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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

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 Walsh, Gallegos TOOLBOX 4.2 training provides the next level of practical strategies for dealing with disruptive, dangerous or violent students in compliance with special education laws. This workshop provides a brief review of the ten specific tools to be used in dealing with dangerous, violent, or otherwise seriously disruptive students with disabilities. TOOLBOX 4.2 will empower participants to use the ten tools that

1) comply with IDEA and state law; and

2) balance the rights of the individual student with the needs of the other students and staff.

There will be practical application and practice opportunities for participants with hypothetical scenarios drawn from real cases.

Participants will become better prepared to deal with difficult situations.

Behaviors over the last few decades have changed a great deal in both home and school settings. Unfortunately, the strategies we use to support behavior concerns have not. They are still based on a model of punishment. Since our inclination is to discipline children and students in the same manner our parents and teachers disciplined us, conflict often occurs. In this four-part series, participants will learn nine principles for shaping behaviors in a way that results in positive outcomes for adults and students alike. This information complements both PBIS and RTI efforts identifying support options at the prevention, intervention and crisis levels.

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.

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).

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

The purpose of the postsecondary planning meetings are to provide secondary special education professionals with the knowledge to implement quality secondary transition services that are required as part of the Individualized Education Program (IEP) for all students starting at age 14. The focus will be on evidence-based practices, collaboration, and networking. 

Augmentative and Alternative Communication (AAC) encompasses a wide range of low- and high-tech tools designed to support functional communication across various settings. Many educators and support staff continue to struggle with modeling AAC and are unsure of their role in implementing AAC for students who use these tools. This session goes beyond simply explaining what AAC is—it will focus on practical ways to integrate AAC into everyday academic activities. It's not just for speech-language pathologists (SLPs); this session is designed for anyone who works with individuals using AAC, providing strategies for effective modeling and communication with this unique population using diverse AAC tools to support progress related to reading, writing, math, and science. Attendees will participate in hands on activities and navigate low-tech communication tools to complete tasks that can be used in academic settings. 

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

The focus of this session is developing present levels of academic achievement and functional performance (PLAAFP) 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. 

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.

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

The goal of this training is to ensure that special education evaluators and personnel are equipped with the knowledge and skills to implement best practices in evaluations for the emergent bilingual (EB) student. 

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.

Are you back at school and already struggling with getting your child ready in the morning, transitioning smoothly, and taking care of their things? Then come and learn how home-to-school routines such as visual schedules, timers, and physical and visual structure can support your child or student for a successful school year!

Challenging behaviors such as defiance, verbal or physical aggression, or refusal are difficult for families and educators, and they can be difficult for the child themselves. This session will help participants identify triggers to potential behaviors and then implement visual strategies to minimize the occurrence of defiant behavior before the “meltdown”.  Learn how the power-of-the-picture can be effective with many different students, young and old!

In current times, students are more dependent on technology than ever. However, some children become overly obsessed with staying on screens, which can lead to tech addiction. Participants will learn how to recognize the signs of technology addiction, how to set healthy boundaries, and use supportive tools to help their children transition off of games and tech smoothly.

Social skills don’t come naturally to most kids - they have to be taught, modeled, and practiced across multiple environments. These skills are important for participation in school, home, and in the community. Participants will learn how to increase their child’s social communication, facilitate peer interaction, and understand social situations. 

Teaching young children self-play skills is essential for building independence, creativity, problem-solving, and emotional regulation. In this session, families and educators will learn ways to increase their child’s self-occupying behaviors through visual modeling, building upon student interests, and offering choices of engaging toys and activities.

Coaching is a change from traditional roles and plays a vital component in supporting teachers to feel capable and successful throughout the ongoing process of implementation and revision of evidence-based practices. The follow-up sessions to the Visually Speaking TOT event will provide ongoing support to leaders coaching teachers as they build and sustain quality programs for individuals with special needs.

The primary role of the coach is to ask questions that are open-ended and promote cognition. Listening, probing for deeper meaning, and being non-judgmental are essential components. The Rubric of Effective Practices for Students with Significant Cognitive Disabilities will be used as a framework to strategically guide coaches to ask just the right questions at just the right time.

More than ever, teachers need to be supported and valued so that they can help their students achieve their full potential—academically, socially, and behaviorally.

The new Woodcock-Johnson V (WJ V) Tests of Cognitive Abilities is a comprehensive battery composed of 20 tests based on the most recent version of Cattell-Horn-Carroll (CHC) theory. In this virtual training workshop, Dr. Milton Dehn will cover selective testing, administration, scoring, and interpretation, as well as the theoretical basis of the WJ V COG, the changes that have been made, and how to use the new digital format and options.

