06/03/19 — Youth Mental Health First Aid
Youth Mental Health First Aid
June 3, 2019
8:30-3:30
WKEC Conference Center – Eddyville, KY
Mental Health First Aid is an 8-hour course that teaches participants how to identify, understand and respond to signs of mental illnesses and substance use disorders.
Just as CPR helps you assist an individual having a heart attack, Mental Health First Aid helps you assist someone experiencing a mental health or substance use-related crisis.
In the Mental Health First Aid course, you learn risk factors and warning signs for mental health and addiction concerns, strategies for how to help someone in both crisis and non-crisis situations, and where to turn for help.
Topics Covered include: Depression and mood disorders, Anxiety disorders, Trauma, Psychosis, Substance use disorders
When you take a course, you learn how to apply the 5 step Mental Health First Aid action plan in a variety of situations, including when someone is experiencing:
- Panic attacks
- Suicidal thoughts or behaviors
- Nonsuicidal self-injury
- Acute psychosis
- Overdose or withdrawal from alcohol or drug use
- Reaction to a traumatic event
The opportunity to practice — through role plays, scenarios, and activities — makes it easier to apply these skills in a real-life situation.
For more information: mentalhealthfirstaid.org
EILA credit will be available
06/04/19 — Comprehensive School Threat Assessment Guidelines
Comprehensive School Threat Assessment Guidelines
June 4, 2019
8:30-3:30
WKEC Conference Center – Eddyville, KY
Research has shown that students in special education make disproportionately more threats, as well as more severe threats, than peers in general education. As a result, WKEC is pleased to present Dr. Dewey Cornell’s Comprehensive School Threat Assessment Guidelines.
This model provides a 5-step decision tree and triage approach which will enable most threats to be acted upon immediately and resolved quickly. Schools are encouraged to attend this training as a multi-disciplinary team, which may include a School Principal or Assistant Principal, School Resource Officer, School Psychologist, School Counselor, School Social Worker or other team members. One of the key factors in this threat assessment model is to distinguish between transient threats (those threats spoken in anger and frustration and can be resolved easily) and substantive threats (those threats which include serious intent and detailed plans). Thus, a threat assessment plan will delineate the difference between a student MAKING a threat versus the student who POSES a threat.
**Although it is recommended that each person on the school or district Threat Assessment team, have a copy of Comprehensive School Threat Assessment Guidelines manual, it is HIGHLY RECOMMENDED that each team have at least one manual.
Available from Amazon.com or by purchase order from School Threat Assessment Consultants LLC at www.schoolta.com. ISBN 978-0-692-19210-8
Comprehensive School Threat Assessment Guidelines: Dewey Cornell: 9780692192108: Amazon.com: Books
Comprehensive School Threat Assessment Guidelines [Dewey Cornell] on Amazon.com. *FREE* shipping on qualifying offers. Presenting the only K-12 school threat assessment model supported by controlled studies, this new manual is a sequel to the author’s original manual
If you have any questions, please email Carla (carla.mangels@wkec.org) or David (david.daniel@wkec.org).
06/06/19 — RIME MAGIC
RIME Magic
June 6, 2019
8:30-3:30
WKEC Conference Center – Eddyville, KY
Join other special education teachers and Holly Bloodworth for a fun day learning Sharon Zinke’s RIME MAGIC. This decoding resource will help build phonics skills for Prevention and Intervention. It is suitable for learners of all ages.
This research-based program focuses on building automaticity to boost comprehension and fluency.
Space is limited.
06/24-25/2019- Professional Development Event Supporting Implementation of the New Kentucky Social Studies Standards
Date: June 24-25, 2019
Time: 8:30 a.m. – 3:30 p.m.
Location: WKEC Conference Center
435 Outlet Avenue
Eddyville, KY 42038
The purpose of this professional development opportunity is to provide teachers, and instructional leaders with the chance to read through and plan for the implementation of the new state social studies standards. This session will be facilitated by members of the Advisory Panel charged with writing the new standards. On the second day of the workshop, teachers will have the opportunity to break into grade level teams to align current curriculum or to plan with colleagues regarding what the standards will look like at their school. Teachers will leave this session with a better understanding of the standards document and with the process needed to align the standards with curriculum and instruction. Participants will develop the expertise to effectively share information with their school colleagues.
Workshop Agenda
Day One
- Overview of the Standards A. Examine Instructional Shifts in the Standards 1. Special attention paid to differences in grade levels and the inquiry process embedded. B. Teachers ask for clarification of standards
Day Two
- Grade level meetings A. Elementary, middle, and high school grade bands meet B. Alignment planning II. Implementation A. What will this look like in practice? What materials are usable from current curriculum? III. Work time / curriculum maps / timelines
Target Audience: teachers, instructional leaders, administrators
No cost
EILA credit available
07/12/19 — IEP Development
IEP Development
July 12, 2019
8:30-3:30
WKEC Conference Center – Eddyville, KY
This session will take an in-depth look at the IEP Guidance Document as a guide for creating a data-driven and outcome focused Individual Education Program. All participants should bring a copy of the July 2018 IEP Guidance Document with them to the training.
07/15/19 — Progress Monitoring
Progress Monitoring
July 15, 2019
8:30-3:30
WKEC Conference Center – Eddyville, KY
Upon completion of this training, participants will be able to: define and identify methods of measurement, collect and graph progress data, analyze, interpret and make instructional decisions about students and demonstrate the linkage between progress monitoring and writing present levels for annual goals.