# data[].attributes.body
L’Rae Watson

Education Specialist

lwatson@esc17.net

806.281.5870

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Family Engagement: Collaborating with Families of Students with Disabilities

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Family Engagement: Collaborating with Families of Students with Disabilities

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Online Module. Free.

*Certificate available after completion.

Target Audience: General & Special Educators, Administrators, Related Service Providers

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IRIS | Family Engagement: Collaborating with Families of Students with Disabilities

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This module—a revision of Collaborating with Families, which was originally developed in cooperation with the PACER Center—addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and…

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L’Rae Watson

Education Specialist

lwatson@esc17.net

806.281.5870

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Online Module. Free.

*Participants must register through TEA LEARN

Target Audience: General & Special Educators, Administrators

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Creating an Assessment Plan is a Course

Creating an Assessment Plan

Self-paced
4 credits

Enroll

Full course description

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.

This TIER course is designed for leaders, including campus and district administrators, as well as ESC staff supporting school leaders; however, all learners are welcome.

In this course, leaders learn about key elements of creating an assessment plan. Throughout the course, leaders reflect on and outline the assessment practices in their campus or district in each of these areas:

Selecting research-based assessments

Training and support in assessment administration

Creating an assessment calendar

Managing the data

Using the data at the campus level

Supporting teachers using the data

This course is approved for 4 Continuing Professional Education (CPE) hours. Assessments of learner achievement of the objectives will include reflection/application activities, knowledge checks, and wrap-up questions. You will complete one lesson module at a time.

Credit will be assigned after all lesson modules are completed. Your certificate of completion will be accessible within 24 hours on the TEALearn Student Dashboard of the account used for registration. Instructions on claiming your certificate of completion are available after the last assignment.

Sign up for this course today!

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Creating an Assessment Plan is a Course Self-paced 4 credits Enroll 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.

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Supports for Special Education Referrals

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Supports for Special Education Referrals

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Online Module. Free.

*Participants must register through TEA LEARN

Target Audience: General & Special Educators, Administrators, Evaluation Staff

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Welcome to the Supports for Special Education Referrals course. Within this course, we will review how data collected through the intervention process should be used by problem-solving teams to inform decisions regarding referrals for special education.

This course is designed for teachers, staff, and administrators of PK-12 schools, as well as ESC staff; however, all learners are welcome.

After engaging in this course, learners should be able to do the following:

Describe how data from the multi-tiered system of supports (MTSS) framework inform the referral process

Identify how MTSS data can be used as a component of student evaluation

Describe how MTSS data can inform individualized education program (IEP) development for eligible students

This course is approved for 2 Continuing Professional Education (CPE) hours. Assessments of learner achievement of the objectives will include reflection/application activities, knowledge checks, and wrap-up questions. You will complete one lesson module at a time.

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Supports for Special Education Referrals

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Explore using MTSS data for special education referrals. Learn how data informs the referral process, student evaluation, and IEP development.

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Jennifer De Leon

Education Specialist

jdeleon@esc17.net

806.281.5889

Shannon Phillips

Education Specialist

sphillips@esc17.net

806.281.5847

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Amy Hagerman

Education Specialist

ahagerman@esc17.net

806.281.5859

# data[].attributes.body
Amy Hagerman

Education Specialist

ahagerman@esc17.net

806.281.5859

# data[].attributes.body
Anna Phillips

Coordinator

aphillips@esc17.net

806.281.5891

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Universal Design for Learning: Framework

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Universal Design for Learning: Framework

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Online Module. Free.

*Participants must register through TEA LEARN

Target Audience: General & Special Educators, Administrators

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Universal Design for Learning: Framework is a Course

Universal Design for Learning: Framework

Self-paced
6 credits

Enroll

This course is also available in the following program:

Full course description

In this course, you will gain an in-depth understanding of the UDL framework, including its structure, curricular components, and the research behind it. You will understand the alignment between the three brain networks for learning and the three UDL guiding principles.

This course is the first of five modules in which you will explore a teacher's journey through several days of professional learning and self-reflection. The Universal Design for Learning (UDL) Professional Development Series consists of five online courses, developed and intended to be completed in sequential order. It is recommended that you begin the series with Course 1, which provides a basic overview of UDL. Course 2 provides you an in-depth understanding of the UDL framework. Courses 3-5 dive into each of the UDL principles and checkpoints.

Sign up for this course today!

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Universal Design for Learning: Framework - Inclusion in Texas Network

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Universal Design for Learning: Framework is a Course Self-paced 6 credits Enroll This course is also available in the following program: In this course, you will gain an in-depth understanding of the UDL framework, including its structure, curricular components, and the research behind it.

