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
Writing is one of the most powerful tools for improving reading, thinking, and learning. In this one-hour virtual session, explore practical writing strategies that strengthen comprehension, analysis, and communication across K–12 ELA classrooms. Leave with ready-to-use approaches that fit seamlessly into the lessons you’re already teaching and can be implemented immediately to deepen student thinking and improve writing outcomes.
Format: Virtual (Zoom) • 1 hour of PD/EILA credit provided • Zoom link sent prior to the session
The science of reading is not just a primary-grade concern—and many upper-grade students are still struggling with the demands of complex texts. In this session, we’ll explore what the science of reading means for grades 4–12. We’ll build a clearer understanding of how skilled reading develops over time and what factors most often interfere with comprehension in later grades. We’ll connect this research to practical, classroom-ready strategies that support students in navigating complex academic texts—through vocabulary development, sentence-level understanding, knowledge building, comprehension, and disciplinary writing across content areas. Whether you teach upper elementary or secondary, you’ll leave with research-informed strategies you can use immediately, along with a clearer picture of how your instruction supports students in becoming proficient readers of increasingly complex texts.
lindsey.ellis@ckec.org
The CKEC Multilingual Learner Teacher Network will be time to work with other EL/ML teachers, specialists, admin, and other educators in the region. Through participant input, training and workshop opportunities will be developed based on the needs, trends, and ongoing issues that face schools and districts across our region and the state. The network will provide open chair time for members to share success stories. There will also be time to vet specific issues in a supportive and constructive manner.
Network Dates/Times
Sept 21, 2026 (In-person Lexington); 8:30 am -3:30 pm ET
Oct 12, 2026 (virtual, Google Meet); 4:00-5:00 pm ET
Nov 16, 2026 (virtual, Google Meet); 4:00-5:00 pm ET
Mar 8, 2027 (In-person Harrodsburg); 8:30 am -3:30 pm ET
Apr 19, 2027 (virtual, Google Meet); 4:00-5:00 pm ET
EILA credit will be awarded.
Contact: mark.helton@ckec.org
The CKEC Multilingual Learner Teacher Network will be time to work with other EL/ML teachers, specialists, admin, and other educators in the region. Through participant input, training and workshop opportunities will be developed based on the needs, trends, and ongoing issues that face schools and districts across our region and the state. The network will provide open chair time for members to share success stories. There will also be time to vet specific issues in a supportive and constructive manner.
Network Dates/Times
Sept 21, 2026 (In-person Lexington); 8:30 am -3:30 pm ET
Oct 12, 2026 (virtual, Google Meet); 4:00-5:00 pm ET
Nov 16, 2026 (virtual, Google Meet); 4:00-5:00 pm ET
Mar 8, 2027 (In-person Harrodsburg); 8:30 am -3:30 pm ET
Apr 19, 2027 (virtual, Google Meet); 4:00-5:00 pm ET
EILA credit will be awarded.
Contact: mark.helton@ckec.org
The CKEC Multilingual Learner Teacher Network will be time to work with other EL/ML teachers, specialists, admin, and other educators in the region. Through participant input, training and workshop opportunities will be developed based on the needs, trends, and ongoing issues that face schools and districts across our region and the state. The network will provide open chair time for members to share success stories. There will also be time to vet specific issues in a supportive and constructive manner.
Network Dates/Times
Sept 21, 2026 (In-person Lexington); 8:30 am -3:30 pm ET
Oct 12, 2026 (virtual, Google Meet); 4:00-5:00 pm ET
Nov 16, 2026 (virtual, Google Meet); 4:00-5:00 pm ET
Mar 8, 2027 (In-person Harrodsburg); 8:30 am -3:30 pm ET
Apr 19, 2027 (virtual, Google Meet); 4:00-5:00 pm ET
EILA credit will be awarded.
Contact: mark.helton@ckec.org