Quality Indicator II

You will notice two key themes throughout this portion of the rubric: teamwork and transitions.

Teams 1

Resources for supporting paraprofessionals:

Significant Cognitive Disabilities, Instruction

August Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on organizing your classroom and creating structure with rules, schedules, routines, and procedures. The content aligns with Quality Indicator II: Effective Teams and Quality Indicator III: Classroom Climate on the Rubric of Effective Practices for Students with Complex Access

View Article

Significant Cognitive Disabilities, Instruction

September Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on building relationships and collecting data. The content aligns with Quality Indicator II: Effective Teams on the Rubric of Effective Practices for Students with Complex Access Needs and the Administrator Companion Document to the Rubric of Effective Practices for Students

View Article

Significant Cognitive Disabilities

Classroom Schedule Template

This sample schedule can be edited to organize the day for classroom Staff.

View Tool/Template

Significant Cognitive Disabilities

New Teacher and Paraeducator Module

Learn steps new teachers should consider when working with paraeducators.

View External Resource

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Significant Cognitive Disabilities, Instruction

Defining Team Roles and Responsibilities

Ayo Jones talks about deciding roles and responsibilities with your team.

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Significant Cognitive Disabilities, Instruction

Classroom Manual

This video shows one educator reviewing the classroom manual she uses with her paraprofessionals.

View Video

Resources for helping the student's team work together:

Effective teams extend outside of the classroom and include other colleagues.

Significant Cognitive Disabilities, Inclusion, Instruction

Instructional Support Meeting Agenda Template

This blank agenda template can be used to prepare for an instructional support planning meeting

View Tool/Template

Significant Cognitive Disabilities, Inclusion

Inclusive Education Team Meeting Agenda/Minutes

This blank agenda template can be used to prepare for an inclusive education implementation team meeting.

View Document

Significant Cognitive Disabilities

Teamwork and Transitions

Explore the key themes from Quality Indicator II: Effective Teams in the Rubric of Effective Practices for Students with Significant Cognitive Disabilities.

View Course

Significant Cognitive Disabilities, Inclusion, Instruction

Supports for Participation for Students with Complex Access Needs

Learn to plan effective supports for students with complex access needs in the general education classroom and assess their fidelity.

View Course

Significant Cognitive Disabilities, ARD/IEP Supports

TIES Center Tip #2

Using collaborative teams to support students with significant cognitive needs in inclusive classrooms.

View External Resource

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Image Examples:

This schedule for the teacher and paraprofessionals varies by day, based on individual student coverage needs.

*Credit: Shannon Beyer-Kaminski, 2023,* *LMS page*

This staff schedule outlines each individual's responsibilities throughout the day.

Classroom staff schedule
Activity	Teacher	Paraprofessional 1	Paraprofessional 2
Arrival	Cafeteria with Student C, Student D, and Student E	Bus with Student A (present transition object, and Student B	Car with Student F (present first-then chart) and Student G
Station Rotations	Prep materials for AM	Help Student A use object rotation schedule	Help student F use visual rotation schedule
Math - Whole Group	Provide direct instruction	Offer choice board to Student F every 15 min (5 min break)	Student A
Math - Small Group	M,W,F- Student D,E,G T, Th- Student A, B, C	Join teacher small group with student F (offer choice board every 15 min)	M,W,F- Student A, B, C T, Th- Student D, E, G
Science - Whole Group	Provide direct instruction	Student A	Offer choice board to Student F every 15 min (5 min break)
Science - Small Group	M,W,F- Student E,G T, Th- Student A, B, C	M,W,F- Student A, B, C T, Th- Student E, G	Join teacher small group with Student F (offer choice board every 15 min)
Restroom Break	Prep materials for PM	Assist Student E with clothes, provide mini schedule and assist in all steps with Student F	Change Student A and Student C
Student Lunch	Lunch Break	Assist Student F with getting tray, opening items, and clean up	Tube feed Student A
ELAR Whole Group	Provide direct instruction, ensure Student A uses the stander with tray	Lunch Break	Offer choice board to Student F every 15 min (5 min break)
Independent Work Jobs	Help student F use 3-bin work system	Help Student A use 3-bin work system (Tuesday Student A pull-out OT)	Lunch Break
Recess	Encourage Student A to use communication device with peers.
Restroom Break		Change Student A and Student C	Assist Student E with clothes, provide mini schedule and assist in all steps with Student F
Social Studies - Whole Group	Provide direct instruction	Offer choice board to Student F every 15 min (5 min break)	Student A (Wednesday- Student A pull out PT)
Social Studies - Small Group	M,W,F- Student C, E, G T, Th- Student A, B	Join teacher small group with student F (offer choice board every 15 min)	M,W,F- Student A, B T, Th- Student C, E, G
Snack	Encourage Student A to use communication device with peers (no snack) (Monday Student A has push-in speech)		Assist student F with opening items and clean up (Monday Student F has push-in speech)
Station Rotations	Work 1:1 with students M- Student D T- Student A, B, C, E W- Student D, F, G Th- Student A, B, C, E F- Student F, G	Help student F use visual rotation schedule (Tuesday Student F has push-in OT)	Help Student A use object rotation schedule
Motor Lab (M-Th) Adapted PE (F)	Conference Period/Prep home communication journals	M-Th- Encourage Student A to use communication device to direct other students through the rotations	M-Th- Help Student F use visual rotation schedule.
Dismissal	Student F and G to cars	Students C, D, and F to cars	Students A and B to bus

