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RUBRIC OF EFFECTIVE PRACTICES

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This document was designed to accompany the Building a Foundation training from TX CAN.
Copyright © 2021. Texas Education Agency. All Rights Reserved.
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
This rubric highlights best practices to facilitate learning for students with the most complex access needs. The document should be used as a guide by a campus/district team as they engage in
reection of their current practices and plan for program growth (T-TESS Dimension 4.2).
To aide administrators in completing the T-TESS for teachers of these students (whose instruction, assessments, schedules, and classroom arrangement may vary greatly from a traditional classroom
because of the emphasis on customizing learning for each individual student), the document makes note of where Rubric Indicators may align with the T-TESS Dimensions. This document SHOULD NOT
be used as the sole source of evidence for determining teacher performance, as it guides planning and growth for a campus/district team and does not focus on only the role of the teacher.
Quality Indicator I: Alignment with State Standards T-TESS Dimensions: 1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 2.5, 4.4
Initial Status Total Comments/Notes Follow-Up Status Total
1. Instruction is aligned with state standards at grade level
(TEKS), focusing on priority concepts and skills relevant to
student needs.
Not evident
Evident
Not evident
Evident
2. Instruction is aligned with state assessment concepts and
skills throughout the entire year. For teachers who service
ONLY students grade 2 and below, this is not applicable.
Not evident
Evident
N/A
Not evident
Evident
N/A
3. IEPs are developed by aligning student strengths, needs,
and interests with grade-level standards.
Not evident
Evident
Not evident
Evident
a. IEPs consistently incorporate family concerns. Not evident
Evident
Not evident
Evident
b. Students are included in the IEP process as much as is
possible.
Not evident
Evident
Not evident
Evident
Total: of 5* Total: of 5*
*Score N/A (not applicable) as “evident” when recording total.
Texas Education
Agency
______ ______
Teacher/Team:
Initial Date: Follow-up Date:
Campus:
District:
1
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
2
Copyright © 2021. Texas Education Agency. All Rights Reserved.
Texas Education
Agency
Quality Indicator II: Eective Teams T-TESS Dimensions: 1.2, 1.3, 3.1, 4.1, 4.2, 4.3, 4.4
Initial Status Total Comments/Notes Follow-Up Status Total
1. Team members (administrators, teachers, paras, parents,
instructional/related services sta, and students) have
clear roles and responsibilities that contribute to eective
instruction and consistent preventive behavioral strategies.
Not evident
Evident
Not evident
Evident
2. Team members advocate for the needs of students. Not evident
Evident
Not evident
Evident
3. Administrators support the specic needs of students
across instructional environments (such as scheduling, sta
assignments, assistive technology, and other supports).
Not evident
Evident
Not evident
Evident
4. Administrators support sta in obtaining professional
development related to the unique needs of their students.
Not evident
Evident
Not evident
Evident
5. Teachers, paraprofessionals, and instructional/related
services sta participate in professional development
related to the unique needs of their students.
Not evident
Evident
Not evident
Evident
6. Special education and general education teachers
collaborate on pacing, materials, and instructional strategies
for the TEKS.
Not evident
Evident
Not evident
Evident
7. Teachers, paraprofessionals, and instructional/related
services sta collect data routinely (through methods such
as anecdotal records, teacher observations, teacher-made
tests, checklists, photos/videos, inventories, rubrics, student
work samples, portfolios, etc.) to measure progress.
Not evident
Evident
Not evident
Evident
8. Teachers, paraprofessionals, and instructional/related
services sta collaborate on a regular basis to analyze data
to improve instructional and behavioral decisions.
Not evident
Evident
Not evident
Evident
9. Team members collaborate to solve problems proactively. Not evident
Evident
Not evident
Evident
10. Team members maintain the condentiality of the student.
They avoid discussing the student (disability, personal
care, academic performance, behavior, etc.) around other
students/adults outside of the team.
Not evident
Evident
Not evident
Evident
11. Teachers regularly communicate (both progress and
general information) with families in positive and
productive ways.