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Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

# data[].attributes.body
Amy Hagerman

Education Specialist

ahagerman@esc17.net

806.281.5859

# data[].attributes.body
Nancy Coffey

Education Specialist

ncoffey@esc17.net

806.281.5831

# data[].attributes.headline
Tips for Developing a Cohesive Transition Plan

# data[].attributes.subject
Tips for Developing a Cohesive Transition Plan

# data[].attributes.body
Online Document

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Tips for Developing a Cohesive Transition Plan

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A Parent's Guide to Early Childhood Education 

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A Parent's Guide to Early Childhood Education 

# data[].attributes.body
Online Document

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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A Parent's Guide to Early Childhood Intervention and Early Childhood Special Education

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Provides family members guidance on early childhood intervention and early childhood special education.

# data[].attributes.body
L'Rae Watson

Education Specialist

lwatson@esc17.net

806.281.5870

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Live Virtual Events. Free.

Target Audience: Early Childhood General and Special Educators, student teachers, first year teachers

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*Participants must register through TEA LEARN

Online Module. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Data-Based Individualization within MTSS is a Course

Data-Based Individualization within MTSS

Self-paced
2 credits

Enroll

After engaging in this TIER course, learners should be able to do the following:

Define DBI

Identify key features of DBI

Explain the purpose and benefits of implementing DBI

Explain the process of DBI and when to implement instructional change

This course is approved for 2 Continuing Professional Education (CPE) hours. Assessments of learner achievement of the objectives will include reflection/application activities, knowledge checks, and wrap-up questions. You will complete one lesson module at a time.

Credit will be assigned after all lesson modules are completed. Your certificate of completion will be accessible within 24 hours on the TEALearn Student Dashboard of the account used for registration. Instructions on claiming your certificate of completion are available after the last assignment.

Sign up for this course today!

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Data-Based Individualization within MTSS - TIER

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Data-Based Individualization within MTSS is a Course Self-paced 2 credits Enroll After engaging in this TIER course, learners should be able to do the following: Define DBI Identify key features of DBI Explain the purpose and benefits of implementing DBI Explain the process of DBI and when to implement instructional change This course is approved for 2 Continuing Professional Education (CPE) hours.

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Roles and Responsibilities Within a Problem-Solving Team

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Roles and Responsibilities Within a Problem-Solving Team

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Online Module. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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After engaging in this course, learners should be able to do the following:

Determine who should participate on MTSS problem-solving teams

Define the roles of problem-solving team members

Plan effective meetings

Implement effective problem-solving team practices

Define the problem-solving team's role in creating consistent expectations

This course is approved for 3 Continuing Professional Education (CPE) hours. Assessments of learner achievement of the objectives will include reflection/application activities, knowledge checks, and wrap-up questions. You will complete one lesson module at a time.

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Roles and Responsibilities Within a Problem-Solving Team

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Master MTSS problem-solving teams: determine participants, define roles, plan meetings, implement practices, and establish consistent expectations.

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Overview of Multi-Tiered System of Supports

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Overview of Multi-Tiered System of Supports

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*Participants must register through TEA LEARN

Online Module. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Overview of Multi-Tiered System of Supports (MTSS) - TIER

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This course provides an overview of the multi-tiered system of supports (MTSS) framework. This course is designed for teachers, staff, and administrators of PK-12 schools; however, all learners are welcome.

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*Participants must register through TEA LEARN

Online Module. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Examples of MTSS Implementation is a Course

Examples of MTSS Implementation

Self-paced
2 credits

Enroll

Full course description

This TIER course provides real-world examples of problem-solving teams implementing MTSS in Texas. This course is designed for teachers, staff, and administrators of PK-12 schools, as well as ESC staff; however, all learners are welcome. This course is approved for 2 Continuing Professional Education (CPE) hours. Assessments of learner achievement of the objectives will include reflection/application activities, knowledge checks, and wrap-up questions.

Sign up for this course today!

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Examples of MTSS Implementation is a Course Self-paced 2 credits Enroll This TIER course provides real-world examples of problem-solving teams implementing MTSS in Texas. This course is designed for teachers, staff, and administrators of PK-12 schools, as well as ESC staff; however, all learners are welcome.

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Region 17 ESC - 5/7/24 - MTSS - Developing an Ongoing PD/Support Plan

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Region 17 ESC - 5/7/24 - MTSS - Developing an Ongoing PD/Support Plan

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Region 17 ESC - 4/9/24 - MTSS - Trauma-Sensitive Schools

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Region 17 ESC - 4/9/24 - MTSS - Trauma-Sensitive Schools

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The MTSS series focuses on supporting district and campus MTSS teams through TEA approved trainings developed by the TIER Network. Virtual sessions will be offered monthly, and topics will address various components and considerations within a school's MTSS framework. All sessions are half-day (3 hour), with the exception of our MTSS KICKSTART on September 12, which will be a full day!

