Professional Development: Descriptions

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Special Education

ALL New Teacher

In-Person The responsibilities of teachers span far and wide. Sometimes it's hard to know if you know enough. Whether you're a brand-new educator or just new to the district, participants will leave ready to step into the classroom on day 1 and help your students succeed! During this two-day training, participants will gain an understanding of district processes and procedures, receive a New Teacher Toolkit along with other helpful resources, and leave ready to implement IEPs, BIPs, Autism Supports, and more!

Professional Learning Network

Virtual – Reoccurring Monthly (Zoom) The mission of our special education professional learning community is to learn and grow from one another by communicating, collaborating, and asking for help when needed so we can implement what we learn from one another to create positive learning environments for our students. Every month we focus on different topics and provide time to work and plan with your peers.

Touch Base Tuesdays

Virtual – Reoccurring every Tuesday (Zoom) Teachers can sign-up for a 1:1 coaching session with their resource specialist through Calendly. Elkins’ Calendly Cooper ’s Calendly

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IEP DEVELOPMENT Fayette County IEP CAP Training

On-Demand - 3 hour Self-Paced Module This training was developed to provide information to the Fayette County special education staff related to the findings from the KDE Spring 2022 Special Education Monitoring Visit.

IEP Development

In-Person The purpose of this training is to become familiar with the process for writing the Individual Education Program including developing present levels of performance, considering special factors, writing annual measurable goals, determining specially designed instruction, creating the progress monitoring tool, understanding supplemental aids and services and accommodations for assessments and how to document them. Understanding program modifications, Least Restrictive Environment, Related Services, how to implement the IEP, analyze data and make instructional decisions, including ESY, based on data.

Progress Monitoring of the IEP

In-Person Progress Monitoring Training will provide special education teachers, ACC's, related service providers with the understanding of the purpose of progress monitoring, how to create the tools and systems for progress monitoring as soon as you write a SMART goal, give you access to online tools for data collection, and review how to analyze the data collected to make decisions, as well as, how to communication the results of the data to the ARC members.

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ALL Let’s Talk About the Data

In-Person Data Analysis – how to interpret data to make instructional decisions, communicate progress to parents, and determine baseline to grow our students.

Engaging Learning with IEPs in Distance Learning

On-dem - 1 hour Self-Paced Module

Continuous Classroom Improvement (CCI)

In-Person In these two in-person sessions, participants will learn what it takes to implement the initial components of a systems approach to continuous improvement as the most efficient and effective way to improve classroom learning results.

Let’s Get Organized!

In-Person This is a training/workshop that will provide structures, systems, time management strategies and more tips on how to set up a special education teachers organization system to be an effective case manager: IEP implementation, progress monitoring, and communication. Teachers will need to have their CASELOAD prior to attending this meeting. Check with your Department Chair or your ACC.

Explicit Instruction

In-Person

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SEL Writing a Behavior Intervention Plan

In-Person 2-part: What is a Behavior intervention plan and how do we write it?

Data Analysis, BIP Writing, and Implementation

In-Person Attendees go through the Behavior Intervention Plan (BIP) Resource book and will learn how to operationally define target behaviors, choose data collection tools to drive data collection, and analyze data to drive the BIP writing process. In addition, attendees will also go through each step of the BIP to ensure all components are included to drive the intervention process.

PASS Planning Workshop (Middle School)

In-Person This workshop planning session will provide middle school PASS coaches with collaborative planning to focusing on SEL/Learning Strategies instruction, data collection as a time to set up/organize the coach's PASS Drive and will also include rime to work on make and take materials.

Mindfulness

In-Person

Strategies for Non-compliance

In-Person

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SEL PASS Program Administrator Roles & Responsibilities

On-Demand This session will serve as a review of PASS administrator roles and responsibilities. Whether you've had the full PASS training recently or years ago, this training will serve as a refresher and mental checklist for how to start off the year right. It will include a closer look at how administrators can support effective program implementation and fidelity as well as organize and guide the building PASS team to examine student data. Individual follow-up Zooms to discuss individual schools' situations can be scheduled upon request.

