EMP 107: The Truth About Working and Social Security Disability Benefits

This three-hour course is designed to dispel common myths about working and “the check,” e.g., if I work I lose my check,  I can’t save money or I will lose my benefits, etc.  There are four lessons designed to engage job seekers or employees with disabilities, family members, and professionals in understanding the truth about working and what Social Security says the impact will be on Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI).  In addition,  information about STABLE Kentucky, which is Kentucky’s ABLE program is presented which provides an eligible person with a disability the opportunity to save at least $15,000/year, and more if working, without jeopardizing eligibility for means-tested benefits, including SSI, Medicaid, SNAP benefits and HUD-subsidized housing.   

SCCC 101: Orientation

Welcome to the Senior Center Community College
This interactive education experience is YOUR place to have fun learning time-honored fundamentals and new skills/subjects that will help you to make your senior center(s) high performing.

Click on the first lesson below to get started..


EMP 107

SCCC 108: Food Safety

Learning Objective:
The learner will get a better understanding of the significance of how important the three components of food safety are in congregate nutrition programs. Proper food safety measures in storage, preparation and serving will be addressed in this course.

Course Significance:
Food safety is important for everyone. It is especially important for those working in congregate nutrition programs because the clients are seniors. It is a fact that older adults are at a higher risk for hospitalization and death fro food borne illness. This increased risk of food borne illness is because organs and body systems go through changes as people age. For example: the gastrointestinal tract holds onto food for a longer period of time, allowing bacteria to grow. The liver and kidneys may not properly rid the body of foreign bacteria and toxins. The stomach may not produce enough acid. The acidity helps to reduce the number of bacteria in our intestinal tract. And, underlying chronic conditions, such as diabetes and cancer, may also increase a persons risk of food borne illness.

SCCC 107: Community Partnerships

Learning Objective:
The learner will get a better understanding of the vital role of community partnerships in helping the senior center and congregate nutrition programs reach out to members of the senior community who may be in need of services but are unaware that they are available.

Course Significance:
The senior center and the congregate nutrition program must be a vital cog in the community. It must be seen as a place that is safe, welcoming and an integral part of the larger community. It will accomplish this best by working in tandem with other partners in the community to enable better outreach to those “harder to find” individuals who may be impacted by other community services but are not aware of the services provided by the center. The faith-based community, too, must be part of an ongoing dialogue to encourage seniors to engage in the services offered by the center. Partnerships both old and new must be recruited and/or retained in order to best serve the unserved in the community.

SCCC 106: Nutrition

Learning Objective:
The learner will get a better understanding of the proper role that nutrition plays in the health and well-being of seniors who are utilizing the services of the congregate nutrition program. The fundamentals of proper nutrition will be explored and examined in this course.

Course Significance:
The congregate nutrition program has a primary role of providing healthy, nutritious meals to those who are 60 years of age and older. Therefore, understanding the nutrient makeup of meals is vital in ensuring that the US Government’s recommendations of nutrient values are evident in the meal preparation and meals served. This course will be a fundamental primer on nutrition basics.

SCCC 105: Fundraising

Learning Objective:
The learner will get a better understanding of the fundamentals of raising funds for their senior center and congregate nutrition program in order to expand programming and serve more seniors.

Course Significance:
Fundraising should be considered a major component of the mission of your center and nutrition program. There are not many nonprofit organizations that have the luxury of not having to raise outside funds in order to remain solvent. The economic climate of today and into the future will necessitate that all nonprofits (and that even includes senior centers and congregate nutrition programs) must view fundraising as an opportunity to engage their local community and its citizens as partners in the great work they do. Fundraising brings together an entire community and ignites the passions of those who would otherwise take the services that you are offering for granted.

SCCC 104: Food Waste

Learning Objective:
The learner will get a better understanding of the importance of the critical role that preventing food waste and wasted food plays in the operations of senior centers. 

Course Significance:
Having a minimal amount of food waste should be a part of your meal service operations planning and is critical component of running a congregate nutrition program. Food waste is important because it directly impacts the bottom line — your ability to serve more seniors in need. Food waste also directly impacts your clients; health. It also impacts the environment. By understanding why and how food waste occurs and committing to talking steps taught in this course, you can virtually eliminate food waste in your congregate nutrition program. Eliminating food waste in your senior center and congregate nutrition program has to become routine, standard operating procedure. 

SCCC 103: Communications

Learning Objective:
The learner will get a better understanding of the fundamentals of communicating the importance of the issue of raising community awareness of the role that the senior center and congregate nutrition program plays in providing nutrition and socialization for for seniors in their community.