The specific topics for the 23-24 school year are as follows:

9/12/23 -Overview & Implementation of MTSS (9-Noon); Roles/Responsibilities within a Problem-Solving Team (1-4 PM)

10/17/23 -MTSS Relationships with Other Programs & Supports for SPED Referrals (9-Noon)

11/16/23 -Student Centered Approaches (9-Noon)

12/12/23 -Culturally/Linguistically Responsive Considerations for Behavior Interventions (1-4 PM)

1/18/24 - Supporting Mental Health Within MTSS (1-4 PM)

2/13/24 - Data-Based Individualization (DBI) Within MTSS (9-Noon)

3/21/24 - Partnering with Families in PBIS & A Shared MTSS Vision ((-Noon)

4/9/24 - Trauma-Sensitive Schools (1-4 PM)

5/7/24 - Developing an Ongoing PD/Support Plan (9-Noon)

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Behavior:
Amy Hagerman

Education Specialist

ahagerman@esc17.net

806.281.5859

Mental Health:

Amy Smallwood

Education Specialist

asmallwood@esc17.net

806.281.5879

Instruction:
Elda DeSantiago

Education Specialist

edesantiago@esc17.net

806.281.5858

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TEA Technical Assistance: Child Find & Evaluation

# data[].attributes.subject
TEA Technical Assistance: Child Find & Evaluation

# data[].attributes.body
PDF Document

Target Audience: Special Educators (could include general education, administrators, & related services)

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Supports for Special Education Referrals

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Supports for Special Education Referrals

# data[].attributes.body
Online Module. Free.
Target Audience: Special Educators

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Welcome to the Supports for Special Education Referrals course. Within this course, we will review how data collected through the intervention process should be used by problem-solving teams to inform decisions regarding referrals for special education.

This course is designed for teachers, staff, and administrators of PK-12 schools, as well as ESC staff; however, all learners are welcome.

After engaging in this course, learners should be able to do the following:

Describe how data from the multi-tiered system of supports (MTSS) framework inform the referral process

Identify how MTSS data can be used as a component of student evaluation

Describe how MTSS data can inform individualized education program (IEP) development for eligible students

This course is approved for 2 Continuing Professional Education (CPE) hours. Assessments of learner achievement of the objectives will include reflection/application activities, knowledge checks, and wrap-up questions. You will complete one lesson module at a time.

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Supports for Special Education Referrals

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Explore using MTSS data for special education referrals. Learn how data informs the referral process, student evaluation, and IEP development.

# data[].attributes.body
Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

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Online Module. Free.

*Participants must register through TEA LEARN

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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This course is designed for all school and district staff members across the state who serve students in kindergarten through grade 12. The purpose is to empower educators to serve and advocate for students with or at-risk for dyslexia.

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Dyslexia and Related Disorders in the IEP

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Dyslexia and Related Disorders in the IEP

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*Participants must register

Webinar. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Cynthia Hobbs

Education Specialist

chobbs@esc17.net

806.281.5840

# data[].attributes.body
Online Documents/Tools for trainings

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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State Guidance, Blind/Visually Impaired, Deaf/Hard of Hearing, Child Find, Evaluation

TEA's FAQ regarding evaluating a student with a sensory impairment for a potential learning disability.

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State Guidance, Blind/Visually Impaired, Deaf/Hard of Hearing, Child Find, Evaluation TEA's FAQ regarding evaluating a student with a sensory impairment for a potential learning disability.

# data[].attributes.headline
Child Find Duty: Everyone's Responsibility

# data[].attributes.subject
Child Find Duty: Everyone's Responsibility

# data[].attributes.body
Online Module. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Child Find Duty-Everyone’s Responsibility 23-24 - Child Find

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Welcome to the Child Find, Evaluation, and ARD Supports Statewide Network on-demand training on Child Find – Everyone’s Responsibility. The intent of this training is to provide participants with a fundamental understanding of the definition and purpose of child find and requirements for Local Educ…

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Michele Marjason

mmarjason@reg8.net

(903)575-2759

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Online Modules. Free.

*Register with TEALearn

Target Audience: General & Special Educators

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Math for All is a Course

Math for All

Started Oct 13, 2021
6 credits

Enroll

Full course description

Math for All! Designing Inclusive Mathematics Learning Environments-Whole Number Addition and Subtraction, Kindergarten-Grade 3 was developed by the Inclusion in Texas Network in collaboration with the Texas Education Agency. This course is designed to help educators build capacity in understanding how specific disabilities impact students' learning of mathematics.

