01/09/19 — MSD Bootcamp Cohort 1 (Year 2) – Working with Paraprofessionals
MSD Bootcamp Cohort 1 (Year 2) – Working with Paraprofessionals
January 9, 2019
8:30-3:30
WKEC Conference Center
This series of Professional Learning is designed specifically for NEW MSD teachers identified by the director of special education in their district. These teachers will gain critical information in preparation for the continuation of their teaching career. The topic for this session is Working with Paraprofessionals. Coaching and technical support will be provided throughout the school year to address goals set by the participant.
01/14/19 — Threat Assessment Training – REPEAT SESSION
Threat assessment Training Based on the Virginia Student Threat Assessment Guidelines
Presenters: David Daniel & Carla Mangels
January 14, 2019
Times: 8:30-3:30
Location: WKEC Conference Center – Eddyville, KY
Lunch on your own
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 Virginia model of Student Threat Assessment.
The Virginia model provides a 7-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 the Virginia 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.
01/24/19 –Trauma Informed Care for Educators – REPEAT SESSION
Trauma Informed Care for Educators
Presenters: David Daniel and Carla Mangels
Date: January 24, 2019
Location: WKEC Conference Center – Eddyville, KY
Time: 8:30-3:30
Lunch on your own.
The Kentucky Department of Education feels that becoming trauma-informed should be an essential component of the overall mission of the education system. A trauma-informed school recognizes that trauma affects staff, students, families, communities, and systems. Trauma disproportionately affects students with disabilities.
In Kentucky, 1 in 5 children has been exposed to two or more traumatic events by the time they are 5 years old. Therefore, most educators deal with children’s reactions to trauma, which can manifest as learning and behavior difficulties in the school setting. Schools serve as a critical system of support for children who have experienced trauma. Administrators, teachers, and staff can help reduce the effects of trauma on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom, and referring children to outside professionals when necessary.
To encourage Trauma Sensitive Schools, WKEC is pleased to present Trauma Informed Care for Educators. This is the first step in assisting your school in obtaining a “Trauma Sensitive Schools” designation.
It is HIGHLY RECOMMENDED that participants attend as school teams. Suggestions for teams include: administrator, counselor, general education teacher, special education teacher, and any other pertinent staff that are enthusiastic and eager to serve as change agents, meet regularly, and introduce key concepts about trauma and its impact on learning to the rest of the staff in their school. Members should demonstrate a commitment to building trauma sensitive schools.
Research indicates the following outcomes when schools are “trauma informed”:
IMPROVED:
academic achievement and test scores
school climate
teacher sense of satisfaction and retention
graduation rates
community and family collaboration with school
REDUCED: student behavioral outbursts and referrals
stress for staff and students
absences, detentions, and suspensions
student bullying, harassment and fights
need for special education services and classes.
02/15/19 — Threat Assessment Training – REPEAT SESSION
Threat assessment Training Based on the Virginia Student Threat Assessment Guidelines
Presenters: David Daniel & Carla Mangels
February 15, 2019
Times: 8:30-3:30
Location: WKEC Conference Center – Eddyville, KY
Lunch on your own
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 Virginia model of Student Threat Assessment.
The Virginia model provides a 7-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 the Virginia 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.
03/21/19 — Threat Assessment Training – REPEAT SESSION
Threat assessment Training Based on the Virginia Student Threat Assessment Guidelines
Presenters: David Daniel & Carla Mangels
March 21, 2019
Times: 8:30-3:30
Location: WKEC Conference Center
Lunch on your own
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 Virginia model of Student Threat Assessment.
The Virginia model provides a 7-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 the Virginia 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.
11/06/18 – Certified Evaluator Update Training
Certified Evaluator Update Training
Presenter: Jenny Ray, KDE Leadership Development Coordinator
When: November 6, 2018
Time: 8:30am – 3:30pm
Where: WKEC Conference Center, 435 Outlet Avenue, Eddyville, KY 42038
This training may serve as the required 6-hour update training for all administrators who evaluate certified personnel, as well as the calibration required to observe and evaluate teachers and other professionals.
Open to all administrators in need of Evaluator Update Training.
No Cost.
