The information addresses both general and special education settings. It does not include non-instructional responsibilities such as assisting in diapering, positioning, feeding, etc. This guide is a resource. It is not a strict set of “rules” that must be followed. The appropriate state and federal laws are included throughout this document. This document can serve as a starting point to spark…
Type: Resource General
This field user guide includes paraprofessional's roles and responsibilities, the importance of clear communication, documentation practices, and virtual or a face-to-face classroom supports.
Type: Resource General
This guide includes resources that help teachers understand, develop, implement, and evaluate the specially designed instruction (SDI) students with disabilities need to access and progress in the general curriculum. In addition, it clarifies concepts related to, but distinct from, specially designed instruction, including accommodations, modifications, and high yield instructional strategies.
Type: Resource General
This blank agenda template can be used to prepare for an instructional support planning meeting. This document aligns with the Rubric of Effective Practices from TX CAN Indicator II: Effective Teams - Components 1, 2, 3, 6, 7, 8, and 9.
Type: Resource General
The intent of this document is to provide information to teachers who deliver special education services to students with disabilities and participate in the preparation and implementation of Individualized Education Programs (IEPs).
Type: Resource General
This tool will help you establish a baseline, help you make progress over time, and give you strategies that support student learning. In this guide you will find the UDL Classroom Implementation Rubric, which outlines a progression of UDL implementation and growth. It also includes strategies and tips for educators to use as they build their capacity to implement UDL. We hope this guide will…
Type: Resource General
The purpose of this companion document is to provide examples in how to think through the implementation of the UDL Classroom Implementation Rubric. A variety of content areas and grade levels are provided. Educators are encouraged to use these tools to reflect on their own thought processes as they design accessible learning environments for all students.
Type: Resource General
The considerations and discussion points provided are intended to help administrators guide their own thinking, teacher thinking, and purposeful conversations. This tool is designed to align with Domains 1-3 of the T-TESS evaluation system. It is recommended for use in any stage of the T-TESS process, especially during the Pre-Evaluation Conference and PostEvaluation Conference meetings.
Type: Resource General
In this video, Ayo Jones talks about how positive behavioral supports can be implemented throughout instructional activities to maintain focus and engagement. This video aligns with the Rubric of Effective Practices from TX CAN Indicator III: Classroom Climate - Components 11, 12, and 14 and Indicator IV: Social Communication - 5.
Type: Resource General
The considerations and discussion points provided are intended to help administrators guide their own thinking, teacher thinking, and purposeful conversations. This tool is designed to align with Domains 1-3 of the T-TESS evaluation system. It is recommended for use in any stage of the T-TESS process, especially during the Pre-Evaluation Conference and PostEvaluation Conference meetings.
Type: Resource General
