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Leeann Bartee

phone: 512.919.5112

Dixie Binford

Administrative Specialist, Case Manager (IR-Federal), ESSA Equity
phone: 512.919.5148
fax: 512.919.5215

Melinda Marquez

Administrative Specialist, Case Manager (IR-Federal)
Phone: (512) 919- 5286
Fax: (512) 919- 5215

Kendra Monk

Administrative Specialist, Case Manager (IR-Federal)
Phone: (512) 919- 5279
Fax: (512) 919- 5215

Natalie Weber

Administrative Specialist, Federal and State Programs
Phone: (512) 919-5174
Fax: (512) 919-5215

Ashlie Scott

Program Assistant
Phone: (512) 919- 5154
Fax: (512) 919- 5215

Jerry Vaughn

Field Service Agent



Craig Spinn

Deputy Director


Casey Sledge

512-484-2932 mobile

512-365-1888 office

  1. Because you aren't an expert: You are depending on numerous project providers to make your decisions for you. You need someone to guide you on this journey; to tell you how to manage your risks and when to push back.
  2. Your project isn't as healthy as you think: Evidence shows even construction projects that appear to be in good health often aren't. Design that misses the mark, change orders hidden in contingencies, and other hidden symptoms will cost your taxpayers. If you've hired good firms and are just hoping for good bids, your project needs a check-up.
  3. It's effective: Projects we work on are proven to reduce waste, increase cost-effectiveness, meet all applicable Codes and regulations, and are sustainable with healthy life cycle costs.
  4. To prove to your taxpayers that you care about their money and families: We believe all taxpayer funded projects should be Reasonable, Accountable, Transparent, and Efficient. We think public projects should be the most accountable and well-delivered projects that exist. When people are trusting you with their hard-earned money, you should make sure you are delivering everything you've promised.
  5. This is the best insurance you can get: Facilities and construction are too expensive to only rely on others to make your decisions. There is simply too much risk. Something that affects the cost of your project by even 1% can be huge. What about 2%? 10%?

facilities services header logo

We recognize facilities are essential for educational effectiveness and a part of school funding. Navigating complex building codes and regulations can lead to scope creep or unexpected expenses.

You are an expert at running a school and being a leader, but maybe not design or construction. Let us guide you on this journey with our expert facilities and finance services. 

Our Facilities Program was designed to be accessible and affordable to every school district—with “On-Demand” expertise and no commitment to expensive contracts.

We have teamed with Sledge Engineering, a Texas licensed engineering firm with high levels of experience representing Texas school districts with facilities and construction advice. Our team includes experienced former Superintendents, engineers, architects, and accountants familiar with school construction, renovations, and finance.

We do not design or build; we focus on helping you make the best decisions for your district. Our partnership will focus on

We will keep your project reasonable, accountable, transparent and efficient for your taxpayers. Contact us today to get started!


About the Early Childhood Outcomes and Prekindergarten Guidelines Alignment document:



Explicit Instruction Coaching

Our Explicit Instruction program is fantastic, but sometimes campuses and districts need a bit more help implementing Explicit Instruction.


Our coaching program is designed to help educators, campuses, and districts of all shapes and sizes to better implement Explicit Instruction in their classrooms. We work with your admin staff to create a custom package that fits your campuses needs, that contains a combination of onsite visits and professional development opportunities. The end result is that your teachers get Explicit Instruction training and coaching that helps them succeed.

Most of our packages are custom-crafted for your campus or district, because what works for one campus or district doesn’t always work for another. However we’ve put together possible packages to help you gauge what we can offer.

Small Package: 1 Day of PD + 4 Days of Coaching


Our small package is great for campuses or districts looking to dip their toes into Explicit Instruction, or who have highly specialized needs. We’ll bring our specialists to you, providing 1 day of PD to multiple staff members. We’ll then follow it up with 5 days of coaching for your teachers.

contact kim

Medium Package: 2 Days of PD + 5 Days of Coaching


Our medium package is a step up, providing one more day of PD for multiple staff members, and combining that with 5 days of Coaching

contact kim

Advanced Package: 3 Days of PD + 10 Days of Coaching


Our advanced package sends 10 teachers through our Explicit Instruction Institute, and then provides custom followup coaching for those teachers.

contact kim
  1. Reach out to us.

    Contact our specialist, Kim Watts via email or phone and let us know what you’re looking for and your classroom needs. We’ll chat, determine a plan that works for you, or create a new custom one.

  2. We'll bring our PD to you.

    Before the coaching begins, we’ll schedule any Explicit Instruction professional development you’ll need. Our specialists will train your campus staff and prepare them for using Explicit Instruction. If you’ve already had Explicit Instruction, we’ll jump straight into the coaching.

  3. We'll meet virtually via ZOOM

    Our first visit will be via zoom where we’ll talk with your teachers, principals, or other staff members necessary. We’ll use this session to get a feel for what your specific needs, anxieties, or concers are related to Explicit Instruction.

  4. We'll come observe your classes.

    After meeting virtually we’ll meet in person for observations. We’ll observe your teachers during their classes, making notes on what’s going great and what could need some help. We’re not there to evaluate, just to lend a helpful hand.

  5. We’ll debrief and create a plan.

    Post-observation, we’ll debrief with teachers, principals, and all necessary staff members to create a custom improvement plan. We’ll work with your teachers to help them fine-tune their participation, engagement, assessment, or whatever they might need help with.

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Grow your skills as an instructional leader with Region 13!

Participants in our instructional leadership classes will develop the skills they need as school leaders to improve student achievement outcomes:

Join us on September 20th, 2018 for the first class in our series:

Data Smart Instructional Leadership


Leading Teams & Using Student Data to Inform Instruction (AM)

Instructional Leadership Moves & Tools (PM)




Be like LBJ principal, Sheila Henry, and lead the way as a lifelong learner: 


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Be the lead learner. Come learn with us!

Region 13 is leading the way to ensuring every school has a highly effective principal. The principal accounts for 25% of a school's total impact on student achievement. That's a lot of influence for a single person! Above average principals can increase student achievement by as much as 20 percentage points.

Our team of veteran principals, leadership coaches, and learning specialists are here to support you and your work. Check out our latest Principal Tip below, and read about our face to face programs coming up this fall to learn more!


Elevate your leadership, leverage your strengths, and transform your school!

Surround yourself with colleagues experiencing the same needs, questions, challenges, and successes that you are encountering in your everyday work as principal or assistant principal, or in any leadership position. Join us for lunch with our Region 13 specialists, book give-aways, and interactive sessions on timely topics!

