Business Problem and Learning Gap

Exclusionary discipline practices vary widely, creating inconsistent expectations for teachers tasked with supporting students in DAEPs. In SBISD, for example, home campus teachers are responsible for students’ learning even during DAEP placements, which can last from a few days to a full academic year. With no formal training or guidance—and often only three days’ notice—teachers must coordinate instruction while balancing their regular classroom responsibilities. This lack of structure jeopardizes educational continuity and leaves many teachers feeling unprepared to provide meaningful academic and emotional support.

A recent surge in DAEP assignments, driven by new legislation like Texas House Bill 114 (mandating placement for e-cigarette infractions), has further intensified the need for practical, district-adaptable training. Without clear support for maintaining instruction, emotional well-being, and successful reintegration, teachers face a system-level gap that directly impacts student learning and development.

Course Objective

In response, my primary objective was to create a training solution that not only addressed SBISD’s unique needs but could also be easily adapted by other districts. The goal: provide practical, flexible guidance and resources for teachers, ensuring they can support DAEP-assigned students with consistency, collaboration, and care.

Lived Experience Informs Design

My approach was shaped by twelve years in education—seven years in traditional classrooms and five in alternative settings. I’ve experienced both sides of the DAEP process: as a classroom teacher, I faced the same uncertainties and lack of preparation as my audience; as an alternative school educator, I gained a broader understanding of how these gaps affect both teachers and students. This dual perspective allowed me to design a solution grounded in authentic classroom realities and shaped by lived experiences.

Centering Teacher and Student Voices

To keep teacher and student needs at the heart of the design, I developed learner personas and empathy maps using data, interviews, and direct classroom insights. These tools helped me address a range of backgrounds, challenges, and motivations—not just those unique to SBISD, but common barriers shared by educators in diverse communities. By focusing on user-driven needs, the training remains relevant, adaptable, and easily customizable by any district.

Ready to see how these insights shaped the solution?

Click below to continue to the Design phase, where you’ll explore how user feedback, empathy mapping, and real-world challenges informed every step of the course creation.