Science and engineering practices (SEPs), crosscutting concepts (CCCs), and  disciplinary core ideas (DCIs) — most teachers know these three dimensions by name, but weaving them together into a single coherent learning experience is a different skill entirely. In this session, teachers will examine real instructional tasks and assessments to see what three-dimensional learning actually looks like in action, then practice identifying (and strengthening) the three dimensions within their own instructional materials.

You'll leave with practical tools for spotting where a task is missing a dimension, strategies for integrating all three more intentionally, and time to revise an upcoming lesson with colleagues from across the region.

Note: This is the second session of a four-session series running throughout the year. Sessions may be attended individually or as a full series — choose what works best for you!

6 Hours of PD/EILA credit 

You've designed your plan, built your culture, and sharpened your instruction — now how do you keep it going? In this session, you'll explore Danielson's Domain 4 and focus on the professional habits that separate good years from great ones. You'll dig into reflective practice that goes beyond "that went well" or "that was a disaster" and learn how to use student data to drive real decisions about your teaching. You'll build sustainable family communication systems — not ones that burn you out by October — and explore what it means to contribute to your professional community through collaboration, mentoring, and advocacy. You'll also tackle the conversation no one has enough — preventing burnout through boundaries, realistic self-care, and sustainable practice.

Whether you're a veteran ready to mentor and model for the next generation, a new teacher building professional habits that will serve you for decades, or an alternatively certified teacher learning how to navigate the professional side of education, this session helps you finish the series with a plan that lasts. Walk away with a reflective practice template, a family communication toolkit, a professional growth plan aligned to Danielson, and a one-page classroom system summary that connects all four sessions into a system that works together.

The goal of the Adaptive Schools Foundation Seminar is to develop the collective identity and capacity of organization members as collaborators and inquirers. School-wide improvements in student learning accrue in schools whose work cultures are collaborative. In such cultures, professionals learn to talk about the hard-to-talk-about details of learning, teaching, assessment and the cumulative effects of their work with students. The Adaptive Schools Foundation Seminar presents a productive, practical set of ideas and tools for developing collaborative groups in becoming effective and better equipped to resolve complex issues around student learning. The work of the Adaptive Schools Foundation Seminar is to develop the resources and capacities of the organization and of individuals to cohesively respond to the changing needs of students and society.
NOTE: a PO Number is required to register.

EILA will be applied for each day.

Beyond the Basics: ASD Cadre
Teaching on the Edge of Trauma and Autism

Educators will explore how trauma-informed practices and specially designed instruction intersect to support autistic students. You'll gain practical, brain-based strategies to foster self-regulation, reduce behavioral challenges, and build inclusive environments where all students can thrive. In this session, you will understand the impact of trauma on autistic students, explore trauma-informed, strength-based practices, learn brain-based strategies to support self-regulation, and reduce behavioral challenges through proactive support.

Participants will receive a 6 hour PD/EILA credit certificate.
This session is the third in the Beyond the Basics: ASD Cadre. Participation in all cadre sessions is encouraged but not required.

For any questions, contact erica.price@ckec.org.

The CKEC Multilingual Learner Teacher Network will be time to work with other EL/ML teachers, specialists, admin, and other educators in the region. Through participant input, training and workshop opportunities will be developed based on the needs, trends, and ongoing issues that face schools and districts across our region and the state. The network will provide open chair time for members to share success stories. There will also be time to vet specific issues in a supportive and constructive manner.

Network Dates/Times:
Sept 21, 2026 (In-person Lexington) 8:30am-3:30pm ET;
Oct 12, 2026 (virtual, Google Meet) 4:00-5:00pm ET;
Nov 16, 2026 (virtual, Google Meet) 4:00-5:00pm ET;
Mar 8, 2027 (In-person Harrodsburg) 8:30am-3:30pm ET;
Apr 19, 2027 (virtual, Google Meet) 4:00-5:00pm ET.
EILA credit will be awarded.

The science of reading is not just a primary-grade concern—and many upper-grade students are still struggling with the demands of complex texts. In this session, we'll explore what the science of reading means for grades 4-12. We'll build a clearer understanding of how skilled reading develops over time and what factors most often interfere with comprehension in later grades. We'll connect this research to practical, classroom-ready strategies that support students in navigating complex academic texts—through vocabulary development, sentence-level understanding, knowledge building, comprehension, and disciplinary writing across content areas. Whether you teach upper elementary or secondary, you'll leave with research-informed strategies you can use immediately, along with a clearer picture of how your instruction supports students in becoming proficient readers of increasingly complex texts.

When students explain their thinking, they understand math more deeply and writing makes that thinking visible. In this one-hour session, explore simple, high-impact writing strategies that strengthen mathematical reasoning, build precise language, and surface misconceptions in real time. Designed for K-12 math teachers, this session focuses on writing-to-learn and writing-to-demonstrate-learning routines that fit seamlessly into everyday instruction without adding extra workload. Leave with ready-to-use strategies you can use in tomorrow's math lesson.

Format: Virtual (Zoom) - 1 hour of PD/EILA credit provided - Zoom link sent prior to the session.

As AI shows up in classrooms, planning periods, and district conversations, the question isn't whether to engage with it, but how to do it well. The AI Empowered Teacher Cadre is a standing community for educators who want to build real skill with AI tools and collaboratively figure out what responsible and effective use looks like in K-12 schools.

This cadre will meet monthly on the third Thursday to build AI literacy and skills, think together, integrate AI into instruction, and streamline workflows. An hour of PD credit will be provided for each session attended.