Instructional & Teaching Practices
 

Activating Prior Knowledge and Transfer of Learning

2 hours of PD or EILA Credit

 

In this self paced module, participants will explore strategies to integrate prior knowledge and transfer of learning. Both types of strategies are key to helping students make connections and apply learning to different situations, resulting in content retention. 

 

Addressing Learning Loss

2 hours of PD or EILA Credit

 

This session is intended to assist administrators and teachers as students return to in-person instruction. Learning loss is an imminent issue coming out of the pandemic. Educators will need to strategically plan in order to maximize instructional time with students, take a multi-year approach to fill in content “gaps,” and find extra time in reading and math for students who are a year or more below grade level in their mastery of standards. Strategies and resources will be shared throughout the presentation, with time built in for reflection and planning.

 

An Overview of the 8 Math Teaching Practices and Embedding Them in a Classroom with Students with Disabilities

2 hours of PD Credit

 

This two hour online module will give math teachers an overview of the National Council of Teachers of Mathematics 8 Effective Mathematics Teaching Practices and how to embed them in the classroom. There is an emphasis on strategies and approaches that support students with disabilities in this module. 

 

CKEC Leadership Series: Keys to Student Success - Congruence

3 hours of EILA Credit

 

In classrooms, the lack of congruence can be the most detrimental factor to student success and achievement. Defined as  “perfect alignment between standards, learning targets, resources used, and questions used on daily and periodic assessments”, congruence is often missing in classroom lessons.  What’s worse, it can be nearly invisible to those who don’t know how to ensure that it is in place.  Unless they fully understand congruence, teachers and administrators may think that instruction looks effective - only to be hit with the reality when lower than expected student results become evident.  In this self-paced module, learn about congruence and how it can lead to drastically improved student success across a classroom, grade level, school, or district.

 

CBB Fractions

Number of PD or EILA  Credits will vary depending on which parts of the module are completed

 

The Conceptual Building Blocks is designed to build a teacher’s capacity to work with students in various settings.  The approach is rooted in a concrete--semi-concrete--abstract (CSA) methodology of teaching and develops conceptual understanding along the way to procedural understanding.  This module focuses on progression of thought for fractions, addressing misconceptions, building fraction sense, and operations with fractions.

This asynchronous module can be completed in various ways.  The richest learning will occur by going through the entire module.  However, you may decide to only complete one or some of the sections, but not all.  The Conceptual Building Blocks is designed to build a teacher’s capacity to work with students in various settings.  The approach is rooted in a concrete--semi-concrete--abstract (CSA) methodology of teaching and develops conceptual understanding along the way to procedural understanding.  This module focuses on progression of thought for fractions, addressing misconceptions, building fraction sense, and operations with fractions. PD/EILA credit will be awarded based on what you complete in the module.

 

CBB Multiplication and Division

Number of PD or EILA Credits will vary depending on which parts of the module are completed

 

The Conceptual Building Blocks is designed to build a teacher’s capacity to work with students in various settings.  The approach is rooted in a concrete--semi-concrete--abstract (CSA) methodology of teaching and develops conceptual understanding along the way to procedural understanding.  This module focuses on progression of thought for multiplication and division, addressing misconceptions, problem structures, fluency, and strategies for multiplication and division. This asynchronous module can be completed in various ways.  The richest learning will occur by going through the entire module.  However, you may decide to only complete one or some of the sections, but not all.  PD/EILA credit will be awarded based on what you complete in the module.

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Chatter that Matters

2 hours of PD Credit

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This two hour on demand module will give math educators a starting point for facilitating mathematical discourse in the classroom through posing purposeful questions. Educators will learn about and engage with resources they can use in the classroom to facilitate discourse and have specific strategies that can be used to support students with disabilities. 

 

Comprehension Strategies for Secondary Students with Disabilities

1.5 hours of PD Credit
 

This online self paced module will provide an overview and implementation suggestions of three different reading comprehension strategies geared for students in grades 6-12.

 

Connecting the Dots: SDI Tools for Reading and Writing

2 hours of PD Credit

 

This virtual training explores the Specially Designed Instruction, or SDI, Tools for Reading and Writing. The Literacy Special Education Cooperative members developed these tools to help educators improve the quality and selection of specially designed instruction while strengthening the connection across IEP goals, progress monitoring, and KY Academic Standards. 

