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  1. 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.

  2. 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.

  3. 2020 21 Webinar 9 : Doin’ the three-step: Intentionally moving language forward through augmentative communication: Make a Decision on the personal system
    Decisions begin by asking good questions. The key question related to determining a personal AAC system is: What is the goal for language using a personal augmentative communication system? Additional questions include: What is the current communication? Who needs to be involved? What needs to be evaluated? How will the evaluation be conducted? Where will the AAC system be supported? Asking valuable questions and analyzing the answers will result in plans that are focused on developing language, in ways that language is developed.

  4. 2020-21 Webinar 8: Doin’ the three-step: Intentionally moving language forward through augmentative communication: Begin Augmenting
    The idea that you may begin augmenting as soon as it is known that language development is delayed is not a new idea. However, the urgency of that decision, the inclusion of guided topics with families, and the decision of the first steps for augmenting can be convoluted. By making your decisions based on language development will re-shape and guide each step leading to language development,

  5. Discipline of Students with Disabilities: What's required in the Manifestation Determination Review?

    School officials may consider any unique circumstance on a case-by-case basis when determining whether a change in placement is appropriate for a child with a disability who has violated the school's code of conduct. As a general rule, the consequences stated in the school's code of student conduct apply to all children,including with disabilities.

    Special rules and limitations may apply to a child with disability if the school proposes to remove the child from his or her current placement.This training will review the legal requirements and discipline process for students with disabilities.

    Participants will be able to review and understand federal and state regulations as they relate to following topics:

    • Short-term Disciplinary Removals
    • Process for conducting the Manifestation Determination Review (MDR)
    • Provisions of Functional Behavior Assessments and Behavior Intervention Plans
    • Free and Appropriate Public Education (FAPE) and Long-Term Disciplinary Actions
    • Statutes addressing controversial techniques such as seclusion, restraint, timeout, and aversive techniques



  6. Treasuring Our Paraprofessionals (TOPs)

    This training will prepare paraprofessionals to assist in instruction of reading, writing and mathematics.  Additional topics include classroom management and diversity awareness.  Your attendance every day 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 ‘workshop@esc2.net’.

  7. Able not a Label
    This workshop is intended to support the education of exceptional students within general education settings. Attendees will learn about students with Autism and related disabilities, techniques for family collaboration, strategies for teaching expectations and instruction, beginning behavior analysis, and ways to develop opportunities for appropriate social skill acquisition to aid in building relationships with typically developing peers.

  8. House Bill 1952 Training for Administrators
    H.B. 1952 requires a school principal, or other appropriate administrator who oversees student discipline, to attend trainings in effective methods of school discipline every three years. This training session will include distinctions between the types of sanctions a principal can impose versus the types of sanctions permissible by a teacher. We will also learn about some effective methods of school discipline.

  9. 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 provide general information for submitting information on TEA's online application.

  10. 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 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. 

  11. G/T 30 Hour Training - Day 4 of 5 (Designing Curriculum)

    This is Day 4 of 30 hours required for teachers of gifted students. Participants will learn about the Texas Performance Standards Project and other innovative and practical ways to design appropriately challenging curricula for gifted students.

  12. G/T 30 Hour Training - Day 5 of 5 (Depth and Complexity)
    This is Day 5 of the 30 hour required training for teachers of gifted students. Participants will learn about how to embed depth and complexity into activities and thinking for all students.

  13. CPI - Nonviolent Crisis Intervention - Initial 2 Day Course
    Participants will review the four levels of a crisis, select the appropriate response to verbally de-escalate dangerous situations. They will practice personal safety techniques and a team restraint to be used as a last resort. In order to meet CPI certification requirements late arrivals and early departures are not allowed.

  14. 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.

  15. Inclusive Practices for Students with Significant Cognitive Disabilities

    In this workshop, participants will learn best practices for providing instruction in the general education classroom to students with significant cognitive disabilities.  We will discuss the cascade of options for inclusive services available to students who qualify to receive special education. In addition, participants will engage with a case study to practice providing meaningful and respectful instruction for all students in inclusive settings. 

    This workshop is intended for both general education and special education teachers working with students with significant disabilities in the general education setting, across all contents and grade levels.

  16. How to Implement Accommodations Effectively in General Education Classes Using Specially Designed Instruction
    Accommodations are the key when it comes to our students being successful in the classroom.  In this session, participants will learn the importance of utilizing the right accommodations that are aligned with the Specially Designed Instruction that is tailored to meet the needs of our students.  

