Full Catalog of Upcoming Events

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

These CODE courses focus on techniques for providing feedback on students’ writing. Research has shown that these techniques are effective (Hattie & Timperley, 2007; Yuan, Engelhard, Raczynski, & Wang, 2022). 

“Effective” means the student understands the feedback more clearly and so is more likely to take action, making changes that clearly improve the written response.  

These techniques include:

• Not giving students too much feedback but instead prioritizing feedback in just a few areas that would lead to the greatest improvement between drafts.

• Being as specific as possible.

• Putting the feedback in the form of a question (whenever possible).

• Tailoring the feedback to the student’s current level of progress.

In each course, we model applying these techniques, and then there is an application exercise where you can practice applying the same techniques to a small sample of student responses.

There is a unique course for each grade level and genre (opinion/argumentative, informational, and narrative). Therefore, there are three unique courses per grade level. Note, at the high school level, there are three courses per grade band (9-10 and 11-12).  

ELA teachers will be doing PL on the new standards.

This is a monthly job alike meeting for SES/SIS Specialists.

 ELA PL and Planning

This a monthly regional job alike for RESA School Climate Specialists.

 This is copied directly from the GDOE registration page:  "Join Keys to Literacy and the Georgia Department of Education for this series of engaging live webinars where you will explore evidence-based strategies to enhance literacy outcomes for students in grades 4-12. Participants will leave equipped with actionable insights to transform literacy instruction and support all learners effectively. These events will not be recorded. November 4, 2024: Adolescent Literacy Overview (suitable for all teachers) – Join us to explore what adolescent literacy is, who is involved, and what the research shows about literacy instruction for students in grades 4-12. December 2, 2024: Leading Effective Adolescent Literacy Practices (suitable for leaders) – Explore the role of leadership in assessing and addressing adolescent literacy concerns. Attendees will gain practical strategies and tools to develop and implement a plan to drive meaningful literacy improvements in grades 4-12. February 10, 2025: Effective Comprehension Instructional Practices (suitable for all teachers) – Discover how to enhance comprehension instruction with research- and evidence-based strategies designed to meet the diverse literacy needs of adolescent learners. Attendees will leave with practical tools and strategies to enhance their students’ reading comprehension, ensuring that all learners are better prepared to engage with and comprehend texts in the ELA and content area classrooms and beyond. March 3, 2025: Effective Vocabulary Instructional Practices (suitable for all teachers) – Discover how to enhance both direct and indirect vocabulary instruction with research- and evidence-based strategies designed to meet the diverse literacy needs of adolescent learners. Attendees will leave with practical tools and strategies to grow students’ vocabularies across all subjects. April 7, 2025: Effective Writing Instructional Practices (suitable for content area teachers) – Explore effective strategies for integrating writing into subject-specific instruction for students in grades 4-12. Participants will gain practical techniques for implementing quick writes in their classrooms, understand how to connect writing with reading strategies, and leave with ready-to-use templates to engage and support adolescent learners in various content areas, including ELA. May 5, 2025: Connecting the Writing Rope and Reading Rope with Keys to Literacy (suitable for all teachers) – Discover how the interconnected strands of writing and reading can be leveraged to enhance literacy instruction. This session will explore the connections between Scarborough’s “Reading Rope” and Sedita’s “Writing Rope,” and it will highlight the reciprocal relationship between writing and reading. Participants will leave with a deeper understanding of and practical methods for aligning writing and reading instruction, as well as resources to support student literacy development. " Primary Contact: Sarah Welch - This email address is being protected from spambots. You need JavaScript enabled to view it.

After registering, individuals will receive the link to register on the GDOE website and will then receive a link to the recording.

This monthly CIT meeting is for RESA SIS, school leaders, and district leaders.

This session introduces participants to the practice of self-care by exploring four key dimensions of self-care. Participants gain a holistic view of what it means to take care of oneself that is balanced and effective.
Note: This is an interactive training with limited participant spots available and will not be recorded. Please only register if you can commit to attending the live training.