 

Dialogic Reading

1.5 Hours of PD Credit

 

Dialogic Reading is a self-paced module allowing participants to earn 1 ½ hours of PD credit. During this module, participants will be able to identify and understand the components of dialogic reading (PEER and CROWD), develop questions/prompts for each level of CROWD, understand what dialogic reading is and is not, and evaluate a book to use during dialogic reading. During this session, each person will complete 3 separate activities to aid in understanding and using dialogic reading in the classroom.

 

Effective Reading Instruction: 5 Components of Reading Overview

2 hours of PD Credit
 

This self paced module is an overview of the 5 components of reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. The module discusses a variety of methods/strategies to implement these components in the classroom. 

 

Feedback in Math

1.5 hours of EILA Credit
 

This self paced professional learning module will help you explore the principles behind effective feedback in math. Types of feedback are shared as well as considerations for individualizing feedback. Participants will have opportunities to reflect on their own practice and construct feedback responses. This session is appropriate for all grade levels.

 

From ABC’s to Paragraphs: How to Progress Monitor the Writing of Students with Disabilities

1.5 hours of PD Credit
 

Do you have K-12 students with IEP goals for writing? This session will cover best practices for measuring student writing progress in handwriting, spelling, sentence writing, and paragraph writing. As a result of attending, you’ll learn how to administer, score, and interpret brief curriculum based measures used for IEPs.

 

Getting Started with Project Based Learning

1 hour of PD Credit

 

This self paced online module will introduce classroom teachers and instructional coaches to the gold standard essential project design elements necessary to differentiate a “main course” project from a “dessert” project. We will share resources with participants to help them understand how project based learning works, from the launch through the final public presentations. Participants will also learn about free resources available to them through PBLWorks. 

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Hexagonal Thinking

1.5 hours of PD Credit

 

This self paced module gives teachers an introduction to Hexagonal Thinking, explains how Hexagonal Thinking benefits students, and demonstrates multiple uses of this Deeper Learning instructional practice which can be adapted to all levels and content areas. Participants will finish this module with multiple Hexagonal Thinking resources and will create their own Hexagonal Thinking resource to utilize in their classroom. 

 

High Leverage Practices in Special Education: Assessment

2 hours of PD or EILA Credit

 

The high-leverage practices in special education are divided into four components:  collaboration, social/emotional/behavioral, assessment, and instruction. This self-paced session will focus on the three HLP’s for Assessment practices. A foundational role for both general education and special education teachers is the ability to identify both strengths and needs of individual students. Strategies will be shared to identify multiple sources of information, interpreting and communicating assessment data, and using data to analyze instructional practices.

 

High Leverage Practices in Special Education: Collaboration

2 hours of PD or EILA Credit

 

The high-leverage practices in special education are divided into four components: collaboration, social/emotional/behavioral, assessment and instruction. Participants will explore resources supporting collaborative practices. This session will focus on the three HLP's in Collaboration. Collaboration with professionals, organizing and facilitating meetings and collaborating with families will be the focus and resources will be provided. Participants will also engage in reflection on their own practices and implementation.

 

High Leverage Practices in Special Education: Instruction

2 hours of PD or EILA Credit

 

The high-leverage practices in special education are divided into four components:  collaboration, social/emotional/behavioral, assessment, and instruction. This self-paced module will provide an overview of instructional practices aligned with the High-Leverage Practices in Special Education. Strategies will include goal setting, scaffolding, explicit instruction, and teaching cognitive and metacognitive strategies to name a few.

 

High Leverage Practices in Special Education: Social/Emotional/Behavioral

2 hours of PD or EILA Credit

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The high-leverage practices in special education are divided into four components:  collaboration, social/emotional/behavioral, assessment, and instruction. Participants will explore resources supporting social/emotional/behavioral practices. Participants will also engage in reflection on their own practices and implementation. 

 

Importance of Sounds

1.5 hours of PD Credit

 

During this module, participants will understand vocabulary clarifications, listen to and be able to correctly state different phonemes, and complete a Flipgrid activity to practice learning. 

 

Improving Reading Comprehension Grades K-3

1 hour of PD Credit

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This online self paced module will provide an overview and implementation suggestions for reading comprehension strategies geared toward students in grades K-3. 

