07/16/19 — Functional Communication Training

Functional Communication Training

July 16, 2019

8:30-3:30

WKEC Conference Center – Eddyville, KY

This will be a repeat of the training originally offered March 21. In this training we will answer the question, “What is functional communication?” and how it may look different for each communicator. Participants will discuss barriers and myths regarding functional communication. We will then delve into a process for evaluating and identifying where and how to begin the process of teaching functional communication to our students. Considerations such as meaningful context, vocabulary selection, environment, interaction strategies, and communicative opportunities will be discussed. 

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07/17/19 — Functional Communication in the Classroom

Functional Communication in the Classroom

July 17, 2019

8:30-3:30

WKEC Conference Center – Eddyville, KY

“Functional Communication in the Classroom” is the second part of the “Functional Communication Training.” During this training, teachers will learn strategies needed for facilitating students use of functional communication when engaging in academic activities. Teachers/SLP will learn how to translate questions into “Core Language” and strategically plan opportunities for participation throughout the school day. 

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07/18/19 — Peer Support Networks


Peer Support Networks

July 18, 2019

8:30-2:30

WKEC Conference Center

Time to start Networking! WKEC will be hosting our first regional training for Peer Support Networks on July 18th. During this training, participants will learn the difference between Peer Support Arrangements and Peer Support Networks; the research behind the program; and the benefits to students with and without disabilities and your school climate as a whole.  Strategies and plans for expanding inclusive activities within your school will be shared. Time will also be allowed for district level teams to develop action plans for implementation.

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07/22/19 — Trauma Informed Care for Educators

Trauma Informed Care for Educators

July 22, 2019

8:30-3:30

WKEC Conference Center – Eddyville, KY

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.

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.

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07/23/19 — Comprehensive School Threat Assessment Guidelines

Comprehensive School Threat Assessment Guidelines

July 23, 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 978-0-692-19210-8Embed URLEmbed

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Comprehensive School Threat Assessment Guidelines: Dewey Cornell: 9780692192108: Amazon.com: Books

www.amazon.com

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).

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07/25/19 — MSD Bootcamp Scheduling and Environmental Arrangement


MSD Bootcamp – Scheduling and Environmental Arrangement – Recommended for Year 1 or Year 2-3 if not previously attended-REPEAT SESSION

July 25, 2019

8:30-2:30

WKEC Conference Center – Eddyville, KY

This series of Professional Learning is designed specifically for New or returning MSD teachers identified by the director of special education in their district. These teachers will gain critical information in preparation for their first year of instruction. The topic for this session is Scheduling and Environmental Arrangement for teachers of moderate and severe disabilities.  Coaching and technical support will be provided throughout the school year to address goals set by the participant.  

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07/26/19 — MSD Bootcamp-Systematic Instruction – Year 2 & 3

MSD Bootcamp – Systematic Instruction – Recommended for Year 2 & 3 (ONLY)

July 26, 2019

8:30-2:30

WKEC Conference Center – Eddyville, KY

This series of Professional Learning is designed specifically for returning MSD teachers identified by the director of special education in their district. These teachers will gain critical information in preparation for their second or third year of instruction. The topic for this session is Systematic Instruction for teachers of moderate and severe disabilities.  Coaching and technical support will be provided throughout the school year to address goals set by the participant.   

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