2026 Behavior Post

January opens up a new calendar year - and often a time of great resolutions. However, what truly motivates us to stay consistent with our goals? There are so many distractions competing for our affections, our intelect, and our time. How do you discern? How do you decide?

If it was an easy process, January 9 would not be known as "Quiters' Day". What?! Well, there is hope. This article offers 5 strategies to help us stay true. I like it because it asks us to start small, to be specific, and to remain accountable. It sounds a lot like a good IEP goal, right?

Speaking of goals, dreams, and resolutions, it's been 63 years since Dr. Martin Luther King Jr. was assassinated. Yet, so much of what he shared in words and in his writings remains valuable. Brittanica provides information on this American preacher and activist. I feel inspired by his life and his devotion. At this season of my life, in particular: "If you can't fly then run; if you can't run then walk, if you can't walk then crawl, but whatever you do, you have to keep moving forward." Truer words cannot be said.

So who inspires you? Perhpas better yet, who do you inspire? What do you promote? How do you live your core values? How do you keep on going in face of challenges? For me, it is a village of amazing people who give out of themselves every day. First responders, educators, health workers, and so much more. We are surrounded by the millions of silent heroes work each day, and you are one of them. Keep on moving forward; keep on giving forward. As Mervin Peake says, "Mount and begone. The world awaits you."

This Post has a bit of many things, including mental health job posting from TAMU, free behavior workshops from SHSU, Building Better Behavior Conference at ESC13, Behavior TIER 1 Tidbits Podcast from ESC10, and many sessions at our ESC6. Lastly, if there is a topic, a session, a series that you or your school team needs, let us know. Our mission is to serve. Happy 2026!

All Texas educators may access these courses for free on the TEALearn website and earn Continuing Professional Education (CPE) hours.

Welcome to the Building Better Behavior Pre-Conference and Conference 2026—comprehensive professional development experiences crafted to empower Pre-K through 12th grade educators and administrators in fostering positive behavior and supportive learning environments. This conference offers targeted sessions tailored for various educational roles, ensuring each participant leaves equipped with actionable strategies to transform their practice. See the tabs for more information about the Pre-Conference and Conference programs!

Pre-Conference:
Sunday, January 25, 2026
2 PM–5 PM
2 CPE Credits
$50
At ESC Region 13, Austin
Register here

Conference:
Monday, January 26, 2026
9 AM–4 PM
6 CPE Credits
$150
At ESC Region 13, Austin
Register here

Region 6 will offer Reading by Design training on January 7, 8, 9, 12, & 13, 2026, session #572582. If you have any additional staff who will need this training prior to the end of the school year, please have them register for the training before the holiday. Additionally, Region 6 will offer the Reading by Design initial training 3 times this summer: June 24, 25, 26, 29, 30 (Huntsville), session #576326, July 13-17 (Bryan), session #576442, and August 10-14 (Huntsville), session #565039. Registration is open for the January training as well as all 3 summer trainings. Please let us know if you have any questions.

Angela Cameron, M.Ed.

Dyslexia, Texas Reading Academies, and SLAR Specialist

Region 6 Education Service Center

3332 Montgomery Road

Huntsville, TX 77340

936-435-8243 - office

214.704.7082 - cell

acameron@esc6.net

• 1/12 - Coaching Behavior Management
• 2/90 - Restorative Training Through a Trauma-Informed Lens

Get ready to recharge your skills and rethink the future of special ed!

Join us for a deep dive into the current issues that are re-shaping special education—how AI is changing evaluations and reports; how to turn piles of data into clear, defensible decisions; and how to tackle the growing wave of anxiety for both students and educators.

This isn’t just another workshop—it’s a chance to get real, share honest conversations, and walk away with strategies you can use the very next day.

Sign Up Now

Workshop Agenda

Ethical & Legal Implications of AI in Evaluations and Reports

Almost 80% of diagnosticians and school psychologists currently use AI in their professional practice, and there is much disagreement in the validity of using AI for test interpretation and the ethics of using it for report writing. Honest conversations are needed regarding how AI is integrated into assessment systems and report writing systems. This session will discuss the various components of using AI within the practice of special education evaluation.