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MTSS Overview - Self Paced Module

Up to 12 hours of PD or EILA Credit

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This series of online modules will allow participants to explore each of the 6 essential elements of Kentucky's MTSS Framework. Within each module, there are opportunities to examine the implementation of that element at both the school and district level. The modules may be viewed as stand alone learning for each essential element. As a whole, they will provide a more comprehensive understanding of the Framework. 

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Optimizing Small Group Instruction in Math

3 hours of PD or EILA Credit

 

The goal of this module is that participants increase their toolbox of strategies for designing and implementing small group instruction in their math classrooms.  Throughout the module, they will consider:

• settings: including resource & co-teaching classes

• participants: teachers, instructional assistants, students

• components: groups, environment, data, tasks

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Overview of High Leverage Practices for Special Education

3 hours of PD or EILA Credit

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This on demand module will provide an overview of the 22 High Leverage Practices in Special Education. In this module, participants will be introduced to the four areas of these practices, a guided tour of the website highleveragepractices.org and an opportunity to explore resources based on individual interest.

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Questioning Techniques

2 hours of PD Credit

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According to research, teacher preparation of questions ahead of time often leads to more rigorous questions than those generated “on-the-fly.” This online, self-paced module explains how to engage all students in deep thinking through effective questioning. Participants will explore resources to support development of questioning techniques and choose a questioning strategy to implement in their classroom.

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Quick and Easy Writing Strategies to Support Struggling Writers

2 hours of PD Credit

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In this interactive module, participants will have the opportunity to review the Kentucky Academic Standards for Writing (Composition) as well as be introduced to strategies to support grammar and syntax, content development, as well as editing strategies. Strategies are appropriate for struggling writers in grades 3-12 and can be applied in any content area. 

 

Reading Comprehension for Secondary Students

3 hours of PD or EILA Credit

 

This self paced module will increase your understanding of the principles of reading comprehension instruction, lessons for implementing strategies will be explored and implementation ideas for generalizing reading comprehension strategies across content areas will be shared.

 

Reading Responses

1 hour of PD Credit

 

Reading responses keep students actively engaged by reading, writing and talking about text. This self paced module is an overview of how to create and use reading responses in the classroom. 

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Reciprocal Teaching

3 hours of PD Credit

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Reciprocal teaching is a scaffolded discussion technique that incorporates four strategies: predict, question, clarify, and summarize. Reciprocal teaching can be used at any grade level with any reading material. Does this sound like something you want to use in your classroom?

 

Reflection Tools in the Classroom 

1 hour of PD Credit

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This online, self-paced module explains the importance of utilizing reflection as an instructional practice in the classroom. Participants will be introduced to and gain practice in utilizing various reflection tools and will finish the on-demand module with more than 10 ready-made reflection tools that can be used immediately with students.

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School and Classroom Intervention Systems: Key Factors for Design and Implementation

1 hour of PD or EILA Credit

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In our schools and classrooms, sometimes we get the intervention all wrong - even though we have the best intentions. We find ourselves working as hard as possible, but the students never make the progress we expect. From reteaching structures to Tier 2 and Tier 3, this module examines the practices and structures that teachers and administrators should put into place for maximum student success. 

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So, I’m a Special Ed Teacher in a High School Math Class…Now What?

3 hours of PD Credit

 

Do you special needs students struggle to learn math in high school? Do you want to build your instructional toolbox with strategies for adapting and modifying high school math content? This self paced module will provide resources and ideas for working with special needs students in a high school math classroom (resource, co-teaching, etc.). Particular attention will be given to strategies that can be used across courses (Algebra 1, Geometry and Algebra 2).

 

Structured Literacy: The Lesson Plan

2.5 hours of PD Credit

 

This self-paced module covers structured literacy and specific ways to implement it in the classroom. The focus is on lesson plans, teaching new concepts, dictation, vowel practice and more. Each participant will need a copy of Recipe for Reading by Frances Bloom and Nina Traub to complete the module.
 

Student Driven Feedback Protocols

1 hour of PD Credit

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This online, self-paced module defines and explains student driven feedback protocols teachers can use to foster critique and communication skills. Participants will finish this module with multiple feedback protocols they can utilize in their classrooms to develop students’ ability to give and receive feedback.

