Monitoring with Facilitated Support

What We Do

Facilitated Support is support provided by a Special Education Teacher to the General Education Teacher. This support focuses on three areas (lesson planning, delivery of instruction, and/or assessment) to ensure students receiving special education services are making progress in the general education setting. Support should be based on analysis of student data through a balanced assessment system to determine the area of focus.

Students to Consider: The use of Facilitated Support is regarded as the least level of support on the Spring ISD Continuum of Services. Students to consider for Facilitated Support may include students who need supplemental aids & accommodations to access the general education curriculum; successfully receive instruction by way of the general education teacher.

Planning of Lesson: The Special Education Teacher and General Education Teacher collaborate to design lessons that provide all individuals equal opportunities to learn by ensuring that the following components are considered:
  • attributes of instructional approach (Blended Learning, 5E, Madeline Hunter) 
  • individual student needs based on IEP 
  • analysis of student data by TEKs (Student Expectations) 
  • classroom dynamics (student groupings, 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 Special Education Teacher and the General Education teacher work together to design how the lesson should be executed to meet the needs of all learners in the classroom. The Special Education Teacher offers suggestions that connect with specific learning styles of individuals in the classroom. They also help to embed research based practices to further prevent barriers to student learning by ensuring that:

Assessment of Learning: The Special Education Teacher and General Education Teacher will use a balanced assessment system to assess students' learning. This information will be analyzed to determine next steps in instruction and to understand how much has been mastered over a period of time. Formative assessments will provide immediate data when determining students who need intervention, accelerated instruction, or additional time on task. This information will also determine when additional supports are needed from the Special Education Teacher in the form of:

  • Assisting with the embedding of student accommodations into the assessment 
  • Ensuring appropriate supplemental aids are being utilized during the assessment 
  • Understanding and incorporating the Spring ISD Special Education Department Grading Guidelines per student IEP 
  • Development of appropriate rubrics to match standards-based instruction 
  • Offering choices for students to demonstrate mastery 
  • Analysis of performance data to guide planning for instruction