This case study focuses on the design and development of Module 1 from a larger planned course that equips educators to support students placed in Disciplinary Alternative Education Program (DAEP) settings. Module 1 introduces the foundational concepts of exclusionary discipline in Texas—covering legislation, systemic risk factors, and long-term impacts. A central student case study is introduced here and designed to reappear throughout the course, helping educators reflect on the role their support plays in student outcomes.

While only the first module was fully developed, the full course was scoped and structured using evidence-based design frameworks. Key design assets—including learning objectives, wireframes, a storyboard, and a self-assessment—were created to support future expansion.

Each module was designed with scalability and district adaptability in mind:

• Module 1: Introduces exclusionary discipline broadly, making it applicable across various contexts.

• Module 2: Focuses on district-specific logistics, including curriculum alignment, key protocols, and contact points—designed for easy customization.

• Module 3: Highlights best practices through an interactive classroom tour and iPad simulation, introducing adaptable tools for supporting students long-distance.

• Module 4: Guides teachers through building an individualized educational support plan using screencasts and hands-on tasks. A branching scenario allows educators to test decision-making strategies in a safe, simulated space.

The prototype of Module 1 serves as a proof of concept—a foundation for gathering stakeholder feedback, demonstrating design thinking in action, and supporting future implementation. Evaluation and scaling plans are in place should the course move into broader development and use.