Arrival

Teacher: Cafeteria with Student C, Student D, and Student E
Paraprofessional 1: Bus with Student A (present transition object, and Student B
Paraprofessional 2: Car with Student F (present first-then chart) and Student G

Station Rotations

Teacher: Prep materials for AM
Paraprofessional 1: Help Student A use object rotation schedule
Paraprofessional 2: Help student F use visual rotation schedule

Math - Whole Group

Teacher: Provide direct instruction
Paraprofessional 1: Offer choice board to Student F every 15 min (5 min break)
Paraprofessional 2: Student A

Math - Small Group

Teacher: M,W,F- Student D,E,G
T, Th- Student A, B, C
Paraprofessional 1: Join teacher small group with student F (offer choice board every 15 min)
Paraprofessional 2: M,W,F- Student A, B, C
T, Th- Student D, E, G

Science - Whole Group

Teacher: Provide direct instruction
Paraprofessional 1: Student A
Paraprofessional 2: Offer choice board to Student F every 15 min (5 min break)

Science - Small Group

Teacher: M,W,F- Student E,G
T, Th- Student A, B, C
Paraprofessional 1: M,W,F- Student A, B, C
T, Th- Student E, G
Paraprofessional 2: Join teacher small group with Student F (offer choice board every 15 min)

Restroom Break

Teacher: Prep materials for PM
Paraprofessional 1: Assist Student E with clothes, provide mini schedule and assist in all steps with Student F
Paraprofessional 2: Change Student A and Student C

Student Lunch

Teacher: Lunch Break
Paraprofessional 1: Assist Student F with getting tray, opening items, and clean up
Paraprofessional 2: Tube feed Student A

ELAR Whole Group

Teacher: Provide direct instruction, ensure Student A uses the stander with tray
Paraprofessional 1: Lunch Break
Paraprofessional 2: Offer choice board to Student F every 15 min (5 min break)

Independent Work Jobs

Teacher: Help student F use 3-bin work system
Paraprofessional 1: Help Student A use 3-bin work system
(Tuesday Student A pull-out OT)
Paraprofessional 2: Lunch Break

Recess

Teacher: Encourage Student A to use communication device with peers.
Paraprofessional 1: No assignment specified.
Paraprofessional 2: No assignment specified.

Restroom Break

Teacher: No assignment specified.
Paraprofessional 1: Change Student A and Student C
Paraprofessional 2: Assist Student E with clothes, provide mini schedule and assist in all steps with Student F

Social Studies - Whole Group

Teacher: Provide direct instruction
Paraprofessional 1: Offer choice board to Student F every 15 min (5 min break)
Paraprofessional 2: Student A
(Wednesday- Student A pull out PT)

Social Studies - Small Group

Teacher: M,W,F- Student C, E, G
T, Th- Student A, B
Paraprofessional 1: Join teacher small group with student F (offer choice board every 15 min)
Paraprofessional 2: M,W,F- Student A, B
T, Th- Student C, E, G

Snack

Teacher: Encourage Student A to use communication device with peers (no snack)
(Monday Student A has push-in speech)
Paraprofessional 1: No assignment specified.
Paraprofessional 2: Assist student F with opening items and clean up
(Monday Student F has push-in speech)

Station Rotations

Teacher: Work 1:1 with students
M- Student D
T- Student A, B, C, E
W- Student D, F, G
Th- Student A, B, C, E
F- Student F, G
Paraprofessional 1: Help student F use visual rotation schedule
(Tuesday Student F has push-in OT)
Paraprofessional 2: Help Student A use object rotation schedule

Motor Lab (M-Th)

Adapted PE (F)

Teacher: Conference Period/Prep home communication journals
Paraprofessional 1: M-Th- Encourage Student A to use communication device to direct other students through the rotations
Paraprofessional 2: M-Th- Help Student F use visual rotation schedule.

