Archives: Lessons

Please download and print the following documents before starting CWTP 102- Pre-Employment Transition Services.

[ld_video]

In this Lesson , you will watch a series of recorded lectures, 4 total. Once you’ve watched the videos, you will complete a quiz.

• The videos must be watched in order.
• You will watch the video until the end, when the related videos display.
• Once the related videos display, you will see a Mark Complete button below the video.
• Clicking Mark Complete will take you to the next Topic in the series.
• Questions? Use the Contact Us button at the bottom of any page to reach technical support.
• A green dot must appear beside each of the Topics below before you can move to the next part of the course.
• To begin, click the first topic below.

In Lesson 1, you will watch a series of recorded lectures, 9 total.

• The videos must be watched in order.
• You will watch the video until the end, when the related videos display.
• Once the related videos display, you will see a Mark Complete button below the video.
• Clicking Mark Complete will take you to the next Topic in the series.
• Questions? Use the Contact Us button at the bottom of any page to reach technical support.
• A green dot must appear beside each of the Topics below before you can move to the next part of the course.
• To begin, click the first topic below.

This review of how an ARC must use the Learner Characteristics Inventory (LCI). 

When you are ready click on Topic 3.1 to begin. 

This is a review of how an ARC must use the Kentucky Alternate Assessment Participation Guidelines to determine if a student is eligible to participate in the alternate assessment. 

When you are ready to begin click Topic 2.1. 

The Alternate Assessment Participation Guidelines is intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.

ARCs must consider a student’s individual characteristics when determining whether a student with a disability should participate in the general assessment with or without accommodations, or in an alternate assessment. This document outlines steps that an ARC should take in determining whether participating in the alternate assessment is appropriate for a student. Those steps include: (a) reviewing student records, progress monitoring data and important information across multiple school years and multiple settings (e.g., school, home, community), and (b) determining whether the student fits all of the required criteria for participating in the alternate assessment as outlined in the participation guidelines document form.

To continue with the course, click Topic 1.1 below.

Zoom Recording

Discussion Forum

Please scroll down and submit comments below so we can use this space to continue our conversation on GAME ON! Using Games in Virtual Training Environments and support each other in this work. Ask/answer questions, share successes and challenges, respond to each other, etc.

Early intervention services are designed to support families in promoting their child’s optimal development, facilitate the child’s participation in family and community activities, and encourage the active participation of families in the intervention by embedding strategies into family routines. Early intervention services are available statewide through the Kentucky First Steps program and locally through private occupational, speech, and physical therapy practices.   

There are many resources available to child care programs and their families. This list of resources provides a comprehensive listing of local and state resources available for families and child care programs.

There are a variety of resources and forms available to child care programs and teachers. Below is a sampling of forms available for use. Some of the resources may have also been placed in the course to access.

Children experience the most learning and growth when supported by nurturing adults within a structured routine. Ideally, all of the child’s caregivers work together to create consistent expectations. When teachers support the rules and expectations caregivers have at home and caregivers support the rules and expectations of teachers at school, children know what to expect and behavior improves.  

Trusting and bonded relationships amongst a child’s teachers and caregivers makes it easier to work together when a child is exhibiting challenging behaviors. Administrators and teachers are encouraged to begin building relationships with each child’s caregivers from the beginning – often times, the relationship starts long before the first day of a child’s care. Touring the child care center, working through the application process, and answering questions before a child starts at the center are all opportunities to build trusting, caring relationships with a child’s family.  

No matter how strong the relationship with a child’s caregiver, it can still be hard to talk about behavior concerns. To help a child grow and to keep other children in the classroom safe, it is important that these conversations happen regardless of the level of discomfort. In this section, we will talk about some of the challenges teachers and administrators may face and strategies for working through them.  

“When discussing possible concerns with parents about their children, I found that most parents found it comforting when I would talk to them about my personal experiences with having my son evaluated and then ultimately receiving services for a speech delay.  I think it helped them understand it wasn’t that something was “wrong” with their child.”   
Dazia – Toddler Teacher.   

Reducing and eliminating suspension and expulsion in child care settings requires support from administration, including all members of the leadership team – such as the owner, director, curriculum specialist, etc.  

Administration can help support positive experiences in the classroom through policies, curriculum choices, environmental choices (furniture, materials, traffic flow, classroom size, etc.), and beyond.  

In the early care and education field, we often hear “behavior tells a story.” In this lesson, we will review strategies for responding in the classroom, which will impact positive outcomes, ultimately reducing challenges in the classroom.

After assessing the classroom, you will have a better understanding of where to focus interventions and strategies. This section will focus on strategies from the Connect the Dots curriculum. ³ The Child Care Health Consultation and Early Childhood Mental Health programs in Kentucky are both trained in the Connect the Dots curriculum, “which highlights four easy-to-remember steps to address challenging behaviors. The 4 steps encompass both the “well-being” and the “well-doing” of children to ensure strong social and emotional skills needed for success in school and life.”

In Connect the Dots, Dot 1 focuses on ensuring a supportive environment.  This lesson will focus on ways to create an environment in which the child feels safe, prepared, and ready to succeed. 

Watch this short 3-minute video to learn more about Connect the Dots.