TDB Pilot Program Participants
Since 2012 the Project has facilitated three, 2-year TDB Pilot programs. Cohorts in the program have included participants from five LEA’s and their corresponding regional service centers. Geographic regions represented have included the Houston, Central Texas and Dallas areas, and resulted in 11 designated teachers whose primary caseloads were students who are DeafBlind. Results support this instructional model, with documented improvements in implementation of appropriate evaluation and IEP development, positive student change, and increased district capacity for serving students with DeafBlindness (Montgomery 2015).
Education Service Center 10 (ESC10) in Richardson, TX, Education Service Center 4 (ESC4) in Houston, TX, and Texas School for the Blind and Visually Impaired (TSBVI) Outreach Department Deafblind Team are collaborating to provide Houston ISD, Dallas ISD, Pasadena ISD, and Katy ISD, an opportunity to participate in a pilot training project supporting new models for Teachers of Students who are Deafblind (TDB).
This project is designed to provide these selected districts with increased knowledge, skills, and strategies, in order to develop new models for serving students who are deafblind across their local instructional setting.
Training includes a combination of workshops, on-site visits, video conferencing, and web-based instruction for the Teacher of Students who are Deafblind participants.
Community of Practice
TDBs in the Pilot are encouraged to engage in ongoing efforts to support a teacher of students who are deafblind, community of practice, both locally and nationally.
Technical assistance includes a combination of distance and on-site support. The focus for assistance will be based on student, TDB, and district outcomes and will be aligned with CEC knowledge and skills competencies.
During year one of the pilot, TDBs focus attention on a specific student and their IEP. In year two, the Pilot embarks on a broader approach to the TDB Caseload. Rather than focusing on a single “case study student”, TDBs examine their entire caseload in order to develop a more global understanding of the role of the TDB at a district-wide level.