escWorks

Academic skills are critical, but how independent is your child in their ability to care for themselves, for their living environment, and for future job opportunities? Functional skills are the nonacademic skills a child needs to develop and live independently, regardless of emotional, intellectual, or physical disabilities. In this session, participants will acquire strategies and practical activities to support their child’s independence.

For the Educational Diagnosticians, Licensed Specialists in School Psychology (LSSP), and Speech-Language Pathologists (SLP), these sessions are uniquely designed for you. You will have the opportunity to hear updates on evaluation practices from three leading experts and also share cases and ask questions.

A variety of professional development activities and trainings focusing on how to promote awareness, understanding, and/or best practices on addressing the needs of diverse students, who are often identified as having academic and/or behavior problems in the school setting.

Sessions and activities may be lead by national and local speakers, as well as ESC6 specialists and representatives from school districts.

Identification, discipline practices, implicit biases and inclusive evidence-based processes will be considered.  Participants may be asked to share their own perspectives.  

This is a one day overview of the comprehensive and official Road to Recovery training that is designed to prepare educators to recognize and understand trauma for students with Intellectual and Developmental Disabilities as well as providing strategies for working with students and families from a trauma informed perspective.

Teaching students with significant autism and/or low incidence disabilities requires educators to wear many hats and be focused and intentional during daily instruction. This series of webinars are designed to provide teachers resources and time to build professional connections with colleagues who work directly with students who have been diagnosed with ASD, ID, or have significant academic and behavior support needs. Some of the topics addressed may include:

• Classroom structure and organization
• Visual supports and communication
• Video modeling, social narratives, and mindfulness
• Active learning methods
• Literacy for students with AU/LID
• Assistive technology devices
• Challenges of virtual/blended learning for students with significant support needs

Join Region 6 ESC's Special Education Department in welcoming Texas Council of Administrators of Special Education's Cindy Moses for a series of monthly webinars focused on current topics related to special education funding. Some topics discussed include the following:

IDEA-B American Rescue Funds

HB 2 Funds

Supplemental Special Education Services

eGrant Application

High Cost Funds

Non-Ed Funds

Contract Services

Nonpublic Day & Residential

MOE

EDGAR

Split Funding Staff

Early Intervention Services

 

 

 

 

The presentation will review the basic fiscal requirements of Maintenance of Effort (MOE) for special education. The presentation will also provide an up-to-date overview of TEA's revised guidance and methodology for determining compliance with this federal requirement.

In the Mathematics Achievement Academy for K-1, participants will:

• examine the K-1TEKS based on learning progressions and critical checkpoints for understanding;

• experience classroom-ready activities, including formative assessment and follow-up activities that account for learner variability;

• build a toolkit of strategies and key questions through analysis of activities for students with disabilities, English language learners, students struggling to learn mathematics, and gifted learners; and

• explore structures that provide opportunities for meaningful practice and feedback.

Through hands-on activities focusing on whole number operations and fraction concepts, these trainings are designed to strengthen participants' knowledge of mathematics' concepts and processes, improve overall mathematics instruction, and lead to student success on statewide assessments and post-secondary rea

In the Mathematics Achievement Academy for grade 2, participants will:

• examine the grade 2 TEKS based on learning progressions and critical checkpoints for student understanding;
• experience classroom-ready activities, including formative assessment and follow-up activities that account for learner variability;
• build a toolkit of strategies and key questions through analysis of activities for students with disabilities, English language learners, students struggling to learn mathematics, and gifted learners; and
• explore structures that provide opportunities for meaningful practice and feedback.

Through hands-on activities focusing on whole number operations and fraction concepts, these academies are designed to strengthen participants' knowledge of mathematics' concepts and processes, improve overall mathematics instruction, and lead to student success on statewide assessments and post-secondary readiness.

In the Mathematics Achievement Academy for grade 3, participants will: 

• examine the grade 3 TEKS based on learning progressions and critical checkpoints for understanding;
• experience classroom-ready activities, including formative assessment and follow-up activities that account for learner variability;
• build a toolkit of strategies and key questions through analysis of activities for students with disabilities, English language learners, students struggling to learn mathematics, and gifted learners; and
• explore structures that provide opportunities for meaningful practice and feedback.

Through hands-on activities focusing on whole number operations and fraction concepts, these trainings are designed to strengthen participants' knowledge of mathematics' concepts and processes, improve overall mathematics instruction, and lead to student success on statewide assessments and post-secondary readiness.