  17. Specially Designed Education for Special Education
    Special education means specially-designed instruction (SDI), adapting, as appropriate under the Individuals with Disabilities Education Act, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child's disability; and to ensure access to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the local educational agency (LEA) that apply to all students. This workshop will provide participants with an overview of SDI, how to create goals aligned to the child's Present Level of Academic Achievement and Functional Performance (PLAAFP) and embed accommodations into the delivery of instruction.

  18. A Roadmap to an Effective and Successful Inclusive Classroom
    In an inclusive classroom, general education teachers and special education teachers work together to meet the needs of students.  Professional collaboration is the key for students with disabilities to learn and make progress in a general education classroom.

  19. Learn What's New About STAAR Alternate 2!

    The STAAR Alternate 2 assessment was created to assess students in grades 3-8 and high school who have significant cognitive disabilities and are receiving special education services.

    In this training, we will discuss:

    • Participation requirements
    • Allowable accommodations for STAAR Alternate 2
    • Sample test questions
    • Testing timelines

  20. Teaching In An Adaptive Education Classroom. Where Do I Start?

    So you landed your dream job in an adaptive education classroom for special education students! You want to rock this school year.  Where do you begin? This workshop will provide educators with foundational strategies to teach students with significant disabilities. Participants will leave ready to enhance their classrooms with effective instructional strategies, visual schedules, TEKS-based lesson plans and classroom structure. 

    In addition, participants will understand the importance of individual student schedules, communication systems, behavior strategies and independent work systems. 

  21. ESC2 Inclusive Education Symposium

    ESC2 is committed to supporting and building capacity of those who lead, teach or serve students with disabilities.

    The Inclusive Education Symposium will provide all educators comprehensive information and  evidence-based strategies to assist in developing effective planning and programming for all students with disabilities.

  22. SPP 13: Tips not Tricks

    Join us for a virtual workshop on tips for a successful SPP 13 submission.  

    Indicator 13 is the percent of youth aged 16 and above with an Individualized Education Program (IEP) that includes appropriate measurable post-secondary goals that are annually updated and based upon multiple pieces of data including an age appropriate transition assessment, transition services, and courses of study, that will reasonably enable the student to meet those post-secondary goals, as well as annual IEP goals related to the student’s transition services needs. Further, there must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.
    Data collection 
    Data for Indicator 13 must be entered by a Data Entry Agent or LEA Certifier into the web-based SPP 13 application by accessing the Texas Education Agency Login (TEAL). The District Certifier is responsible for ensuring that the data are accurate and therefore, must be knowledgeable of the process. The district data entry agent and district certifier will enter district data collectively when necessary. Once entered and complete, the district certifier will certify the data. The TEAL application for Indicator 13 will open April 1, 2020. Every district which meets the data collection criteria must complete and certified status by August 14, 2020, regardless of whether the district has student data to enter.

  23. The Legal Requirements for Transition
    This workshop will dive into the Federal and State compliance requirements for transition.  

  24. Transition
    Transition is a critical aspect of life.  From moving to new grade levels to changing teachers and entering into the workforce.  Assessing, planning and supporting students that receive services is essential in their success in life after graduation.  There are many components in transition from the coordinated set of activities, the transition assessment of parents, students, and staff, and the planning for the future with the creation of the annual and post-secondary goals.  

  25. What Can I Do Instead of STAAR Alternate 2? Preparing Students For State Assessment Who Do Not Qualify For STAAR Alternate 2

    Who qualifies to take the STAAR Alternate 2 Assessment? A common misconception is that any student who has an Intellectual Disability qualifies to take STAAR Alternate 2. However, that is not true! So the question becomes: how do I reframe my thinking about teaching students with Intellectual Disabilities and provide the necessary instruction to prepare them to take the STAAR Assessment?

    This training will review all of the accommodations available for the STAAR Assessment, as well as instructional classroom strategies to prepare students for success. 


  26. Transition 101

    Explore how to implement transition throughout ALL grade levels with seamless embedding into the curriculum.

    Discover how transition is aligned with TEKS,  the vertical alignment document, and the essence statements. 

    Investigate the legislative requirements for transition services.

    Understand how and what  transition assessments are used for.

    Determine what S.P.I.N. is. 