Sign up for this course today!

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Math for All - Inclusion in Texas Network

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Math for All is a Course Started Oct 13, 2021 6 credits Enroll Math for All! Designing Inclusive Mathematics Learning Environments-Whole Number Addition and Subtraction, Kindergarten-Grade 3 was developed by the Inclusion in Texas Network in collaboration with the Texas Education Agency.

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Online Modules. Free.

*Register with TEALearn

Target Audience: General & Special Educators

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Literacy for All is a Course

Literacy for All

Self-paced
6 credits

Enroll

Full course description

Literacy for All! Designing Inclusive Literacy Learning Environments is designed to help educators understand the importance of teaching students who struggle to read on grade level in grades 4-12 foundational reading skills. You will learn about the science of teaching reading, including an overview of what skills need to be mastered to become a proficient reader, how the brain learns to read, the characteristics of dyslexia and dysgraphia, how a student's learning abilities associated with reading can impact a student's ability to learn how to read, and what instruction and accommodations can remove barriers to learning. This session was developed by the Inclusion in Texas Network in collaboration with the Texas Education Agency (TEA).

Sign up for this course today!

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Literacy for All - Inclusion in Texas Network

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Literacy for All is a Course Self-paced 6 credits Enroll Literacy for All! Designing Inclusive Literacy Learning Environments is designed to help educators understand the importance of teaching students who struggle to read on grade level in grades 4-12 foundational reading skills.

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Elda DeSantiago

Education Specialist

edesantiago@esc17.net

806.281.5858

# data[].attributes.body
Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

# data[].attributes.headline
Inclusive Education and Least Restrictive Environment and How They Differ

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Inclusive Education and Least Restrictive Environment and How They Differ

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Online Video. Free.

*Can also be counted as LRE

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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In this video, Cheryl Jorgensen, an expert on inclusion for students with the most complex access needs, discusses how inclusive education differs from the least restrictive environment. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Differentiated Instruction - Component 7.

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Inclusive Education and Least Restrictive Environment and How They Differ

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In this video, Cheryl Jorgensen discusses how inclusive education differs from the least restrictive environment.

# data[].attributes.body
Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

# data[].attributes.headline
Assessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities

# data[].attributes.subject
Assessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities

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Online Module. Free.

Target Audience: General & Special Educators, Administrators

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Perspectives & Resources

Objective

By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:

Understand that access to the general education curriculum directly affects testing outcomes for students with disabilities

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.

When you are ready, proceed to Page 1.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will: Understand that access to the general education curriculum directly affects testing outcomes for students with disabilities This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.

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IEPs: How Administrators Can Support the Development & Implementation of High-Quality IEPS

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IEPs: How Administrators Can Support the Development & Implementation of High-Quality IEPS

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Online Module. Free.

Target Audience: Administrators

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Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours). If you have not done so already, consider completing the following module: IEPs: Developing High-Quality Individualized Education Programs
Note: The content addressed in this module is based on federal law and regulations. State and local education agencies may have additional requirements. The information in this document is not intended to be a replacement for careful study of the Individuals with Disabilities Education Act and its regulations.
Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs

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Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours).

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Accommodations: Instructional and Testing Supports for Students with Disabilities

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Accommodations: Instructional and Testing Supports for Students with Disabilities

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Online Module. Free.

Target Audience: General & Special Educators, Administrators

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This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).

A Professional Development Certificate for this module is available.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Accommodations: Instructional and Testing Supports for Students with Disabilities

# data[].attributes.attachment_link.description
This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours). A Professional Development Certificate for this module is available.

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Universal Design for Learning - Inclusion in Texas Network

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Universal Design for Learning - Inclusion in Texas Network

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Online Module. Free.

Target Audience: General & Special Educators, Administrators

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Universal Design for Learning - Inclusion in Texas Network is a Program

Universal Design for Learning - Inclusion in Texas Network

Self-paced
30 credits

Enroll

Courses available in this program:

Full program description

The Universal Design for Learning (UDL) Professional Development Series consists of five online courses, developed and intended to be completed in sequential order. It is recommended that you begin the series with Course 1, which provides a basic overview of UDL. Course 2 provides you an in-depth understanding of the UDL framework. Courses 3-5 dive into each of the UDL principles and checkpoints. Select each of the headings for a more in-depth description of each course.

Sign up for this program today!