Community of Leaders is for educators who are ready to:

Create a strong and supportive school culture for students and for staff

Inspire belief in the potential of EVERY student to achieve at high levels

Develop great teachers committed to improving their instruction for all students

Use data to inform instructional decisions and for continuous improvement

Coach and grow talented teachers at every stage of their career


Our Network will host three luncheons in 2018-2019, as well as opportunities for school site visits, instructional learning walks, and our one-day regional leadership in action event, IMPACT.

Mark your calendars for our dates- registration opens soon!

Wednesday, September 26th, 2018

Wednesday, January 10th, 2019

Wednesday March 21st, 2019

IMPACT day: Monday November 12th, 2018 (San Antonio Convention Center)


We're accepting applications for Cohort 12 of our Behavior Coach Endorsement Program. Our program is an intensive 240 hours of training for administrators, counselors, teachers, and paraprofessionals who wish to become a behavior specialist.

This program focuses on a multi-tiered system of behavior supports, as we spend the 240 hours training you in the following topics:

  1. Whole school behavior interventions and preventions.
  2. Intensive interventions for students with significant challenges.
  3. Best Practice models of behavior and discipline.
  4. Social Emotional Learning training.
  5. Restorative Discipline training.

Our program normally runs throughout the school year with Monday night meetings and one Saturday meeting per month. Our current endorsement program is currently full. Expect our 2019-2020 to start accepting applications during the fall of 2018.

ICC logo

ICC is a statewide conference that hosts the best thought leaders in instructional coaching. We invite presentations from across the state to share expertise. For more information, to register, or to become a presenter at this year's conference check out our event page.

R13 edcamp at Region 13 Logo

We are partnering with our sponsor for this event, This is a great opportunity for teachers, leaders, and administrators to network and learn from one another in shared areas of interest.


Join us for this free single-day un-conference. Participants brainstorm topics they want to learn or share and create a schedule based on collective needs. Move freely between sessions to find the one that suits you!


For more information contact Denise Ramey, or Register Here


Stacey Durham
C&I Coordinator
(512) 919-5163
Laura Varney
Program Assistant
(512) 919-5137


Distinguished Classroom at Region 13 Logo

Close the gap in the new appraisal system and move classrooms from teacher-led instruction into student-centered learning. Learn what it takes to move along the T-TESS continuum from Proficient to Distinguished.


To sign up or for more information, contact Denise Ramey,


Stacey Durham
C&I Coordinator
(512) 919-5163
Laura Varney
Program Assistant
(512) 919-5137



Texas Lesson Study. Research. Reflect. Refine.

Lesson Study is job-embedded professional development that uses a systematic process to foster a collaborative, professional environment. It helps teachers improve their effectiveness, share best practices, improve student outcomes, and provides a platform to show mastery within the teaching profession. Through small teams of 2–5 teachers we:  


This framework for collaborative instructional research and lesson design can be implemented by any campus. The makeup of the Lesson Study groups can vary based on your campus size and needs. For example, groups may be comprised of teachers that teach the same subject, grade level, or any combination of the two.

Facilitators lead full-day or half day trainings and lead hour-long meetings once a week for 7 weeks. Teachers receive 3 paid substitute days as well as a $500 dollar stipend for participation.


To join a cohort or for more information, contact Carolyn Beardsley, Our Fall and Spring Cohorts are created on a first-come first-served basis.


Stacey Durham
C&I Coordinator
(512) 919-5163
Jackie Moore
Program Assistant
(512) 919-5137



Classroom management can be frustrating and exhausting all at once. Sometimes you can feel like you're stranded, alone, up a creek and without a paddle, life jacket, or even a canoe!

We're helping you out by bringing our classroom management coaches to your classrooms. Our coaches work hand-in-hand with you, or your teachers, in a non-evaluative way to figure out what's working in the classroom and what's not. We observe your classroom, give feedback, and give you strategies and tips to help you along your journey. Observing the structure of the classroom, how things are taught, how students are behaving, teachers interact, and more.

The whole process is custom crafted to your classroom. We work with what you're already doing because, after all, you're the expert.

Contact Us

  1. Step One

    Our Coach Visits your campus and meets one-on-one with your teacher. We talk through any issues you might be having, what you already feel is working, and think about what you'd like to improve.

  2. Step Two

    Our coach uses the STOIC system to make observations. We observe the structure of the classroom, how things are taught, how students are behaving, how the teacher and students interact with each other, and how the teacher corrects student behavior.

  3. Step Three

    After the observation our coach meets with the teacher, the principal, and any other necessary teams to discuss and decompress. From there we talk about what worked and what could work better. We then start building a custom plan of strategies, skills, routines, and best practices to learn throughout the next 4 days of coaching.

Bring Classroom Coaching to Your School.

Our coaches are on standby, pencils sharpened, and brings ready to get to work.

Contact Janice

The State Board of Education (SBOE) issued Proclamation 2019 in April 2017. The adoption of materials under Proclamation 2019 will occur in November 2018. The adopted materials are scheduled to go into classrooms in the 2019–20 school year.

Proclamation 2019 calls for instructional materials for the following subjects:

Please note that High School ELAR materials will be up for adoption under Proclamation 2020.

The SBOE requires that all Proclamation 2019 pre-adoption samples of instructional materials submitted for adoption be made available to the public online. Samples are only to be accessed for review purposes and may not be reproduced without the consent of the publisher.

Links to preview samples can be found on the TEA Proclamation 2019 website.

If you are unable to access the digital samples from your office or home, you may make an appointment Monday - Friday to come to Region 13 to view the electronic samples. Please contact Laura Varney to schedule your appointment. 

IMA Showcase

IMA Logo

Region 13 will host an IMA Showcase on February 4, 2019. This event is free to district staff, and will allow publishers with materials up for adoption to showcase their products, answer questions, and provide additional information to assist districts in choosing the products that most meet their district needs.

If you are are a district representative and would like to attend the Region 13 IMA Showcase, please register here.

Publishers interested in participating in the Region 13 IMA Showcase may indicate interest here.


Troops to Teachers (TTT) is designed primarily as an advisement service to assist military personnel and veterans transition to a new career as public school teachers in “high-needs” schools and districts.
A network of state offices provides specific guidance on the routes and programs leading to certification in each respective state.
In some cases, TTT also provides financial assistance to eligible veterans.

What is the Texas Troops to Teachers office?

The Texas TTT office provides information specifically pertaining to certification issues in our state.
We are the first point of contact in helping you devise your certification strategy, including routes and options for certification, as well as identifying potential financial aid sources.

How can Troops to Teachers help me become certified?

Although we do not train nor certify teachers, we can guide you to the programs best suited for your needs and assist you in registering with TTT for possible funding.


