• TxSSN network website will be rebranded, approved by TEA and made live prior to Sept 30th.
• The website for the TxSSN network will include a responsive design with a high contrast toggle, mobile application, community web manager and an accessibility checker for web based content.
• Review, reformat, and rebrand any materials from previous years or other networks.
• TEA will have final approval of the review, reformat, and rebranding prior to reposting of rebranded materials.

• Learning Library (incorporating components such as microlearning courses at a variety of levels, micro-credentials for encouraging implementation of learning, online learning courses with forums and group discussions, capabilities for ongoing coaching and learning post training)
• Resource Repository (including documents and resources to share with the community such as rules and regulations, forms, peer review documents, articles, etc; the community can also share and upload resources such as lesson plans, forms, learning materials, etc.)
• Community Connections - group discussions
• Best Practice Guidance
• Community of Practice virtual meetings through web conferencing
• Social media platforms

• Provide training on coaching to a group of ESC consultants and project leaders for the DHH mentor programs.
• Develop coaching protocols (DHH mentors) and a plan for coaching pilots in ESCs that participate in training. (VI/DB)
• Deliver training on coaching to mentors and/or additional ESC consultants in order to support and integrate the coaching model into programs throughout the plan beginning with the mentor groups for DHH.

*Training on coaching will be delivered at a location that convenient to teams. 1st session at ESC 11.

• Set up and moderate a CoP for assessment personnel
• Make available training (online) for assessment personnel related to identifying additional disabilities in students with visual impairments
• Make available resources through the CoP and websites information about evaluating students who are DHH, DB and VI.
• Attend and represent the TxSNN network at conferences where assessment personnel would be available.

• Foundations of Literacy - Provide training and coaching on implementing the Foundations for Literacy tool to PreK and Kindergarten DHH teachers and SLPs in participating RDSPDs. Video coaching will be provided for follow up support. Data will be collected for language/literacy progress.
• Braille Literacy (Pilot with ESC 14 and TSBVI, Parents and early braille literacy) Year 2

• Provide training on evidence based practices for professionals serving the families of Infants and toddlers who are blind/visually impaired, deaf/hard of hearing, or deafblind. Trainings will be in multiple formats, including microcourses, self-directed courses, webinars, facilitated courses, face to face sessions, and digital badging and microcredential projects

• Collaborate with TSBVI to continue the Active Learning and DDCAL projects from the LID network.
• 45 people have been trained to deliver the training through the TOT. Establish a CoP group to continue collaboration and to address next steps in training for other locations around the state.
• 7 Active Learning Online Modules are available through TSBVI that were created with support from the network and will be offered for micro-credentials during the 2019-2020 school year.
• Support DDCAL/Local Active Learning teams by funding active learning materials that have been proven effective through the implementation of evidenced based assessments
• Explore integrating coaching camera systems into the project through volunteer pilot sites.

• Collaborate with Texas School for the Blind and Visually Impaired in delivering an intervener training of trainers (TOT), to expand the number of qualified trainers.
• This increase in skilled trainers will support LEAs to meet the individual needs of students who are deafblind by increasing access to local training for interveners.

• Support the Texas School for the Deaf to conduct three Communication Skills Workshops at TSD, for teachers of the deaf, parents of deaf children, teacher assistants and interpreters to improve expressive and receptive sign language skills and to prepare for interpreter certification. Each week will consist of 40+ hours of instruction and sign language activities.

• Provide Signing Exact English (SEE) Skillshop for teachers, interpreters, and parents. Week-long workshops will be held in North Texas, Austin, and Houston as per assessed need. Contracted Consultant will provide onsite event planning prior to the SEE Skillshops, as well as coordination, facilitation, and technical assistance as needed during the Skillshops.

• HHSC Office for Deaf and Hard of Hearing Services (DHHS) to conduct a week-long American Sign Language Immersion trainings, to improve expressive and receptive sign language skills and to prepare for interpreter certification. Trainers and mentors are master

• Collaborate with Cook Children’s rehab program “First Sounds- First Words” to conduct a seminar on Tips for Developing Spoken Language on site at Cook Children’s clinic and throughout Texas via video conferencing.