Interpreting & Integrating Multi-Sourced Data into Legally Defensible Reports

Special education evaluation personnel have recently been guided by TEA regarding expectations for the use of integrating and interpreting multiple sources of various types of data into IDEA eligibility determinations. Additionally, there are heightened expectations for how that information is communicated within the FIE. This session will focus on streamlining and producing a sound decision-making process that results in a well-written FIE.

Beyond Accommodations: Strategies to Transform Anxiety into Resilience in the IEP and the Workplace

National data reports the continuing rise of anxiety, depression, self-harm, and suicide post-Covid, particularly in the special education population as students with disabilities often experience anxiety and depression. This session will focus on the importance of simplifying accommodations and implementing strategies to increase academic progress and support student IEPs. Participants will learn how to reframe and reapply simple strategies for more positive results in student well-being and academic success. Additionally, these strategies are beneficial for workplace-related anxiety, self-reflection, and improving communication amongst special education staff. Students aren’t the only ones suffering from anxiety! These strategies are also intended to help staff as they work to help students.

Register Now

Wednesday, January 28, 2026 @ 4:00 pm - 5:00 pm EST

Presented by Tim Odegard, Ph.D., Professor of Psychology and Chairholder, Chair of Dyslexic Studies, Middle Tennessee State University
Moderated by Terrie Noland, Ph.D., CALP, Senior Advisor of Educator Initiatives, Learning Ally

Sponsored by Learning Ally

Register Here

Learn more about earning a CE certificate and our accessibility features.

The revised 2025 International Dyslexia Association (IDA) definition of dyslexia reflects decades of scientific progress. This edWebinar invites you to explore the full scope of this expanded definition. Dr. Tim Odegard, a member of the IDA definition committee, will bridge the gap between scientific language and classroom realities, and real-life experiences that persist across lifespans. He will clarify how this updated definition fosters a deeper understanding of dyslexia’s causes and defining characteristics.

Attendees will gain a deeper understanding of how a continued focus on instructional persistence informs our approach to identification and intervention. This session offers the reassurance that as our scientific understanding of dyslexia evolves, our shared commitment to helping every student thrive remains the heart of our work.

Learning objectives include:

• Analyze the core components of the 2025 IDA revised definition regarding word-reading accuracy and speed
• Evaluate “instructional persistence” as a key indicator of the dyslexia profile
• Identify the defining characteristics of dyslexia

This edWebinar will be of interest to K-12 teachers, school leaders, district leaders, dyslexia specialists, reading specialists, speech pathologists, and MTSS and intervention specialists.

About the Presenter

Tim Odegard, Ph.D., is a Professor of Psychology and the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies at Middle Tennessee State University, where he leads the Tennessee Center for the Study and Treatment of Dyslexia. He serves as Editor-in-Chief of Annals of Dyslexia and as a consulting editor for the Journal of Learning Disabilities. Previously, he also served as an editor-at-large for Perspectives on Language and Literacy. A contributing author to IDA’s Knowledge and Practice Standards for Teachers of Reading, Dr. Odegard is committed to advancing literacy as a human right and supports initiatives through service leadership. His recognitions include the Innovator Award from IMSLEC, the Luke Waits Service Award from ALTA, the Massey-Sexton Dyslexia Advocacy Award from the Tennessee IDA, the AIM Institute Founder’s Award, and an honorary lifetime membership in IDA in recognition of his sustained service and commitment to IDA and individuals with dyslexia.

About the Moderator

Dr. Terrie Noland is an education leader who has devoted her career to unlocking the potential of learners of all ages. She is a former educator, school leader, and national non-profit leader. She serves as Strategic Advisor to Learning Ally. Dr. Noland holds a doctorate in literacy and educational leadership and is certified by Maxwell Leadership. Dr. Noland’s philosophy is rooted in the belief that great leaders don’t just achieve success; they cultivate it in others. Known for her contagious energy and heartfelt storytelling, Dr. Noland is a force multiplier who helps others discover the joy and strength that literacy and leadership can bring.

Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.

Join the Empowering Struggling Readers community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.

Youth aggression is a significant social issue. Gaining a comprehensive understanding of challenging student behavior is essential for a safe, productive, and positive classroom.

