TRANS 109: Blind Work Expense

Blind Work Expense (BWE) is a work incentive program of the Social Security Administration. By deducting a wide variety of eligible expenses, people with a diagnosis of blindness can recover both work and disability-related expenses and retain some or all of their SSI check.  As a result of the completion of this module, you will understand Blind Work Expense eligibility, qualifying expenses, and the impact on SSI and income.

TRANS 107: Transportation to COVID-19 Testing

The Department for Aging and Independent Living (DAIL) and the Kentucky Transportation Cabinet Office of Transportation Delivery (KYTC-OTD) have formed a partnership to provide accessible transportation to COVID-19 testing sites for individuals with disabilities. As a result of the completion of this module, you will understand the transportation supports available in Kentucky to get to a COVID-19 testing site. 

ECE 101 20

This online course fulfills the mandatory 6-hour orientation requirement for early care and education professionals in Kentucky.

Orientation training consists of three lessons:

  • Health, safety & sanitation – 2 hours
  • Recognizing and reporting child abuse and neglect – 1 hour
  • Recommended practices in early care and education – 3 hours

Learners should have access to a printer for copies of supplemental handouts and other information that they may want to keep.

All activities must be completed in all three modules for a certificate to be awarded. Except for non-graded activities (NG); which pertain to your experiences or your work environment, activities must be completed at 80% or better correct rate. Activities may be redone until at least 80% correct is achieved.

Upon successful completion of the course, a Recognition of Course Completion will display within the course. In addition, your personal training record will be updated in ECE-TRIS within 10 days.

ECE-TRIS Registry: Kentucky’s Early Childhood Education Training Records Information System (ECE-TRIS) is a centralized database that tracks and stores individual training records. As a new early care and education professional please be sure to set up an account in ECE-TRIS so that all of your training hours are tracked through this system. To register, complete the ECE-TRIS Personal Information Form. This form should be faxed or mailed into the address listed on the form, or submitted online in the course.

Target Audience: early care and education professionals in Kentucky.

Hours: 6, early care and education

Whole Community (Inclusive) Emergency Planning

This course is designed to increase your knowledge about whole community emergency planning (including COVID-19 planning) as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community.

In the course you will take on the role of “Terrye Trainee,” from Tornado Gap

County, USA. Terrye is a professional from Tornado Gap’s local disability organization, Access & Equity, Inc. Tornado Gap’s county government and local disability and other community organizations want to collaborate to identify and close emergency planning gaps related to people with disabilities, chronic and mental health conditions.  Terrye has heard about Disasterville’s inclusive emergency planning success and is “visiting” neighboring Disasterville to learn from their work.

After “arriving” in Disasterville you will “hear” from Disasterville’s professionals and community members and “assist” them with whole community (inclusive) emergency planning. You’ll learn about the PREPARED4ALL process for local emergency planning collaboration. Local emergency and public health preparedness planners, the ADA Coordinator, and others from Disasterville will “talk” about what local planners may not know about people with disabilities. They’ll “explain” Prepared4ALL Action teams, how to hold Active Planning meetings, and how the U.S. local emergency planning system works.

As you “meet” Disasterville professionals and community members, you will be asked to make decisions and answer questions to check your learning about inclusive and accessible local emergency planning.

You must “visit” Disasterville 6 times to earn a Prepared4ALL Certificate of Completion.

If you need tech support help, please scroll to the bottom of the page and select the “Contact Us” button and a team member will reach out to you for assistance.

TAALC 101: Listen Up Series

The TAALC Modules and Webinars below have been created by the Low Incidence Initiative-Teaching Academic Age-appropriate Learning via Communication (TAALC) program. The underlying premise of TAALC is all students can and do communicate, and TAALC presentations are designed to provide training and experience in identifying communicative competence for students with complex communication needs. The Listen UP series of modules was created to equip school teams and families with the skills needed to increase a student’s communicative competence.

Training Goals

Through video examples we will help you learn how to: ​

  • Recognize communication in students with complex communication needs​
  • Implement strategies for change for students with complex communication needs​
  • Understand factors that can limit communication​
  • Foster early communication with Alternative and Augmentative Communication ​
  • Utilize effective teaching behaviors​
  • Provide access to the curriculum by including communication throughout the day, and ​
  • Address communication implications for challenging behavior.  ​

FET 12: Course Wrap Up Summer 2020 Copy

Congratulations!  You have completed FET 1-11 and all 17 hours of the Fundamentals of Effective Training hybrid course!  Give yourself a round of applause!

image of four sets of hands clapping

We know that you have spent many hours working hard on learning how to become a more effective trainer and we greatly appreciate all the hard work and effort that you put in during the process.

We hope that your process was smooth and that you are excited to become a trainer and share your knowledge with the Early Childhood Education field.

FET 11: Transfer of Learning Summer 2020 Copy

When the training is over, it is not really over! This section of FET is going to explore how participants and trainers move beyond the training setting to more completely fulfill the impact that effective training is to have – which is to ‘lead to a change in behavior that provides improved quality of services to children and families.’ This transfer is commonly referred to as the Transfer of Learning.

Effective Training: instructional experiences designed to develop new knowledge, skills and behaviors that are expected to be applied immediately upon or within a short period of time after arrival on or returning to the job.