In the Mathematics Achievement Academy for grade 4, participants will: 

• examine the grade 4 TEKS based on learning progressions and critical checkpoints for understanding;
• experience classroom-ready activities, including formative assessment and follow-up activities that account for learner variability;
• build a toolkit of strategies and key questions through analysis of activities for students with disabilities, English language learners, students struggling to learn mathematics, and gifted learners; and
• explore structures that provide opportunities for meaningful practice and feedback.

Through hands-on activities focusing on whole number operations and fraction concepts, these trainings are designed to strengthen participants' knowledge of mathematics' concepts and processes, improve overall mathematics instruction, and lead to student success on statewide assessments and post-secondary readiness.

In the Mathematics Achievement Academy for grade 5, participants will:

• examine the grade 5 TEKS based on learning progressions and critical checkpoints for student understanding;
• experience classroom-ready activities, including formative assessment and follow-up activities that account for learner variability;
• build a toolkit of strategies and key questions through analysis of activities for students with disabilities, English learners, students struggling to learn mathematics, and gifted learners;

Continuing education is a requirement for speech-language pathologists (SLPs).  The SLP must stay up to date on the latest in therapy and research. The Speech-Language Pathology Statewide Learning Series is designed to address current issues, best practices and intervention strategies for SLPs in the field.

 

The Region 6 ESC Summer Series of Learning Conference offers participants opportunity to gain information and updates on topics related to special education in Texas and best practices for supporting students and teachers. The event includes presentations from leaders in the field of special education.  

Dyslexia Intervention Fundamentals with Reading by Design

Learn the fundamentals of dyslexia intervention through a review of Texas dyslexia laws and current research, as well as best practices in dyslexia instruction.  Delve into evidence-based components of instruction and explore continuums for developing reading ability in students with dyslexia.  Learn how to deliver daily intervention utilizing Reading by Design, a systematic, explicit, and intensive reading program.  Participants will receive the entire Reading by Design program with supplemental resources necessary for small group instruction.  This course requires attendance for 5 full days of training.

Earning a certificate for this course requires participants to successfully complete

The focus of this session is developing present levels of academic achievement and functional performance (PLAAFP) development based on student data, drafting annual goals (academic and/or functional) and objectives, if appropriate, and collecting data for reporting progress. Participants will understand the importance of these components and how their alignment results in developing an appropriate and ambitious individualized education program for students receiving special education and related services.

Join Jim Walsh via zoom for “What Can We Learn” lunch and learn series.
Jim will talk through the key points from recent court cases.

This Series will focus on evidence-based classroom management procedures and strategies for all students, including those who may require additional behavior supports in order to achieve optimal academic performance and social experience.

Texas Dyslexia Academy 4: Dyslexia: From Child Find through the Admission, Review, and Dismissal (ARD) Committee Process is designed to build background knowledge about the Individuals with Disabilities Education Act (IDEA) and special education.  It provides information about core special education concepts such as Child Find, Full Individual and Initial Evaluations (FIIE), Admission, Review, and Dismissal (ARD) committees, and Individual Education Program (IEP) development.  Participants will gain an understanding of:

• Individuals with Disabilities Education Act (IDEA
• Child Find requirements
• The referral process for an initial evaluation when a Specific Learning Disability (SLD)/dyslexia is suspected
• Notice of Action - Prior Written Notice (PWN), Notice of Procedural Safeguards, and Overview of Special Education for Parents
• Full Individual and Initial Evaluation (FIIE)
• Admission, review, and dismissal (ARD) committee meeting and components of the Individualized Education Program *IEP
• Reevaluation process

This virtual training session aims to give educators the information and tools needed to conduct effective transition assessments and develop an effective coordinated set of activities.

Transition Assessments:

This statewide training provides Texas educators with information to complete transition assessments that result in a clear picture of the student’s needs, strengths, preferences, and interests. Whether you have completed many transition assessments or are new to this topic, today’s training will be a valuable addition to your transition tool kit. 

Coordinated Set of Activities:

This statewide training provides Texas educators with information to develop the necessary transition services to facilitate the student’s movement from school to adult life. Whether new or experienced at creating a coordinated set of activities, this training will be a valuable addition to your transition tool kit. 

The IEP or ARD process in Texas can, at times, be filled with conflict and emotional disputes. A successful meeting is not just about "getting to yes"...it's about building trust through effective leadership and positive relationships. Research demonstrates how the art of facilitated meetings promotes an alternative dispute resolution method when disagreements occur, creates more data-driven decisions, and honors every member at the IEP table. Discover how facilitation skills help ARD teams communicate, problem-solve, and make decisions in ways to improve outcomes for students. Strategies such as 1) listening to understand, 2) purposeful questioning, and 3) consensus-building will be targeted and role-played to train leaders as IEP facilitators.