Dismissal

Teacher: Student F and G to cars
Paraprofessional 1: Students C, D, and F to cars
Paraprofessional 2: Students A and B to bus

*Classroom staff meeting after dismissal on Tuesdays and Thursdays (10 min.)

This sample shows the same schedule but is organized by students instead of staff. This may be useful for tracking the location of students or when building their individual visual schedules.

Color Code:

Teacher

Paraprofessional 1

Paraprofessional 2

Can access and participate independently with regular supports

Helping specific students:

Student A – all day - use object schedule, move wheelchair, assist with access to materials, encourage communication device use

Student C – all day – has visual picture schedule, needs a verbal reminder to “check your schedule” at each transition

Student F – all day - use first-then chart, help remain on task with visual rule reminders

Classroom student schedule. Cell colors indicate the responsible staff member; white cells indicate independent participation with regular supports.
Activity	Student A	Student B	Student C	Student D	Student E	Student F	Student G
Arrival	Paraprofessional 1: Bus; present transition object	Paraprofessional 1: Bus	Teacher: Cafeteria	Teacher: Cafeteria	Teacher: Cafeteria	Paraprofessional 2: Car; present first-then chart	Paraprofessional 2: Car
Station Rotations <Teacher preps materials for AM>	Paraprofessional 1: Help use object rotation schedule	use visual rotation schedule	use visual rotation schedule	use visual rotation schedule	use visual rotation schedule	Paraprofessional 2: Help use visual rotation schedule	use visual rotation schedule
Math - Whole Group <Teacher provides direct instruction>	Paraprofessional 2					Paraprofessional 1: offer choice board every 15 min (5 min break) <joins teacher small group>
Math - Small Group	Paraprofessional 2: M, W, F	Paraprofessional 2: M, W, F	Paraprofessional 2: M, W, F	Teacher: M, W, F	Teacher: M, W, F		Teacher: M, W, F
Math - Small Group	Teacher: T, Th	Teacher: T, Th	Teacher: T, Th	Paraprofessional 2: T, Th	Paraprofessional 2: T, Th		Paraprofessional 2: T, Th
Science - Whole Group <Teacher provides direct instruction>	Paraprofessional 1			Science with General Education Class		Paraprofessional 2: offer choice board every 15 min (5 min break) <joins teacher small group>
Science - Small Group	Paraprofessional 1: M, W, F	Paraprofessional 1: M, W, F	Paraprofessional 1: M, W, F		Teacher: M, W, F		Teacher: M, W, F
Science - Small Group	Teacher: T, Th	Teacher: T, Th	Teacher: T, Th		Paraprofessional 1: T, Th		Paraprofessional 1: T, Th
Restroom Break <Teacher preps materials for PM>	Paraprofessional 2: Change		Paraprofessional 2: Change		Paraprofessional 1: Assist with clothes	Paraprofessional 1: Mini schedule; assist all steps
Student Lunch <Teacher’s Lunch>	Paraprofessional 2: Tube feed			Lunch with General Education Class		Paraprofessional 1: Assist with getting tray, opening items, and cleanup
ELAR Whole Group <teacher provides direct instruction> Para A at lunch>	Teacher: Uses stander with tray					Paraprofessional 2: offer choice board every 15 min (5 min break)
Independent Work Jobs <Para B at lunch>	Paraprofessional 1: Help use 3-bin work system; T – pull out OT	use work system schedule	use work system schedule	use work system schedule	use work system schedule	Teacher: Help use 3-bin work system	use work system schedule
Recess	Teacher: Encourage use of communication device with peers
Restroom Break	Paraprofessional 1: Change		Paraprofessional 1: Change		Paraprofessional 2: Assist with clothes	Paraprofessional 2: Mini schedule; assist all steps
Social Studies - Whole Group <teacher provides direct instruction>	Paraprofessional 2: W – pull out PT			Social Studies with General Education Class		Paraprofessional 1: offer choice board every 15 min (5 min break) <joins teacher small group>
Social Studies - Small Group	Paraprofessional 2: M, W, F	Paraprofessional 2: M, W, F	Teacher: M, W, F		Teacher: M, W, F		Teacher: M, W, F
Social Studies - Small Group	Teacher: T, Th	Teacher: T, Th	Paraprofessional 2: T, Th		Paraprofessional 2: T, Th		Paraprofessional 2: T, Th
Snack	Teacher: No snack – encourage use of communication device with peers; M – push in speech					Paraprofessional 2: Assist with opening items and cleanup; M – push in speech
Station Rotations <Teacher Works 1:1 with Students>	Paraprofessional 2: 1:1 T/Th; Help use object rotation schedule	1:1 T/Th; use visual rotation schedule	1:1 T/Th; use visual rotation schedule	1:1 M/W; use visual rotation schedule	1:1 T/Th; use visual rotation schedule	Paraprofessional 1: 1:1 W/F; Help use visual rotation schedule; T – push in OT	1:1 W/F; use visual rotation schedule
Motor Lab (M-Th) Adapted PE (F) <Teacher’s Conference – preps home communication journals>	Paraprofessional 1: Lab – Encourage use of communication device to direct other students through the rotations	Lab – use visual rotation schedule	Lab – use visual rotation schedule	PE with General Education Class	Lab – use visual rotation schedule	Paraprofessional 2: Lab – Help use visual rotation schedule	Lab – use visual rotation schedule
Dismissal	Paraprofessional 2: Bus	Paraprofessional 2: Bus	Paraprofessional 1: Car	Paraprofessional 1: Car	Paraprofessional 1: Car	Teacher: Car	Teacher: Car

