• 2019-2020 Negotiation Plan

    DHH/VI/DB projects

    Project Purpose

    The Texas Sensory Support Network will ensure the provision of support to infants, toddlers, children, and youth with sensory impairments, their families, and the professionals who serve them, through collaboration with appropriate agencies and organizations, which is essential for the education of students under 21 years old who are blind or visually impaired, deaf or hard of hearing, or deaf blind. The network will provide information and strategies for development of communication, mobility, tactile skills, and environmental adaptations. Additionally, the network will address diagnosis, evaluation, and educational programs for services to students in their home communities in support of the comprehensive statewide education plan for this student population.


    • Increase PBMAS: SPED Indicator #1: SPED STAAR 3-8 Passing-Rate (iii) - This indicator measures the percent of students served in special education (SPED) who met the minimum level of satisfactory performance or higher on the STAAR 3-8 assessments (mathematics, reading, science, social studies, and writing).
    • SPP Indicator 13 Transition - "Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment, transition services, including course of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs.  There must also be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority."

    Project Goals

    1. 85% of professionals working with students who are blind or visually impaired, deaf or hard of hearing, or deaf blind implement, the skills reinforced through coaching and report improved student outcomes.
    2. 50% increase in students (will be adjusted in June, based on data) who are blind or visually impaired, deaf or hard of hearing, or deaf blind actively engaged in (appropriate) multiple methods for community access and lifelong skills, including social, recreational, and employment opportunities as reported by the grantee.
  • Reporting Metrics (a)

    1. Increase the “high” ratings of implementation as evidenced by completion of the action plan and implementation survey and/or reflective coaching for professional learning opportunities by 5% per quarter.
    2. At least 85% of activities related to professional development will occur on time and with projected level of participation.


  • Website and Rebranded Materials

  • Community of Practice

  • Reflective Coaching Training

  • Training and Guidance to Assessment Personnel

  • Literacy Pilots

  • Early Intervention Training

  • Active Learning Project

  • Intervener TOT and Intervener trainings

  • Communication Skills Workshop

  • Signing Exact English (SEE) Skillshops

  • ASL Immersion

  • Listening and Spoken Language Training

  • Alternative Media Specialist Training and support (transcribers)

  • CVI professional learning community

  • O&M modules and resources

  • Recruitment Project

  • Teacher of DeafBlindness Coursework

  • The Nontraditional Deaf Education Certification Program

  • DHH Mentoring Initiative

  • Cooperating TVI, COMS and TDB stipends

  • Peer Review Process

  • Support Quality Programs in Visual Impairment and administrator training

  • Reporting Metrics (b)

    1. Track and display evidence of a 10-15% increase over the same previous year quarter, in the number of Expanded Core Curriculum opportunities or resources advertised to parents and families.
    2. At least 85% of activities related to ECC areas will occur on time and with projected level of student and family participation.
  • Transition Data Pilot

  • DHH Transition Fair

  • Imagination Texas

  • Navigating Life with Hearing Loss

  • Mental Health Resources including MHFA

  • DHH Mental Health Project

  • Expand and support ECC Student/Family Activities

  • Support family organizations and conferences

  • Texas Hands & Voices Advocacy, Support, and Training (ASTra) Program

  • DHH Family Involvement Activities

  • Support of State Conferences

  • Sensory Support for Transition Network Activities

  • Statewide interagency collaboration and advisory group meetings.

  • National Interagency Collaboration and Conferences

  • Texas Deaf or Hard of Hearing Leadership Council:

  • RDSPD Cluster Meetings

  • Deaf Education Administrators Leadership (DEAL)

  • VI Annual F2F Meeting

  • VI Cluster Meetings

Last Modified on May 27, 2022