Literacy For All is a free, two-day virtual training.  This training is designed to help educators understand the importance of teaching students who struggle to read on grade level in grades 4-12 foundational reading skills.  Participants will learn about the science of teaching reading, including an overview of what skills need to be mastered to become a proficient reader, how the brain learns to read, the characteristics of dyslexia and dysgraphia, how a student’s learning abilities associated with reading can impact a student’s ability to learn how to read, and what instruction and accommodations can remove barriers to learning.  This session was developed by the Inclusion in Texas Network in collaboration with the Texas Education Agency.

 

 

The State of Texas Assessments of Academic Readiness (STAAR®) is a standardized academic achievement test designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills in the Texas Essential Knowledge and Skills (TEKS) at each tested grade, subject, and course.

At specific times, and for certain violations of the student code of conduct, IDEA’s discipline procedures require school systems to conduct what is known as a “manifestation determination review.” The purpose of this review is to determine whether or not the child's behavior that led to the disciplinary infraction is linked to his or her disability.  

However, this review is often a portion of a larger process, and as such, it is necessary to understand what steps and how to proceed in order to safeguard the student's right to a Free and Appropriate Public Education (FAPE).

It is Back to School Season!  When you think about everything you need to do to prepare for a new school year, it can feel overwhelming.  Join Marcia Rohrer and Nannette Samson for a "make and take" session on organizing your physical classroom space, materials, student and staff schedules.  Attendees will learn how to use visuals and create tasks for supporting learners with individualized interventions and needs.  

Whether you are a beginning teacher, experienced Teacher, Support Staff or Administrator of Special Educators, this session is for you!  General Education, Resource and Inclusion Teachers are all welcome to attend this session on Evidence Based Practices for classroom success.

We all adapt to our world in ways that help us survive.  When a child has layers of challenges to face, this can manifest as survival behavior.  The child will externalize or internalize.  What we observe on the surface: the explosiveness or withdrawal, the academic challenges, difficulties attending or concentrating, and the rigid needs to control can later show up as depression, eating disorders, substance abuse or self-harm.  However, underneath the behavior is a brain doing its best to ensure survival by sacrificing some tasks for the sake of others.  Exposure to adversity in childhood increases the risk of negative outcomes.  When the adversity is perceived as traumatic, it becomes toxic to the brain.  This session explores adverse childhood experiences and the proven approaches that enrich the brain and transform lives in the best possible ways.

The TIER MTSS framework is promoted by the Texas Education Agency. This framework is an intentional and systematic approach for meeting students’ academic, behavioral, and emotional needs. MTSS promotes collaboration among general and special education teachers, support specialists, and communication with families.  MTSS is data driven and utilizes evidence-based strategies for every learner.

One of the most critical periods of a student’s life is the transition to postsecondary life. Therefore, this training is designed to empower school personnel to create transition plans that comply with federal and state guidelines as outlined in the Individuals with Disabilities Education Act (IDEA).

The Picture Exchange Communication System (PECS) teaches communication skills to those with limited functional speech. PECS promotes communication within a social context. This two-day training in PECS begins by teaching a spontaneous request and continues to teach additional communicative functions. Participants will learn how to implement the six phases of PECS and how to implement PECS with individuals with autism, related developmental disabilities and/or limited communication skills.

The workshop focuses on linguistically and culturally responsive instructional interventions, offering practical guidance on how to collaboratively support bilingual students with specific learning disabilities such as dyslexia. Participants will delve into advanced strategies for implementing accommodations that cater to the unique needs of emergent bilingual students who are being served in special education, ensuring an inclusive and effective learning environment. Engage with peers and experts to enrich your teaching toolkit and foster academic success among diverse learners.

This training will focus on the essential foundations of interpreting in public schools, which include special education and other special programs.

Taking a team approach to developing evidence-based practices for social-emotional evaluations which includes autism spectrum disorder and emotional disturbance eligibility is the focus of this training. When completing a social-emotional evaluation for an Individuals with Disabilities Education Act (IDEA) eligibility the Licensed Specialists in School Psychology (LSSP) must work with school-based personnel and families to ensure the evaluation is comprised of a variety of educational and sociological information and take into account students’ cultural, linguistic, and environmental factors.    