Not evident
Evident
Not evident
Evident
12. Transitions to new educational settings are facilitated for
student success:
a. Student portfolios are sent to the next educational
setting.
Not evident
Evident
Not evident
Evident
b. Prior to a planned transition within the same school
or district, current sta accompanies the student on a
visit to the next educational setting.
Not evident
Evident
Not evident
Evident
c. After the transition occurs, prior setting sta consults
with new setting sta for a follow-up.
Not evident
Evident
Not evident
Evident
Total: of 14 Total: of 14
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
Quality Indicator II: Eective Teams T-TESS Dimensions: 1.2, 1.3, 3.1, 4.1, 4.2, 4.3, 4.4
Initial Status Total Comments/Notes Follow-Up Status Total
_______ _______
3
Copyright © 2021. Texas Education Agency. All Rights Reserved.
Texas Education
Agency
4
Cop
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
yright © 2021. Texas Education Agency. All Rights Reserved.
Texas Education
Agency
Quality Indicator III: Classroom Climate T-TESS Dimensions: 1.2, 1.3, 2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.1
Initial Status Total Comments/Notes Follow-Up Status Total
ORGANIZATION
1. Classrooms are organized into clearly dened areas that
promote dierent types of learning experiences (such as
spaces for a large group, small group, individual work,
break/sensory activities).
Not evident
Evident
Not evident
Evident
2. Areas are clearly labeled in ways that students understand. Not evident
Evident
Not evident
Evident
3. Organizational strategies to maintain a clutter-free age-
appropriate classroom are consistently implemented
(storage of instructional materials, sensory/leisure items,
data tracking systems).
Not evident
Evident
Not evident
Evident
SCHEDULES
4. Each class schedule is posted in terms that most, if not all
students, understand.
Not evident
Evident
Not evident
Evident
5. The class schedule is referred to throughout the day as
activities are completed.
Not evident
Evident
Not evident
Evident
6. Beyond the class schedule, individual schedules are in place
for students that need additional structure.
Not evident
Evident
N/A
Not evident
Evident
N/A
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
Quality Indicator III: Classroom Climate T-TESS Dimensions: 1.2, 1.3, 2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.1
Initial Status Total Comments/Notes Follow-Up Status Total
5
Copyright © 2021. Texas Education Agency. All Rights Reserved.
Texas Education
Agency
7. Mini-schedules/checklists are in place for specic activities
for students that need additional structure.
Not evident
Evident
N/A
Not evident
Evident
N/A
8. Work systems are in place for students that need additional
structure.
Not evident
Evident
N/A
Not evident
Evident
N/A
9. Schedules are consistently implemented. Not evident
Evident
Not evident
Evident
POSITIVE BEHAVIOR SUPPORTS
10. Sta consistently interacts with all students in positive and
respectful ways.
Not evident
Evident
Not evident
Evident
a. Sta does not talk about a student in front of the
student.
Not evident
Evident
Not evident
Evident
b. Sta uses age-appropriate tone, language, and
vocabulary with students.
Not evident
Evident
Not evident
Evident
c. Sta refrains from personal conversations and phone
use.
Not evident
Evident
Not evident
Evident
_____ _____
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
Quality Indicator III: Classroom Climate T-TESS Dimensions: 1.2, 1.3, 2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.1
Initial Status Total Comments/Notes Follow-Up Status Total
6
Copyright © 2021. Texas Education Agency. All Rights Reserved.
Texas Education
Agency
11. Expectations are claried visually in ways students
understand.
Not evident
Evident
Not evident
Evident
12. Positive behaviors are consistently reinforced. Not evident
Evident
Not evident
Evident
13. Data is collected on antecedents, behavior, and
consequences (ABC).
Not evident
Evident
Not evident
Evident
14. Teachers and paraprofessionals prevent problematic
behaviors most of the time through antecedent-based
interventions and a variety of positive behavioral
strategies.
Not evident
Evident
Not evident
Evident
15. Visual strategies are consistently used to support dicult
or unexpected transitions.