Understanding Behavior Escalation & Strategies to Support Students

On-Demand This session will focus on de-escalating student behavior, understanding the Escalation Cycle; recognizing physical cues in oneself and others; strategies for intervening at each stage of the Escalation Cycle; and embedded reflection and brainstorming activities.

Functional Analysis: Determining the Purpose & maintaining Variables Underlying Students’ Behavior

On-Demand This session will provide an overview of basic behavior principles, functions of behavior, and how we manipulate variables (both knowingly and unknowingly) to maintain, shape, or extinguish students' behaviors based on situational expectations. This session will then provide tools and strategies for determining the function of students' behaviors so as to support the development of effective behavior intervention strategies.

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Learning Strategies SEL

In-Person This training is for special education teachers with Learning Strategies classes. We will provide Learning Strategies you with information about all of our Learning Strategies programming available including our In-Person curricular supports and how to structure the classroom for optimal effectiveness. SMARTS and This training is for special education teachers with Learning Strategies classes. Everyday Speech. We will provide you with information about all of our Learning Strategies programming available including our curricular supports and how to structure the ZONES of Regulation classroom for optimal effectiveness. SMARTS and Everyday Speech. On-Demand - 3 hour Self-Paced Module Uncertain about how to help your students who struggle with emotional regulation and problem ZONES of Regulation solving skills? In this session, participants will leave ready to implement The Zones of Regulation program across large groups, small groups, or in a 1:1 setting. All participants will receive the book at the training! On-Demand - 3 hour Self-Paced Module Uncertain about how to help your students who struggle with emotional regulation and problem solving skills? In this session, participants will leave ZONES Make-n-Take ready to implement The Zones of Regulation program across large groups, small In-Person groups, or in a 1:1 setting. All participants will receive the book at the training! If you have attended Zones of Regulation training and want to expand the materials in your toolbox this session is for you! Participants will make and take a ZONES Make-n-Take variety of materials related to the lessons in the program including emotion core In-Person boards, interactive emotion books, and more! Participants will have access to color If you have attended Zones of Regulation training and want to expand printing and laminating when making materials. the materials in your toolbox this session is for you! Participants will make and take a variety of materials related to the lessons in the program including emotion core boards, interactive emotion books, and more! Participants will have access to color printing and laminating when making materials.

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Intro to Autism AUTISM

On-Demand - Self-Paced Module According to the CDC, the current prevalence of autism is 1 in 54. Fayette County Intro to Autism Schools has 900+ learners with autism with IEPs. In this session, teachers will On-Demand - Self-Paced Module increase their understanding of the impact of autism in the classroom and identify According to the CDC, the current prevalence of autism is 1 in 54. the top evidence based practices to improve academic and social outcomes. Fayette County Schools has 900+ learners with autism with IEPs. In this session, teachers will increase their understanding of the impact of Using Evidence Based Practices to Teach Social Skills autism in the classroom and identify the top evidence based practices In-Person Learners with autism exhibit deficits in social skills, often requiring specially to improve academic and social outcomes. designed instruction to promote prosocial behaviors and meaningful friendships. In this session, participants will use a step by step process for establishing goals for Using Evidence Based Practices to Teach Social Skills intervention and lesson planning using evidence based practices. In-Person Learners with autism exhibit deficits in social skills, often requiring Foundational Five specially designed instruction to promote prosocial behaviors and In-Person meaningful friendships. In this session, participants will use a step by Based on the National Professional Development Center on Autism Spectrum step process for establishing goals for intervention and lesson planning Disorders (ASD) 27 evidence based practices, The Foundational 5 is a rubric that identifies 5 indicators, each with 5 benchmarks, considered program essentials for using evidence based practices. learners with ASD. It is used as a proactive tool for teachers and school teams to reflect on their current practices and programs, to use data to action plan areas of Foundational Five growth, increase fidelity, and improve learner outcomes. Participants will be able to In-Person improve implementation of evidenced based practices and have access to the Based on the National Professional Development Center on Autism online Foundational 5 binder for materials and resources. Spectrum Disorders (ASD) 27 evidence based practices, The Foundational 5 is a rubric that identifies 5 indicators, each with 5 Effective Programming for Learners with Autism: The Foundational 5 benchmarks, considered program essentials for learners with ASD. It is On-Demand - Self-Paced Module Learners with autism often present with complex needs that can leave educators at a loss as to how to set priorities and organize the implementation of evidence used as a proactive tool for teachers and school teams to reflect on their current practices and programs, to use data to action plan areas based practices. In this session, participants will review the impact of autism in the of growth, increase fidelity, and improve learner outcomes. classroom, the most effective strategies for academics and behavior, all within an Participants will be able to improve implementation of evidenced easy to use framework. The Foundational 5 can assist teachers and school teams based practices and have access to the online Foundational 5 binder with goal setting, action planning, and problem solving. for materials and resources.

