This course is designed to assist district and/or school leadership in building a multi-tiered system of supports (MTSS) framework. It presents considerations for planning effective MTSS programs and processes and provides sample MTSS plans. Additionally, the course explores considerations for evaluating MTSS plans. This course is designed for school and district leaders, including administrators…
Type: Learning Opportunity
The Texas Behavior Support Initiative (TBSI) is a state-level training that meets the requirements mandated by Texas Education Code §37.0021 and Texas Administrative Code §89.1053. TBSI provides foundational knowledge for positive behavior interventions and supports for all students, including students with disabilities. While the TBSI training meets legislative requirements related to procedures…
Type: Learning Opportunity
The TIER Leadership module comprises six pathways or trainings. These pathways aid leaders in implementing the elements and processes needed to plan instruction, problem solve, and consistently analyze data effectively within a multi-tiered system of supports (MTSS) framework.
Type: Learning Opportunity Series
The TIER Introduction module comprises six pathways or trainings. These pathways provide a foundation for implementation of a multi-tiered system of supports (MTSS) framework.
Type: Learning Opportunity Series
In this video, Ayo Jones gives key ideas to make your students with Down syndome successful. This video aligns with the Rubric of Effective Practices from TX CAN Indicator III: Classroom Climate - Components 4, 6, 7, 11 and Indicator IV: Differentiated Instruction - Components 1 and 3.
Type: Resource General
This resource is currently being updated to align with the revision of new rules and statutes adopted in the 24-25 school year. Thank you for your patience. Please review the most recent rule changes at the, TEA Proposed Commissioner of Education Rules, or the, TEA Back to School Updates for Special Educators, Administrators, and Other Professionals, for more information., The TED Guidelines provides an overview of the TED role, outlines requirements and recommended practices, includes links to resources, and offers a self-assessment to identify priority areas for building capacity. This resource was updated in March 2024.
Type: Resource General
Complete the Conducting Necessary Transition Assessments training. Afterward, complete this document to get a baseline for your district. As you move forward in your practice, use the Fidelity Checklist and Reflection Tool and the assessment tools to increase your district’s fidelity in implementing the practices associated with conducting transition assessments. Follow up by completing another…
Type: Resource General
This tool will help you determine how effectively you or your local education agency (LEA) are writing appropriate measurable postsecondary goals for your students with disabilities. You will identify areas of strength and areas of need. Most importantly, you can measure your progress. After completing the Writing Appropriate Measurable Postsecondary Goals course , you will select a sample of…
Type: Resource General
In this video, Ayo Jones reviews some solid instructional strategies for working with students with Down syndrome. This video aligns with the Rubric of Effective Practices from TX CAN Indicator III: Classroom Climate - Component 11 Indicator IV: Differentiated Instruction - Components 1, 3, and 4, and Indicator V: Social Communication - Components 1 and 4.
Type: Resource General
Summary of Performance (SOP), What is a SOP? , The SOP is a document that is intended to help facilitate a student’s transition to postsecondary success. This document should include recommendations about ways to help a student meet their postsecondary goals., Who is it for?, All students receiving special education services who are graduating or exiting due to age must have an SOP when they leave., The SOP must consider, as appropriate: , The views of the student The views of the parent(s) or guardian(s) Written recommendations from adult service providers that describe how to support the student’s postsecondary goals, The SOP must include information about:, Current Academic Achievement Be specific in describing how accommodations and other supports have been helpful in supporting the student in relevant academic settings, Current Functional Performance, Include information about the strengths and abilities that have helped the student’s functioning in relevant settings., Postsecondary Goals, The SOP is most beneficial when it is completed with the student’s active participation during the transition planning process. , Frequently Asked Questions, When must an evaluation be included in the SOP? , If a student is graduating with one or more courses that contain modified curriculum, then an evaluation must be included as part of the SOP. How the evaluation is included in the SOP is left to the discretion of the local education agency (LEA)., Is the LEA required to conduct a new evaluation as part of the SOP?, If the student’s evaluation is current, there is not a requirement to conduct a new evaluation. The current evaluation will be one of the sources of data used in writing the SOP.
Type: Resource General