Learn more on our website


Resources and Support

Click on link for more information

TEC §29.169, Program Evaluation

Data and Reports (Information from TEA website)

Prekindergarten Longitudinal Study:  A recent analysis of eligible Texas students who participated in public Pre-K in 1999 showed them today persisting in college at a 6.8 percent higher rate than their peers who were eligible, but did not attend public Pre-K

The Early Childhood Data System (ECDS) is a new state reporting feature in the Texas Student Data System (TSDS). The ECDS will be used to collect early childhood data to inform school districts, communities, and early childhood programs about the effectiveness of pre-kindergarten programs in preparing children for success in kindergarten under Texas Education Code (TEC) §29.161 

To The Administrator Addressed Letter: Early Childhood Data System (ECDS) for Public Prekindergarten, High Quality Prekindergarten Grant Program, Private Prekindergarten Providers and Kindergarten Data

2016-2017 Section 10 – TSDS Core Collections – ECDS


Education Service Center TSDS Champions

Resources and Support

Click on link for more information

TEC §29.167, Teacher Qualifications

Resources and Support

Click on link to access information.

TEC §29.167, Prekindergarten Progress Monitoring

Resources and Support

Click on link to access information.

TEC §29.167, Curriculum

Information from TEA Website

For questions regarding Rider 78, please see the FAQ document.

For questions regarding High-Quality Prekindergarten, please contact Tamala Olsby at or Howard Morrison at

The General Appropriations Act, Article III, Rider 78, was passed by the 85th Texas Legislature, 2017, and signed by Governor Abbott on June 12, 2017. Rider 78 ensures that state-funded prekindergarten programs implement high-quality prekindergarten consistent with the High-Quality Prekindergarten program requirements in Texas Education Code (TEC) §29.167 – 29.171 and consistent with the provisions of TEC Chapters 41 and 42. These requirements include use of a curriculum aligned with the Texas Prekindergarten Guidelines, increased prekindergarten teacher training and/or qualifications, implementation of student progress monitoring, program evaluation and development of a family engagement plan. For program implementation, please refer to the rider, statute, resources and guidance listed below.

Article III, Rider 78, FSP Formula Funding for High-Quality Prekindergarten Programs:

Included in the amount appropriated above in Strategy A.1.1, FSP - Equalized Operations, is an estimated $1,580 million in the 2018-19 biennium for formula funding entitlement for prekindergarten programs. Of this amount, the Commissioner shall ensure that school districts and charter schools receiving these funds shall use not less than 15 percent of their entitlement, an estimated $236 million statewide, to implement prekindergarten consistent with the requirements of a High-Quality Prekindergarten program, as established in Education Code, §§29.167 - 29.171, and consistent with the provisions of Education Code, Chapters 41 and 42.

High-Quality Prekindergarten Program 15% Minimum Quality Allocation

Rider 78 ensures that school districts expend 15% of the districts’ prekindergarten foundation school program (FSP) funding on High-Quality Prekindergarten programs over the period of the biennium. As an example, the TEA State Funding Division has calculated the 15% minimum to be allocated for High Quality Prekindergarten programs in the 2018-19 biennium based on the four-year-old prekindergarten half-day average daily attendance (ADA). Please see the calculation for your school district or charter school.

The TEA Office of Early Childhood Education will provide guidance and technical assistance regarding implementation of the following High-Quality Prekindergarten programs as specified in statute:

TEC §29.167, Curriculum, Progress Monitoring and Teacher Requirements

a.    A school district shall select and implement a curriculum for a prekindergarten grant program under this subchapter that:

1.    includes the prekindergarten guidelines established by the agency;

2.    measures the progress of students in meeting the recommended learning outcomes; and

3.    does not use national curriculum standards developed by the Common Core State Standards Initiative.

b.    Each teacher for a prekindergarten program class must:

1.    be certified under Subchapter B, Chapter 21; and

2.    have one of the following additional qualifications:

A.    a Child Development Associate (CDA) credential or another early childhood education credential approved by the agency;

B.    certification offered through a training center accredited by Association Montessori Internationale or through the Montessori Accreditation Council for Teacher Education;

C.    at least eight years' experience of teaching in a nationally accredited child care program;

D.    be employed as a prekindergarten teacher in a school district that has received approval from the commissioner for the district's prekindergarten-specific instructional training plan that the teacher uses in the teacher's prekindergarten classroom; or

E.    an equivalent qualification.

c.     A school district may allow a teacher employed by the district to receive the training required to be awarded a Child Development Associate (CDA) credential from a regional education service center that offers the training in accordance with Section 8.058. Training may not include national curriculum standards developed by the Common Core State Standards Initiative.

d.    A school district must attempt to maintain an average ratio in any prekindergarten program class of not less than one certified teacher or teacher’s aide for each 11 students.


TEC §29.168, Family Engagement Plan

a.    A school district shall develop and implement a family engagement plan to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education. The family engagement plan must be based on family engagement strategies established under Subsection (b).

b.    The agency shall collaborate with other state agencies, including the Health and Human Services Commission, that provide services for children from birth through five years of age to establish prioritized family engagement strategies to be included in a school district's family engagement plan. A parent-teacher organization, community group, or faith-based institution may submit to the agency recommendations regarding the establishment of family engagement strategies, and the agency, in establishing the family engagement strategies, shall consider any received recommendations. The engagement strategies must be:

1.    based on empirical research; and

2.    proven to demonstrate significant positive short-term and long-term outcomes for early childhood education.


TEC §29.169, Program Evaluation

a.    A school district shall:

1.    select and implement appropriate methods for evaluating the district's program classes by measuring student progress; and

2.    make data from the results of program evaluations available to parents.

b.    A school district may administer diagnostic assessments to students in a program class to evaluate student progress as required by Subsection (a) but may not administer a state standardized assessment instrument.

c.     An assessment instrument administered to a prekindergarten program class must be selected from a list of appropriate prekindergarten assessment instruments identified by the commissioner.


TEC §29.170, Program Funding Evaluation

a.    The commissioner shall evaluate the use and effectiveness of funding provided under this subchapter in improving student learning. The commissioner shall identify effective instruction strategies implemented by school districts under this subchapter.

b.    Beginning in 2018, not later than December 1 of each even-numbered year, the commissioner shall deliver a report to the legislature containing the results of the evaluation.

c.     This section expires December 31, 2024.