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Universal Design for Learning - Inclusion in Texas Network - Inclusion in Texas Network

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Universal Design for Learning - Inclusion in Texas Network is a Program Self-paced 30 credits Enroll Courses available in this program: The Universal Design for Learning (UDL) Professional Development Series consists of five online courses, developed and intended to be completed in sequential order.

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Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

Elda DeSantiago

Education Specialist

edesantiago@esc17.net

806.281.5858

Nancy Coffey

Education Specialist

ncoffey@esc17.net

806.281.5831

Kasey Murillo M.S., SLP-CCC

Education Specialist

kmurillo@esc17.net

806.281.5880

# data[].attributes.body
Online Module. Free.

Target Audience:

Faculty/PD Provider, General Educators, LEA/School Leaders, Special Educators/Providers

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This collection of self-paced courses provides foundational information about the individualized education program (IEP), describes the role of the IEP in developing and implementing high-quality educational programming that meets procedural, substantive, and implementation requirements and ensures that students with disabilities have access to free appropriate public education in the least restrictive environment as outlined by IDEA, highlights specific components of the IEP (e.g., goals, present levels statement, services and aids).​ Specific courses focus on critical parts of the IEP (e.g., PLAAFP statement, measurable annual goals), while others include overarching information about the IEP and IEP team members. Current courses in this collection range from 30-60 minutes. Click on the courses below to learn more about each of the courses in the collection. Additional courses in this collection will be added over time.

To access these courses in this series, you will need to log in or register for an account in the PROGRESS Center and NCII Learning Module Library. You will only be able to access the course completion certificate once the module has been completed. Please contact studentprogressmoodle@air.org with any questions.

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This collection of self-paced courses provides foundational information about the individualized education program (IEP), describes the role of the IEP in developing and implementing high-quality educational programming that meets procedural, substantive, and implementation requirements and ensures that students with disabilities have access to free appropriate public education in the least restrictive environment as outlined by IDEA, highlights specific components of the IEP (e.g., goals, present levels statement, services and aids).​ Specific courses focus on critical parts of the IEP (e.

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Online Module. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Standards-Based Individualized Education Program (IEP) Process Training is a Course

Standards-Based Individualized Education Program (IEP) Process Training

Self-paced
12 credits

Enroll

Full course description

The intent of this training is to provide participants with an understanding of the SB IEP process for gathering student data, including the full and individual evaluation (FIE), to write the student's present levels of academic achievement and functional performance (PLAAFP) statement, to draft measurable annual goals with short-term objectives/benchmarks, if appropriate, and to create a data collection system for monitoring progress of the annual goals.

The intended audience for this training is special education teachers, related service providers, and any other professional staff responsible for drafting a student's IEP, including the PLAAFP and measurable annual goals.

Sign up for this course today!

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Standards-Based Individualized Education Program (IEP) Process Training - Child Find

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Standards-Based Individualized Education Program (IEP) Process Training is a Course Self-paced 12 credits Enroll The intent of this training is to provide participants with an understanding of the SB IEP process for gathering student data, including the full and individual evaluation (FIE), to write the student's present levels of academic achievement and functional performance (PLAAFP) statement, to draft measurable annual goals with short-term objectives/benchmarks, if appropriate, and to create a data collection system for monitoring progress of the annual goals.

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Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

Elda DeSantiago

Education Specialist

edesantiago@esc17.net

806.281.5858

Nancy Coffey

Education Specialist

ncoffey@esc17.net

806.281.5831

Kasey Murillo M.S., SLP-CCC

Education Specialist

kmurillo@esc17.net

806.281.5880

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Elda DeSantiago

Education Specialist

edesantiago@esc17.net

806.281.5858

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Texas Sped Support Article over Evaluation and Re-evaluation

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Evaluation provides resources to assist LEAs with obtaining informed consent, conducting evaluations, and identifying disability conditions.

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Online Video. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

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Inclusive Education and Least Restrictive Environment and How They Differ

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Inclusive Education and Least Restrictive Environment and How They Differ

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Online Texas SPED support Video. Free.

Target Audience: General & Special Educators, Administrators, Related Service Providers, Evaluation Staff

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In this video, Cheryl Jorgensen, an expert on inclusion for students with the most complex access needs, discusses how inclusive education differs from the least restrictive environment. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Differentiated Instruction - Component 7.

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Inclusive Education and Least Restrictive Environment and How They Differ

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In this video, Cheryl Jorgensen discusses how inclusive education differs from the least restrictive environment.

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Elizabeth Adams

Education Specialist

eadams@esc17.net

806.281.5876

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Welcome! The Texas Education Agency’s (TEA) Student-Centered Transitions Network created this course 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.

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Nancy Coffey

Education Specialist

ncoffey@esc17.net

806.281.5831