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”:


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.


12/04/18 — M³-Powerful Mathematics: Making Math Matter – 2 day training

M³ – Powerful Mathematics: Making Math Matter – 2 day training

Date: December 4-5, 2018

Location: WKEC Conference Center – Eddyville, KY

Time: 8:30-3:30

Audience: Special Education Teachers, K-8 (Co-Teaching Teams welcomed)

M³ – Powerful Mathematics: Making Math Matter is a 2 day, hands on, professional learning experience designed for special educators. This experience will focus on building content knowledge, understanding pedagogy, and applying research-based strategies to teaching special needs students. Teachers will receive a mathematics classroom kit including materials and manipulatives to use with students immediately. The session will be filled with opportunities to practice new strategies and learn about how to use concrete tools in a scaffolded instructional sequence.

Participants will:
• Learn and practice strategies that deepen content knowledge and pedagogy.
• Develop a better conceptual understanding of foundational concepts.
• Increase knowledge of the effective mathematics teaching and learning practices.
• Identify strategies that meet instructional goals for special needs students.

Each participant will receive:
• A copy of Teaching Student-Centered Mathematics, by Van de Walle, Lovin, Bay-Williams, and Karp

• Vertical Progression Guide from Battelle for Kids

• Grade level appropriate classroom kits (items in kits may vary based upon availability)

o Fraction Tiles (2 varieties)
o Cuisenaire rod set
o Unifix cubes
o Magnetic Ten Frame Boards Set
o Number Balance
o Base 10 Starter Set
o Fraction circles
o Pattern blocks
o Algebra tile class set

• Make-and-take activities to use in classrooms immediately


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.