• Maintain CoP for AMS
• Support the development of a AMS microcredential through TSBVI
• Lead, record and disseminate information for AMS

• Continue to support and expand on Professional Learning Opportunities for CVI in Texas consisting of e-learning, self-study and face to face opportunities in a variety of proficiency levels including general knowledge, reflection, implementation, facilitation and mentoring/coaching.
• This PLC is to address the unique needs of students with CVI in Texas is in response to a national movement to ensure quality assessments and outcomes for this population of students making up the largest identified etiology in VI.
• Support the expansion of CVI clinics (a model of coaching a team through a early intervention CVI evaluation with a CVI Range endorsed professional) across the state and the development of a coaching training model for future expansion of the project across the state.

• Region 10 would develop training modules and resources for Orientation and Mobility Specialists in addressing the QPVI (Quality Programming for Visual Impairments). In addition to training modules for COMS, modules would be created for campus-based administrators to increase their understanding of purpose of O&M and the required activities related to O&M. Region 10 would collaborate with TSBVI and a minimum of two other COMS from other ESCs to develop the training pieces and additional resources.

• (TVI) To recruit high school students into the field of visual impairments, Region 10 would create a promotional video to highlight careers in the field of vision. Presentation kits would be assembled for each ESC to include signage, simulators, and other materials to be used at local high school events and state and national TAFE conferences to increase the awareness in teaching opportunities in the field of vision. This would include information on universities that have programs in this area.

• The Teacher of DeafBlindness project will provide quality training to selected teachers throughout the state of Texas leading to a certificate in DeafBlindness. The focus of this project is to recruit and train educators who teach students with DeafBlindness. Participants will take online courses specific to DeafBlindness through TTU College of Education.

• The Nontraditional Deaf Education Certification Program provides quality nontraditional training to selected individuals throughout Texas that will lead to an increase in the number of highly qualified and certified teachers serving students who are deaf or hard of hearing in the state. The focus of the coursework, training, and experiences provide a non-traditional approach to teacher training and prepares participants to meet competency standards for certification through the Texas Examination of Educator Standards (TExES 181) for Deaf/Hard of Hearing. Participants earn 27 hours of graduate credit through the Texas Tech University College of Education during their one year of online coursework. Applications are due in March, new cohorts begin in June, visitations and support occur throughout the year, with mentoring upon program completion.

• The DHH Mentor Initiative will address the needs of new itinerant TODHHs and interpreters working towards their certification. Experienced interpreters in the schools and in the community and experienced itinerant TODHHs will apply to become mentors and will participate in training on how to coach and mentor. RDSPDs will help to identify new itinerants and non-certified interpreters who are in need of mentoring and are willing to participate. Interpreter protégés will be required to touch base with their mentor regularly to share videos of their signing and receive guidance on professional learning needs. After an initial face to face visit, remote coaching strategies will be used for future sessions. Itinerant protégés will meet with their mentors twice a month in the beginning using remote coaching technology, then will eventually move to once a month, depending on the needs of the protégés.

• Provide support in recruiting quality professionals to support new interns in the field. Stephen F. Austin, Texas Tech University and the SLSBVI network will collaborate to implement a year round stipend program to support cooperating TVIs, COMS and TDBs.
• Supply a limited number of coaching camera systems to University Programs to support internships and cooperating professionals in the field.

• Provide technical assistance and implementation support to RDSPD coordinators serving as peer review team members.
• Provide follow up technical assistance to RDSPDs that request assistance with the continuous improvement process.
• Complete final revisions to the update of the RDSPD Peer Review process and materials. Train RDSPD supervisors in the changes that will be implemented 2020-21.

• Provide technical assistance, training and resource documents to administrators and districts supporting QPVI and the administrator’s toolbox.

• Collect transition related data on students who are VI, DHH and DB. – ESC’s will volunteer for pilot & ESC 1 will share previous survey that can be adapted and expanded to those ESC’s wishing to participate.

• Collaborate with HHSC, ERCOD, ESCs, and RDSPDs to provide transition fairs in four locations in Texas for students who are Deaf/Hard of Hearing. Transition fairs in North Texas (ESC 11) and South East Texas (ESC 4) South Texas (ESC 20), and West Texas (ESC 17) will include representatives from colleges and universities providing services to students who are deaf/hard of hearing, representatives from state agencies, and training sessions for parents and students.

• Support the 29th Imagination Texas Special Weekend for the Deaf, which provides an opportunity for students who are deaf/hard of hearing to spend the weekend learning from artists who are deaf/hard of hearing.