Arrival

Student A: Paraprofessional 1: Bus; present transition object
Student B: Paraprofessional 1: Bus
Student C: Teacher: Cafeteria
Student D: Teacher: Cafeteria
Student E: Teacher: Cafeteria
Student F: Paraprofessional 2: Car; present first-then chart
Student G: Paraprofessional 2: Car

Station Rotations

Student A: Paraprofessional 1: Help use object rotation schedule
Student B: Independent participation with regular supports: use visual rotation schedule
Student C: Independent participation with regular supports: use visual rotation schedule
Student D: Independent participation with regular supports: use visual rotation schedule
Student E: Independent participation with regular supports: use visual rotation schedule
Student F: Paraprofessional 2: Help use visual rotation schedule
Student G: Independent participation with regular supports: use visual rotation schedule

Math - Whole Group

Student A: Paraprofessional 2
Student B: Independent participation with regular supports
Student C: Independent participation with regular supports
Student D: Independent participation with regular supports
Student E: Independent participation with regular supports
Student F: Paraprofessional 1: offer choice board every 15 min
(5 min break)
<joins teacher small group>
Student G: Independent participation with regular supports

Math - Small Group

Student A

Paraprofessional 2: M, W, F

Teacher: T, Th

Student B

Paraprofessional 2: M, W, F

Teacher: T, Th

Student C

Paraprofessional 2: M, W, F

Teacher: T, Th

Student D

Teacher: M, W, F

Paraprofessional 2: T, Th

Student E

Teacher: M, W, F

Paraprofessional 2: T, Th

Student F

Paraprofessional 1: offer choice board every 15 min
(5 min break)
<joins teacher small group>

Student G

Teacher: M, W, F

Paraprofessional 2: T, Th

Science - Whole Group

Student A: Paraprofessional 1
Student B: Independent participation with regular supports
Student C: Independent participation with regular supports
Student D: Independent participation with regular supports: Science with General Education Class
Student E: Independent participation with regular supports
Student F: Paraprofessional 2: offer choice board every 15 min
(5 min break)
<joins teacher small group>
Student G: Independent participation with regular supports

Science - Small Group

Student A

Paraprofessional 1: M, W, F

Teacher: T, Th

Student B

Paraprofessional 1: M, W, F

Teacher: T, Th

Student C

Paraprofessional 1: M, W, F

Teacher: T, Th

Student D

Independent participation with regular supports: Science with General Education Class

