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  1. Curriculum Directors Meeting
    Directors from Region 2 will meet regularly throughout the school year to share legislative updates, professional development opportunities, and network with one another.

    This is a closed meeting designed for Region 2 Curriculum Directors only.

  2. Special Education Directors Meeting
    Meeting relating to special education topics for Region 2's special education directors.  Legislative updates, legal updates and professional development opportunities will be shared. 

    This is a closed meeting designed for Region 2 Special Education Directors only.

    If you would like to receive this videoconference remotely at your district, please have your District Technology Coordinator / Site Manager send an email request to at least 3 business days prior to the event.

  3. VI/O&M Networking
    Participants will discuss state, regional and district concerns and needs for students with visual impairments, in addition to necessary training and events to support our regional schools in core content areas and expanded core curriculum areas.

  4. Language Acquisition Through Motor Planning (LAMP)

    This 2 Day Training is designed to further communication partners using speech generating devices and a motor planning approach.

    Day 1 - LAMP Training

    Participants will learn about the therapeutic approach based on neurological and motor learning principals. Participants will learn the process used in teaching a student with limited communication abilities the progression of speech development through the use of a speech generating devices.

    Day 2 - Moving Forward with LAMP

    Participants will receive some hands-on-time on Accents and IPads. Participants are encouraged to bring their own device if available. Participants have the opportunity to assess current language level, setting goals for developmental progression, and analyzing data logging. A variety of supports, such as expanding vocabulary in natural environments, modeling, teaching the motor plan, and how to use aided language input will also be discussed during this training.

  5. Webinar-Evaluation Foundations Series

    These webinars are designed to provide evaluation staff with engaging, relevant and informative topics in a audio-visual presentation that can be viewed with a "go to meeting link" at their desk. Webinar link and handouts are sent to participants before programs begin.  All webinars are scheduled from 10:00-12:00.


  6. Treasuring Our Paraprofessionals (TOPs)

    This three-day training will prepare paraprofessionals to assist in instruction of reading, writing and mathematics.  Additional topics include classroom management and diversity awareness.  Attendance of all three days and the passing grade of 70% or higher on a cumulative assessment are required for a certificate of completion.

    Payment in full is required one week before the start of class. For questions concerning payment, please email ‘’.

  7. CPI - Nonviolent Crisis Intervention Foundation Course Refresher
    Much more than a content review, this 1-day refresher course opens up the opportunity to explore and improve key program concepts in greater detail, enhance participant skills and discuss successes and challenges staff members have experienced using skills from the Nonviolent Crisis Intervention Program.

  8. Evaluation Foundations Series
    This special education evaluation series is designed to improve collaboration among evaluation staff members, the quality of student evaluations and recommendations in order to positively impact classroom instruction.  The series provides a combination of face to face workshops and webinars.  See specific list below.

  9. Defusing Aggressive Behaviors: Safe Intervention Strategies
    There is no question that educators and teachers face serious challenges in dealing with student problem behavior. Moreover, these problems have multiple causes and imply multiple solutions. The purpose of this training is to spotlight safe and sensible approaches to managing student aggression.

  10. Preventative Classroom Management for Persistent and Disruptive Behaviors
    This workshop will emphasize on enhancing relationships with misbehaving students. Participants will be trained on identifying the function of student misbehavior, setting and teaching clear expectations for desired behavior, and keeping students engaged with meaningful explicit instruction. Attendees will leave with at least 11 strategies to use for persistent and disruptive behavior.

  11. Overview of the Child Outcome Summary Form (COSF) and SPP7
    State Performance Plan Indicator 7 collects information from school districts and charter schools across the state on the progress of children with disabilities ages 3 to 5 years old. This training will review the mandated Childhood Outcomes Summary Form (COSF) and general information to submit information on TEA's online application.

