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.

Target Audience: Special Education Teachers, Behavior Interventionists, Educational Diagnostics, General Education Teachers

Equip yourself with the knowledge and the tools to create an emotionally regulated and supportive classroom environment! This full-day, in-person training is designed to help educators understand the critical connection between emotional regulation and de-escalation strategies. Participants will explore practical, evidence-based techniques to proactively support students in managing their emotions while effectively responding to challenging behaviors. For more information, please contact maggie.hartlage@ckec.org.

6 Hours EILA/PD Credit

Target Audience: Special Education Teachers, General Education Teachers who Co-Teach

Specially Designed Instruction is a key element of providing special education services. SDI and Co-teaching together will assist in closing achievement gaps and support your students with disabilities on their path to success.  This session will highlight the why and how of SDI and Co-Teaching, while providing you with actionable tools to integrate these practices effectively within your school environment.  Co-teaching teams are recommended but not required.

Contact cari.sherrets@ckec.org with questions.

6 EILA Hours will be provided. 

Target Audience: All teachers of mathematics, mathematics co-teachers, instructional coaches, administrators, curriculum coordinators

Effective instruction and learning experiences for students are deeply rooted in knowledge of content standards.  It is especially important for teachers to deeply know their standards in order to address gaps in learning. This in-person session is ideal for mathematics teachers at all levels (and those who support them) as it will provide clarity around the Kentucky Academic Standards for Mathematics. Participants will learn how to break down mathematics standards and determine what mastery of a standard looks like.   We will utilize a protocol to review assignments and determine congruence to the standards, as well as examine how to construct authentic assessments connected to a standard.  Throughout the day, participants will learn how to move from standards to develop deep mathematical understanding through best instructional practices.  In addition to these tools and strategies, participants will leave with a folder of resources to help implement this work. 6 hours of EILA credit will be provided

Contact holly.lawrence@ckec.org with questions.

Target Audience: LBD teachers working in a self-contained setting, MSD teachers, Paraprofessionals working in resource classrooms

In this in-person session, participants will delve into the effective implementation of task boxes and structured work systems within self-contained special education classrooms. Task boxes and structured work systems are powerful tools to promote student independence, skill acquisition and maintenance, and engagement among students with diverse learning needs. Participants will learn how to set up a task box system for success using a variety of student supports, as well as how to take data and monitor task box success in an independent work structure. Additionally, participants will create several task boxes based around the needs of students in their classroom. Due to the make-and-take design of this session, participation is limited to 30 people. 6 hours PD credit

Contact claire.johnson@ckec.org with questions.

Target Audience: Speech Language Pathologists, Occupational Therapists, MSD Teachers, Special Ed Teachers working with limited verbal communicators

This session is designed to equip educators and therapists with practical strategies to engage students effectively in using their AAC devices within interactive and stimulating contexts. This training session aims to empower participants with the knowledge and skills needed to effectively promote AAC device usage through engaging and interactive experiences with books and play. Remember, every interaction is an opportunity for meaningful communication and connection. We will explore existing resources to encourage AAC use, as well as create some materials during a fun make-and-take. Let’s work together to unlock the full potential of AAC users through the power of books and play during this full-day, in-person session! 6 hours PD/CEU credit

For questions, contact claire.johnson@ckec.org

Target Audience: High school special education teachers, middle school special education teachers, transition coordinators, special ed instructional coaches, ARC chairs working with secondary students

This virtual professional development session will provide an exploration of Indicator 13, the federal requirement ensuring high-quality transition planning for students with disabilities. Participants will gain a clear understanding of the legal requirements and essential components of compliant transition plans. We will explore online resources designed to support effective transition planning, including tools for career exploration, post-secondary education preparation, and independent living skills development. Additionally, best practices for successful student transitions will be discussed, with a focus on collaboration, student-centered planning, and strategies to improve post-school outcomes. Educators, transition specialists, and related service providers will leave with practical tools and actionable strategies to enhance their transition planning processes. 2 hours PD/EILA credit

If you have questions about this session, please contact claire.johnson@ckec.org.