Student E

Teacher: M, W, F

Paraprofessional 1: T, Th

Student F

Paraprofessional 2: offer choice board every 15 min
(5 min break)
<joins teacher small group>

Student G

Teacher: M, W, F

Paraprofessional 1: T, Th

Restroom Break

Student A: Paraprofessional 2: Change
Student B: Independent participation with regular supports
Student C: Paraprofessional 2: Change
Student D: Independent participation with regular supports
Student E: Paraprofessional 1: Assist with clothes
Student F: Paraprofessional 1: Mini schedule; assist all steps
Student G: Independent participation with regular supports

Student Lunch

<Teacher’s Lunch>

Student A: Paraprofessional 2: Tube feed
Student B: Independent participation with regular supports
Student C: Independent participation with regular supports
Student D: Independent participation with regular supports: Lunch with General Education Class
Student E: Independent participation with regular supports
Student F: Paraprofessional 1: Assist with getting tray, opening items, and cleanup
Student G: Independent participation with regular supports

ELAR Whole Group

<teacher provides direct instruction>
Para A at lunch>

Student A: Teacher: Uses stander with tray
Student B: Independent participation with regular supports
Student C: Independent participation with regular supports
Student D: Independent participation with regular supports
Student E: Independent participation with regular supports
Student F: Paraprofessional 2: offer choice board every 15 min
(5 min break)
Student G: Independent participation with regular supports

Independent Work Jobs

Student A: Paraprofessional 1: Help use 3-bin work system; T – pull out OT
Student B: Independent participation with regular supports: use work system schedule
Student C: Independent participation with regular supports: use work system schedule
Student D: Independent participation with regular supports: use work system schedule
Student E: Independent participation with regular supports: use work system schedule
Student F: Teacher: Help use 3-bin work system
Student G: Independent participation with regular supports: use work system schedule

Recess

Student A: Teacher: Encourage use of communication device with peers
Student B: Independent participation with regular supports
Student C: Independent participation with regular supports
Student D: Independent participation with regular supports
Student E: Independent participation with regular supports
Student F: Independent participation with regular supports
Student G: Independent participation with regular supports

Restroom Break

Student A: Paraprofessional 1: Change
Student B: Independent participation with regular supports
Student C: Paraprofessional 1: Change
Student D: Independent participation with regular supports
Student E: Paraprofessional 2: Assist with clothes
Student F: Paraprofessional 2: Mini schedule; assist all steps
Student G: Independent participation with regular supports

Social Studies - Whole Group

Student A: Paraprofessional 2: W – pull out PT
Student B: Independent participation with regular supports
Student C: Independent participation with regular supports
Student D: Independent participation with regular supports: Social Studies with General Education Class
Student E: Independent participation with regular supports
Student F: Paraprofessional 1: offer choice board every 15 min
(5 min break)
<joins teacher small group>
Student G: Independent participation with regular supports

Social Studies - Small Group

Student A

Paraprofessional 2: M, W, F

Teacher: T, Th

Student B

Paraprofessional 2: M, W, F

Teacher: T, Th

Student C

Teacher: M, W, F

Paraprofessional 2: T, Th

Student D

Independent participation with regular supports: Social Studies with General Education Class

Student E

Teacher: M, W, F

Paraprofessional 2: T, Th

Student F

Paraprofessional 1: offer choice board every 15 min
(5 min break)
<joins teacher small group>

Student G

Teacher: M, W, F

Paraprofessional 2: T, Th

Snack

Student A: Teacher: No snack – encourage use of communication device with peers; M – push in speech
Student B: Independent participation with regular supports
Student C: Independent participation with regular supports
Student D: Independent participation with regular supports
Student E: Independent participation with regular supports
Student F: Paraprofessional 2: Assist with opening items and cleanup; M – push in speech
Student G: Independent participation with regular supports

Station Rotations

Student A: Paraprofessional 2: 1:1 T/Th; Help use object rotation schedule
Student B: Independent participation with regular supports: 1:1 T/Th; use visual rotation schedule
Student C: Independent participation with regular supports: 1:1 T/Th; use visual rotation schedule
Student D: Independent participation with regular supports: 1:1 M/W; use visual rotation schedule
Student E: Independent participation with regular supports: 1:1 T/Th; use visual rotation schedule
Student F: Paraprofessional 1: 1:1 W/F; Help use visual rotation schedule; T – push in OT
Student G: Independent participation with regular supports: 1:1 W/F; use visual rotation schedule

