professional development

Resident Educator Mentor Academy Training is a hybrid event. New mentors to the Resident Educator Program are required to successfully complete the 12-hour Mentor Academy Training to receive state mentor certification. The Academy focuses on the role of the mentor and the critical components of instructional mentoring. Mentors are introduced to the essential content of mentoring to prepare them to support the instructional growth and development of Resident Educators. This is a hybrid training requiring participants to access both the ODE Learning Management System and the Virtual meetings are held by Hamilton County ESC.

Please follow this link for registration: https://safe.ode.state.oh.us/portal/

Registration questions? Call Sara Cole at 513-674-4274 or email sara.cole@hcesc.org.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44706

Across Ohio, persistent gaps in early numeracy signal the need for more than isolated strategies, and they demand a coherent, research-informed system of intervention. This two-day professional learning experience is designed to equip district professionals with the knowledge and tools to implement effective K–3 math intervention practices and to confidently apply the Comprehensive Math Intervention Framework (CMIF), ensuring consistent, high-impact support for every student.

Day 1 focuses on best practices in math intervention within an iMTSS model. Participants will examine how mathematics fits within iMTSS, experience examples of strong core and intervention instruction, and develop a shared understanding of what effective Tier 2 and Tier 3 math support looks like. Through guided analysis and discussion, educators will identify evidence-based instructional practices and intervention strategies that address common learning gaps in early mathematics.

Day 2 introduces our Comprehensive Math Intervention Framework in depth. Participants will learn the purpose, structure, and standards alignment of CMIF and how it supports systematic intervention decision-making. Educators will explore how to use common screeners to identify which students need additional support and to determine appropriate entry points for diagnostic assessment. The day emphasizes practical application: administering and interpreting diagnostic and progress-monitoring tools, using data to inform instruction, and implementing targeted intervention activities in small-group or one-on-one settings through a user-friendly platform. Participants will receive access to use the tool for the 2026-2027 school year.

This session is intentionally designed for classroom teachers, intervention specialists, instructional coaches, and administrators responsible for Tier 2 and Tier 3 supports. Participants will leave with concrete tools, shared language, and a clear process for delivering timely, data-driven math interventions, ensuring more students are on track for success before third grade. All participants receive full access to the CMIF framework and resources.

There will be an option to earn 1 Semester Hour through Ashland University for an additional Fee.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44722

Across Ohio, persistent gaps in early numeracy signal the need for more than isolated strategies, and they demand a coherent, research-informed system of intervention. This two-day professional learning experience is designed to equip district professionals with the knowledge and tools to implement effective K–3 math intervention practices and to confidently apply the Comprehensive Math Intervention Framework (CMIF), ensuring consistent, high-impact support for every student.

Day 1 focuses on best practices in math intervention within an iMTSS model. Participants will examine how mathematics fits within iMTSS, experience examples of strong core and intervention instruction, and develop a shared understanding of what effective Tier 2 and Tier 3 math support looks like. Through guided analysis and discussion, educators will identify evidence-based instructional practices and intervention strategies that address common learning gaps in early mathematics.

Day 2 introduces our Comprehensive Math Intervention Framework in depth. Participants will learn the purpose, structure, and standards alignment of CMIF and how it supports systematic intervention decision-making. Educators will explore how to use common screeners to identify which students need additional support and to determine appropriate entry points for diagnostic assessment. The day emphasizes practical application: administering and interpreting diagnostic and progress-monitoring tools, using data to inform instruction, and implementing targeted intervention activities in small-group or one-on-one settings through a user-friendly platform. Participants will receive access to use the tool for the 2026-2027 school year.

This session is intentionally designed for classroom teachers, intervention specialists, instructional coaches, and administrators responsible for Tier 2 and Tier 3 supports. Participants will leave with concrete tools, shared language, and a clear process for delivering timely, data-driven math interventions, ensuring more students are on track for success before third grade. All participants receive full access to the CMIF framework and resources.

There will be an option to earn 1 Semester Hour through Ashland University for an additional Fee.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44722

This two-hour professional learning session is designed for Occupational Therapists (OTs) and Physical Therapists (PTs) working with children and adolescents in educational settings. Participants will explore the impact of trauma on brain development, sensory processing, emotional regulation, motor performance, and engagement in therapy services. Through a trauma-responsive lens, therapists will examine how adverse experiences can influence a student’s ability to participate, learn, communicate, and build relationships.

The training will provide practical, evidence-informed strategies for creating safe, supportive, and predictable therapeutic environments that promote regulation, resilience, and meaningful participation. Participants will learn how to recognize trauma-related behaviors, adapt assessment and intervention practices, incorporate co-regulation techniques, and collaborate effectively with educators, families, and multidisciplinary teams.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44812

The School Behavior Support Consortium meet four times across the year and will focus on evidence-based strategies, interventions, and best practices that support positive outcomes for students and teachers around supporting challenging behavior.

