Rubric of Effective Practices
This companion document to the Rubric of Effective Practices for Students with Significant Cognitive Disabilities provides administrators with best practices to facilitate learning for students with the most complex access needs and the evidence that they should see if practices are implemented.
While the document makes note of where Rubric Indicators may align with the T-TESS Dimensions, it 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. For in-depth information on each indicator, please enroll in the TX CAN course Building a Foundation for Supporting Students with Significant Cognitive Disabilities.
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 reflection 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.
Courses
The courses highlight best practices to facilitate learning for students with the most complex access needs and are aligned with the Rubric of Effective Practices for Students with Significant Cognitive Disabilities and the Administrator Companion Document to the Rubric of Effective Practices for Students with Significant Cognitive Disabilities.