Motor Lab (M-Th)

Adapted PE (F)
<Teacher’s Conference – preps home communication journals>

Student A: Paraprofessional 1: Lab – Encourage use of communication device to direct other students through the rotations
Student B: Independent participation with regular supports: Lab – use visual rotation schedule
Student C: Independent participation with regular supports: Lab – use visual rotation schedule
Student D: Independent participation with regular supports: PE with General Education Class
Student E: Independent participation with regular supports: Lab – use visual rotation schedule
Student F: Paraprofessional 2: Lab – Help use visual rotation schedule
Student G: Independent participation with regular supports: Lab – use visual rotation schedule

Dismissal

Student A: Paraprofessional 2: Bus
Student B: Paraprofessional 2: Bus
Student C: Paraprofessional 1: Car
Student D: Paraprofessional 1: Car
Student E: Paraprofessional 1: Car
Student F: Teacher: Car
Student G: Teacher: Car

10-minute classroom staff meeting T, Th after dismissal.

Teams 2

The campus administrator plays an important role in establishing a campus’s climate and culture. These tools guide the campus principal in advocating for the needs of students and are aligned with the eight core elements of inclusive education.

Resources for advocating for the needs of students:

Significant Cognitive Disabilities, Inclusion

Inclusive Education Implementation Plan

This Inclusive Education Implementation Plan blank template aligns with the eight core elements of Inclusive Education. Additional download options include a sample for a team just starting out with Phase One of their Inclusive Education Implementation Plan, and a sample for a high school campus

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Significant Cognitive Disabilities, Inclusion

The Fundamentals of Inclusive Education for Students with Complex Access Needs

Explore the core elements of inclusive education and research-backed positive outcomes for all students.

View Course

Significant Cognitive Disabilities, Inclusion

Ideas for Advocating for Students with Complex Access Needs

In this video, Ayo Jones gives you ideas on ways to advocate for your students.

View Video

Teams 3

The principal has a direct impact on the scheduling of students, the placement of students into classrooms, the way those classes are set up, and the logistics of running the school. Equally important, the principal has direct impact on the human resources of the school – the quality of the teaching, the way in which the adults work or do not work together, and the expectations for the teachers and staff. In addition, the principal sets the tone and the climate of the school, affecting the school culture; how students, staff and families are treated; and the general feel of the school.

Causton, Julie and Theoharis, George. The Principal’s Handbook for Leading Inclusive Schools. Paul H. Brookes Publishing Co., 2017.

Teams 4

Significant Cognitive Disabilities, Instruction, ARD/IEP Supports

Autism Focused Intervention Resources & Modules

Learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum.

View External Resource

New

Significant Cognitive Disabilities

Modules Addressing Special Education and Teacher Education

Modules focused on important topics in special education courses and professional development for teachers.

View External Resource

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Significant Cognitive Disabilities, Instruction

December Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on evaluating your professional growth. The content aligns with Quality Indicator II: Effective Teams on the Rubric of Effective Practices for Students with Complex Access Needs and the Administrator Companion Document to the Rubric of Effective Practices for Students with

View Article

Significant Cognitive Disabilities

SWIFT in 60 - Strong Educator Support System Video

This film focuses on how strong and engaged site leadership is a foundation for transforming systems throughout a school.

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Administrator Interview Resource

Texas SPED Support has created an Administrator Interview Resource to assist administrators when interviewing educator applicants who will support students with complex access needs. It aligns with the five quality indicators from the rubric. After hiring, administrators can use this tool to identify gaps in new employees’ performance and refer them to the Texas SPED Support website to search for resources specific to their area of need.

Significant Cognitive Disabilities, Inclusion, Instruction, ARD/IEP Supports, Assistive Technology

Administrator Interview Resource for Educators Working with Students with Complex Access Needs

This resource was created to assist administrators when interviewing educator applicants who will support students with complex access needs.

View Tool/Template

Teams 5

Significant Cognitive Disabilities, Instruction, ARD/IEP Supports

Autism Focused Intervention Resources & Modules

Learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum.

View External Resource

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Significant Cognitive Disabilities

Modules Addressing Special Education and Teacher Education

Modules focused on important topics in special education courses and professional development for teachers.