Training Topics:

• Statistics and Legal Directions: An examination of the rise in extremely challenging student behavior and classroom violence, and an overview of the legal protections for students and staff.
• Key Factors Contributing to Youth Aggression and School Violence: An analysis of the psychological, environmental, individual, and social causes impacting student behavior. Understanding these root causes is critical for implementing effective interventions and solutions.
• Practical Strategies and Expert Guidance: Prevention, Response, Foundations of Support for Students, Supporting Staff, Community Collaboration, and Proven “Go To” Skills for Immediate Use
• Building a Campus Wide Solutions Approach to Youth Aggression: How to incorporate various campus teams and create a supportive, proactive environment. A comprehensive and collaborative approach is essential!

This is no Sit and Get!

You will return to campus with strategies

you can use immediately.

De-escalation Techniques

• Learn actionable techniques for de-escalating crisis moments
• Build skills to handle tense situations calmly and effectively

Fostering a Positive Classroom Environment

• Strategies to create a supportive and inclusive atmosphere
• Encouragement of positive interactions among students

Implementation Confidence

• Gain confidence to apply these strategies in your school setting
• Practical tips for consistent and effective use

Innovative Tools

• Discover cutting-edge tools that can transform your approach to handling aggressive behaviors
• Equip yourself with a comprehensive toolkit including communication tactics and behavior modification plans

Expert Guidance

• Benefit from the wisdom of professionals who have dedicated over 25 years to working with troubled youth
• Real-world context through their stories and case studies

This session is free of charge and provides 4 CEs for licensed mental health professionals, in addition to standard 4 professional development credit for educators.

We’ve partnered with Texas A&M University to host these sessions through our Title IV, Part A Student Support and Academic Enrichment grant. Two training dates are available this year and details are listed below:

Training Overview
• Presenter: Dr. Ninfa Peña-Purcell, Research Scientist and Project Grant Lead for Texas A&M’s Think Smart Opioid Misuse Prevention Curriculum
• About the Curriculum:
– Funded by the State of Texas and designed to align with Tucker’s Law
– Requires SHAC approval (proposal template available for schools)
– K–5 student curriculum releases Spring 2026; current version serves grades 6–12
– TEKS-aligned focus on life skills and prevention of vaping, alcohol, and illicit fentanyl use

• Upcoming No-Cost Instructor Training at Region 13:
– March 2: [Register here]

Contacts
• For curriculum details: Dr. Ninfa Peña-Purcell: ncpurcell@tamu.edu
• For Region 13 training information: Nanette Deaton: nanette.deaton@esc13.txed.net

An overview of the training is attached. The sessions will be led by the Texas A&M TOPS (Texas Opioid Prevention for Students) team

Standards-based Individualized Education Program Process Training

Participants may take the updated Standards-Based Individualized Education Program (SB IEP) Process Training in person beginning in October 2025, by finding a trainer at their regional ESC.

The intent of this training is to provide participants with an understanding of the SB IEP process for gathering student data, including the full individual and initial evaluation (FIIE), developing the student’s present levels of academic achievement and functional performance (PLAAFP) statement, drafting measurable annual goals with short-term objectives/benchmarks, if appropriate, determining what specially designed instruction is needed, and creating a data collection system for monitoring progress on the annual goals.

This course is approved for 12 hours of continuing education credit by the Texas Speech-Language-Hearing Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures. Instructions for claiming TSHA continuing education credit will be provided at the end of this course.

Curious About MTSS? Start Here!

If you're interested in learning more about Multi-Tiered System of Supports (MTSS), the MTSS Introduction Module is the perfect starting point. This module includes 6 foundational training pathways designed to support effective implementation of the MTSS framework.

There are two flexible ways to complete these courses:

• Join a Live Training: Connect with an MTSS specialist in your region to participate in a synchronous training session. You can find contact details by visiting View Trainers by Region.
• Learn at Your Own Pace: Prefer self-paced learning? Simply click View Course to enroll in the asynchronous version and complete the training on your own schedule.

Whether you're new to MTSS or looking to strengthen your understanding, this module offers a solid foundation to build on.

Cycle 13 of the SLP Master’s Degree Distance Venue is currently underway. Cycle 13 cohort runs from June 2025 through August 2027.