Transfer of Learning: the intentional and ongoing application of knowledge and implementation of skills and behaviors in the workplace, gained in the training session’s learning experiences.

If trainers design an effective training that includes activities to support the transfer of learning, and participants follow through back in the workplace, the end result is:

  • More involvement from the director.
  • Lasting change in behavior of the staff.
  • Improved outcomes for children and families.

FET 3: Group Training Days Details

Fundamentals of Effective Training: Virtual Training Sessions

Thank you for your flexibility in joining us virtually for our group training day!!! 

We are excited about this opportunity to offer FET in this format.  We look forward to “meeting you” and hope the following information is helpful as you plan for our upcoming group training day.

There are two dates for the virtual sessions and you must attend both sessions.  Between the sessions, there will be an assignment for you to work on and turn in prior to Session #2. This assignment will involve practicing writing your very own training plan. The Training Coaches will all host optional Office Hours in between the sessions should you need some additional assistance.

If you have difficulty connecting to the group training day please contact Christine Hausman at 859-519-0401.

February 12, 2021 – Group Training Day #1 ( Required)

Tech check in: 9:00- 9:30 am ( Eastern Daylight Time)

Open for tech check in to make sure you can log on OK. No need to stay on the full time. For those new to Zoom you may want to make sure you can connect and know how to use the basic features of Zoom so you can actively participate. Our two hour session will require you to be actively engaged so we want to be sure you know how to use your audio and video features.

Join from PC, Mac, Linux, or mobile device:

Telephone Dial:  1 646 876 9923 (US Toll Free)

    Meeting ID: 849 9962 3356

Session time:  9:30 a.m. to 11:30 a.m. ( Eastern Daylight Time)

Training Agenda: Implementation of Training Design

Opening Component

  • Welcome and Introductions
  • Housekeeping
  • Opener

Content Delivery Component

  • Training Design Review
  • Outlining Content
  • Create Training Plan Using PACES™
  • Training Activity
  • Next Steps

February 15, 2021– Training Coach Office Hours (Optional)

10:00am EST – 12:00pm EST

Your Training Coach will have open office hours via Zoom to answer any questions and help with assignments.
A direct link will be sent to you by your Training Coach.

February 17, 2021 – Group Training Day #2 (Required)

Tech Check-in: 9:15 a.m. to 9:30 a.m. ( Eastern Standard Time)

Join from PC, Mac, Linux:

Telephone Dial: 1 301 715 8592 (US Toll Free)

Meeting ID: 839 3357 4846

Session time:  9:30 a.m. to 11:30 a.m. ( Eastern Standard Time)

Training Agenda: Implementation of Training Design

Content Delivery Component (Cont’d)

  • Training Plan Debrief 
  • Demonstration of Training Methods
  •  Organizational Strategies for Successful Training
  • Levels of Evaluation
  • Trainer Credential Application Process

 Closing Component

  •     Evaluation
  •     Question and Answers
  •     Implementation Plan
  •     Summary
  •     Next Steps

In preparation for the group training session #1 you will need: 

  • Completed needs assessment and training plan worksheet, from FET 2, either printed out or accessible on the computer.  During Day 1 we will be addressing completing a training plan and have an opportunity to review the needs assessment and training plan worksheet and use in a practical exercise.   
  • Access to the Professional Development Framework (PDF) either printed out or accessible on the computer.  During Day 1 we will be review Core Content Subject Areas and will be using the PDF during a practical exercise. 

In the meantime, if you have any questions, feel free to contact your Training Coach or Christine Hausman via e-mail:

FET 6: Training Design: Training Methods Summer 2020 Copy

Welcome to Training Design: Training Methods.  In the previous lesson you learned about and worked with the needs assessment, identifying workplace and training outcomes, and outlining training content based on the outcomes.  In this Training Methods course, you will get to flex your creative muscle as you build engaging activities and exercises for learners.

FET 5: Training Design: Outlining Training Content Summer 2020 Copy

Fundamentals of Effective Training: Training Design is all about how to design a training session.  Training design will include the details, major tasks, and sub tasks that are necessary when designing a training.  Throughout this lesson you will gain information, strategies, and practical opportunities that will support and prepare you to create a focused, sequenced, and active training session.

 When developing a Training Plan there are 7 steps/questions to be answered in order to have an effective and quality training. 

Step 1 – Who?

Step 2 – Why?

Step 3 – When?

Step 4 – Where?

Step 5 – What For?

Step 6 – What?

Step 7 – How?

Each step in developing a training plan asks a question that focuses on an important part of the planning process.  By the end of FET: Training Design you will be familiar with all 7 steps.

The 7 steps for developing a training plan

FET 2: Training Design

In this course, you will learn about the Professional Development Framework (PDF) that includes the key components to address the needs for Education, Training, and Credentialing of Early Care, Early Intervention, and Early Childhood Education professionals in Kentucky.

Prior to starting the first lesson in this course you should have access to the Professional Development Framework. It will be utilized throughout FET.  Please note this document is 93 pages. If you do not have a pre-printed copy already, you have the option of printing it out or downloading the document for future reference.

To access the document please click on the following link.