View External Resource

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Significant Cognitive Disabilities, Instruction

December Monthly Instructional Guide for Students with Complex Access Needs

View Article

Significant Cognitive Disabilities

Happiness can lead to Success in the Classroom Video

Video about how student happiness impacts their performance and what educators can do.

View External Resource

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Teams 6

Resources for instructional planning and collaboration between general and special educators:

Significant Cognitive Disabilities

TEKS

The Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do.

View External Resource

STAAR Resources

STAAR documents and resources.

View External Resource

Significant Cognitive Disabilities

STAAR Alternate 2 Resources

STAAR Alternate 2 documents and resources.

View External Resource

Significant Cognitive Disabilities, Early Childhood

Texas Prekindergarten Guidelines

The Texas Prekindergarten Guidelines serve as a resource for families, educators, and administrators to provide developmentally appropriate guidance and practices around young children’s development and learning in the prekindergarten environment.

View External Resource

Significant Cognitive Disabilities, Early Childhood

Early Childhood Vertical Alignment

The early childhood vertical alignments help teachers, administrators, and families understand the progression of knowledge and skills related to all areas of development and learning across the early childhood continuum.

View External Resource

Significant Cognitive Disabilities, Inclusion, Instruction

Supports for Participation for Students with Complex Access Needs

Learn to plan effective supports for students with complex access needs in the general education classroom and assess their fidelity.

View Course

Significant Cognitive Disabilities, Inclusion, Instruction

Accessible Instructional Materials (AIM) for Students with Complex Access Needs

Explore accessible instructional materials (AIM) for students with complex access needs.

View Course

Significant Cognitive Disabilities, Instruction

Beyond Time and Money: Teaching Mathematics to Students with Complex Access Needs

Master strategies to teach math to students with significant cognitive disabilities, including embedding specialized instruction in general education.

View Course

Significant Cognitive Disabilities, Inclusion, Instruction

Universal Design for Learning (UDL) for Students with Complex Access Needs

Master the principles of UDL, overcome implementation barriers, assess lesson fidelity, and design universally inclusive lessons for all students.

View Course

Significant Cognitive Disabilities, Instruction

Taking a Standard and Making It Accessible

In this video, Ayo Jones shows how a ninth-grade biology standard can be made accessible for students working on prerequisite skill levels.

View Video

Teams 7

Significant Cognitive Disabilities, Instruction

Learn to identify and use appropriate data collection systems.

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Image Examples:

This teacher uses a calendar to track the days her student exhibits the target behavior.

This teacher uses a data sheet to collect a student's performance on work task boxes.

This teacher placed tally marks showing each time the student performed the target behavior in a thirty-minute session. Sessions where the student met their goal are highlighted.

This teacher used a timer to record the number of seconds the student held onto an item that was placed in their hand. Trials where the student met their goal are highlighted.

This teacher created bins that hold student-specific activities and the related data collection forms.

This example uses the grading rubric from Texas SPED Support, which allows educators to use task analysis to break down the assignment or activity into individualized steps, considering the prerequisite access points and specific conditions needed for their student.

This teacher uses sticky notes (representing 5-minute chunks of time) to share data with a student, visually representing their time on task.

Teams 8

Resources for helping teams collaborate:

Significant Cognitive Disabilities, Inclusion, Instruction

Instructional Support Meeting Agenda Template

This blank agenda template can be used to prepare for an instructional support planning meeting

View Tool/Template

Significant Cognitive Disabilities, ARD/IEP Supports, Instruction, Behavior

Data-Based Decisions Module

Learn to make data-based decisions about student data.

View External Resource

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Significant Cognitive Disabilities, ARD/IEP Supports, Instruction, Behavior

Reporting Data to Educational Partners Module

Understand the impact of appropriate reporting of student data to educational partners and analyze the factors which support that reporting.

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Significant Cognitive Disabilities, Instruction

Setting an Agenda for Team Meetings

In this video, Ayo Jones discusses setting an agenda for team meetings.

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Teams 9

Teams 10

Resources for student confidentiality:

Significant Cognitive Disabilities

IDEA and FERPA Confidentiality Provisions

U.S. Department of Education IDEA and FERPA Crosswalk.

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Significant Cognitive Disabilities

Legal Framework - Confidentiality of Information

Texas Legal Framework content on confidentiality of information.

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Significant Cognitive Disabilities

Student Confidentiality

In this video, Ayo Jones talks about student confidentiality.