If you are interested in Cycle 14 of the SLP Master’s Degree Distance Venue, please register for one of the Cycle 14 Information Meetings.

Attendance at one full Information Meeting is a mandatory part of the application process. You will not be considered for acceptance into the SLP Master’s Degree Distance Venue unless you have attended one full Information Meeting.

If accepted into the Cycle 14 SLP Master’s Degree Distance Venue, classes will begin in Summer 2027.

All Cycle 14 Information Meetings will begin at 4:30 pm Central Time via Zoom.

Register by clicking one of the links below:

• Monday, January 26th, 2026
• Monday, February 23rd, 2026
• Monday, April 20th, 2026
• Monday, August 24th, 2026
• Monday, October 19th, 2026 (Please check back for registration link)

Participants interested in Cycle 14 who do not have an undergraduate degree in speech-language pathology will need to complete Leveling coursework. Leveling coursework will be discussed during the Information Meeting. You may find additional information here: Leveling Coursework

NOTE: If you choose to attend an Information Meeting after February 2026, you may not have enough time to complete all Leveling coursework required to begin the Cycle 14 cohort.

We look forward to seeing you at the Cycle 14 Meetings, future SLPs of Texas!

Speech-Language Pathology Master’s (SLP) Degree Program Statewide Distance Venue

Overview

To address the shortage of master’s level speech-language pathology (SLPs) in Texas schools, a partnership was formed with Texas Education Service Centers, Texas Woman’s University (TWU), Texas Education Agency (TEA), and local educational entities to provide a master’s degree program for both in-field and out-of-field students. The program utilizes videoconferencing, web-based instruction, and clinical experiences on school campuses, hospitals, nursing homes, clinics, and rehabilitation centers. Successful program completion prepares graduates to apply for Texas licensure in speech pathology and American Speech-Language Hearing Association (ASHA) certification. The master of science education program in Speech-Language Pathology at Texas Woman’s University is accredited by the Council on Academic Accreditation in Audiology and Speech-language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). The Region 10 Education Service Center (ESC) provides statewide coordination of the program and, along with other participating ESCs, assists students by providing classroom sites and classroom coordinators.

While applicants accepted into this program will be fully prepared to serve in any professional setting, this program is intended to help ameliorate the shortage of licensed, certified SLPs in Texas public schools and is open only to those committed to employment with a public school district or charter school.

The SLP Distance Learning Venue is designed to allow students to work in the schools as licensed assistants while completing the requirements for the master’s degree in speech-language pathology. Each student must secure sponsorship from an educational entity (e.g., school district or charter school) and maintain it throughout the master’s program. Students must attend classes in a participating ESC.

The program also provides the opportunity to complete Post-Baccalaureate Certificates in Bilingual SLP or Deaf and Hard of Hearing for the SLP. Students interested in pursuing these certificates will take additional coursework and complete practicum hours focused in the specific certificate areas while in the program.

For more information on the Certificates, click on the links below:

• TWU Post-baccalaureate Certificate in Bilingual SLP
• TWU Post-baccalaureate Certificate in Deaf and Hard of Hearing for the SLP
• For more information: TWU Distance Venue information
• For more information: Speech-Language Pathology Assistant Licensure Requirements

January is National Human Trafficking Prevention Month – a crucial time to talk about what we can do to help prevent the exploitation of children.

In 2025, of the 32,000+ reports of missing children to NCMEC, 1 in 7 were likely victims of child sex trafficking.

Common risk factors include lack of resources, housing instability and lack of supportive family or adult figures. Child sex trafficking can have devastating immediate and long-term consequences.

Report suspected child trafficking or suspicious activity to the CyberTipline or call 1-800-THE-LOST. A single tip can help bring a child to safety.

Other useful resources:

• Trafficking Overview
• Understanding Online Enticement
• Risk Factors for Endangered Runaways
• Know the Signs
• NetSmartz Internet Safety Resources

Prevention, education and intervention are key to keeping children safer.