TEC §29.171, Eligible Private Providers

a.    A school district participating in the grant program under this subchapter may enter into a contract with an eligible private provider to provide services or equipment for the program.

b.    To be eligible to contract with a school district to provide a program or part of a program, a private provider must be licensed by and in good standing with the Department of Family and Protective Services. For purposes of this section, a private provider is in good standing with the Department of Family and Protective Services if the department has not taken an action against the provider's license under Section 42.071, 42.072, or 42.078, Human Resources Code, during the 24-month period preceding the date of a contract with a school district. The private provider must also:

1.    be accredited by a research-based, nationally recognized, and universally accessible accreditation system approved by the commissioner;

2.    be a Texas Rising Star Program provider with a three-star certification or higher;

3.    be a Texas School Ready! participant;

4.    have an existing partnership with a school district to provide a prekindergarten program not provided under this subchapter; or

5.    be accredited by an organization that is recognized by the Texas Private School Accreditation Commission.

6.    A prekindergarten program provided by a private provider under this section is subject to the requirements of this subchapter.

Jessica Pruneda
Project Coordinator: Visiting International Teacher Program
Strategic Initiatives


Lauralee Pankonien
Director: Statewide Leadership
Strategic Initiatives

If you've been accepted to the VIT program, use the method below to submit your program payment.

Student Name (required)

The VIT program provides districts access to qualified teachers from Spain with the skills needed to provide second language instruction to students in Languages Other Than English (LOTE) programs and/or primary language instruction to limited English proficient (LEP) Spanish-speaking students.

Our Behavior team is working with schools and districts to bring them LSSPs services. We have one LSSP on staff, locally available for contract services.

Our LSSPs conduct evaluations and reevaluations to determine continued and potential eligibility for special education services, academic and behavior intervention planning, and counseling as a related service. We assess for disabilities under IDEA's 13 categories, with the exception of Visual Impairment including blindness, hearing impairment, deafness, deaf-blindness, and speech or language impairment.

Our evaluation measures include cognitive assessment, academic achievement, behavioral assessment (ADHD, executive functioning, Autism, and other psychological disorders), adaptive abilities, records review, parent and teacher interviewing, and direct observations.

we offer full evaluations and hourly testing services. When we accept a full evaluation, we directly communicate with all stakeholders to access medical and school records, set up interviews, observations, and testing sessions. We conduct and write evaluations within 45 school days and provide copies of evaluations to district contracts and parents by the end of the 45th day.

We review evaluation results with parents, in person, in person or by phone, prior to the eligibility determination meeting. We also attend eligibility determination meetings to review results and recommendations with the IEP team. We are happy to write evaluations in a format suitable to your district, whether it be embedded in a formal program or as a separate word document.

For our hourly services, we provide testing support, such as administering and scoring assessments, direct observations and data collection to help alleviate the pressure of districts' assessment staff and assist them in meeting timelines.

We also conduct thorough functional behavioral assessments (FBA) and behavior intervention plans (BIP) for students with behavioral concerns. Our services range from simply completing an FBA and BIP, to attending meetings and explicitly training staff on the behavior intervention plan. In addition, we offer individual behavior consultation, Region 13 trainings, webinars, and staff in-services. We specialize in a range of topics, such as research based behavior intervention, working with students with psychological disorders, data collection, manifestation determination, social emotional learning, and understanding cognitive strengths and weaknesses.

We provide supervision services for LSSP trainees and interns, our supervision assistance includes a minimum of weekly in-person one-on-one support, access to Region 13 test materials and resources, and regular access to the supervisor in person or via email, telephone, and text.

Looking for LSSPs?

Looking for a Licensed Specialist in School Pyschology? Contact our staff member Amy Fanetti for more information.

Contact Amy

Cheryl Myers
Education Specialist



Immunization Vaccine Requirements for Students in Grades K-12

Flu Vaccination Information Required on Public School Websites

In 2007, the Texas Legislature passed House Bill No. 1059, also known as the Emily Lastinger Act, which requires all public school districts to post immunization information prominently on the school district's website, if the district has one.


Coordinated School Health

Physical Education and Physical Activity

School Health Advisory Councils


School Nurses

project pathway transitioning students from high school to college or the working world

We're Helping Students find their paths.

Project Pathway is a program operated by the Homeless Education Program here at Region 13. Project pathway prepares students to progress into adulthood by providing college and career guidance along with tools for post sectondary proficiency and life skills.



What we Offer


Help us Help Students in Need

Project Pathway is a free service provided to students in need. The project relies on partnerships with local businesses and the generosity of donations. We welcome contributions of goods, services, and time. We are interested in opportunities to increase the Project Pathway students' understanding of the world around them, and encourage them to become productive and self-sufficient citizens. If you're a business or individual looking to offer your support, please contact us.

Get in Touch Offer your Help


Tentative Schedule of Support:

Service When Time Commitment/Location Quantity
Orientation Beginning of School year 2-3 hour face-to-face @ campus/district 1 session
Campus Site Visit Fall and Spring Semesters ½ day face-to-face @ campus 2 visits
Pivotal Leadership Coaching As determined by Leader & Coach 1 hour phone call or virtual meeting 6 calls
Community of Leaders Networking Meetings October, January, and March 3 hours for each meeting @ Region 13 ESC 3 meetings
Targeted New Administrator Meetings October, January, and March 2 hours for each meeting @ Region 13 ESC 3 Meetings


Program Fees:


Registration: Currently open for the 2017-18 school year.

Register Now


new administrator academy news letter



Lora Dever
Administrative Specialist



Janet Palms

(512) 919-5278


teachers with booksThe New Administrator Academy (NAA) is a year-long program designed to support new campus leaders through their first year or two of decision-making on a campus.  The Academy kicks off with an Orientation meeting in early September where each participant is paired up with a Pivotal Leadership Coach.

Every new administrator in the Academy will attend a targeted New Administrator meeting followed by a Community of Leaders Network meeting in October, January, and March.  There will also be a Fall and a Spring campus site visit, each being a half day. 

The six coaching calls will be scheduled and arranged by the new campus administrator and will typically be spread out through the entire school year.  The design of the program is to give each new campus administrator the support he/she needs to develop into a dynamic campus leader.

The New Administrator Academy (NAA) is for leaders new to their role or new to the district or campus.  If you are a first- through third-year campus administrator, you are encouraged to join the New Administrator Academy to gain coaching and mentoring that will help you reach an even higher leadership administrator academy at esc region 13

Region 13 offers a web portal for the purpose of providing a way to submit, track and close support requests. It’s in an early stage of development, but ready to use.

For the sake of tracking, we recommend that the district use this portal for support request whenever possible.  We do suggest that urgent issues always be handled via a phone call or text (we still request that you follow up the call with a ticket request).

Our portal will be accessible to a single district account. This way, the users of this account can see all open requests and history. For the sake of support system notifications, please complete the following:

  1. Create, within your email system, an email group named: "" (i.e.            
  2. Create forwarders so messages sent to this account will be forwarded to all district personnel that will access this system.

