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  1. Multiple Exceptionalities, Multiple Needs: Serving Special Education Students who are in Foster Care or Homeless
    To Be Determined

  2. Multiple Exceptionalities, Multiple Needs: Serving Special Education Students who are Migrant or Military
    To Be Determined

  3. 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.



  4. 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.

  5. 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’.

  6. Student-Centered Transition Network
    Education Service Center, Region 2  provides training and technical assistance to help increase Local Education Agency (LEA) transition services, knowledge and skills. 

  7. 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.

  8. 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.

  9. 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. 


  10. Transition Boot Camp
    This is a series of 6 workshops that enable you to have an effective and successful transition program.  These workshops will show participants the regulations and timelines for transition services.  Participants will find out how and what evidence to collect to ensure compliance for federal and state accountability.  Participants will walk away with the materials for transition services/assessments that they will be able to use in their LEA's.  

  11. 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. 

     


  12. Let's Assess for Transition!
    Evaluate, practice, critique, conduct, and take all types of transition assessments in order to interpret the data. This is allow for the constructing of transition goals.

  13. What's with Goal Writing for Transition?
    Investigate the difference between annual and post secondary goals. Create annual and post-secondary transition goals. Use Concepts to draw conclusions with cases studies.

  14. Community Experiences/Work Based Learning
    Explore ways in which students are able to generalize skills and knowledge that they are learning in a classroom or home environment into the community environment.

  15. Coordinated Set of Activities
    Distinguish the areas of specially designed instruction needed to ensure movement to the students postsecondary goal.

  16. Summary of Performance
    Identify what is needed when a student is exiting or graduating from their secondary education.

  17. IEP Compliance for DMS: A Sequential Approach From the PLAAFP to the State Assessment

    This academic school year, IEP content and IEP development are 2 of the 7 prioritized areas being reviewed for compliance by TEA under the Differentiated Monitoring System, (DMS) and ASCEND, the Self-Assessment submission platform.  Of the 27 compliance areas only 7 will be prioritized this year.  Participation in this virtual workshop will assist with meeting compliance in these 2 prioritized areas.  

     


  18. 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.


  19. Assistive Technology
    Assistive Technology is products, equipment, and systems that can enhance learning, working and daily living for persons with disabilities (ATIA, 2020).  

  20. 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. 

  21. 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.

     


  22. Operating Procedures Technical Assistance: A Team Effort
    Join us for a facilitation on designing and writing your District's Operating Procedures using Legal Frameworks Templates.  We recognize that you may not have a team to complete this process and would like to assign you a team with similar needs to complete this daunting task. Or maybe you and your team need some uninterrupted time to knock out this requirement.  You will have the opportunity to receive guidance from the region's Legal Framework representative and your region's TEA liaison.  This team can guide you within the requirements of Legal Framework and the expectations of the Differentiated Monitoring System as it aligns with cyclical review pathway.  It helps to have a helping hand, a familiar face and a secure area to discuss your districts processes openly and freely.  

  23. 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.


  24. Communication is Behavior
    Attendees will learn the science of a verbal behavior approach to assist language development (functional communication training) for students with Autism and related disabilities.  Utilizing a verbal behavior approach, stakeholders will be able to identify and evaluate appropriate communication systems based on student needs, learn how to increase language, and feel confident in implementing programming which allows students to access curriculum more effectively while also creating robust communication repertoires. Data collection systems and program development tips will also be addressed.

  25. 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.

  26. Literacy for Little Ones
    Literacy for Little Ones is a collaborative statewide project between Texas Education Agency, Texas School for Blind and Visually Impaired and Education Service Centers. This project focuses on providing information and strategies to work with children 0 to 5 that may be identified as children with visual impairments or deafblindness. This training is centers around teaching parents or family members, LEA staff that work with the child, related services professionals and vision professionals to combine efforts in the education of students with visual impairments. This training will consist of virtual and face to face meetings in learning how a child with a visual impairments learns through movement and motor development, develops language, develops concept and self determination/independence to encourage academic success.  

  27. 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.

  28. G/T 30 Hour Training - Day 2 of 5 (Identification and Assessment)
    This is day 2 of the 30 hours required of teachers of gifted students. Participants will learn about methods of assessment that help accurately identify the needs of gifted students in a district.

  29. 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.

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

    This is day 4 of 30 hours required of 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.


  31. G/T 30 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 services for gifted students.

  32. Networking Evaluation Advisory Team Meeting
    During this training, participants will receive updated guidance provided by TEA addressing Child Find, Evaluation and ARD supports. Participants will have the opportunity to discuss state wide, region wide and district wide concerns and needs as well as network with regional peers.  

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