Monitoring with Facilitated Support

  • Mainstream with accommodations, grade level content IEP, and scheduled consultation from a Special Education Teacher
    Facilitated Support:

    A documented support provided by the Special Education Teacher and given to the General Education Teacher.  The focus of this support is to ensure students receiving special education services are learning at the highest levels.  Analysis of student data through a balanced assessment system is used to determine what areas need to be focused on for the student.

    Students to Consider:

    Facilitated support is regarded as the least level of support on the Waller ISD Continuum of Services.  Students who need supplemental aids and accommodations to access the general education curriculum, are individuals who should be considered for Facilitated Support.  These students receive instruction from the general education teacher successfully.

    Planning of Lesson:

    Collaboration between the Special Education Teacher and General Education teacher is important so that all individuals are provided lessons that enable them to learn by ensuring that the following components are considered:

    • Attributes of instructional approach
    • Individual student needs based on IEP
    • Analysis of student data by TEKs
    • Classroom dynamics (Student grouping, classroom layout)
    • Flow of activities and schedule
    • Classroom management & impact on student learning and product
    • Objectives to be mastered
    • Utilization of appropriate accommodations, modifications, and supplemental aids
    • Technology needs
    Delivery of Instruction:

    The General Education Teacher and Special Education teacher work together to design how the lesson being taught should be executed so that it meets all the needs of the students in the classroom.  Suggestions from the Special Education Teacher should be made in order to connect with specific learning styles of individuals in the classroom.  Research based practices should also be embedded in the lesson, to prevent barriers to student learning.

    Assessment of Learning: 

    A well-balanced assessment system should be in place, and both the Special Education Teacher and General Education Teacher should use it.  Information gained from the assessment will be analyzed and used to determine the next steps in instruction.  This also gives the teacher a better idea of what has been mastered over a period of time.  Formative assessments will provide immediate data when determining students who need intervention, accelerated instruction, or addition time on a task.  The information also allows the General Ed Teacher to see what additional supports are needed from the Special Ed Teacher.