You may now log into: Region 13 Service Desk

                Password: (you should change this at first login).

If you have any questions, or need further clarification, feel free to reach out to any of our team members

Region 13 has always been an unofficial source of technical support to its Internet Access Service Customers.  Due to many requests and much interest, we’ve added a more in depth service to better support those district’s needs.  Our goal is to help districts by providing expertise, and or supplementing the expertise already in house. The purpose of this document is to help draw a distinction between what we provide for free, and what needs to be provided through an upgrade to our Priority Technical Support Services.

We offer a support portal that allows you to open, follow, and close requests for technical help.  For instruction on how to set up and access the system, please visit Support Portal Account Instructions and to access the portal Region 13 Service desk

Standard Support

Includes support and troubleshooting for problems that cause an internet access issue for a district and is a part of the Region 13 Internet Access Agreement.  Included but not limited to, the network edge (firewall/router/switch), web-filtering, DNS servers, and any network connectivity problems.  In addition, when time allows, Region 13 support personnel will be happy to advise and help with basic internal questions.  When more in-depth support is required, our Enhanced Technical Support Services is available.

Examples of Standard Support include, but are not limited to, the following scenarios:

Priority Technical Support Service

Is designed for districts who need the attention of an IT professional on a regular basis, to help with technology projects, desktop support, and the support of all other related technology.

Examples of Priority Technical Support Services, but are not limited to, the following:

Note:   A four hour “bank” of remote "Priority Technical Support Services” is provided annually to TXED Network customers at no cost. Calls that require remote access or more than 15 minutes of attention are considered premium support and must be deducted from the customer’s bank (including the 4 free hours provided annually)




This Agreement is entered into by and between the Education Service Center Region 13 (hereinafter ESC Region 13) and _________________________________ Independent School District.


The purpose of the Agreement is to provide professional technical services to Participating Districts to meet their computer maintenance, networking, mobile devices, servers, and/or other technical needs, above and beyond our standard level of support. 


To view a description of the Standard and Enhanced Technical Support Agreement please visit the Description of Support Services Page .



THEREFORE, NOW BE IT AGREED that the undersigned Participating District in return for the payment of the consideration stated below and subject to all terms of this Agreement, does hereby agree to the following terms, conditions, and general provisions:



1.  Term of the Contract:

The term of the Agreement is from September 1, 2017 to August 31, 2018.

2.  Termination of the Contract:

Either party to this Memorandum of Agreement may terminate this agreement by providing written notice to the other party fifteen (15) calendar days prior to the date of termination.  In the event of termination ESC Region 13 shall determine the Direct calendar days prior to the date of termination.  In the event of termination ESC Region 13 shall determine the direct and indirect costs incurred to the date of termination and the Participating District shall pay ESC Region 13 that amount.

3.  Role of the ESC Region 13:

The purpose of this contract is to provide certified technical services to the Participating District to meet their computer maintenance, networking, servers, and/or any other technical needs.  This contract includes remote and on-site support as needed.  The district will schedule On-Site support with a technical service specialist

  On-Site support

One way travel to the district will be charged in the form of deduction of time from the "bank of hours", for Enhanced Technical Support customers (maximum deduction of 1.5 hours).

  Remote support

A technical services specialist is available between 7:30 AM and 4:00 PM Monday through Friday except on ESC Region 13 Staff Days. Unless agreed upon by both parties prior to work being performed, work outside of these hours will be charged at a rate of 1.5 to 1 meaning that each hour will be counted as 1.5 hours and 2 to 1 during Weekends and Holidays.


The technical services specialist will minimally document the work performed for the purpose of keeping track of hours used.  This is done in order to maximize the time spent fixing issues and not documenting.  If the Participating District wishes to have detailed documentation they should send an email to with a subject of “R13 Tech Support extended documentation” and include in the body of the email the extent of the documentation desired.  The time spent on extended documentation will be tracked as part of the support hours and subtracted from contracted hours. 

Contractual agreement will include:

XX Hours of technical support at $XX per hour.  Extra hours may be scheduled by mutual agreement by both authorized parties listed on the last page of this agreement.   The amount per hour for extra time will be defined at the time of the mutual agreement and a new contract will need to be signed.

Completion and Submission of Services:

ESC Region 13 Technology Services Department keeps track of the hours used for this contract.  At any time, the Participating District may request the number of hours used and the available documentation for those hours. 

If additional contract hours are purchased in the same school year, those hours will be added to the contract hours already documented for the year.  ESC Region 13 will do its best to provide documentation specific to each contract, but in some cases the hours may overlap and the documentation will cover all hours purchased within that school year.

4. Project Limitations:

This contract does not cover the entering, filing, or completion of ERate forms and/or applications or Technology Planning.  The technician may assist in the recommendation of technologies to be included on eRate applications  or Technology Plans.  In cases where two or more techs are needed at the Participating District to complete a job to meet timelines imposed by the Participating District, hours will be assigned to each tech and subtracted from the total hours remaining on this contract.  For example; if two techs travel and work on-site for a total of 8 hours, 16 hours will be documented and subtracted from the contract.  Any hours not used during the terms listed in Section 1 - “Term of the Contract” will be carried over to the following school year.  Consecutive day visits must be scheduled in advance, and dependent on availability.

5. Role of Participating District (include, but not limited too):

When appropriate, the Participating District should provide the materials, supplies, hardware/network support, and maintenance needed for the technical support specialist to complete the assigned task.  The Participating District agrees to provide method of remote access to at least one computer in the district to facilitate remote support when needed.

The Participating District will create or give ESC Region 13 tech access to create a domain admin account called “esconett”.  The password will be specified at time of creation and must meet minimum password complexity requirements as defined by Microsoft.

Region 13 suggests installation of a network management solution such as Dameware, or Goverlan, to help us more efficiently manage and troubleshoot issues.

6. Costs:  

Hours as needed per hour ($105/hour)
PrePaid Hours (1-95) as needed ($95/per hour) 
PrePaid Hours (>95) as needed ($85/per hour)


Total Contract Cost to be billed on or after September 1, 2017.

7. Limitation of Liability:

The Participating District agrees to indemnify, defend and hold harmless ESC Region 13 and its directors, officers, and employees from and against any losses or damages that may occur due to ESC Region 13 carrying out the agreed upon services as specified in this contract.


