Math
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.
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2 Hours of PD Credit
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This online module will provide educators with an insight into how the Area Model is a consistent structure that transcends elementary mathematics to post-secondary ideas. Teachers will gain insight into the content progression for which the Area Model can be utilized, making connections to the Concrete-Semiconcrete-Abstract approach. Teachers become familiar with online resources that can be used with students to reinforce the power of the Area Model in math class. Contact jane.goatley@ckec.org with any questions.
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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.
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The number of PD or EILA Credits will vary depending on which parts of the module are completed
The Conceptual Building Blocks are 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 the progression of thought for fractions, addressing misconceptions, building fraction sense, and operations with fractions.
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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 are 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
The number of PD or EILA Credits will vary depending on which parts of the module are completed
The Conceptual Building Blocks are 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 the 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.
Co-Teaching for the Math Classroom
2 Hours of EILA Credit
This online module has the following outcomes:
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Brief overview of co-teaching
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Hear about examples of how the various co-teaching approaches might be used in the mathematics classroom at all levels (elementary, middle, high school)
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Develop implementation ideas for your own classroom
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Opportunity to explore resources related to co-teaching
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Deeper Understanding of KAS Math Alternate Assessment Progressions and Targets
3 Hours of PD Credit
This online learning module will support school staff in understanding the Alternate Assessment Math Progressions. The module contains a one-hour self-paced learning video, front-loading of information prior to watching the self-paced video, and passing of a post-test to earn the three hours of PD credit.
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 Bigger to Greater: Precision in Math Language
1 Hour PD Credit
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Earn 1 hour PD credit with this self-paced online module designed to help teachers deepen students’ math understanding. Explore the power of precise math vocabulary, learn strategies to teach and reinforce it, and discover the difference between everyday language and math-specific terms to support all learners.
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Growing a Healthy Mathematics Classroom: Social Emotional Learning in Math Class
4 Hours of PD or EILA Credit
As educators, we understand the importance of social-emotional learning (SEL). We don’t always know how to embed SEL into our instruction. This on-demand module provides strategies and resources on incorporating SEL into your math classroom.
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Optimizing Small Group Instruction in Math
3 Hours of PD or EILA Credit
The goal of this module is for participants to increase their toolbox of strategies for designing and implementing small group instruction in their math classrooms. Throughout the module, they will consider:
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settings: including resource & co-teaching classes
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participants: teachers, instructional assistants, students
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components: groups, environment, data, tasks​
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Roadmap to Math Success: Using the Kentucky Standards with Intention
Up to 3 Hours of PD Credit
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Earn up to 3 hours of PD credit with this self-paced online module exploring the Kentucky Academic Standards and their connection to IEPs, Specially Designed Instruction (SDI), Least Restrictive Environment (LRE), and effective co-teaching strategies. Learn how to align standards with inclusive practices to support all learners.
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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 your 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).
Using Numberless Word 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 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:
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Increased knowledge of worked examples
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Research behind them
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Various types
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How to create and teach with them
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Deepened understanding of High Leverage Practices for Special Education
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HLP 12
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HLP 15
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2 Hours of PD Credit
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This online module will provide teachers with insight into the CSA instructional approach. Teachers will receive resources to utilize with students. There are video examples of how to use concrete manipulatives and how teachers can support students in making connections between the three types of representations. Contact jane.goatley@ckec.org with any questions.
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