Beyond the Basics: ASD Cadre
Every Student Can Learn: Systematic Instruction for Meaningful Progress

Learn how systematic instruction can support skill development, engagement, and long-term academic success. In this session, you will understand the key components of systematic instruction, see how systematic instruction supports skill development, explore strategies to increase engagement and participation, and learn ways to promote independence and long-term success.

Participants will receive a 2 hour PD/EILA credit certificate.
This session continues in the Beyond the Basics: ASD Cadre. Participation in all cadre sessions is encouraged but not required.

For any questions, contact erica.price@ckec.org.

Beyond the Basics: ASD Cadre
Teaching on the Edge of Trauma and Autism

Educators will explore how trauma-informed practices and specially designed instruction intersect to support autistic students. You’ll gain practical, brain-based strategies to foster self-regulation, reduce behavioral challenges, and build inclusive environments where all students can thrive. In this session, you will understand the impact of trauma on autistic students, explore trauma-informed, strength-based practices, learn brain-based strategies to support self-regulation, and reduce behavioral challenges through proactive support.

Participants will receive a 6 hour PD/EILA credit certificate.
This session is the third in the Beyond the Basics: ASD Cadre. Participation in all cadre sessions is encouraged but not required.

For any questions, contact erica.price@ckec.org.

Beyond the Basics: ASD Cadre
Seeing Success: Using Video Modeling to Teach Skills and Independence

Teachers will discover how video modeling can build skills, increase independence, and promote positive outcomes across settings. In this session, you will understand the power and purpose of video modeling, explore steps for creating effective video models, learn strategies for teaching a variety of skills, and apply video modeling across settings to support independence and success.

Participants will receive a 2 hour PD/EILA credit certificate.
This session continues in the Beyond the Basics: ASD Cadre. Participation in all cadre sessions is encouraged but not required.

For any questions, contact erica.price@ckec.org.

Strong inquiry doesn’t happen by accident — it’s designed. Rooted in the Science of Reading, true comprehension happens when students actively synthesize knowledge through structured inquiry and writing. In this session, explore how to build compelling questions and structure an inquiry arc that moves students through evidence toward deeper understanding. Discover low-stakes writing routines that help students “think on paper,” lock in complex vocabulary, and turn background knowledge into durable comprehension. Designed for K–12 social studies, these approaches strengthen the architecture behind every inquiry and are ready to use on Monday.

Historical thinking doesn’t stop at the page. Grounded in the Science of Reading, literacy is about far more than just decoding text—it’s about building background knowledge, making connections, and extracting deep meaning. In this session, explore strategies that extend inquiry beyond primary and secondary text sources by reading images, artifacts, and data, while using discussion structures that push students to reason, question, and build understanding together. Designed for K–12 social studies, these approaches widen the toolkit for inquiry-based instruction and are ready to use on Monday.

What if the very first thing students did in a science lesson was notice something — and ask why? In this session, K-12 science teachers will step into the role of learner and experience firsthand how a well-chosen phenomenon or problem can spark genuine curiosity, surface prior knowledge, and launch meaningful three-dimensional learning. Because you can’t really talk about phenomena without talking about the three dimensions — science and engineering practices (SEPs), crosscutting concepts (CCCs), and disciplinary core ideas (DCIs) — we’ll explore both together, the way they actually show up in the classroom.

Rather than talking about phenomena-driven, three-dimensional instruction, we’ll engage with it together, then unpack what made it work. You’ll leave with a clear understanding of what makes a phenomenon or problem effective, criteria for evaluating phenomena in your own curriculum, practical tools for identifying where tasks and assessments are missing a dimension, and dedicated time to strengthen upcoming lessons with grade-band colleagues from across the region.

Note: This is the first session of a three-session series running throughout the year. Sessions may be attended individually or as a full series — choose what works best for you!

6 Hours of PD/EILA credit 

The goal of the Adaptive Schools Foundation Seminar is to develop the collective identity and capacity of organization members as collaborators and inquirers. School-wide improvements in student learning accrue in schools whose work cultures are collaborative. In such cultures, professionals learn to talk about the hard-to-talk-about details of learning, teaching, assessment and the cumulative effects of their work with students. The Adaptive Schools Foundation Seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Foundation Seminar is to develop the resources and capacities of the organization and of individuals to cohesively respond to the changing needs of students and society.

NOTE: a PO Number is required to register.

 

EILA will be applied for each day.

Contact:  mark.helton@ckec.org

Scientists write to make sense of the world by observing, hypothesizing, arguing from evidence, and explaining. This one-hour session explores simple writing routines that strengthen scientific reasoning, build precise academic language, and make student thinking visible. Designed for K–12 science and aligned with phenomena based instruction, these strategies fit into everyday lessons and take minutes, not class periods. Leave with tools you can use in your classroom tomorrow.

Format: Virtual (Zoom) • 1 hour of PD/EILA credit provided • Zoom link sent prior to the session

When students explain their thinking, they understand math more deeply and writing makes that thinking visible. In this one-hour session, explore simple, high-impact writing strategies that strengthen mathematical reasoning, build precise language, and surface misconceptions in real time. Designed for K–12 math teachers, this session focuses on writing-to-learn and writing-to-demonstrate-learning routines that fit seamlessly into everyday instruction without adding extra workload. Leave with ready-to-use strategies you can use in tomorrow’s math lesson.

Format: Virtual (Zoom) • 1 hour of PD/EILA credit provided • Zoom link sent prior to the session

Social studies asks students to weigh evidence, take positions, and understand multiple perspectives, and writing is how they make that thinking visible. In this one-hour session, explore writing routines that strengthen argumentation, source analysis, and historical reasoning while moving students from recall to deeper thinking. Designed for K–12 social studies, these approaches fit into everyday instruction and are ready to use on Monday.

Format: Virtual (Zoom) • 1 hour of PD/EILA credit provided • Zoom link sent prior to the session