Participating District


______________________________________________________  Superintendent / Designee   ____________________________________________________ Date
_______________________________________________________  Print Name   ____________________________________________________  Email / Phone






Education Service Center Region 13


______________________________________________________  Designee   ____________________________________________________ Date
______________________________________________________  Print Name   ____________________________________________________  Email / Phone


Education Service Center Region 13 Technology Services Department offers to meet the computer maintenance, network, and/or server needs of individual schools and/or districts. Contracts and hourly rates are now available to include a remote and/or on-site support from a group of highly trained specialists.


No prepay 1-95 Hours Over 95 Hours
$105.00 per hour $95.00 per hour $85.00 per hour


For more information contact:

Steve Stroud, Coordinator: Information Technology - 512.919.5476

Leslie Barrett
Administrative Services
Coordinator: Digital Learning

Texas Virtual School Network Logo


The Texas Virtual Schools Network is made up of two components:

Course Catalog

The TXVSN course catalog works in partnership with Texas public schools to provide their students opportunities to enroll in high school, Advanced Placement, and dual-credit courses offered by TEA-approved catalog course providers.


Full Time Online Schools

The TXVSN Online Schools (OLS) program offers full-time virtual instruction to eligible Texas public school students in grades 3-12 who enroll in one of the schools approved to participate in the program.



Region 13 supports districts in implementing the TXVSN by providing information, technical assistance, and TEA liaison services.  Please join us for upcoming TXVSN information sessions.


Please download the TXVSN Flyer for more information.

The Region 13 Paraprofessional Certification Institute Trainer of Trainers (TOT) resources are available to participants who have attended the TOT training.  TOTs gain the responsibility and are tasked with delivering quality professional development to provide state recognized paraprofessional certification. The TOT participant training provides trainers with the state expectations, qualification guidelines, curriculum for paraprofessional certification institute, engagement strategies, and delivery methods. Each TOT participant receives access to the training PowerPoints, presenter notes, and 10 copies of the Paraprofessional spiral notebook.  Additional notebooks can be purchased through the Region 13 Product Store.  We ask that TOTs check this TOT Materials Page for recorded webinar updates and updated training materials prior to training in their districts.

PLEASE NOTE: All technical data, evaluations, plans, specifications, reports, documents, power point presentations, software, spreadsheets, teaching aids or other work products provided shall be the exclusive copyrighted property of ESC 13 and may not be given, loaned, sold or conveyed in any manner to any third party without the expressed written consent of ESC 13.

Paraprofessional Certification Training Downloadable Materials Click Folder to View and Download Materials
TOT Paraprofessional Certification Training Materials folder
TOT Parprofessional Certification Training Powerpoints folder
Paraprofessional Certification Testing Materials folder

Paraprofessional Certification Training Participant's Handbook
(Spiral Bound) - Purchase through Region 13 Product Store










Date/Time/Location Title Registration
  • October 22, 2018 | 12-2 PM
  • ESC Region 13 | 5701 Springdale Rd., Austin, TX 78723
AI/VI/ECI Collaboration Meeting

For more information contact

Coming Summer 2019 Infant Symposium  


Region 13 provides professional development to support the following areas in the TEKS Resource System:

Let us know how we can provide support for your organization; fill out the following form and we will be in touch with you shortly. Or, feel free to contact us directly.

Grant A. Kessler, Ph.D.

Program Manager | Academic Services


Benjamin Zink

Technical Support | Academic Services




2017-18 Commitment Forms

Use the links below to read about 2017-18 products and services.  You must have an account to access our new commitment forms system here.  Email to request this account.

Administrative Services

    Business Management Cooperative
    Human Resources & Production Resources Cooperative
    Drug and Alcohol Consortium for Bus Driver
    Food and Commodity Purchasing Cooperative
    Living Science Materials Program
    Purchasing Cooperative
    School Bus Driver Physical Exam Cooperative
    Student Drug Testing Consortium




    Anita Archer's Explicit Instruction Coaching & Professional Development
    TEKS Resource System
    Curriculum Council Network for Curriculum and Special Education Leaders
    Instructional Coach Network
    School Ready - Ready, Set, K! (RSK!)
    Strategic Instruction Model: Coaching & Professional Development
    Strategic Instruction Model: Xtreme Reading Coaching & Professional Development

Information Services

    Internet-based Texas Computer Coop Software (iTCCS)
    Discovery Education (DE) Streaming Video
    Distance Learning Network
    Technology Support Services
    TEXAS ENTERPRISE INFORMATION SYSTEM (TxEIS: State-sponsored Student Information System)
    TSDS Cooperative

Special Programs

    Homeless Education Cooperative
    Title I, Part C Migrant Education Program SSA
    Title II, Part A - Teacher and Principal Training and Recruiting
    Title III, Part A - English Language Acquisition, Language Enhancement & Academic Achievement for LEP Students SSA
    Bilingual/ESL Cooperative for Districts Not in the Title III SSA

School and Admin Support

    Accountability Cooperative
    At-Risk Services Network
    Behavior Specialist Cooperative
    Career and Technical Education (CTE) Cooperative
    Counselor Support Services Cooperative
    DMAC Suite
    eduphoria! SchoolObjects and TEKSbank
    Positive Behavior Intervention & Supports
    Response to Intervention (RtI)
    Restorative Discipline
    Social Emotional Learning
    Title I, Part C Carl D Perkins Career and Technical Education Act SSA

Program Related Questions?
-Contact the specific department contact found within each form.

General inquiry about the commitment process:
Dr. Craig Spinn
Deputy Director: Administrative Services
Administrative Services

A sample test page.

To request an account in ConTracks+


Program Related Questions?

Contact the specific department contact found within each commitment form.

General inquiry about the commitment process:

Leticia Govea
Sr. Coordinator: Grants, Contracts, Procurement

Dr. Craig Spinn
Deputy Director: Administrative Services
Administrative Services

Need help with ConTracks+

Paul Chavez
Associate Director
Administrative Services

Robin Wells
Systems Developer
Administrative Services



ESC13 services for 2018-19 are now visible in our commitment forms system ConTracks+.

  1. Begin by requesting an account.
  2. We will create your account and send your login credentials via email message from sender ConTracksPlus.
  3. Superintendents may log in and begin approving or assigning products and services.
  4. Other district staff may log in also, but the only visible items will be those assigned to them by the superintendent.

Request an account Superintendent Login    


Need support? We're here to help.

Dr. W. Charles Akins, ESC Region 13 Board Member, passed away on March 29, 2017.  Dr. Akins was an amazing man and such an inspiration to all.  He will be dearly missed.

Thursday, April 6th
Wesley United Methodist Church
1164 San Bernard St.
Austin TX 78702
4:00 pm – 6:00 pm (visitation)
6:00 pm – 8:00 pm (assembly)

Friday, April 7th
Wesley United Methodist Church
1164 San Bernard St.
Austin TX 78702
11:00 am

More Information and Guest Book



We sat down with Dr. Akins in 2009 to learn from his experience as an educator.