Not evident
Evident
Not evident
Evident
16. Teachers and paraprofessionals consistently respond
to problematic behaviors with strategies that teach
alternative and/or replacement behaviors.
Not evident
Evident
Not evident
Evident
17. Strategies are revised based on data and outcomes. Not evident
Evident
Not evident
Evident
Total: of 20* Total: of 20*
*Score N/A (not applicable) as “evident” when recording total.
______ _____
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
7
Copyright © 2021. Texas Education Agency. All Rights Reserved.
Texas Education
Agency
Quality Indicator IV: Dierentiated Instruction T-TESS Dimensions: 1.1, 1.3, 1.4, 2.2, 2.3, 2.4, 3.2, 3.3, 4.1, 4.4
Initial Status Total Comments/Notes Follow-Up Status Total
1. Lesson plans aim for Universal Design for Learning (UDL)
and incorporate a variety of dierentiated instructional
and assessment strategies to meet a wide range of student
interests, abilities, and needs.
Not evident
Evident
Not evident
Evident
2. IEP goals and objectives are consistently incorporated in
meaningful ways within lesson plans.
Not evident
Evident
Not evident
Evident
3. Visual supports and accommodations (such as checklists,
work systems, graphic organizers, etc.) are implemented
consistently to promote focus, engagement, and
independence during instructional activities.
Not evident
Evident
Not evident
Evident
4. Instructional and assistive technology is integrated
throughout instruction.
Not evident
Evident
Not evident
Evident
5. Teachers and paraprofessionals consistently provide specic
and frequent feedback to students, including positive
reinforcement.
Not evident
Evident
Not evident
Evident
6. Student sensory needs are met to engage positively with
instructional activities.
Not evident
Evident
N/A
Not evident
Evident
N/A
7. Special education students have access to peers without
disabilities and general education settings.
Not evident
Evident
Not evident
Evident
Total: of 7* Total: of 7*
*Score N/A (not applicable) as “evident” when recording total.
_____ ______
RUBRIC OF EFFECTIVE PRACTICES
for Students with Signicant Cognitive Disabilities Action Plan for Continuous Improvement
8
Copyright © 2021. Texas Education Agency. All Rights Reserved.
Texas Education
Agency
Quality Indicator V: Social Communication T-TESS Dimensions: 1.2, 1.3, 1.4, 2.3, 2.4, 2.5, 3.1, 3.3, 4.1
Initial Status Total Comments/Notes Follow-Up Status Total
1. Teachers, paraprofessionals, and instructional/related
service providers consistently interact with students in ways
that each student understands (such as AAC, sign language,
visual cue, verbal, etc.).
Not evident
Evident
Not evident
Evident
2. Teachers, paraprofessionals, and instructional/related
service providers consistently explain to students what is
about to happen to them before they perform any task
related to the student (e.g., “I’m going to put your shoes on
now.” “This towel might feel wet on your face.” “It’s time for a
snack, I’m going to move your wheelchair to the table.”).
Not evident
Evident
Not evident
Evident
3. Teachers, paraprofessionals, and instructional/related
service providers consistently honor communication
attempts and interpret student gestures and vocalizations
for meaning.
Not evident
Evident
Not evident
Evident
4. Teachers, paraprofessionals, and instructional/related
service providers coach other sta and students on how to
communicate with each student (such as speak directly to
the student - not “through” a sta member, allow time for a
response, accept responses in their communication mode,
etc.).
Not evident
Evident
Not evident
Evident
5. Teachers, paraprofessionals, and instructional/related
service providers ensure that individual communication
systems are available and consistently used across
environments for all students who lack expressive language.
Not evident
Evident
Not evident
Evident
6. Teachers consistently create opportunities to promote
functional and spontaneous communication throughout the
day.
Not evident
Evident
Not evident
Evident
7. Teachers, paraprofessionals, and instructional/related
service providers consistently use data to plan for
systematic integrated instruction on individual student
communication goals.
Not evident
Evident
Not evident
Evident
Total: of 7 Total: of 7
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Completed 21 April 2022

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