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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. Differentiated Strategies for Diverse Learners
    Because improving student performance is the primary goal for all educators, the diverse needs of learners create many challenges in classrooms today.  This session will provide strategies that are specifically designed to meet the needs of struggling learners. 

  4. 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 ‘’.

  5. Pathways to Adulthood

    TxP2P Pathways to Adulthood provides transition support, information and education for families of children with disabilities, chronic illness and other special health care needs

  6. 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.

  7. 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

  8. 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

  9. Language Acquistion 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.

  10. VI Make and Take
    Participants will be able to create accommodated activities for visually impaired students on their caseload based on IEP goals and objectives or accommodations as requested by ARD.

  11. We Should ALL have 18+ Programs: What is Legal, Appropriate, and Results-Driven?
    If you have students who are between the ages of 18-21 on an IEP and served by your school district, then you have an 18+ program whether you know it or not. Participants will evaluate the adult special education services using Quality Indicators for 18+ and determine priority needs for improved services for students 18-21. Participants will also receive data collection tools to facilitate improved programming and post-school results. 

  12. Making Sense of Transition Assessment and It's Role in Post-School Results
    Transition assessment is the foundation of transition planning.  There are so many tools available, it can be unclear which assessment to use and when.  Participants will learn how to organize assessment tools into a long-term structured process, the decision-making process for transition assessment, and the development of the IEP for Transition Services.  In addition, the mysterious Functional Vocational Evaluation will be addressed. 

  13. 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.

  14. 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.


  15. STAAR Focus: Writing
    Participants will study the rigorous writing expectations for STAAR and create a plan of action that includes the use of direct instruction based on their district's curriculum documents.

  16. Twice-Exceptional: GT, IEP, 504 and Tell Me More
    Participants will examine the meaning of twice-exceptional, as well as review the characteristics associated with twice-exceptional learners. The assessment and identification process will be investigated, as well as a variety of effective intervention strategies and accommodations designed for the specific needs of this learner.

  17. 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.

  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. 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.

  20. Picture Exchange Communication System (PECS)

    This intensive two-day training is designed for teachers to learn the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS.
    PECS is used to rapidly teach communication skills to those with limited functional speech. It also promotes communication within a social context, without lengthy prerequisite
    Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples and role-play opportunities. Participants will leave the workshop with an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills.

    This is a level 1 training.

    No ASHA credit will be given.

  21. 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.

  22. Integrating Best Practices: SWPBIS and Restorative Discipline - Administrative Overview
    This one day training for administrators provides an overview of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) and Restorative Discipline Practices (RDP). Both practices work to change the way schools address issues of discipline, shifting the focus away from reacting to misbehavior with punitive consequences and toward strengthening and supporting desired behavior through positive relationships and repair. Participants will learn and experience the essential elements and components of SWPBIS and RDP.

  23. 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.

  24. Travel Training: How to make it part of Transition SUCCESS!
    Collaborative effort with RTA's Mobility Coordinator will provide participants with an understanding of how to incorporate travel training into your school's transition program in order to facilitate independent access to the public transportation system and ensure Post-school SUCCESS!

  25. 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.

  26. 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. 

  27. 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.

  28. 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.

  29. Individual Education Plan (IEP): FIE to Annual Goal Development

    This workshop offers participants an opportunity to understand the BIG PICTURE in the IEP process.  Participants will develop an understanding of:

    • The Full & Individual Evaluation
    • The Present Levels of Academic Achievement & Functional Performance
    • Creating Standards-Based Goals & Objectives
    • Progress Monitoring of IEP Goals & Objectives
    • The alignment of the IEP and specially designed instruction to the general curriculum.

  30. 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.

  31. Getting to Know your PBMAS Data

    Participants will take a closer look at the PBMAS indicators and understand the requirements outlined in the PBMAS Manual.


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