Debra Leff
Education Specialist: Visual Impairment
Academic Services

Elaine Young
Program Manager: Regional Day School Program f/t Deaf
Academic Services

February 27, 2017 - Minutes


Crossroads – Your Trusted Resource for Deaf Education in Texas
For Professionals:
For Families with Children: New Born to Age 3:

ERCOD (Educational Resource Center on Deafness)

General Resources listed at TSBVI

Visit our very own Padlet of Resources for AI/VI/ECI

Link to the DARS/ECI Memorandum of Understanding between DARS/ECI and TEA (PDF Download)

EIEIO Modules I and II (Effective Initiatives for Early Intervention Opportunities). These modules are a companion piece to the State MOU between DARS/ECI and TEA.

National Center on Deafblindness

Welcome to the AI/VI/ECI site! We have been working together to support each other for many years and it finally occurred to us to create a site where we can post Meeting Materials, Workshop information, Resources, etc. We are hopeful that it will enable you to keep track of those long, lost answers to questions regarding services to infants. This is our initial roll-out and we are open to feedback and further information on needs you may have that we can address in this website.


Proclamation 2018


The State Board of Education issued Proclamation 2018 in November 2016.  The adoption of materials under Proclamation 2018 occured in November 2017.  The adopted materials are scheduled to be available for use beginning in the 2018 - 2019 school year. 

Instructional materials covered under Proclamation 2018 will be used in the following courses:

Special Topics in Social Studies

Ethnic studies including but not limited to African American studies, Mexican American studies, Asian American studies, and Native American studies


List of Instructional Materials adopted under Proclamation 2018


Need a scholarship?

- Scholarships available to cover 25-50% of program cost

- Scholarship Application Deadline:  Friday, August 6

- Scholarship Submission Requirements:

*Note: All fees are subject to change without notice.

*Program Fees:

Application Fee - A $100 nonrefundable application fee is required to establish eligibility for program entrance.

Registration Fee - A nonrefundable training fee of $300 (once accepted into the program).  This fee holds your spot in the program.

Program Fee - $3,150.00 (can be paid $350.00 at registration of each of the 9 sessions July 2018-April 2019).

Sarah Reuwsaat
Program Coordinator

Ashlie Scott
Program Support

We are pleased that you have made the decision to apply to the Turnaround Leadership Development Program.

To meet the needs of district summer staffing timelines, we're extending our application window for the 2018-2019 Turnaround Leadership Development Program.  Application window closes August 6 at 5 p.m.


Please Do Not begin the application if you do not have the following information at this time:

If you are ready to begin, click on the button below to create a new account login and start the online application.

Start Online Application


Scholarship Opportunity

We have scholarships available to cover up to 50% of the program cost. The scholarship application deadline is August 6, 2018. Follow these steps to apply. 

  1. All scholarship applications must be accompanied by the full online completed program application.
  2. Complete a 1-2 page essay answering the following prompt: Why would you like to participate in the Turnaround Leadership Development Program and how do you plan to use the resources and skills gained from this incredible program experience?
  3. Include a title page with your first name, position, school and district name to your essay.
  4. Submit your documents to TLD Coordinator, Sarah Reuwsaat, by August 6, 2018.


Application Process:

Step 1:  By August 6, 2018 at 5 p.m.

Please submit all required documents to:

Ashlie Scott

Program Support, Educator Evaluation and Leadership
Education Service Center, Region 13
5701 Springdale Road
Austin, TX 78723

Please remember, your application will not be processed until we have received all of the above listed items and your application fee has been paid.

Once you have submitted your application, you can check on the status of your application and documents received in the program office by returning to the main menu and clicking on the View App Status link.

Step 2

Step 3

What minimum entry requirements are needed for consideration into the Turnaround Leadership Development Program?

While there are minimum requirements for application, acceptance into the program is not guaranteed.

Is Turnaround Leadership Development Program a Certification Program?

Are all applicants who meet the minimum entry requirements accepted into the program?

The Turnaround Leadership Development Curriculum is based on National Turnaround Research and Competencies.

  1. The Turnaround Leader Mindset
  2. The Turnaround Leader Driven for Results
  3. Leading In a Turnaround School
  4. The Turnaround Leader Goals and Action
  5. The Turnaround Leader Supporting Teachers and Teams
  6. The Turnaround Leader Perspective and Focus
  7. The Turnaround Leader Professional Growth

The TLD prepares leaders for the unique work of turnaround leadership for work in low-performing schools.

To meet the needs of district summer staffing timelines, we're extending our application window for the 2018-2019 Turnaround Leadership Development Program.  Application window closes August 6 at 5 p.m.

Information Sessions:

Online application deadline:  August 6, 5:00 p.m.

Scholarship submission deadline:  August 6 (program application must be completed upon scholarship application submission)

Phone Interviews - August 1-7, 2018

Program Admission Notification - By August 8, 2018

TLD Classes:

August 2018-April 2019 - 6 hours of Pivotal Leadership Coaching and Campus Visits, BEI and 360 Assessment Feedback Support

Note: *All dates/times/classes are subject to change without notice.

The Turnaround Leadership Development Program consists of:



Scholarships Available!

- Scholarships available to cover 25-50% of program cost

- Scholarship Application Deadline:  Friday, August 6

- Scholarship Submission Requirements:

To meet the needs of district summer staffing timelines, we're extending our application window for the 2018-2019 Turnaround Leadership Development Program.  Application window closes August 6 at 5 p.m.

Apply Now

Information session dates and times:  

Please RSVP to the information session you will be attending. RSVP

Can't attend an information session? Watch the Information Session PowerPoint slide show below.

The Turnaround Leadership Development Program at Region 13 provides high quality training, coaching and support to prepare leaders for work in turnaround schools. Turnaround Leadership is defined as: “a dramatic and comprehensive intervention in a low-performing school that produces significant gains in student achievement within two academic years.” (Mass Insight Education & Research Institute, 2007)-The Turnaround Mindset: Aligning Leadership for Student Success 2011 Fairchild & DeMary.  Research suggests that high quality selection, preparation, training and leadership development and coaching is necessary for success.

To be eligible, applicants:

Benefits Include:

Membership in TEKS RS in Region 13 is offered via a district commitment form.

This form explains the responsibilities of each member district/charter, what services ESC Region 13 agrees to provide and the fee structure for those services.