• Expand Navigating Life with Hearing Loss Innovative courses to cover five years’ worth of TEKS (middle school and high school), including additional social, recreational, and employment information. Partner with the Transition
• Network to explore additional innovative cour

• Collaborate with MHFA National to explore accommodations and adaptations to the national research based training.
• Build and maintain resources specific to the mental health of individuals with sensory impairments.
• Facilitate and support future MHFA trainings across the state.

• Collaborate with ERCOD to provide trainings for professionals on the topic of mental health and students who are deaf/hard of hearing. Trainings will be in a blended format of eLearning sessions and face to face sessions around the state.

• Collaborate with the 20 ESCs and partnering agencies to provide activities and resources to expand activities such as Babies Day Out, Technology Olympics, Braille Challenge, DHH Optimist Essay Contests, and other events specific to students with sensory impairments and their families.

• Collaborate with family organizations to support their trainings and conferences by providing manual labor and professional expertise. Family organizations such as Texas Hands and Voices, DeafBlind Multihandicapped Association of Texas, Texas CHARGERS, and Texas Association of Parents of Children with Visual Impairments provide families with opportunities to learn from each other and from professionals in the field. Support families attending these conferences, and support ESC's who host family conferences and agree to support the expansion of this activity throughout the state.

• Collaborate with Hands & Voices to provide ASTra trainings. ASTra is a replicable Deaf and Hard of Hearing Educational Advocacy Program that embodies the mission and vision of Hands & Voices, which is to provide support to families with children who are deaf or hard of hearing (D/HH) without a bias around communication mode, method, and educational setting so that every child who is D/HH has the opportunity to achieve their full potential.

• Collaborate with ERCOD to provide activities for family involvement activities such as Guide By Your Side activities and Deaf Mentor program.

• Partner with and support sensory-related statewide conferences.
• Attend, facilitate, present, and/or represent the network at statewide conferences.
• Attend statewide network conferences.
• Present at conferences related to other fields to share information about students who are blind/visually impaired, deaf/hard of hearing, or deafblind.

• Partner with Transition Network to provide sensory-specific expertise and assist families and educators in the field of sensory impairments to attend conferences and trainings developed by the Transition Network. Disseminate resources developed by the Transition Network to Sensory Network stakeholders.

• Actively participate in the development of collaborative projects and disseminate information from the meetings.
• Attend other new network F2F meetings (transition, intensive services…) to strengthen collaboration and represent the TxSSN at other network functions to share links and resources.
• Attend the mandatory Statewide Leadership Network Symposium in July 2019.
• Provide Technical assistance and training in areas related to the ECC, child find and/or standards of practice as requested across the state.

• Submit proposals to present at and attend, including support for project partners, national conferences.
• Collaborate with agencies and services at the national and international level on current trends, research, assessment, curriculum and additional resources.
• Share information from national conferences and interagency collaborative meetings with the TxSSN Network and in the CoP when appropriate

• Birth to Three Facilitate efforts and related activities of the TX DHH Leadership Council: Birth - 3 (TXDHHLC). Participants include TEA and relevant agency and community stakeholders to coordinate efforts across agencies in order to reduce the number of infants and toddlers who are lost to follow-up and increase 0 – 3 referrals to LEA/RDSPD.

• Regional cluster advisory meetings with RDSPD, TSD, and ERCOD administrators and ESC DHH Contacts.
• Regions A/B – Lubbock
• Region C – Dallas
• Region D – Houston
• Region E – San Antonio

• Host Deaf Education Administrators Leadership meeting for RDSPD, TSD, and ERCOD administrators and ESC DHH Contacts to address program-specific issues and facilitate program improvement conversations.
• April 21-23, 2020 ESC 11 Fort Worth (tentative)

• October 22nd & 23rd, 2019 (tentative)

• Utilize a variety of formats, including face to face meeting in each cluster area.
• Focus meetings on analyzing data and trends of the clusters and develop regional plans to address the following:
• increase professionals engaging in professional learning in each area
• target groups of professions that are not utilizing resources and training
• develop innovative solutions to unique situations inhibiting professionals and parents from accessing professional learning
• Develop a plan to include follow-up and implementation with all new professional learning initiatives and integrate implementation activities into archived materials.