  27. Supporting Students with Disabilities to Gain Employment

    Job coaches mentor and support students with gaining skills to effectively obtain a job, communicate with employers, discover and overcome personal barriers, assist students with setting goals, guide students with completing effective job searches, practice and develop social and life skills, explore how to keep records and documentation and prepare appropriate reports. 


  28. Networking Evaluation Advisory Team Meeting

    During this meeting Region 2 LEA Evaluation staff  will receive updated guidance provided by the Evaluation Network addressing Child Find, Evaluation and ARD supports. Evaluation staff will have the opportunity to capacity build with individuals from across the region. Evaluation staff will have the opportunity to network with one another regarding evaluation procedures. 


  29. Leaving a Clear Trail

    This is a training to provide school personnel and other relevant 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. Discuss graduation requirements for students that receive special education services.

  30. What's Your Function? ABA 101

    Attendees will learn to approach behavior with evidence based practices to improve outcomes for individuals with Autism and related disabilities within the classroom.by understanding how to increase positive behaviors and  how to replace disruptive behaviors with skills.  Additionally, they will find tools to support skill acquisition and gain confidence in establishing instructional control. Data collection and program development support/tips will also be provided.

  31. Writing BIPs for Individuals with Disabilities
    This workshop will provide school personnel and administration opportunities to discuss and practice effective strategies for writing meaningful Behavior Intervention Plans (BIPs). Participants will understand the legal implications and components of behavior plans, identify examples and non-examples of quality BIPs, review teacher friendly data collection measures, and how to train staff to implement plans easily and with fidelity. 

  32. From FBA to BIP: Meaningful Behavior Intervention

    This two-day course is an in depth "how-to" for Behavior intervention for individuals with disabilities. Attendees will be guided from the initial indicators that an FBA is needed through the implementation of the BIP with fidelity in the classroom. Data collection, legal issues, and staff training will also be addressed.

     Course Instruction Includes:

    DAY 1- Behavioral Principles, The FBA process including Ethical and Legal considerations, and writing a quality FBA report.

    DAY 2- Utilizing an FBA to identify Behavioral Objectives, Choosing EBPs to teach replacement behaviors, the components of a quality BIP (including examples and non-examples), training staff, classroom implementation, and teacher friendly data collection measures.

  33. Delving into the STAAR/EOC Essay
    This writing series focuses on helping instructors locate the essential writing traits within the state writing rubric. Moreover, the training will focus on developing both emergent writers and their writing styles in order to leverage writing scores.

  34. Using Google Suite to Support At-Risk Writers in the ELAR Classroom
    Google Suite

  35. Adapting Instruction for Struggling Early Childhood Learners
    When it comes to educating preschool aged children, one size does not fit all! We know that not all students learn the same and not all learners need the same amount of support. When considering the Prekindergarten Guidelines, best practice is to incorporate four dimensions of adaptations for early learner success: materials and activities, instructional methods, response type and amount of support. Participants will leave with strategies they can implement on day one to adapt instruction for struggling preschool aged learners.

  36. 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.

  37. Table Talks With National Experts
    This carefully curated series includes a wide range of Special Education topics to support equity and high quality educational programming within our region. Attendees will get an in-depth look at the research, practices, and approaches which lead to best outcomes.

  38. From FIE to IEP: Best Practices in Developing Student Centered IEPs

    Participants will explore the connections between formal/ classroom based assessments and the PLAAFP, as well as their importance in guiding the development of quality Individualized Education Programs for our students.

  39. G/T 30 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.

  40. G/T 30 Hour Training - Day 3 of 5 (Differentiating Instruction)
    This is Day 3 of the 30 hours required for teachers of gifted students. Participants will learn about what differentiation truly means and what it should look like for gifted students.

  41. Enhanced- CPI Initial 2 Day - Nonviolent Crisis Intervention Training
    This is the same NCI program you've always known. Its just evolved into something more. Participants will be able to organize their thinking around risk behavior and guide their day to day decision making. 

  42. EL Writing in the Content Areas (Grades 6-12)
    Content area teachers will target ELL writing proficiency and how the standards will impact writing for ELLs. This course can delivered either as a face to face training or as a self-paced, asynchronous workshop. It is important for participants to note the start and stop dates for the session. Registrants who do not complete the training and its required activities by the final day will not receive credit.  

