The Vibrant Learning Academy brings together district and school leaders and classroom teachers to build vibrant learning in our region — from the classroom to the system level. Participants join one of two pathways, Leaders or Teachers, and work across three sessions throughout the year, culminating in a joint showcase in April where both pathways present what they built, modeled after a student exhibition of learning. Districts are encouraged to bring both a leader and teachers so the work stays connected across pathways.
The Teacher Pathway
The Teachers Pathway is for classroom teachers ready to make vibrant learning a daily reality. Teachers will define what vibrant learning actually looks like day to day, work through small, medium, and large shifts to get there, and think through how to integrate it with their current HQIR. Teachers will also look at types of performance assessment systems and begin planning for how students might begin collecting evidence of their learning, building toward a system such as defenses of learning or student-led conferences. Teachers will leave with concrete moves they can use right away, and design and implement a shift throughout the academy.
Target Audience: Teachers, Instructional Coaches, Special Education Teachers
The Vibrant Learning Academy brings together district and school leaders and classroom teachers to build vibrant learning in our region — from the classroom to the system level. Participants join one of two pathways, Leaders or Teachers, and work across three sessions throughout the year, culminating in a joint showcase in April where both pathways present what they built, modeled after a student exhibition of learning. Districts are encouraged to bring both a leader and teachers so the work stays connected across pathways.
The Leader Pathway
The Leaders Pathway is for district and school leaders ready to build the system-level structures that let vibrant learning take hold and last. Leaders will examine their current structures and systems — including where they stand with Portrait of a Learner, performance outcomes and indicators, and performance assessment — and determine their own next best step, whether that’s naming outcomes for the first time, refining indicators already in place, or designing structures like defenses of learning or student-led conferences. Leaders will identify a clear next step for their district and develop a plan for taking it.
Target Audience: Instructional Coaches, District Leaders, Administration
Do your students struggle to communicate their thinking in math class? HB 257 (2026) mandates writing across disciplines in all grades. This session will explore strategies that can be used to increase written communication in the classroom. Both formal and informal writing will be addressed, including writing to learn, writing to demonstrate learning, and writing for publication. It will also provide instructional strategies and ways to incorporate technology in the process. Throughout the day, participants will work in grade bands to tailor the work to their student needs.
It will be beneficial if participants bring a computer and any rubrics they use for extended response or short answer, as well as HQIR materials.
Target Audience: Teachers, Instructional Coaches, District Leaders
This session equips participants with the knowledge and skills to recognize warning signs of suicide risk, implement appropriate intervention strategies, and support the ongoing
management of individuals experiencing suicidal thoughts or behaviors. Evidence-informed
practices and practical response techniques will be explored to enhance confidence and
competence in suicide prevention.
Contact: erica.price@ckec.org
Specially Designed Instruction is essential to ensuring students with disabilities can access, participate in, and make progress in grade-level learning. This four-day academy will deepen participants’ understanding of SDI and provide practical strategies for planning and delivering effective instruction across a variety of least restrictive environments. Participants will also explore how co-teaching can support the implementation of SDI within inclusive classrooms.
When you register for this training, you are committing to all four sessions. (9/15/26, 10/13/2026, 11/17/2026, 12/8/2026). These will all be full day sessions from 8:30a-3:30p. 6 hours of PD credit, per day.
CO-TEACHING TEAMS RECOMMENDED TO ATTEND TOGETHER
Contact: kim.hinton@ckec.org
Designed for new and experienced ARC Chairs, this full-day training provides the knowledge and practical tools needed to confidently lead Admission and Release Committee (ARC) meetings. Participants will strengthen their understanding of Kentucky special education regulations, procedural requirements, meeting facilitation, documentation, and decision-making. Through real-world scenarios, legal guidance, and hands-on practice, ARC Chairs will leave with strategies to improve compliance while fostering meaningful collaboration with families and school teams.
Participants will learn how to:
Lead legally compliant and student-focused ARC meetings.
Facilitate collaborative discussions and navigate difficult conversations.
Ensure IEP decisions are based on data and individualized student needs.
Document decisions that withstand compliance review.
Avoid common procedural errors that lead to complaints or corrective actions.
Audience: New and experienced ARC Chairs, special education administrators, and district leaders.
Format: 6-hour interactive workshop with case studies, simulations, and practical tools participants can immediately use in their schools.
Interested in implementing UFLI in your MSD classroom, but not sure where to start? This session is for you! On September 21st, we will have an in-person session to work together and dig into UFLI Foundations. During this session, our goals would be to enhance our background knowledge for teaching foundational reading, setting up the lessons, breaking down the lessons to meet student access needs, and more! Please note, that this session is specifically for special education teachers using UFLI with students who have complex needs, multiple disabilities, and/or limited verbal language. Participants who attend will receive a copy of UFLI Foundations and 6 PD hours for attending this in-person session.
If you have any questions, contact erica.price@ckec.org for more information.
Writing High-Quality IEPs
6-Hour Professional Learning
Develop IEPs that are both legally compliant and meaningful for students. This interactive workshop walks participants through each component of the IEP, including Present Levels, measurable annual goals, specially designed instruction (SDI), accommodations, supplementary aids and services, and progress monitoring. Through real-world examples and hands-on practice, participants will strengthen their IEP writing skills and leave with practical tools they can immediately apply in their work.
Discover the foundations of Community-Based Instruction (CBI) and how meaningful learning extends beyond the school walls. This introductory training explores the purpose of CBI, planning effective community experiences, collecting meaningful data, and connecting instruction to students’ IEP goals. Participants will leave with practical strategies and resources to confidently begin implementing high-quality CBI.
Contact Sydney Green at sydney.green@ckec.org or Jennifer Dove at jennifer.dove@ckec.org with questions.
Take the mystery out of Kentucky’s Alternate Assessment! This training breaks down the essentials into clear, manageable steps. Learn about important timelines, what assessments are required, necessary documentation, and best practices for successful administration.
9:00–11:00 a.m. – Attainment Task Overview (All Grade Levels)
This session will provide an overview of the Kentucky Alternate Assessment Attainment Task for teachers across all grade levels.
12:00–2:00 p.m. – Breakout Sessions
Elementary & Middle School (Grades 3–8): A deeper exploration of alternate academic standards, instructional planning, and strategies for developing standards-based instruction that prepares students for the Attainment Task.
High School: A focused session on specific high school alternate assessment requirements, including the Employability Skills Attainment Record (ESAR), Career Work Experience Certification (CWEC), and Transition Attainment Record (TAR). Participants will review requirements, documentation, timelines, and implementation strategies to support successful completion of these components.
This is an all-day virtual training with a break for lunch in between the morning and afternoon sessions. Participants are strongly encouraged to attend both sessions.
Contact Sydney Green at sydney.green@ckec.org or Jennifer Dove at jennifer.dove@ckec.org with any questions.