Get The Facts on Trafficking

Here are some websites that can assist you:

• Search Grants | Grants.gov
• Behavioral Health Services Grants | Texas Health and Human Services
• Grants for Birth to Grade 12 | U.S. Department of Education
• Opportunities & Awards | Current Funding Opportunities | Office of Justice Programs
• SAMHSA Grants Dashboard | SAMHSA
• Home | Grants.gov
• Simpler.Grants.gov
• Search Funding Opportunities | Simpler.Grants.gov
• Welcome | The Grantsmanship Center
• Texas Grant Resources | The Grantsmanship Center
• Mental Health Grants in Texas, Houston, San Antonio, Dallas, Austin, Fort Worth - GrantWatch
• Grants - Private Foundation Grants
• Find Grants for Nonprofits | Foundation Directory | Candid

Competitive Grant Opportunity Published on the TEA Grant Opportunities Page

TEA is announcing the competitive opportunity for the 2026-2027 Nita M. Lowey 21st Century Community Learning Centers (CCLC), Cycle 13, Year 1 grant program. Request for Application (RFA) #701-26-109 is authorized by the Public Law 114-95, Elementary and Secondary Education Act of 1965, as amended by Every Student Succeeds Act (ESSA), Title IV, Part B (20 U.S.C. §§7171-7176). The RFA is available on the TEA Grant Opportunities Page.

Eligibility

See the General and Fiscal Guidelines, Eligibility To Apply for Competitive Grants. The eligible applicants are school systems, including local educational agencies (LEAs), independent school districts (ISDs), open-enrollment charter schools; and regional education service centers (ESCs); community-based organizations (CBOs) including Faith-based organizations (FBOs); tribal organization (as such terms are defined in section 4 of the Indian Self-Determination and Education Act (25 U.S.C. 450b); other public or private entities; or a consortium of two or more eligible organizations.

Please see the Program Guidelines for additional information on eligibility.

Grant Period

• Initial Budget Period: September 01, 2026, through August 31, 2027.
• Total Project Period: September 01, 2026 through August 31, 2031.

Funding

• A total of approximately $52,000,000 is available for this grant program.
• It is anticipated that approximately 40 grants will be awarded
• Grant awards are expected to range from $150,000 to $2 million each year of the five-year project period.
• The projected federal budget for the GAN (Grant Award Notice) that will fund Cycle 13, Year 1 is unknown. If appropriations by the United States Congress are not received, Cycle 13 will not be funded and no awards with issued by the Texas Education Agency.
• Annual funding after Year 1 (“continuation funding”) is contingent on satisfactory progress of prior year compliance with requirements, achievement of stated service and performance targets, general budget approval by the commissioner of education, and appropriations by the United States Congress.

Description

The Federal Nita M. Lowey 21st CCLC program supports the creation and expansion of community learning centers that provide academic and enrichment opportunities through afterschool and summer programming particularly for students who attend high-poverty and low-performing schools. The Texas 21st CCLC program operates as the Texas Afterschool Centers on Education, or Texas ACE.

Application Deadline

Applications must be received by the Texas Education Agency by 11:59 p.m. (Central Time), February 17, 2026, to be considered for funding. TEA will only accept applications submitted via the eGrants system. All applying organizations must have or obtain TEAL and eGrants accounts to apply for this opportunity. See the Program Guidelines for this opportunity for more information.

Free Monthly Virtual Support Groups

The contacts are below for questions or information until we start again.

Parent Support Group - Second Tuesday of the month

addaoffice@pdq.net

Adult Support Group - Third or Fourth Thursday of the month

addaoffice@pdq.net

Fort Bend Parent Support Group - Last Tuesday of the month

ftbendaddasr@gmail.com

In Person Meeting

MESQUITE – Every other month,

2nd Tuesdays, 7-8 pm, Sept., Nov., Feb., April.

Professional Development Center,

3819 Towne Crossing Blvd, Mesquite, 75150

Kelly Smith, 972 882-7519, kesmith@mesquiteisd.org

The newly revised page for military families from the Center for Parent Information and Resources contains valuable resources to support military families through changes in duty stations and other challenges.

Fabiana Bezerra, LSSP, NCSP

ESC 6 Behavior & Autism Specialist for Special Education

Email: fbezerra@esc6.net
Website: https://www.esc6.net/
Location: Education Service Center Region 6, Montgomery Road, Huntsville, TX, USA
Phone: 936-435-8252
Facebook: https://www.facebook.com/ESC6SPED/
Twitter: @escregion6