  43. GAP Game Plan for MATH Success!

    Instructional circumstances were greatly impacted over the past year, resulting in learning gaps or unfinished learning. To help address the Covid-slide, we will create a game plan to help teachers plan for learning to help all students, especially at-risk students. During this session, participants will focus on instructional opportunities and strategies that engage students. These strategies will help mistakes become opportunities to develop mastery level achievement.  Participants will leave this workshop with a structured math gap game plan, pre-assessments to address unfinished learning, and creative instructional strategies to make up for lost learning.


  44. VI/O&M Networking
    This networking opportunity allows LEAs to make connections with other vision professionals within the region. Attendees will discuss state, regional and district concerns that assists in assuring compliance is met for their LEA for students identified as blind or visually impaired and deafblind. Programming needs for students with visual impairments will be discussed, in addition to necessary training and events to support our regional schools in core content areas and expanded core curriculum areas.

  45. Math for All! Designing Inclusive Mathematics Learning Environments – Whole Number Addition and Subtraction, Kindergarten – Grade 3

    Through hands-on activities, participants will explore how cognitive processes associated with disabilities, including dyslexia and related disorders, impact the learning of whole number addition and subtraction. In this session, participants will build knowledge and understanding of how instructional supports, including the Universal Design for Learning (UDL) Guidelines along with assistive technology can be used to accommodate and reduce the impact of a disability.

    This session was developed by the Inclusion in Texas Network in collaboration with the Texas Education Agency.


  46. Literacy for All! Designing Inclusive Literacy Learning Environments – Foundational Literacy Skills, Kindergarten – Grade 12 (focus on grades 4-12)

    Many students in grades 4-12 lack proficiency in foundational reading skills and therefore struggle with comprehension.  The purpose of this session is for participants to understand why older students must be taught the literacy skills that are normally taught in grades K-5 and how to make the instruction age appropriate. Kindergarten – 3rd grade teachers are welcome to attend. 

    During day one, participants will delve deeply into the science of teaching reading. On day 2, through grade appropriate, hands-on activities, participants will explore how cognitive processes associated with disabilities, including dyslexia and related disorders, impact the learning of foundational literacy skills. In this session, participants will build knowledge and understanding of how instructional supports, including the Universal Design for Learning (UDL) Guidelines along with assistive technology can be used to accommodate and reduce the impact of a disability.

    This session was developed by the Inclusion in Texas Network in collaboration with the Texas Education Agency and is aligned with the HB 3 Reading Academies.  K-3 educators must still attend the HB 3 Reading Academies to meet the requirements of that legislation.

  47. Does the Child's Behavior Impede Learning? Procedural Guidance on Function Based Behavior Intervention Plans

    This training will provide procedural guidance pertaining to IDEA requirements and will teach a proactive approach for building school capacity to more efficiently implement function based support. Participants will be able to outline the basics of the Functional Behavioral Assessment (FBA) process and critical features of the Behavior Intervention Plan (BIP)


    IDEA-SPED Compliance Item # IB1, IB2,IB6, IB7,IB8,IB9a


    Upon completion of this training, attendees will be able to answer the following questions:

    • What does the law require from IEP teams to address behavior?
    • When are teams obligated to address behavior?
    • What is the FBA process?
    • What are the components of the BIP?


  48. The Differentiated Monitoring and Support: TEA SPED Monitoring Self-Assessment
    This session will introduce participants to TEA’s Differentiated Monitoring and Support (DMS) system for special education monitoring. Participants will gain an understanding of the required elements of special education monitoring, including the types and purposes of special education reviews and LEA may experience through the DMS system. Participants will engage in a deeper look into the LEA self-assessment, explore sources of evidence, guiding questions, compliance/strategy items, and quality levels and be able to complete the self-assessment and support ongoing LEA improvement efforts.

  49. Designing Math Instruction for Inclusive Classrooms
    Inclusion is an on-going process of reviewing and implementing strategies to address our  struggling students so that they can be successful in class.

  50. Designing ELA Instruction for Inclusive Classrooms
    Inclusion is an on-going process of reviewing and implementing strategies to address our  struggling students so that they can be successful in class.

  51. Coffee and Conversations: The Seven Critical Areas of Compliance within the DMS Framework

    ESC2 is dedicated in providing technical assistance and guidance to LEAs in the seven critical areas of compliance within TEA's monitoring framework. 

    Session topics will include Intensive Program of Instruction; IEP Content - focusing on PLAAFP; IEP Content focusing on Goals and Objectives; and Properly Constituted ARDS

    These one hour sessions are at no cost to participants.

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