The new Woodcock-Johnson V (WJ V) Tests of Achievement is a comprehensive battery composed of 26 tests that cover everything needed to assess every area of academic achievement. In this virtual training workshop, Dr. Milton Dehn will cover selective testing, administration, scoring, and interpretation, as well as the changes that have been made and how to use the new digital format and options. There will also be an emphasis on how to identify specific learning disabilities using this new scale.

Learn how AI tools can help streamline the Full and Individual Evaluation (FIE) process—saving time and supporting personalized, student-centered reporting. Perfect for special education professionals looking to work smarter with technology.

Effective dyslexia intervention begins with a shared understanding between those who evaluate and those who teach. This session brings together educational diagnosticians and dyslexia service providers to explore collaborative practices that bridge assessment data and instructional strategies and interventions.

The cornerstone of CPI since 1980, this program is considered the worldwide standard for crisis prevention and intervention training. With a core philosophy of providing for the Care, Welfare, Safety, and Security of everyone involved in a crisis situation, the program’s proven strategies give human service providers and educators the skills to safely and effectively respond to anxious, hostile, or violent behavior while balancing the responsibilities of care. This course provides guidance in behavior reductive strategies along with Nonviolent Physical Crisis Intervention Training that teaches safe, nonharmful control and restraint positions to safely control an individual until he/she can regain control of his/her behavior.

One of the most critical periods of a student's life is the shift from high school to postsecondary life. Therefore, this Texas Education Agency (TEA) training will provide secondary educators with the specific knowledge to implement effective secondary transition assessments, to write appropriate measurable goals, and to develop coordinated set of activities. 

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.

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

Students with complex access needs, including autism, traumatic brain injury, Down syndrome, and cerebral palsy, deserve quality English instruction.  However, with varying ability levels, levels of support, and individual goals, it can be challenging to provide effective teaching.

This training provides strategies and activities to help teachers guide students from pre-emergent to early conventional levels of reading adapted from the pillars outlined by the National Reading Panel.

Areas covered include: 

• Phonemic Awareness & Phonics 
• Concepts of Print 
• Fluency 
• Vocabulary
• Comprehension
• Writing                                                                                          

Participants will witness real classroom examples through video demonstrations and hands-on practice of multiple activities during the session. You'll leave the training with a personalized plan of specific strategies to implement in your classroom, tailored to your students' unique needs. 

This training will equip you with the necessary tools to implement adapted literacy instruction strategies with appropriate differentiation to help your students achieve their literacy goals.&

Team Toolbox is a series of webinars designed to provide teachers with resources and time to build professional connections with colleagues who work directly with students who have significant academic and functional support needs. All are welcome to join this resourceful and collaborative community!

Unsure how to differentiate your lessons? You are not alone! Join this session designed to provide you with quick practical tips and strategies that allow you to meet the challenges of supporting varied student needs in your classroom. Participants will leave with resources and strategies to immediately implement in their classrooms to maximize instructional impact. 

Texas Tech University's Virginia Murray Sowell Center for Research and Education in Sensory Disabilities is implementing Project TEDD: Training Educators in Dual Diagnosis, an initiative to address a state need for K-12 educators who specialize in teaching students who have a dual diagnosis of an intellectual and developmental disability and a mental health condition. Developmental disabilities are severe, chronic disabilities that occur before the age of 22, such as autism, cerebral palsy, intellectual disabilities, traumatic brain injury, and epilepsy.

The project enhances the competencies of educators in K-12 settings who work with students with dual diagnosis. The educators receive knowledge in the areas of identification, referral, assessment, behavior, and academic best practices. These educators will receive advanced training in collaboration and communication, crisis intervention, and working with families. This new knowledge will enable educators to make meaningful decisions in how to best support students who have challenging support needs.

Join us for a one-day autism conference designed for educators, administrators, and support staff. Learn practical, evidence-based strategies to support students on the autism spectrum in general and specialized settings. Sessions will cover a variety of topics, such as, communication, behavior, social-emotional skills, and classroom supports.

Connect with one another as we work together to create supportive, effective learning environments for all students.

Ukeru is a trauma-informed approach to crisis management that prioritizes safety, comfort, and connection over traditional control-based methods. Developed by Grafton Integrated Health Network, Ukeru is a restraint-free model designed for educators and caregivers working with students who have experienced trauma or struggle with emotional and behavioral regulation. Instead of relying on physical intervention, Ukeru equips staff with practical strategies to de-escalate challenging situations in a way that protects dignity and reduces the risk of re-traumatization. The approach emphasizes understanding the root causes of behavior, fostering trust, and creating emotionally safe learning environments for all students.

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;

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 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.