Effective Programming for Learners with Autism: The Foundational 5

On-Demand - Self-Paced Module Learners with autism often present with complex needs that can leave educators at a loss as to how to set priorities and organize the implementation of evidence based practices. In this session, participants will review the impact of autism in the classroom, the most effective strategies for academics and behavior, all within an easy to use framework. The Foundational 5 can assist teachers and school teams with goal setting, action planning, and problem solving.

Social Skills Supports for Elementary Learners with Autism: Make-n-Take

In-Person Evidence based practices for teaching social skills are enhanced when paired with visual supports. In this session participants will have the opportunity to plan for their incoming students and create visual supports for social skills instruction. Materials will include visual problem solving tools, calming cue cards, emotion vocabulary games and social narrative books. Participants will have access to color printing and laminating when making their materials. Back to Table of Contents

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AUTISM Social Skills Supports for Elementary Learners with Autism: Make-n-Take

In-Person Evidence based practices for teaching social skills are enhanced when paired with visual supports. In this session participants will have the opportunity to plan for their incoming students and create visual supports for social skills instruction. Materials will include visual problem solving tools, calming cue cards, emotion vocabulary games and social narrative books. Participants will have access to color printing and laminating when making their materials.

Executive Functioning: Baseline Data & Goal Development

In-Person Executive Functioning includes planning and organizing, flexible thinking, self monitoring, and self control. In this session we will frame these skills into observable and measurable terms and explore ways to collect baseline data and draft IEP goals.

CAPS

In-Person The Comprehensive Autism Planning System (CAPS) is designed to provide an overview of a student’s daily schedule by time and activity as well as the supports that they need during each period. Following the development of the student’s IEP, all educational professionals who work with the student develop the CAPS. Thus, the CAPS allows professionals to answer the all-important question for students with an ASD: What supports does the student need for each activity? The CAPS is a list of a student’s daily tasks and activities, the times they occur, along with the all-important delineation of the supports needed to support student success. In addition, the CAPS includes space for making notations about data collection and how skills are to be generalized to others settings. This session will include planning for your students and prepping materials to prepare for the 22-23 school year.

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MSD

Executive Functioning: Baseline Data & Goal Development

In-Person Unique Learning System Executive Functioning includes planning and organizing, flexible thinking, self Virtual – (Zoom) monitoring, and self control. In this session we will frame these skills into observable and measurable terms and explore ways to collect baseline data and draft IEP goals.

CAPS

In-Person The Comprehensive Autism Planning System (CAPS) is designed to provide an overview of a student’s daily schedule by time and activity as well as the supports that they need during each period. Following the development of the student’s IEP, all educational professionals who work with the student develop the CAPS. Thus, the CAPS allows professionals to answer the all-important question for students with an ASD: What supports does the student need for each activity? The CAPS is a list of a student’s daily tasks and activities, the times they occur, along with the allimportant delineation of the supports needed to support student success. In addition, the CAPS includes space for making notations about data collection and how skills are to be generalized to others settings. This session will include planning for your students and prepping materials to prepare for the 22-23 school year.

