What Good Looks Like: Supporting & Coaching MSD/ Autism Classrooms

Supporting teachers in Autism and MSD classrooms requires an understanding of the specialized practices that help students access instruction, communicate, engage, and make meaningful progress. In this session, participants will explore evidence-based practices that should be visible in high-quality classrooms and learn how to use the Autism and Low Incidence Classroom Observation Tool (ALCOT) as a supportive, non-evaluative framework for observation, reflection, and coaching.

Through practical examples and scoring scenarios, participants will strengthen their ability to identify classroom strengths, recognize priority areas for growth, and turn observations into manageable, meaningful next steps. The session will address environmental and instructional supports, communication, behavior, instruction, and staff collaboration while emphasizing a coaching approach focused on continuous improvement rather than compliance.

Designed primarily for administrators and instructional leaders, this session is also appropriate for MSD and Autism classroom teachers and other staff who want a clearer picture of what effective classroom practices look like.

Handling Difficult Situations – Difficult Discussions will be a comprehensive review of how to manage interactions within school districts. The training will cover proactive approaches to mitigate difficult discussions and how to handle those difficult situations when they arise.

Target Audience: KY School Administrators and other District Leaders.

We frequently talk about setting high expectations and motivating all staff and students. We DO have high expectations, but what can we do to make them permeate the culture of our school or district? How do we motivate our staff to improve, especially when it requires change? How do we motivate and set high expectations for our students? This session is filled with practical, systemic practices that set the stage for high expectations to take hold in your school or district.

Measurable Results: Setting Up Your School For Student Achievement

In schools, the pressure to perform on measurable assessments (KSA, ACT, and others) sometimes seems unbearable. Schools often resort to gimmicks and motivational techniques that, even when effective, are short-term solutions. These efforts are exhausting – for the students and the staff. In this series, you will discover substantive systems and structures that can be put into place, leading to lasting, sustainable improvement in academic performance.

Target Audience: District Administrators, Principals, Assistant Principals, Instructional Coaches, and other leaders (academic-focus)

Trainer: David Young

Date: Tuesday, September 9; Tuesday, December 8; and Tuesday, February 9 (Note: Tuesday, March 9 will be used as a makeup date in case of inclement weather) Time: 12:30 pm – 3:30 pm  – In-Person at CKEC Harrodsburg Campus.

EILA: 9 hours (total)

A lesson built around a compelling phenomenon, all three dimensions, and rich sensemaking opportunities still falls short if not every student can fully access it. This session asks a hard but important question: who is your science instruction actually working for, and who is not yet able to fully access it? In this session, K-12 science teachers and leaders will examine what genuine access to grade-level science looks like across the full range of learners, including students with exceptional needs, multilingual learners, and students who need enrichment or extensions, and will explore how intentional design choices around scaffolding, differentiation, and relevance can open the door wider without lowering expectations.

This session will also look at co-teaching in the science classroom. If you have a co-teacher, we strongly encourage teams to attend together.

Target Audience: Teachers, Instructional Coaches, District Leaders, Special Education Teachers, Administration

6 Hours of EILA Credit.

The beauty of learning science is figuring out why and how things happen. Sensemaking is the engine that drives that process, but it doesn’t happen automatically. It requires classrooms where students draw on their own observations and prior knowledge, collaborate to build shared understanding, and have space to revise their thinking over time. In this session, K-12 science educators and leaders will experience what student-centered science instruction centered on sensemaking looks and feels like, then examine their own classroom practices to identify where sensemaking is thriving and where it might be getting cut short. You’ll leave with concrete strategies for designing discussions, questions, and evaluating tasks that move students to be active sense-makers, along with time to apply those strategies to upcoming lessons with grade-band colleagues from across the region.

Target Audience: Teachers, Instructional Coaches, District Leaders, Administration

6 Hours of EILA provided.

Collaborative transition planning is essential for creating meaningful, student-centered pathways to life after high school. This training will explore practical strategies for bringing students, families, educators, agencies, and community partners together to support successful postsecondary outcomes. Participants will learn strategies for building collaborative transition teams, engaging families, partnering with outside agencies, and connecting transition goals to meaningful opportunities in education, employment, independent living, and community participation. Educators will leave with tools to strengthen transition teams and develop plans that reflect each student’s strengths, preferences, interests, and goals for adulthood.

Email sydney.green@ckec.org with any questions.

This informal work session is designed to give alternate assessment teachers time to collaborate with colleagues while preparing work samples, instructional materials, and lessons aligned with required standards. There will be no structured training or formal agenda, so participants are welcome to come and go as their schedules allow. A color printer, laminator, and additional materials will be available, along with optional activities and lesson ideas that teachers may use or adapt for their classrooms. Up to 3 PD hours can be earned by attending this session.
Questions – contact Jennifer Dove at jennifer.dove@ckec.org

This informal work session is designed to give alternate assessment teachers time to collaborate with colleagues while preparing work samples, instructional materials, and lessons aligned with required standards. There will be no structured training or formal agenda, so participants are welcome to come and go as their schedules allow. A color printer, laminator, and additional materials will be available, along with optional activities and lesson ideas that teachers may use or adapt for their classrooms.

Move beyond key words, tricks, and memorized shortcuts and help students truly make sense of math word problems. In this interactive virtual session, participants will explore practical routines such as Three Reads, Numberless Word Problems, BET Lines, etc., while drawing from Mathematize It! by Kimberly Morrow-Leong, Sara Delano Moore, and Linda M. Gojak to strengthen students’ reasoning, representation, and problem-solving. Leave with strategies you can use right away with all learners—especially students who struggle with word problems.