of specific communities in culturally significant ways and allows students to draw on ways of knowing from families and cultural communities. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

 The following was copied and pasted directly from the website, "The administrator’s role in supporting co-teaching is crucial. This session will demonstrate the practices administrators must use to support effective co-teaching teams in their district/school. Participants will be able to utilize resources for scheduling co-teaching, state reasons why co-planning is crucial to successful co-teaching, and utilize general supervision tools for supervising evidence-based co-teaching practices in their district/schools." To report an issue with the event link, please email the event contact. Primary Contact: Susan `Brozovic - This email address is being protected from spambots. You need JavaScript enabled to view it.; Secondary Contact: Ann Cross - This email address is being protected from spambots. You need JavaScript enabled to view it.; As always, participants should review extensively before using. (1 hour)

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of kindergarten and first grade students, Jennifer Borngesser from Fayette County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for verbal thinkers, quantitative thinkers, and nonverbal thinkers as well as ideas for cross-curricular critical thinking tasks." To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of first and second grade students, Jennifer Borngesser from Fayette County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for verbal thinkers, quantitative thinkers, nonverbal thinkers as well as ideas for cross-curricular critical thinking tasks." (1 hour); To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.;  

 The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of third and fourth grade students, Shakeerah Brodie from Clayton County defines critical thinking and why it is important including, the relationship to Bloom’s Taxonomy. She also shares some activities for English Language Arts, Social Studies, Math, Science, Fine Arts, and Physical Education." To report an issue with the event link, please email the event contact."  Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of fifth and sixth grade students, Shakeerah Brodie from Clayton County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for English Language Arts, Social Studies, Math, Science, Fine Arts, and Physical Education." To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - 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 youtube link:  "From Dr. Lovett:

This lecture attempts to explore some of the opportunities that accrue when practitioners and researchers enter one another’s worlds to engage in meaningful dialogue that can reshape the practices of all for the better. Since IDA was formed in the 1920s, there has been great progress in our understanding of dyslexia and reading disorders, and IDA has led many initiatives to facilitate the development of sound assessment and teaching practices. Of great importance, throughout its history, IDA has fostered an enthusiastic alliance between research and practice. Despite the progress, as teachers, clinicians, and scientists, we have many unanswered questions about dyslexia and other reading disabilities—what causes them? How early can they be predicted? Can prediction lead to prevention? How can we describe the important differences among individuals with reading disorders? What makes for effective intervention at different ages and stages of reading development or for children with different profiles of comorbidity? This presentation shares a story of my own career journey in reading-intervention research, a story that spans more than 35 years and started with a basic question articulated by a pediatric neurologist: Was it even possible to conduct rigorous research on the treatment of learning disabilities? Why was there not scientific literature to consult on effective treatment for these children? Closely working with valued colleagues and team members to create, evaluate, and refine approaches to teaching children with severe reading disabilities, we have met with both success and failure in our efforts. But we have always learned new lessons about reading disorders and been able to pose better questions at the end of each intervention study. Lessons learned from our own research findings, along with research evidence on the nature and course of reading disabilities and what a reading brain looks like, can inspire refined interventions. This body of evidence has led us to develop a set of research-based intervention programs for children, teens, and adults with reading problems. This presentation examines some of the principles underlying these programs and the lessons learned from their evaluation. I also raise emerging questions to help us consider new ways to improve interventions to facilitate the many people around the world, children, teens, and adults, still struggling to attain basic literacy skills." After registering, you will receive a link to the youtube video.

 This was copied and pasted directly from the youtube link: "Nancy Hennessy, past president of the International Dyslexia Association, is an experienced teacher, administrator and consultant. She has designed and delivered keynote addresses, workshops and training for educators nationally and internationally. Nancy co-authored Module 6 of LETRs, Digging for Meaning: Teaching Text Comprehension (2nd edition) with Louisa Moats and authored, Working with Word Meaning: Vocabulary Instruction in Multisensory Teaching of Basic Skills (4th edition). Nancy is the 2011 recipient of IDA’s Margaret Rawson Lifetime Achievement Award." The session will address comprehension. After registering, you will receive a link to the youtube video.