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The Write Stuff: Evidence Based Writing Interventions

1.5 hours of PD Credit

 

In some ways, writing is rocket science. Lots of things need to go right for students to express themselves. This session will look specifically at text writing, the skill of composing multiple works that make sense into sentences and paragraphs. In this session, you’ll learn how to design and deliver evidence based interventions to improve the handwriting, spelling, sentence writing and story/essay writing of K-12 students with disabilities.

 

Three Modes of Writing

2 hours of PD Credit

 

This module is a two hour session to describe and explore the three modes of writing: Writing to Learn, Writing to Assess Learning, and Writing to Publish.

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Two Teachers, One Classroom: A Co-Teaching Overview

2 hours of PD or EILA Credit

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Co-teaching is a collaborative approach to instruction in which two teachers, typically a general education teacher and a special education teacher, work together to plan and then implement instruction for a class that includes students with disabilities. In this self-paced module, you will build an understanding of what co-teaching is and why we use this service delivery option for our students with disabilities.

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Two Teachers, One Classroom: Parallel Teaching

1 hour of PD or EILA Credit

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Parallel teaching is a co-teaching approach in which two teachers divide the students into two groups and lead the same instruction with both groups. In this self-paced module you will learn how to implement parallel teaching, why you might use this approach, and barriers you might encounter when using parallel teaching.

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Two Teachers, One Classroom: Team Teaching 

1 hour of PD or EILA Credit

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Team teaching is a co-teaching approach in which two teachers are both in front of the classroom, sharing the responsibility of leading instruction.  In this self-paced module you will learn how to implement team teaching, why you might use this approach, and barriers you might encounter when using team teaching.

 

Using Numberless World Problems in Math Class

1 hour of PD Credit

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This online module will provide teachers with strategies to help students with metacognition with solving application problems in math class. There will be a focus on using numberless word problems during this online module. This technique allows students to understand what is happening conceptually with a real world scenario before numbers are introduced. This scaffolded approach affords students who struggle with first steps in mathematics to have entry into the math task. 

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Using Worked Examples in Math Class

3 hours of PD Credit

 

Worked examples are an evidence-based strategy to use in the mathematics classroom for multi-step problems.  This module will introduce you to using worked examples (sometimes called solved problems) in your classroom.  The outcomes for the module are:

• Increased knowledge of worked examples

  • Research behind them

  • Various types

  • How to create and teach with them

• Deepened understanding of High Leverage Practices for Special Education

  • HLP 12

  • HLP 15

 

Visible Thinking Strategies

1 hour of PD Credit

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This online, self-paced module defines and explains visible thinking strategies teachers can use to foster critical thinking, collaboration, and communication skills. Participants will finish this module with a variety of routines and strategies they can utilize in their classrooms to develop students’ ability to make their thinking visible.

 

Vocabulary Routine

1.5 hours of PD Credit

 

The purpose of this virtual session is for educators to further develop a routine for intentionally selecting appropriate vocabulary and to acquire steps for effective planning and delivery of explicit instruction, whether in a virtual or in person setting. Viewers will also have access to a toolbox of strategies. During this session, we explore ways to leverage reading tasks to impact student learning. Examples of the routine, ways to implement and ways to build student independence will be shared. 
 

What is Deeper Learning & Where Do We Begin?

2 Hours of PD Credit

 

This self paced online module introduces participants to the Kentucky Deeper Learning grant, Kentucky’s United We Learn vision and three big ideas, deeper learning competencies and state-wide pillars, and the overall goal of strengthening tier 1 instruction and engagement strategies across the commonwealth to create more vibrant learning experiences for our students. 

 

Working Memory and Retrieval Practices

3 hours of PD or EILA Credit

 

Students with learning disabilities and students affected by trauma or poverty may likely demonstrate characteristics of poor working memory. A few of the behaviors that may manifest include not following step by step instructions, difficulty in completing tasks or working independently, and lack of retention of information. This self paced module will provide a background on the causes of working memory deficits and will provide classroom strategies to support successful student learning. 

 

Writing Using Mentor Texts

2 hours of PD Credit

 

This virtual training will cover writing using mentor text for middle and high school students. IT will review why we use mentor texts, sharing a variety of sites and examples of mentor texts and the process of planning a writing unit. 

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