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The approach emphasized aligned coaching across schools, districts, and regions while addressing implementation barriers. Texas leveraged statewide technical assistance networks, built a coaching leadership team, developed a research-informed coaching framework, and provided ongoing professional learning and implementation support. The effort also planned systematic collection and use of coaching fidelity data for continuous improvement.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-can-a-state-education-agency-implement-teacher-coaching-to-improve-the-outcomes-of-students-with-disabilities-overview/585604/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-can-a-state-education-agency-implement-teacher-coaching-to-improve-the-outcomes-of-students-with-disabilities-overview/585604.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Why did TEA implement teacher coaching for students with disabilities?","Question",{"text":112,"@type":113},"TEA aimed to improve outcomes for students with disabilities by increasing teachers’ skilled use of evidence-based practices, based on research indicating coaching can improve teacher practice and student results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did Texas leverage statewide networks in the coaching effort?",{"text":117,"@type":113},"Texas used statewide technical assistance networks as partners in the coaching initiative, with network members including regional education service centers or local institutes of higher education.",{"name":119,"@type":110,"acceptedAnswer":120},"What steps did TEA take to launch the coaching framework?",{"text":121,"@type":113},"TEA defined effective coaching, built a research-informed framework summarized in an infographic, created and trained a coaching leadership team, developed coaching session materials, and provided workshops and ongoing support for coaches.",{"name":123,"@type":110,"acceptedAnswer":124},"What data approach supported continuous improvement?",{"text":125,"@type":113},"TEA planned to begin collecting, analyzing, and using coaching fidelity data to understand links between coaching and teaching and to refine implementation over time.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},585604,1793089706,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":52,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","How Can a State Education Agency Implement Teacher Coaching to Improve the Outcomes of Students with Disabilities?  \nOverview  \nThe need to improve outcomes for students with disabilities (SWD) by increasing teachers’ skilled use of evidence-based practices (EBPs) has been a pressing challenge around the country. Texas, in particular, has a specific focus on supporting the increased use of teachers’ EBPs within their State Systemic Improvement Plan (SSIP) . Therefore, knowing that research indicates that coaching can lead to improved teacher practice and student outcomes1, including for  \nSWD2, the Texas Education Agency (TEA) embarked on a journey to use coaching to improve teacher practices. Of critical importance for TEA was to take a strategic approach to implementing aligned coaching across several schools, districts, and regions, which can be extremely challenging3. Some of the challenges include: ensuring that the coaching is based on the most effective and research-based practices; providing coaches with ongoing, high-quality professional development; and systematically  \ncollecting data and using that data for continuous improvement. This state spotlight focuses on Texas’s implementation effort, which aimed to embed and sustain an effective coaching framework across the state so that SWD could demonstrate marked educational gains.  \nState Context  \nTexas’s Part B State-Identified Measurable Result (SIMR)  \nfocuses on improving the literacy achievement of students with disabilities in grades 3–8. While Texas employs several improvement strategies to accomplish their goal, one of their largest initiatives is investing in statewide technical assistance networks. These networks are the primary arm of  \nthe state’s technical assistance and their collective goal is to support educators’ professional learning needs. Networks include: Inclusion in Texas Network; Texas Statewide Leadership for Autism Training (TSLAT) Network, and Tiered Interventions Using Evidence-Based Research (TIER) Network—to name a few. Grantees ofthe networks consist of either regional education service centers (ESCs) or local  \ninstitutes of higher education. While there were nearly 120 network members already working with teachers of SWD across the 9 networks, coaching across these networks was not required by TEA. Therefore, TEA sought to leverage these partners in the statewide effort to implement coaching as away to increase teachers’ use of EBPs with SWD.  \n1 Kraft, M. A., Blazar, D., & Hogan, D. (2018) . The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), 547-588.  \n2 Reddy, L. A., Lekwa, A., & Shernoff, E. (2021) . Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools. Journal of learning disabilities, 54(1), 36-53.  \n3 Pierce, J., Irby, M., & Weber-Mayrer, M. (2019) . How coaching takes root. The Learning Professional, 40(6), 20-23.  \nStrategies for Success  \nTo launch a coordinated coaching effort, TEA began by defining what effective coaching consists of and exploring how to implement it efficiently and successfully. Learning about effective coaching enabled TEA to create a simple, explicit, and research-informed coaching framework that was summarized in a one-page infographic. Learning about common coaching implementation challenges from research helped TEA develop and launch a simple plan to mitigate barriers and support the coherent use of coaching across their system.  \nTEA took the following steps:  \n• Created a coaching leadership team consisting of TEA  \nstaff. This team’s role was to guide all efforts related to implementing coaching, including the development and use of a definition of coaching, a professional learning plan for coaches, and a plan for collecting and using data on coaching. Establishing this leadership team ensured that there was a common vision of coaching acros","cbCais9OsTPKXX7B","https://ap.wps.com/l/cbCais9OsTPKXX7B","pdf",177780,"English","# Overview\n# State Context\n## Texas’s Part B State-Identified Measurable Result (SIMR)\n# Strategies for Success","[{\"question\":\"Why did TEA implement teacher coaching for students with disabilities?\",\"answer\":\"TEA aimed to improve outcomes for students with disabilities by increasing teachers’ skilled use of evidence-based practices, based on research indicating coaching can improve teacher practice and student results.\"},{\"question\":\"How did Texas leverage statewide networks in the coaching effort?\",\"answer\":\"Texas used statewide technical assistance networks as partners in the coaching initiative, with network members including regional education service centers or local institutes of higher education.\"},{\"question\":\"What steps did TEA take to launch the coaching framework?\",\"answer\":\"TEA defined effective coaching, built a research-informed framework summarized in an infographic, created and trained a coaching leadership team, developed coaching session materials, and provided workshops and ongoing support for coaches.\"},{\"question\":\"What data approach supported continuous improvement?\",\"answer\":\"TEA planned to begin collecting, analyzing, and using coaching fidelity data to understand links between coaching and teaching and to refine implementation over time.\"}]","How Can a State Education Agency Implement Teacher Coaching to Improve the Outcomes of Students with Disabilities? - Overview | PDF",1792055258]