Unique Learning System

Virtual – (Zoom)

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TouchMath MATH

In-Person Participants will learn the touch points and important information about how to progress in this TouchMath program. They will practice how to use TouchMath in the areas of computation (addition, In-Person subtraction, multiplication and division). They will also see how TouchMath can be used in Participants will learn the touch points and important information about how to word problems, and with money. progress in this program. They will practice how to use TouchMath in the areas of computation (addition, subtraction, multiplication and division). They will also Moving with Math - Connections see how TouchMath can be used in word problems, and with money. On-Demand- 1 hour Self-Paced Module Connections targets Pre-K, K, and 1st. Teachers will learn the different components of the Moving with Math - Connections program and take a deeper dive into the materials, lessons, and the online resources. On-Demand- 1 hour Self-Paced Module Moving with Math – Math by Topic On-Demand - 1 hour Self-Paced Module Connections targets Pre-K, K, and 1st. Teachers will learn the different components of the program and take a deeper dive into the materials, lessons, Math by Topic targets grades 1-4. Teachers will learn the different components of the program and the online resources. and take a deeper dive into the materials, lessons, and the online resources.

Moving with Math – Math by Topic

Math Strategies On-Demand - 1 hour Self-Paced Module In-Person Math by Topic targets grades 1-4. Teachers will learn the different components of For any middle school special education teacher that is teaching math strategies (or resource the program and take a deeper dive into the materials, lessons, and the online math) that is interested in implementing Moving with Math as a curricular support. resources.

Math Strategies

In-Person For any middle school special education teacher that is teaching math strategies (or resource math) that is interested in implementing Moving with Math as a curricular support.

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READING Reading Milestones

In-Person Reading Milestone This training is for Elementary and Middle School Special Education and DHH teachers that are going to implement Reading Milestones with their students that have reading deficits, learning disabilities in basic reading and comprehension.

Multi-Sensory Approach to Reading

In-Person Participants will learn about who this multi-sensory program is best suited for in reading. They will learn and practice how to implement the program in each of the 5 components of reading. They will learn about the 3-part drill (review) and how to teach a new concept. They will learn how to teach red words, and how to do dictation with their students. Participants will leave knowing all the syllable types and patterns.

Edmark

In-Person Participants will learn and practice the components of this sight word program. They will learn who this program works best for in reading instruction. They will learn how to give the placement test and how to score and analyze the results. They will learn how to do the word recognition part of the program and learn about the criteria for the lesson. Participants will learn and practice the picture match and phrase match components of the program. Finally, participants will learn about the supplement components of the program and how to monitor student progress in the program.

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READING Reading Mastery

In-Person Participants will learn how to implement this direct instruction program with fidelity. We will start by looking at the materials that come with the program. We will look at the components of the program and discuss which students this program works best with in reading. Participants will learn how to give the placement test, how to follow the script, use correct pacing and make corrections. Finally, participants will learn how to monitor progress in the program.

Corrective Reading

In-Person Participants will learn how to implement this direct instruction program with fidelity. We will start by looking at the materials that come with the program. We will look at the components of the program and discuss which students this program works best with in reading. Participants will learn how to give the placement test, how to follow the script, use correct pacing and make corrections. Finally, participants will learn how to monitor progress in the program.

FLEX Literacy

Virtual – (Zoom) FLEX For New LBD Middle School Teachers with Resource ELA classes, this session will provide you with the training required to implement the FLEX Literacy program in your resource ELA class.

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Language for Learning READING