 This was copied and pasted directly from the youtube link:

"The diagnosis of dyslexia can be overwhelming for a family. Your child is frustrated from working so hard to read, write, and spell without reaching success. Worse yet, classmates and siblings may be exceling, which only adds to the frustration. The dyslexia diagnosis can be a relief, but what does it mean? What happens next? What does the future hold? It is important for families to have accurate information to understand the diagnosis and intervention. An informed parent is an empowered parent.

About the Presenter: Mary Yarus became a dyslexia therapist following her daughter’s diagnosis of dyslexia. After working eight years in private practice, she joined the Family Support Office at Neuhaus Education Center, later transitioning to the role of Vice President of both Family Support and the Adult Literacy program which provided services for students ranging from 18 to 80. Mary currently trains dyslexia interventionists for the Region 4 Education Service Center in Houston, Texas. As an avid reader, it is difficult to imagine a life without the ability to read a homework assignment, take a driver’s written exam, read a menu, read a simple book to your child, or so many other day-to-day activities that most of us take for granted. Mary is passionate about empowering teachers and students with knowledge about reading to enhance the lives of generations to come. " After registering, you will receive a link to the youtube video.

  This was copied and pasted directly from the youtube link:  "Historically, structured- literacy approaches have been the most effective for remediating language difficulties. The utilization of technology can make this type of instruction a multisensory process that is engaging and explicit while still maintaining the individualization and diagnostic- prescriptive aspects that are its hallmarks. In this presentation, an Orton- Gillingham Fellow and a director of technology share how they have collaborated to include technology as an instructive and assistive tool following the traditional Orton- Gillingham approach in the small classroom setting.

About the Presenters: Theresa Collins is a Fellow of the Orton-Gillingham Academy. Currently the Tutorial Department Director and Director of Orton-Gillingham Training at The Southport School, she has been an Orton-Gillingham practitioner for over 30 years. She first developed her interest in learning differences while pursuing her B.A. in Psychology at Colgate University. She later earned her M.S. in Educational Psychology from the State University of New York at Albany. In the last several years, she has become interested in using technology to enhance multisensory teaching and embedding technology in teacher training to help trainees develop 21st century skillsets for Structured Literacy instruction. At The Southport CoLAB, she provides Orton-Gillingham training at the Classroom Educator, Associate, Certified, and Fellow-in-Training Levels. Ms. Collins has presented at various conferences, including the Annual Conference of the International Dyslexia Association, the New York and New Jersey branches of the IDA, the annual conference of the Academy of Orton-Gillingham Practitioners and Educators, the annual conference of the Assistive Technology Industry Association, Learning Ally’s Spotlight on Dyslexia, and The Southport CoLAB’s Summer Professional Development Series.  

Sharon Plante, an educator with over 23 years teaching experience in special education, currently serves as teacher and Chief Technology Integrator at The Southport School. As a Classroom Educator certified Orton-Gillingham tutor, she uses her training and understanding of technology to empower students with learning disabilities. Sharon is the co-author of Using Technology to Engage Students with Learning Disabilities, which highlights the incorporation of technology through the Universal Design Model to reach all learners. She has presented at International Dyslexia Association, The Dyslexia Foundation, Northeast Association of Learning Specialists, ATIA, Spotlight on Dyslexia and Pennsylvania Department of Education. Sharon is a member of the Connecticut Association of Independent Schools Commission on School Growth and Collaboration. Additionally, she was awarded the 2016 Distinguished Alumni Award from George Mason University College of Education and Human Development. " After registering, you will receive a link to the youtube video.

  This was copied and pasted directly from the youtube link:  "Android platforms,are effective tools to support structured literacy. This session highlights the use of assistive and instructional technologies for students who struggle with reading and writing skills. This session covers several free or low-cost computer and mobile apps, programs, and devices that can enhance a person’s ability to succeed in the classroom, on the job, or in community situations. This presentation highlights some of the best apps currently available.