Course Significance :
The role of the senior center and its nutrition program is vital in maintaining a relevant organization in the community. But if large segments of the community, namely seniors themselves, do not even know that the senior center is there for them, then the center becomes irrelevant. This course will teach the basic fundamentals of raising public awareness, public relations, marketing and getting the message out in the community about the center and its many offerings.

KDE 201: Annual Review Guidance for Alternate Assessment Participation (2021-2022 version)

This course is an annual requirement for the Kentucky Department of Education. The course content was updated in summer 2021.

Technical questions should be submitted using the Contact Us at the bottom of every screen in the course.

Content questions should be emailed to the Kentucky Department of Education.

To begin, click Lesson 1 below.

ECE 080: Provider CCAP Billing Basics (July 2021) (1hr)

Make sure to LOGIN, and check out if you haven’t already. Access to this course is free.

  • If parents have questions about CCAP Enrollment, they will need to contact DCBS Family Support at (855) 306-8959 to discuss the specifics of their case.
  • Providers may contact DCC with questions concerning payments or certificates at CCAPProviderPayments@ky.gov or (844) 209-2657.

Provider CCAP Billing Basics (July 2021) is designed to give child care providers an introduction to the Child Care Assistance Program (CCAP) and the CCAP billing process. All Licensed, Certified and Registered providers participating in CCAP will need to complete this training and provide documentation of completion to the CCAP Billing Section once during each year of operation and upon change of the staff member submitting billing information. Providers need to retain a copy of the documentation of completion, the course certificate, for their files.

CCAP provides payment assistance on a sliding income scale for eligible families, allowing them to gain employment and remain employed.

You will receive 1 clock hour of credit in ECE-TRIS upon the completion of this course.

CCAP is Administered by

Division of Family Support (DFS)

Assists families with the CCAP application process and maintains the CCAP case.

Handles the CCAP eligibility and certificate process.

Utilizes the Integrated Electronic Eligibility System, (IEES).

Division of Child Care

Supports all child care providers.

Manages CCAP payments, enrollment fees, rate increases, banking information, and assists providers with questions related to payments.

Utilizes the Kentucky Integrated Child Care System (KICCS)

The Division of Regulated Child Care (DRCC) manages all licensing and inspections, utilizing the Kentucky Integrated Child Care System (KICCS).

The IEES and KICCS systems share information nightly concerning provider status, certificates, and enrollments.

If you encounter technical issues with the site, please use the “Contact Us” button at the bottom of this page.

EMP 106

SCCC 102: Older Americans Act (OAA)

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Learning Objective:
The learner will get a better understanding of the importance of the Older Americans Act and how it relates to their work.

Course Significance:
Every senior center director or senior nutrition program manager and staff are probably familiar with the Older Americans Act in some way. It governs the management of Title III congregate nutrition programs and authorizes at least part of the funding for their operations. Those same individuals may not be familiar with the Act’s history – which is important for understanding its purpose and focus – as well as some of the recent changes in the law. There have been many modifications over the years since the Older Americans Act was first signed into law, and understanding what has changed and what remains the same should help guide senior center and senior nutrition program management in their daily work. This course is designed to give a brief history of the law and to highlight those specific issues to which the law directs congregate nutrition programs to give particular attention.

TIES 101: Communication Supports in the Inclusive Class

Supporting students with complex communication needs is an important part of creating inclusive classrooms. Five strategies are described for using augmentative and alternative communication (AAC) in schools. Click the first strategy below to get started.

EMP 103 v2: Endless Possibility: Preparing Students with Significant Disabilities for Successful Transition to Employment

Guiding Questions: Answering the Questions for Success 

  • How do you prepare students with significant disabilities for employment?  
  • What is the role OVR plays and how does the Workforce Innovation & Opportunities Act (WIOA) affect transition?  Line 1
  • What is the role of Pre-Employment Transition Services (Pre-ETS) in preparing students with significant disabilities for employment?  
  • What is the Community Work Transition Project and what is its role in successful transition?  
  • Is post-secondary education a possibility?  
  • What resources/employment programs are out there for people with disabilities? Whom do they serve? What services do they provide? Where do you find them? 

Course developed by KentuckyWorks, funded by the US Administration on Intellectual and Developmental Disabilities, Administration for Community Living.

Before we begin, here are some of the terms used throughout this course: 

A woman stands beside a dryer in a beauty salon, folding laundry.

