Target Audience: General Education Teachers working with students with IEP’s, Co-Teachers, Interventionists, Instructional Coaches, Resource Teachers
This professional development session provides educators with an in-depth understanding of the UFLI Foundations program—a comprehensive, systematic phonics curriculum developed by the University of Florida Literacy Institute. Grounded in the science of reading, UFLI Foundations is designed to help educators deliver explicit and sequential instruction in phonemic awareness, phonics, decoding, encoding, and irregular word recognition.
Participants will explore the key components of the UFLI program, including the structure of daily lessons, the use of decodable texts, and multisensory routines that support all learners, particularly those at risk for reading difficulties. Hands-on modeling, guided practice, and implementation strategies will be provided to support immediate application in the classroom.
Participants will receive a copy of UFLI Foundations and each will receive 6 PD hours for attending. If you have any questions, contact erica.price@ckec.org
Target Audience: General Ed Teachers, Special Ed Teachers, Behavior Interventionists, Behavior Coaches, Special Education Instructional Coaches
Classroom Schedules
Schedules are one of the most essential components to any effective classroom! Schedules let us know when transitions will occur, the order of activities, and alerts us to changes. Children with autism, receptive language challenges, anxiety, and a history of trauma, schedules are even more important. Effective use of schedules can increase functional independence and decrease negative behaviors. However, there are some common pitfalls we fall into when it comes to appropriate schedule use. Learn my 10 dos and don’ts for classroom schedules and make the most out of this must-have strategy!
Three hours of PD or EILA credit will be awarded for participation in each virtual session. For questions, contact erica.price@ckec.org
Target Audience: General Ed Teachers, Special Ed Teachers, Behavior Interventionists, Behavior Coaches, Special Education Instructional Coaches
Practical Behavior Approach
The Practical Behavior Approach is a comprehensive workshop designed to help attendees successfully reduce problem behaviors and improve cooperation, independence, and engagement of children of all ages. Learn how to prevent problem behaviors and respond effectively when negative behaviors occur while building essential positive skills. Discover how a child’s diagnosis, history of trauma, and sensory needs impact behavior and the strategies we use. The strategies in this session can apply to students of all ages with and without a disability.
Three hours of PD or EILA credit will be awarded for participation in each virtual session. For questions, contact erica.price@ckec.org
Target Audience: Measurable Results: Practical Steps To Improve 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.
9 Hours Total EILA Credit
Contact david.young@ckec.org with questions.
Target Audience: General Education and Special Education Math Teachers grades 6-12; Instructional Coaches; Administrators
Are you looking for ideas to transform your middle or high school math class into a place where students want to learn and are engaged mathematicians? Vibrant learning encourages students to take ownership of their learning–to make it matter to them. In this workshop, you will unlock the power of rich tasks that challenge students to reason, problem-solve, and collaborate. Participants will learn how to foster a classroom culture where students explore big ideas, ask questions, and take intellectual risks. You will be equipped with ready-to-use strategies that bring energy and purpose to every math lesson.
Participants will be asked to bring in at least one lesson that they can rework during the workshop.
Free for District Members and $125.00 Fee for Non-Members
6 Hours of EILA will be available. Contact mark.helton@ckec.org with questions.
Target Audience: Math Teachers grades 6-12, Co-teachers, Special Education Teachers, Instructional Coaches
This full-day, in-person workshop is designed to provide strategies to foster productive struggle in math classrooms. We will explore misconceptions and move towards building communities of mathematical thinkers in our classrooms. A focus will be on the Math Teaching Practices of implementing tasks that promote reasoning and problem solving, facilitating meaningful mathematical discourse, posing purposeful questions, and supporting productive struggle in learning mathematics.
During this session, participants will also receive an overview of the free tools of the Desmos Classroom Activity Builder. Participants will explore an activity from the student and teacher perspectives. Participants will learn how to create engaging activities that promote critical thinking and problem solving and begin developing an activity of their own.
6 Hours of PD/EILA Credit
$125.00 fee for Non-Member Districts. Contact holly.lawrence@ckec.org with questions.
Teacher Audience: Multilingual Learner Teachers and Administrators, All Teachers, Support Staff, School and District Level Administrators
The CKEC Multilingual Learner Teacher Network will be a 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.
There will be two in-person sessions: September 8, 2025 and March 2, 2026
There will be one virtual session on October 20, 2025 from 4:00-5:00 pm ET
EILA credit will be awarded each day.
Contact mark.helton@ckec.org with questions.
Target Audience: General and Special Education Teachers, Grades 7-12; Co-Teaching Teams; Interventionists
Are you looking for tools to help you gauge where your students are and how they are progressing with respect to essential skills in the Algebra classroom? If so, then this training is for you! Project AAIMS (Algebra Assessment and Instruction: Meeting Standards) is a project funded by the US Department of Education with the purpose of developing algebra assessment tools that can be used for monitoring the progress of students with and without disabilities as they learn algebra. Outcomes of this training include:
- Develop an understanding of progress monitoring
- Know how to administer, score, and use data from three (3) different measures
- Understand the relative merits and weaknesses of each of the measures
- Consider issues related to implementing algebra progress monitoring.
These measures are designed to be administered in person, not in a virtual setting.
To ensure fidelity, participants of this training may use the probes with their classes ONLY. They may NOT share the probes with others or train other teachers to use them. Participants will be asked to sign a User Agreement prior to the training.
At the completion of the training, participants will be given a link to a Google Folder containing the measures.
$125 fee for Non-Member Districts
Contact mark.helton@ckec.org with questions.
Target Audience: Special Education Administrators, School Psychologists, Principals, ARC Chairs
Do you understand what data you consider when conducting an MDR? What does “relationship to the disabling condition” mean? Do you review evaluation data? How much consideration do you give to data outside the school setting that is provided by the parents? Get answers to these questions and more. Hear the analyses provided by court decisions. Ask questions to an attorney who is highly experienced in special education matters.
Target Audience: School-Based Occupational Therapists, Certified Occupational Therapy Assistants
Occupational therapists, this session is for you! Primitive reflexes emerge in utero and should be integrated no later than 2 years of age. Unfortunately, studies show that approximately 75% of school-aged children with learning disabilities have retained primitive reflexes, which are becoming more common and strongly impact how students function. This 5-hour session provides occupational therapists with a screening process to identify each of these retained primitive reflexes: MORO, Tonic Labyrinthine Neck Reflex, Asymmetrical Tonic Neck Reflex, Spinal Galant, and Symmetrical Tonic Neck Reflex. Kim also provides compensation techniques and treatment strategies to help integrate each reflex covered. This course is packed with videos, examples, interactive activities, and strategies to help school-aged children reach their full potential. Five hours of EILA or PD credit will be awarded for participation in this virtual session, and Kim is AOTA Approved Provider!
For questions, contact claire.johnson@ckec.org.