Join Now

TEKS Resource System

The TEKS Resource System was formed to help schools operate in a way that allows teachers to do what they do best ­ educate students. By providing schools a resource aligned with what the state of Texas has determined students are expected to learn (TEKS), teachers can spend more time focusing on students and improving the learning environment in schools.

The TEKS Resource System is a comprehensive, customizable, online curriculum and assessment management system. The content includes curriculum components and assessment items aligned to the most current versions of the State Board of Education­adopted TEKS for each of the core subject areas (i.e., K­12 Math, Science, ELAR, and Social Studies), including:


Grant A. Kessler, Ph.D.

Program Manager | Academic Services

TEKS Resource System

The TEKS Resource System (TEKS RS) was formed to help schools operate in a way that allows teachers to do what they do best -- educate students.  Provided this support, teachers have more time and the tools to positively impact student learning outcomes.

Learn More



Complete the TEKS RS Commitment Form to provide your district with access to the TEKS Resource System.

Join Here


Request Support

We offer personalized support to maximize the impact of adopted curriculum resources on student learning.

Request Support



If you attended school outside of the United States then you will need to contact the Foreign Credential Services to evaluate your transcript. The evaluation needs to include degree information to compare to the US standards.

Have transcripts evaluated by Foreign Credential Services of America,
1 (877) 553-4285, showing degree earned. -

Please direct questions about paraprofessional certification to:

Sandra Madrigal, Program Assistant
Department of Educator Quality
Region 13 Education Service Center

Speech Language Pathologists in the public schools must have a master’s degree, have passed a national certification examination, and have completed a year of clinical fellowship.  Further, they must be licensed by the state of Texas.  For more information, see the TDLR's (Texas Department of Licensing and Regulation) Speech-Language Pathologists and Audiologists website:

Are you interested in joining the field of school speech pathology?

A school speech pathologist is called to work with many different types of students with a wide range of speech issues. It can be deeply rewarding work and it can also be stressful and demanding.  Take a look at what some of the people in our field have to say about this profession.



For districts interested in learning more about our Parent-Education Literacy Trainings, click here.

Video Overview

The following videos are meant to provide school district with a means of communicating important information regarding the services they provide Spanish-speaking ELLs to their parents, guardians, and other community stakeholders.  The videos are in Spanish, and can be shown to individuals or in a group setting.

Los siguientes videos proveen a cualquier distrito escolar una manera de comunicar información importante sobre sus servicios para ELL (aprendices del idioma inglés) a los padres, guardianes, y otros miembros de la comunidad hispanohablante de su distrito.  Los videos presentan su contenido en español, y se los puede mostrar a individuos o en grupo.


Fomentando la lectura en casa (Literacy at Home)



Programas educacionales en Tejas (Program Information)



La adquisición de lenguaje (Language Acquisition Process)




Conferencias entre padres y maestros (Parent/Teacher Conferences)




Resource Navigator Newsletters

The Math team at ESC 13 has co-developed a number of products to support our teachers and students.

Algebra I Mini Interventions Collection


Click-On TEKS

FACTastic System


Suicide Prevention Resources

House Bill (HB) 2186, which was passed by the 84th Texas Legislature, 2015, and signed into law by Governor Abbot on June 19, 2015, requires suicide prevention training to all new school district and open-enrollment charter school educators annually and to existing school district and open-enrollment charter school educators on a schedule adopted by the TEA by rule. Training must be selected from the list of recommended best practice-based programs that is provided by the DSHS. School districts and open-enrollment charter schools may also select programs through an independent review of online suicide prevention training materials that comply with the guidelines developed by TEA.


Suicide Prevention Resource Center

The Suicide Prevention Resource Center (SPRC) is the nation's only federally supported resource center devoted to advancing the National Strategy for Suicide Prevention.

Texas Suicide Prevention

Texas Suicide Prevention initiative is the result of a collaborative effort throughout the state of Texas of community-based organizations, state and local agencies, academic institutions and many others who work together to reduce suicides in Texas.



Wondering what an independent facilitator does at an IEP meeting? Or, how a facilitator prepares to come to your meeting? Check out this video series showing the four steps an effective independent facilitator uses.





IEP Facilitation flyer
Link to FIEP LiveBinder
Link to 1st Facilitated IEP Meeting Model Video

Step 1a:  Pre-Meeting Conversation with Principal




Independent Facilitation flyer
IEP Team Effectiveness Checklist

Step 1b: Pre-Meeting Conversation with Parent



Before, During, After the Meeting Parent Checklist
Independent Facilitation Flyer
Facilitation: What to Expect Flyer

Step 2a: Facilitator Preparation



Facilitation Tips: Discussion, Decisions, and Challenges
Facilitator Intervention Toolkit

Step 3a: Meeting Opening



Jargon Poster
Agenda - Student

Step 3b: Meeting Discussion, Gathering Information



Facilitator Intervention Toolkit

Step 3c: Meeting Discussion, Interests-Based Problem Solving



Interests-Based Problem Solving

Step 3d: Meeting Discussion, Consensus



Consensus Gradients
Consensus Language

Step 3e: Meeting Discussion, Closing



Commitment form
Meeting Evaluation form

Step 4: Post-Meeting Facilitator Debrief



Facilitator Post-Meeting Debrief form

Putting It All Together


Summary Chart


This page contains materials from the TVI/COMS Meetings and the The Weekly.

Meeting Materials

May 2, 2016 - Meeting on Transition


Transition links and handouts

School district transition form samples

"The MIVI Report"

Texas Workforce Solutions

AAC: STEPS Program

Austin Lighthouse

TSB EXIT Program

September 13, 2016

Back to Top

The Weekly

Spring 2018

May 29, 2018

May 25, 2018

May 18, 2018

May 10, 2018

May 4, 2018

April 19, 2018

April 13, 2018

March 26, 2018

February 23, 2018

February 9, 2018

January 19, 2018

January 11, 2018

January 5, 2018

Fall 2018

December 14, 2017

December 7, 2017

November 11, 2017

November 2, 2017

October 19, 2017

October 6, 2017

October 2, 2017

August 31, 2017

August 28, 2017

Spring 2017

May 26, 2017

May 17, 2017

May 11, 2017

May 5, 2017

April 27, 2017

April 21, 2017

April 13, 2017

April 7, 2017

March 31, 2017

March 24, 2017


March 9, 2017

March 2, 2017

February 24, 2017

February 17, 2017

February 10, 2017

February 2, 2017

January 27, 2017

January 12, 2017

January 6, 2017

Fall 2016

December 9, 2016

December 2, 2016

November 17, 2016

November 11, 2016

November 4, 2016

October 28, 2016

October 21, 2016

October 14, 2016

October 7, 2016

September 30, 2016

September 22, 2016

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