This session will examine the prongs of constructing a comprehensive evaluation for students who are suspected of having an intellectual disability. The participants will gain knowledge of how to incorporate effective cognitive and adaptive behavior results and then combine these results with other data sources to complete a comprehensive evaluation. During this session, evaluation case studies and examples of paragraphs that can be used in report writing will be presented.

This workshop will provide a comprehensive overview of dysgraphia and how it transmits into a full and individual evaluation (FIE).   During this session, participants will learn the characteristics of dysgraphia, discuss academic and cognitive processes to include in an evaluation, and identify appropriate intervention strategies. Guidance will be based on the current Texas Dyslexia Handbook.

When building effective IEPs, the ARD committee must recognize how the disability impacts the student. Thus, effective impact and need statements reflect the process in which the student learns and guides instructional decision-making to ensure the student has access to the general education curriculum.

Participants will be provided with guidance on the National Association of School Psychologists (NASP) Professional Standards. The Professional Standards are national principles that guide professional practices, credentialing, and ethical behavior of school psychologists, such as the Licensed Specialists in School Psychology (LSSPs) who serve the public schools of Texas. The standards are updated every ten years to ensure guidance is provided within an ever-changing educational landscape. This session meets the ethical requirements for LSSPs.  

This session will provide participants with guidance on cultural concerns in the educational environment as related to special education referrals and evaluations. Special education professionals will gain knowledge and skills in how to create a safe learning environment for all students. In addition, this session meets the cultural diversity requirement for Licensed Specialists in School Psychology (LSSPs).

These transition services sessions will provide special education professionals the knowledge to implement quality transition services that are required as part of the Individual Education Program (IEP) for all students 14 years and older. The focus will be on evidence-based practices, collaboration, and networking.

This training provides secondary school personnel with in-depth information regarding the graduation requirements for students being served in special education. 

"Adapted Physical Education is the art and science of developing and implementing a carefully designed physical education instructional program for an individual with a disability, based on a comprehensive assessment, to give the individual the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness." (Auxter, Pyfer, & Huettig, 2001)

This professional development will include basic information about the requirements and process of conducting a comprehensive assessment for Adapted Physical Education (APE) needs. The session will also explore instructional strategies that promote the safe and successful inclusion of students with disabilities in the general Physical Education environment. Participants will enjoy an interactive, hands-on session designed to support coaches, teachers, and other special education support staff with activities that promote a high level of participation for all students.

The purpose of the Evaluation Cohort is to grow the knowledge and skills of special education evaluators (educational diagnosticians, school psychologists, and speech and language pathologists) who are new to the field.

The focus of this session is developing present levels of academic achievement and functional performance (PLAAFP) development based on student data, drafting annual goals (academic and/or functional) and objectives, if appropriate, and collecting data for reporting progress. Participants will understand the importance of these components and how their alignment results in an appropriate and ambitious individualized education program for students receiving special education and related services. 

Join Gayla Fair in this adventure into the world of PEIMS and Snapshot. Navigating the world of PEIMS in special education can be very overwhelming. This session will tackle the basics of what is PEIMS coding. Understand the errors and how to fix them.

Get ready for an exciting adventure diving into the captivating world of data during this training session. Discover the various data types, master the art of collecting them, and unveil techniques to enhance your data abilities.

The purpose of this session is to give ARD chairs updated information and resources on how to effectively carry out meetings to ensure properly constituted ARD meetings.

Navigating the day-to-day work environment requires a blend of interpersonal skills, organizational strategies, and personal well-being practices. Dr. Andrea Ogonosky will provide the participants with ideas on how to walk through this environment to ensure positive outcomes. Her great advice will include how to cultivate a positive work environment that leads to taking care of oneself. Building Great Staff for Success

Dr. Andrea Ogonosky will provide school leaders with solutions on how to grow their staff to cultivate a positive work environment and build resiliency. Therefore, leaders will come away with knowledge on how to inspire their staff to move forward during challenging times in the everyday schoolwork environment. 

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The goal of this training is to ensure that special education evaluators and personnel are equipped with the knowledge and skills to implement culturally and linguistically appropriate evaluations from the referral process to the full and individual evaluation.

This training will focus on essential components for emergent bilingual students who are being served in special education. Meeting the legal requirements for emergent bilingual students with disabilities requires the Admission, Review, and Dismissal (ARD) Committee and the Language Proficiency Assessment Committee (LPAC) to work collaboratively, thus bridging the services for these students.