11/08/18 — MSD Bootcamp Cohort 1 and 2 (Year 1 & 2) – Complex Needs
MSD Bootcamp Cohort 1 and 2 (Year 1 & 2) – Complex Needs
Date: November 8, 2018
Time: 8:30-3:30
Location: WKEC Conference Center – Eddyville, KY
This series of Professional Learning is designed specifically for NEW MSD teachers identified by the director of special education in their district. These teachers will gain critical information for the continuation of their teaching career. During this session participants will develop the skills necessary for addressing the diverse and complex needs of their students.
11/12/18 — Explicit Instruction
Explicit Instruction
Participants: Any Special Education Teachers
Date: November 12, 2018
Time: 8:30 a.m. – 3:30 p.m.
Location: WKEC Conference Center in Eddyville, KY
As educators, we all have the same goal: to help students make the maximum possible academic gains in a positive, respectful environment that promotes their success and nurtures their desire to learn. One of the greatest tools available to educators in this pursuit is Explicit Instruction. Developed by Anita Archer, Explicit Instruction is a systematic, direct, engaging and success-oriented method that has been validated in both the general education and special education settings in all content areas. While it has proven to be very helpful for normally progressing students, it is essential for students with learning challenges. Explicit Instruction is absolutely necessary in teaching content that students would not otherwise discover.
Join us for the day as we learn:
- The 16 elements of explicit instruction and
- How to create and implement explicit instruction lessons in your classroom
This professional learning experience is based upon the book, Explicit Instruction, by Anita Archer and Charles Hughes. *The book will not be provided but would be a good resource for all participants.
11/29/18 — WKEC Paraprofessional Training 2018-2019 — REPEAT SESSION
WKEC Paraprofessional Training 2018-2019 – REPEAT SESSION
Date: November 29, 2018
Location: Kentucky Dam Village Lodge Meeting Room – 113 Administration Drive, Gilbertsville, KY
Time: 8:30-2:30
This professional learning opportunity is designed specifically for paraprofessionals to help them define their roles in supporting students. This training will focus on understanding roles and responsibilities of the teacher and paraprofessional including active supervision, making learning meaningful and promoting independence in students.
12/03/18 — Trauma Informed Care for Educators
Trauma Informed Care for Educators
Presenters: David Daniel and Carla Mangels
Date: December 3, 2018
Location: WKEC Conference Center – Eddyville, KY
Time: 8:30-3:30
Lunch on your own.
The Kentucky Department of Education feels that becoming trauma-informed should be an essential component of the overall mission of the education system. A trauma-informed school recognizes that trauma affects staff, students, families, communities, and systems. Trauma disproportionately affects students with disabilities.
In Kentucky, 1 in 5 children has been exposed to two or more traumatic events by the time they are 5 years old. Therefore, most educators deal with children’s reactions to trauma, which can manifest as learning and behavior difficulties in the school setting. Schools serve as a critical system of support for children who have experienced trauma. Administrators, teachers, and staff can help reduce the effects of trauma on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom, and referring children to outside professionals when necessary.
To encourage Trauma Sensitive Schools, WKEC is pleased to present Trauma Informed Care for Educators. This is the first step in assisting your school in obtaining a “Trauma Sensitive Schools” designation.
It is HIGHLY RECOMMENDED that participants attend as school teams. Suggestions for teams include: administrator, counselor, general education teacher, special education teacher, and any other pertinent staff that are enthusiastic and eager to serve as change agents, meet regularly, and introduce key concepts about trauma and its impact on learning to the rest of the staff in their school. Members should demonstrate a commitment to building trauma sensitive schools.
Research indicates the following outcomes when schools are “trauma informed”:
IMPROVED:
academic achievement and test scores
school climate
teacher sense of satisfaction and retention
graduation rates
community and family collaboration with school
REDUCED: student behavioral outbursts and referrals
stress for staff and students
absences, detentions, and suspensions
student bullying, harassment and fights
need for special education services and classes.
12/11/18 — Threat Assessment Training
Threat assessment Training Based on the Virginia Student Threat Assessment Guidelines
Presenters: David Daniel & Carla Mangels
December 11, 2018
Times: 8:30-3:30
Location: WKEC Conference Center – Eddyville, KY
Lunch on your own
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 Virginia model of Student Threat Assessment.
The Virginia model provides a 7-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 the Virginia 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.