Participants will engage in targeted learning and discussion before breaking into job-alike cohorts, creating dedicated opportunities for practical application, problem-solving, and networking with peers around shared challenges and effective practices. This structure allows each group to explore implementation strategies most relevant to their roles while strengthening collaboration and professional connections.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44802

Speech sound disorders represent one of the most common reasons children are referred for speech-language pathology services, yet accurately differentiating among articulation disorders, phonological disorders, and motor speech disorders remains one of the field’s most clinically challenging tasks. This full-day continuing education course provides speech-language pathologists with a systematic, evidence-based framework for evaluating, diagnosing, and treating speech sound disorders across the developmental spectrum, with an in-depth focus on childhood apraxia of speech (CAS).

The first half of the course guides participants through the complete diagnostic process — from intake and case history through orofacial examination, standardized and non-standardized sound assessment, phonological analysis, deep testing, and intelligibility measurement. Participants will learn to apply differential diagnostic reasoning to distinguish CAS from phonological disorder and dysarthria using current best-practice protocols.

The second half of the course shifts to evidence-based intervention, with dedicated instruction on treatment approaches for CAS, target selection principles, elicitation strategies, and motor learning principles that guide clinical decision-making. Participants will leave with practical tools for goal writing and data collection systems that support progress monitoring and documentation across settings.

This course is appropriate for speech-language pathologists working in school, clinical, early intervention, or medical settings who evaluate or treat children with suspected or confirmed speech sound disorders.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44800

Join us for a transformative three-part professional learning series centered on the groundbreaking work of Rachel Lambert. This is a collaborative book study and working space where we will explore the text to understand how to shift from a medical model of “fixing” students to a social model of removing systemic barriers. Together, we will bridge the gap between theory and the classroom by discussing the book’s core themes and trying out the math routines that support and empower neurodiverse learners.

Session Dates & Times (8:30 AM – 11:30 AM):

• Session 1: September 17
• Session 2: January 17
• Session 3: May 11

A Hands-On, Team-Based Experience
These sessions are designed as active working workshops. To maximize impact in your specific classroom or building, invite your teammates to join you (see the team rate below).

Participants should bring current curriculum materials and upcoming lesson plans to every session. We will use our time together to roll up our sleeves and modify these materials in real-time, applying Universal Design for Learning (UDL) principles to ensure they are accessible and rigorous for all students.

Our Collaborative Approach

To maximize our time together, this series follows a “flipped” book study model. Participants will engage with assigned chapters before each session, prepared to share insights, challenge traditional perspectives, and collaborate on classroom applications.

Each session will include:

• Shared Dialogue: Facilitated discussions focused on the big ideas from the assigned chapters.
• Math Practice: Trying out the specific routines and “low floor, high ceiling” tasks discussed in the book.
• Applied Design: A hands-on workshop where you will use your own curriculum materials to create practical tools like redesigned lesson plans and asset-based IEP goals.

Important Note: Participants are responsible for purchasing their own copy of the book: Rethinking Disability and Mathematics (ISBN-13: 978-1032135113).

Registration fee is $210 per person.

You will receive a discounted rate of $200 per person if you bring a team of four or more. Use promo code team of 4

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44737

Everyone is welcome to join us to connect and learn about literacy!

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44732

The Ohio Teacher Evaluation System 2.0 training is required for evaluators who are new to OTES to address shifts with OTES 2.0 and to lead to a pathway that leads to OTES 2.0 re-credentialing with the objectives of:

1) Promoting an understanding of the procedures within OTES 2.0 and how they differ from OTES 1.0.

2) Promoting an understanding and application of the OTES 2.0 teacher performance rubric while learning to collect evidence that demonstrates teacher performance.

3) Applying lessons learned and best practices from OTES 2.0 implementation to date.

4) Learning about and identifying High-Quality Student Data (HQSD).

Upon completion of the OTES 2.0 Evaluator Training, evaluators (participants) may credential through the new online credentialing system. The OTES 2.0 Evaluator Training will provide a better understanding of the OTES 2.0 Framework and Model, allow practice of skills, and allow for sharing of resources and best practices in educator evaluation.

Lunch will be on your own. The cost is $250 per participant. Personal checks or purchase orders made out to the Hamilton County ESC located at 11083 Hamilton Avenue. Cincinnati, Ohio 45231

YOU MUST REGISTER VIA ODE USING THE OH|ID PORTAL (formerly SAFE/STARS).

Please follow this link for registration: https://safe.ode.state.oh.us/portal/

Registration questions?
Call Sara Cole at 513-674-4274 or email sara.cole@hcesc.org.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44823

Coaches spend their days filling others’ buckets. Coaches deserve the opportunity to receive the same support they provide others. Join the Coaching Council to build your network, enhance your instructional coaching, and fill your bucket.  Be sure to bring your device in order to have access to shared resources.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44751