Domain II — Assessment and Program Planning
Competency 3: Apply knowledge of the evaluation and assessment process and of appropriate assessment strategies to inform instructional design and to support students.
The IRIS Center, Peabody College, Vanderbilt University Mathematics Progress Monitoring System
The course provides guidelines for developing an assessment plan to effectively implement a multi-tiered system of supports (MTSS). This course includes strategies for effectively using assessment data to support student success.
In this course, educators and staff will define the roles and responsibilities of paraprofessionals, teachers, and related service providers in collaborative settings. They will explore essential components for building strong communication systems and learn practical strategies to use clear expectations and cooperative relationships to enhance positive outcomes for all students.
TEA, "Standards-Based Individualized Education Program (IEP) Process Training": Texas SPED Support
TEA, Accommodations and Modifications - Texas SPED Quick Learns
The key to teacher success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Access various resources and accommodations to pinpoint the ideal solution for student success in the Accommodation Central.
TEA, “Technical Assistance: Individualized Education Program (IEP) Development”: Texas SPED Support TEA believes that there is shared responsibility across the state to ensure that all students, including students with disabilities, are held to rigorous academic standards and high expectations. The IEP must be individualized, based on the unique needs of that child, and designed to enable him or her to work towards grade-level content standards and achieve challenging goals. Proper provision of a free appropriate public education (FAPE) means that all students have access to the supports and services that will prepare them for success in college, careers, and independence.
Organized by grade band and subject area, the TEKS Alignment Collection outlines the knowledge and skills that align with self-determination as defined by the research of Dr. Michael Wehmeyer and The National Gateway to Self-Determination Project. Educators may use the Self-Determination Alignment Collection to consider where self-determination skills are addressed in each content area or to develop standards based annual individualized education program (IEP) goals for a specific student.
Competency 4: Apply knowledge of contributing to, monitoring, and reporting on individualized programming for students.
TEA, Recording Student Progress
Marissa talks about collecting data using information from the student's entire educational team.
TEA, Chapter 8: Progress Monitoring and Communicating Progress to Families (Educator)
In this course, instructional leaders will examine examples of progress-monitoring data to inform collaborative planning. They will engage with instructional question stems to enhance their ability to guide data analysis during meetings. Additionally, school leaders will identify key "look-fors" during classroom walk-throughs that align with instructional adjustments based on data analysis.
TEA, Chapter 6: Assessments with Collaborative Instruction and Flexible Groupings (Educator)
In this course, educators will explore how routine assessment is used to develop data-driven instruction and how collaborative instruction and flexible grouping strategies can promote regular assessment and progress monitoring. Educators will learn actionable steps to effectively implement assessments in collaborative settings.
TEA, Chapter 7: Co-Planning for Instruction (Educator)
In this course, educators will understand how specially designed instruction is supported through co-planning and explore methodology for data-driven collaborative meetings. Additionally, they will create a co-planning agenda and action plan to support effective implementation.
TEA, "Language and Communication Focused IEPs": Texas SPED Support
This 11-part course program series is intended to prepare educators and school administrators on how to use the IEP Discussion Guide in the best way possible. Each course covers a chapter in the IEP Discussion Guide.
This 90-minute module highlights classroom considerations that promote access to the general education curriculum for students with disabilities.
TEA, "Next Steps to Independence: Skills and Strategies": Texas SPED Support
The Next Steps checklist can also serve as an informal transition assessment for self-determination skills. It is divided by age and grade ranges, starting with Birth to Age 3 and ending with 18+ (Ages 18-22), highlighting critical developmental milestones.
TEA, Coordinated Set of Activities
The purpose of this training is to give Texas educators the information and tools needed to plan a coordinated set of activities, also known as the transition services for students with disabilities.
TEA, TIER Progress Monitoring Tool
The TIER Progress Monitoring Tool is a free progress monitoring platform to house data for students receiving interventions. It is intended for use with the accompanying instructional video.
The IRIS Center, Peabody College, Vanderbilt University "Student Centered Transition Planning:
This 2-hour online module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to lead their own IEP meetings.
In Texas, the admission, review, and dismissal (ARD) committee is responsible for making decisions about a child’s special education program. The ARD committee is also known as the individualized education program (IEP) team in other states.
After the initial evaluation report is complete, an ARD committee must meet to review the evaluation and determine if the child meets eligibility criteria for special education and related services.