About this Course

  • 💡 Check my Answer: these are activities to reflect on the question. Clicking Check my Answer will reveal the correct and incorrect answers.
  • 🎧 Audio: clicking the play button will play the recorded audio for the lesson or topic. The transcript for the audio is available under the player.
  • 📹Embedded Videos: Throughout the course there are videos from various YouTube channels. Many of these videos must be viewed in its entirety before moving on to the next topic.
  • 🏛️ Legal: copied regulation or statute.
  • This course is divided into Lessons and Topics. Each topic must be completed in order to move to the next Lesson.
  • Questions? Use the Contact Us button below.

Photo Credit: Photo Credit: Kentucky Employment Files, Kristi – J. Barrett’s Hair School Nicholasville, KY

ECE 147*: The Administration of the Carolina Curriculum for Infants and Toddlers with Special Needs (CCITSN) (4 hours) *KEIS Only*

Target Audience

Teachers and providers working in early care, education and intervention.

About this Course

In this course, you will encounter the following types of activities

  • 💭 Think Spot: An ungraded opportunity to reflect on the topic discussed and likely is tied to the course handout. It is recommended that you download or print the handout to have on hand while you complete this course.
  • 💡 Check Your Knowledge: A graded quiz to check your understanding of the topic(s) covered. Check Your Knowledge quizzes are complete when 80% of the questions are answered correctly. You may take the Check Your Knowledge quizzes multiple times until 80% is achieved.
  • 📹 Embedded Videos: Throughout the course, there are videos from various YouTube channels. Many of these videos must be viewed in its entirety before moving on to the next topic. If you encounter a problem with a video please contact us using the button below and include the name of the video or topic you are having trouble with.

🎯 Training Outcomes

During completion of this course, you will practice:

  • Accurately assessing a child’s present developmental status using the CCITSN (Carolina Curriculum for Infants & Toddlers with Special Needs)
  • Accurately scoring the CCITSN and reporting scores for curriculum sequences on the Developmental Progress Chart

🎯 Workplace Outcomes

After completion of this course, you will be able to:

  • Collect relevant developmental information about a child to communicate with the family and others on the Individual Family Service Plan (IFSP) team.
  • Use collected information to plan for child progress.
  • Plan periodic assessments and monitor ongoing progress.

This online course introduces providers to the administration and scoring of the CCITSN, a curriculum-based assessment approved for use for KEIS providers and published by Brookes Publishing. Course materials must be purchased prior to enrollment from Brookes at www.brookespublishing.com.

ECE 146*: The Administration of the Hawaii Early Learning Profile (HELP) Birth – 3 (5 hours) *KEIS Only*

An introduction to the administration and scoring of the HELP®, a curriculum-based assessment approved for use for KY Early Intervention System providers and published by VORT Corporation. The course is estimated to take 5 hours to complete and provides an overview of the features of the HELP®. Course materials must be purchased prior to enrollment from VORT at www.vort.com.

This online course introduces providers to the administration and scoring of the HELP®, a curriculum-based assessment approved for use for KEIS providers and published by VORT Corporation. The course is estimated to take 5 hours to complete, and provides an overview to the features of the HELP®. Course materials must be purchased prior to enrollment from VORT at www.vort.com.

Course Outline

  • Section 1: Components of the HELP® 0-3 System (30 minutes)
  • Section 2: HELP® System Unique Features (30 minutes)
  • Section 3: Assessment Procedures and Crediting with the HELP® (1 hour, 30 minutes)
  • Section 4: Practice, Practice, Practice (2 hours)
  • Section 5: Conclusion (30 minutes)

Training Outcomes

  • Gain knowledge of the various resources available related to the Hawaii Early Learning Profile (HELP)® for Birth – 3 Years;
  • Describe methods for collecting information and the types of information to collect during the HELP® assessment process;
  • Observe various video clips and credit children’s skills using the HELP® Strands protocol;
  • Locate resources for determining approximate Developmental Age Levels for the HELP®

Workplace Outcomes

After completing this course, you will possess the skills to:

  • Identify components of the HELP® 0-3 Curriculum-Based Assessment System;
  • Describe the components of the HELP® Strands and Checklist for children aged birth to three years;
  • Assess a child using the HELP® 0-3.

Target Audience

  • Early Intervention
  • Preschool Teachers

Content developed by: Caroline Gooden and Carol Schroeder, Human Development Institute, University of Kentucky in consultation with Stephanie Parks, Inside HELP® author.

Sponsored by: Cabinet for Health and Family Services, Department of Public Health

Hours: 5, approved for early intervention and child care licensing renewal