  12. Getting to the Core of Core Vocabulary
    How strong is your core? Do you go out to the fringe? This workshop will teach participants how to recognize and provide instruction on using core vocabulary to promote communication for students with significant disabilities. In addition, you will learn how to maximize communication power for your students by incorporating fringe vocabulary into lessons. Finally, you will gain an understanding of how to adapt the classroom environment to promote the use of core vocabulary. 

  13. Effective ARD Meetings for Administrators
    Preventing conflict & intervening early to solve differences is a goal of all professionals, especially in the context of special education. Individualized Education Program (IEP) training provides information to effectively conduct Admission Review and Dismissal meetings.

  14. Assistive Technology: A Team Approach in Assessment
    This training focuses on the team approach in assessing student for assistive technology. Using a team approach in the assessment for assistive technology ensures that student's needs are clearly considered in all areas. Participants will be able to identify different roles of the team members, recognize how each team member contributes to assessing and determining assistive technology needs and explore several assessment models/tools and determine which assessment best suits the team needs. These assessment models/tools could easily used upon return to their campus.

  15. G/T 6-hour Training Day 1 of 5 (Nature and Needs)
    This is Day 1 of the 30 hours required for teachers of gifted students. Participants will learn about the cognitive, social and emotional characteristics of gifted students.

  16. G/T 6-hour Training Day 5 of 5 (Setting Standards)
    This is day 5 of the 30 hour required training of teachers of gifted students. Participants will learn about assessment used to measure student growth and the quality of a district's serves for gifted students.

  17. Texas Transition
    The purpose of this workshop is to provide school personnel  and other interested stakeholders an overview of the transition planning process and how it relates to the development of the IEP.

  18. Leaving a Clear Trail
    This is a training to provide school personnel and other interested stakeholders with an understanding of the relationship among educational records that provide documentation of a student's individual accomplishments, achievements, and courses taken while in high school. 

  19. Calendars and Routines

    Calendars and Routines

    Calendars serve three purposes 1) anticipation of upcoming events, 2) knowledge of changes in routines, 3) trust in an adult’s commitment to follow through on scheduled activities. Routines are a predictable chain of related events used to structure activities which teach a broad range of communication cognition, sensory and social skills. Routines have a clearing beginning, a specific number of steps, a clear ending and same time, same place, same material.

    Participants in this workshop will learn:

    • why use calendars and routines
    • advantages/disadvantages of calendars and routines
    • types of calendars and routines
    • developing calendars and routines
    • access to calendars and routines

  20. Writing and Utilizing Social Stories

    Social Stories help students learn routines, expectations and behavioral standards in an alternative way. They reinforce correct behavior by presenting information in a story format. They provide visual examples of behavior expectations, provides more personalized and tailored behavior interventions, and helps involve students in the learning process. This process works well with students on the autism spectrum, those with significant cognitive disabilities and those with ADD/ADHD.

    Participants in this workshop will learn:

    • how to write social stories
    • learn when to use them throughout the students’ day.
    • have access to resources that would help guide them in using Social Stories within their classroom

  21. Making the Connection: Self-Determination and Post-School Success

    Participants will gain knowledge of and participate in practices used to develop student leadership in Admission, Review and Dismissal Committee (ADRC) meetings.

    This workshop will explain the importance of self-determination as a critical set of skills for school and post-school success.

    Educators will learn on-line and paper/pencil assessments that have validity evidence to assess critical self-determination skills as part of each student’s transition assessment battery.

  22. Real Employment and Discovery for Young Adults (READY)

    The purpose of this event is for schools and businesses to come together as a community.

    Students with disabilities need work-based learning opportunities to explore career interests while acquiring and practicing essential skills in preparation for competitive employment.

    Businesses must gain an understanding of the benefits of an inclusive workforce.

    Let's combine our efforts to empower the workforce of the future and advance our integrated community.

209 North Water St.
Corpus Christi, Texas 78401-2528
phone: (361)561-8400 fax:(361)883-3442