LETRS® for Administrators enables leaders to effectively support educators as they engage in the LETRS course of study and work to implement the learnings in their classrooms. LETRS for Administrators is a professional learning opportunity designed to guide state, district, and building administrators and instructional leaders in creating adaptable and suitable literacy initiatives using systems thinking and implementation science. The program defines the systems and infrastructures required to successfully implement a sustainable literacy program aligned to scientifically based research.

A meeting to discuss ongoing family engagement strategies and plans at Dublin City Schools.

This will be the monthly meeting of the Heart of Georgia RESA Board of Control. 

Mary Jean Banter of GADOE will meet with teachers of the gifted and gifted coordinators.

 Dr. Mitch McGhee, Dr. Connie Howell, and June Lewis will meet to discuss with grant participants to monitor progress on  the Parent Involvement grant.

Join us for a highly interactive session for instructional coaches focused on facilitating and planning student-centered practices or personalized learning. All content is aligned with Georgia’s vision and standards for personalized learning.

Our goal is to better understand the why, what, and how of creating rigorous choice boards and playlists. We will explore how choice boards and playlists can enhance learning in various settings and across content areas. Resources for designing and using choice boards and applying other student-focused approaches will be shared.

Facilitators will share hands-on and reflection activities designed to engage and empower learners. Participants will walk away with knowledge of easy-to-use learner-centered experiences and the ability to apply practices that build capacity for the sustainability of personalized learning.

While a Multi-Tiered System of Supports is often linked with elementary education, there is compelling evidence that implementation in high schools can lead to remarkable improvements, including enhanced student outcomes, reduced behavioral incidents, and increased graduation rates. In this enlightening three-session series, participants gain a clear understanding of what a Multi-Tiered System of Supports looks like in secondary settings, recognize the value of an early warning system, and explore the tools and strategies for successful implementation. Join us to unlock the potential of our students with a Multi-Tiered System of Supports – your roadmap to high school success.

In this session, participants delve into the critical features of a progress monitoring system, explore
effective goal-setting strategies, and analyze graphed data using validated, data-based decision-making approaches. These essential components reveal student progress and guide decisions resulting in improved student outcomes.

September 24: Navigating the Path to Success – Early Warning Indicators and Intervention Identification
November 12: Charting Progress – Mastering Monitoring and Data-Based Decision Making
January 28: Making Every Minute Count – Innovative Scheduling Strategies for Success

The goal of our Instructional Tech Talk (iTT) initiative is to inspire and equip a community of Instructional Technology Specialists, Academic Coaches, and others by creating a platform where participants can share personal stories, struggles, successes, and EdTech resources & tips with each other to recharge your coaching batteries!

Each iTT session features guest speakers who will charge us up and engage participants in inspiring Q&A time! Thank you for joining iTT!

This will be a quarterly job alike meeting for HGRESA academic coaches.

Audience: All Curriculum Directors, Program Specialists, and Content Specialists

Who: The RESA Network and the Georgia Department of Education

What: Bimonthly virtual calls for updates, networking, and specialized training for curriculum and professional learning leaders through a partnership between the GaDOE Office of Teaching and Learning and your statewide RESA network

When: Beginning May 29, 9:00-10:00 followed by calls every other Wednesday 

Where: Zoom

Audience: All Curriculum Directors, Program Specialists, and Content Specialists

Who: The RESA Network and the Georgia Department of Education

What: Bimonthly virtual calls for updates, networking, and specialized training for curriculum and professional learning leaders through a partnership between the GaDOE Office of Teaching and Learning and your statewide RESA network

When: Beginning July 26, 9:00-10:00 followed by calls every other Wednesday Full Schedule

Where: Zoom

Amy Sasser will discuss the GaLEADS ELEVATE and ACCELERATE models.

Shifts in Mindset and Practice
• Elevating and accelerating instead of evaluating
• Teaching, learning, and leading instead of performance
• Feedback and growth instead of ratings

This is a regularly scheduled School Improvement Meeting.