In-Person Participants will learn how to implement this direct instruction program with fidelity. We will start Language for Learning with learning the components of the program and which students we should use this program. In-Person We will also review the materials in the program. Participants will learn how to give the Participants will learn how to implement this direct instruction program with placement test, how to follow the script, use correct pacing and make corrections. Finally, fidelity. We will start with learning the components of the program and which participants will learn how to monitor progress in the program. students we should use this program. We will also review the materials in the program. Participants will learn how to give the placement test, how to follow the Great Leaps script, use correct pacing and make corrections. Finally, participants will learn In-Person how to monitor progress in the program. Participants will learn when and with whom they might use the Great Leaps reading with and what components of reading they can monitor with the program. They will learn how to give the probes for each of the components of Great Leaps. They will practice giving the probes and determining where a student needs to start in a component. They will learn and practice Great Leaps In-Person how to monitor students using the program. Participants will learn when and with whom they might use the Great Leaps reading with and what components of reading they can monitor with the program. Literacy Strategies They will learn how to give the probes for each of the components of Great In-Person Leaps. They will practice giving the probes and determining where a student Middle School Resource Literacy Strategies What's Next will look at resources, assessments, needs to start in a component. They will learn and practice how to monitor specially designed instruction for students with reading and writing deficits. students using the program. Phonics for Reading In-Person For Middle School Special Education Teachers to learn about the Phonics for Reading (Anita Archer) program. You will receive teacher and student materials, as well as a training on how Literacy Strategies In-Person Middle School Resource Literacy Strategies What's Next will look at resources, to implement the program. Designed for students that are struggling with decoding, basic assessments, specially designed instruction for students with reading and writing reading, fluency. Text is culturally responsive. You will need to have already given the deficits. placement test to receive materials at this training. Otherwise, we may have to order the materials and have them sent to you after the training Phonics for Reading . In-Person FLEX Literacy For Middle School Special Education Teachers to learn about the Phonics for Virtual – (Zoom) Reading (Anita Archer) program. You will receive teacher and student materials, FLEX For New LBD Middle School Teachers with Resource ELA classes, this session will as well as a training on how to implement the program. Designed for students provide you with the training required to implement the FLEX Literacy program in your resource ELA class. that are struggling with decoding, basic reading, fluency. Text is culturally responsive. You will need to have already given the placement test to receive materials at this training. Otherwise, we may have to order the materials and have them sent to you after the training.

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THINKING MAPS Thinking Maps Foundations

In-Person Thinking Maps is a set of 8 visual patterns that correlate to specific cognitive processes. They benefit students by providing a consistent thinking process, vocabulary, and visual language through interactive engaging student activities allowing them to interact with content in literacy and math using any curriculum or supplemental materials. Furthermore, Thinking Maps assists students in organizing their ideas on paper or by computer, and—as a result—teaches them to read, write, problem-solve and think better.

Navigating TMLC

In-Person Participants will learn Map Builder tools, tips, and tricks in the Thinking Maps Learning Community. We will explore the TMLC, navigating its different features. Participants will need to bring a device they can log into their TMLC account. Note: Participants must have been trained in Thinking Maps Foundations in order to attend.

Frame of Reference & Adding Color

Virtual – (Zoom)

Thinking Like a Mathematician

Virtual – (Zoom)

Academic Vocabulary

Virtual – (Zoom)

Raising the Rigor

Virtual – (Zoom)

Taking Information off the Map

Virtual – (Zoom)

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WRITING Write from the Beginning...and Beyond (WFBB) - Setting the Stage

In-Person WFBB – STS is a comprehensive writing program that leverages Thinking Maps to build a strong foundation for writing across all genres and content areas. It can be used as a stand-alone writing program and helps students develop their ideas and organize their thinking prior to writing. It also helps students develop critical and creative thinking skills that are foundational to good writing and prepares students for effective written response for both literary and informational text. Each module includes genre-specific goals and expectations for each grade, classroom-ready mini-lessons and activities, modeling strategies, and analytic rubrics. Note: This is only for participants who have attended the Thinking Maps Foundations training this past year and is a prerequisite for the next module of WFBB - Narrative Writing.

Write from the Beginning...and Beyond (WFBB) - Narrative

In-Person

Write from the Beginning...and Beyond (WFBB) - Expository

In-Person

Write from the Beginning...and Beyond (WFBB) – Response to Text

In-Person

Our promise to you ...

The mission of Fayette County Public Schools is to create a collaborative community that ensures all students achieve at high levels and graduate prepared to excel in a global society. FAYETTE COUNTY PUBLIC SCHOOLS