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Teams 11

Resources for positive family communication:

Significant Cognitive Disabilities, Instruction

September Monthly Instructional Guide for Students with Complex Access Needs

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Significant Cognitive Disabilities

Setting the Stage for Parent-Professional Collaboration

Article from Indiana Resource Center for Autism on collaboration between home and school.

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Significant Cognitive Disabilities

Collaborating with Families Module

Learn about the importance of engaging the families of students with disabilities in their child’s education.

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Autism, Behavior

Family/Teacher Communication Form

Facilitates family/teacher communication.

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Autism, Behavior

Take Home Folder

Facilitates communication between school and home.

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Autism

Parent-Professional Relationships

The importance of building and developing relationships between educators and parents.

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Autism

Collaborative Teaming

Simple ways educators can work to build positive family relationships - specifically being aware of the language they use.

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Teams 12, 12a, 12b, 12c

Resources for student transitions:

Significant Cognitive Disabilities

Transitioning to an Inclusive Setting

Article from SWIFT offering five strategies for districts, schools, and families on easing transitions to inclusive settings.

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Significant Cognitive Disabilities, Instruction

May Monthly Instructional Guide for Students with Complex Access Needs

This month’s focus is on wrapping up the school year. All year, you have used the Rubric of Effective Practices for Students with Complex Access Needs and the Administrator Companion Document to the Rubric of Effective Practices for Students with Complex Access Needs to guide your practice. This

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Significant Cognitive Disabilities, Inclusion, Transition

Transitioning a Student with Complex Access Needs from a Self-Contained to a General Education Classroom

Explore inclusive strategies and transition steps to move students with complex access needs from self-contained to general education classrooms.

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Early Childhood

Supporting Early Childhood Transitions Quick Reference Guide

This guidance document will support educators and other school professionals in Texas with transitions from early childhood to elementary.

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Significant Cognitive Disabilities, Transition

Transitioning Students to New Educational Settings

In this video, Ayo Jones covers easing student transitions to new educational settings.

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Significant Cognitive Disabilities, Instruction

Student Portfolios for Students with Complex Access Needs

In this video, Ayo Jones shares tips and strategies on student portfolios.

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Significant Cognitive Disabilities

Supporting Student Transitions

This video shows one educator explaining how she supports students who move in and out of her classroom.

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Image Examples:

Here is an example of a student transition follow-up form a teacher uses to check up on former students.

In this image is a student transition follow-up form filled out for a student named Mitchell. His past teacher, Mrs. Chase, and his new teacher Mr. Copeland, met on 8/23/23.

Mr. Copeland wondered if Mitchell sat with the class during lunch. Mrs. Chase indicated that he did, using a visual support first-then chart with the symbols for "eat" and "read." They also sent Mitchell a stack of books to the cafeteria and mentioned he would remain seated if he has an activity such as this.

After this check-in, Mrs. Chase will send the icons for the first-then chart to Mr. Copeland. Mr. Copeland will get car racing books and make a lunch book basket for Mitchell.

The additional follow-up date indicates N/A on the form.

Effective Teams Review

What can educators do?

Create a classroom manual that outlines roles and expectations for each staff member.
Design a classroom staff schedule so that everyone knows for each segment of the day: where they should be, who they are supporting, and what materials are needed.
Designate lunchtimes and debrief times on the daily schedule.
Keep a running agenda for staff debriefs, designating spots for needs, concerns, questions, and celebrations for a quick discussion.
Model instructional strategies for paraprofessionals.
Demonstrate presumed competence, where staff encourage higher student expectations for all students.
Collaborate between special and general educators, discussing lessons, possible modifications, and opportunities for inclusion.
Be mindful of how you talk about your students, maintain confidentiality, and be respectful.
Create data collection tools that effectively measure progress, train staff on their use, and schedule time for the team to analyze the data to adjust instructional and behavioral strategies.
Consistently review behavior antecedents to address concerns proactively.
Build strong relationships with families, by actively listening to their hopes and concerns, sharing information, and helping them hold high expectations for students.
Create student portfolios that demonstrate progress and showcase effective strategies and share the portfolio with the student's next teacher.
Take the student to visit the next educational setting before the transition and follow up after the student has transitioned.

Effective Teams Training

For more information on the key themes from Quality Indicator II: Effective Teams, take the free online course Teamwork and Transitions.