About the Presenters: Elaine Cheesman, Ph.D., Certified Dyslexia Specialist, CALT, QI is Associate Professor Emerita at the University of Colorado Colorado Springs. She resides in Santa Fe, New Mexico.  

David Winters, Ph.D., Certified Dyslexia Therapist, Fellow (AOGPE), is an associate professor in the Department of Special Education at Eastern Michigan University. He has been a classroom teacher, tutor, diagnostician, administrator, and tutor/teacher trainer for more than 30 years and is a member of the International Dyslexia Association Orton Oaks. He currently teaches courses introducing preservice teachers to special education; in addition, he teaches courses in instructional and assistive technology, writing, and assessment in special education for preservice special educators and speech language pathologists. " After registering, you will receive a link to the youtube video.

This was copied and pasted directly from the youtube link:  "The purpose of this presentation is to provide parents with some coping strategies to help children with dyslexia and/or other learning disabilities. Strategies for coping with schools and the school system, teasing and bullying, and the lack of self-esteem in the child with dyslexia will be discussed. Ways to boost self–esteem in children will be illustrated with concrete examples. The role of fathers and/or other male figures will be outlined. The positive role of parent support groups and organizations such as IDA will be stressed.

About the Presenter: Linda S. Siegel, Ph.D., is the former Dorothy C. Lam Chair in Special Education and an Emeritus Professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, Vancouver, Canada, and author of the books Understanding Dyslexia and Other Learning Disabilities (Pacific Educational Press) and the revised edition of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities, published by the International Dyslexia Association. Linda S. Siegel, Ph.D., is the author of the books Understanding Dyslexia and Other Learning Disabilities (Pacific Educational Press) and the revised edition of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities, published by the International Dyslexia Association." After registering, you will receive a link to the youtube video.

This was copied and pasted directly from the GDOE weblink:  "Explicit instruction is a high leverage practice that has evidence to support student success, especially with struggling learners. This session will discuss the process of implementing explicit instruction at the secondary level, and offer resources and tools to support implementation. Learning Targets: To define explicit instruction. To model I do, We do, You do, strategy of explicit instruction for a high school lesson. To locate resources and tools that support high leverage practices and explicit instruction." After registering, participants will receive the link to the video.

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.

This comes directly from the website:  "In this virtual workshop, you will learn how to access and share PhET simulations with your students, and explore the features that make PhET sims a powerful tool for science and mathematics teachers." After registering, you will receive the link to the 2 hour session.

 This comes directly from the website:  "

• In this virtual workshop, we will review strategies for how to use PhET in circumstances where you are presenting a simulation in front of the whole class using a projector, interactive whiteboard, or sharing your screen online.
• Is this your first time learning about PhET? If so, we encourage you to first take the Introduction to PhET Simulations workshop." After registering, you will receive a link to the workshop.

 This comes directly from the website:  "In this virtual workshop, we will review strategies for how to use PhET to create sim-based inquiry activities for math classes, including activity sheets that students can use as they work independently or in small groups while they have direct access to simulations on their own device. (5 hours)

• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop and the Whole-Class Strategies workshop to learn how a PhET sim can be presented in a whole class setup."

 This comes directly from the website:  "In this virtual workshop, we will review strategies for how to use PhET to create sim-based inquiry activities for science classes, including activity sheets that students can use as they work independently or in small groups while they have direct access to simulations on their own device. (5 hours)

• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop and the Whole-Class Strategies workshop to learn how a PhET sim can be presented in a whole class setup."

This comes directly from the website:  "

• In this virtual workshop, you will learn how to effectively design a learning sequence that makes use of PhET’s simulations for mathematics and science.
• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop, the Whole-Class Strategies workshop, and either the Math Activity Designor the Science Activity Design workshop."

This Just-In-Time Webinar will equip State Evaluation contacts and Super Users on ways to manage all accounts in the TLSD Platform. We will review important Beginning of the Year TKES and LKES information during the webinar, including the NEW unique identifier for TLSD Platform accounts.