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Week 4




Week 4: Testing, Teamwork, and Trusting the Process

Life of a Support Facilitator

This week’s overarching theme was testing and accommodations. I spent most of my time administering assessments — sometimes in small groups of five, and other times one-on-one, depending on each student’s needs as outlined in their Individual Education Plan (IEP).

Understanding Testing Accommodations

Students may qualify for 1:1 testing for a variety of reasons:

  • Difficulty maintaining attention or focus

  • Sensitivity to distractions in a group setting

  • The need for directions or questions to be read aloud by a human reader

To qualify for this accommodation, there must be clear evidence that the student performs significantly better in a one-on-one setting compared to small group or classroom testing.

For state assessments, some students have the option for computer-based oral presentation, but not all components are eligible. Reading passages, for example, cannot be read aloud unless the state has granted specific approval through a detailed and lengthy process.

Individual Differences and Stimming

A question came up this week about a student who rapidly clicks through questions — not to rush, but as a form of stimming.

Stimming refers to self-stimulatory behavior often observed in individuals with autism or neurodivergent minds. It can include movements or sounds like hand-flapping, bouncing, spinning, or echolalia (repeating words or sounds). For some students, clicking through answers may serve the same regulatory purpose.

There isn’t a one-size-fits-all solution. My advice to teachers is always: you know your student best. While it’s not typical for a response to be recorded by the test administrator, it can be written into an IEP if the team agrees and the data supports the need.

Parents are key stakeholders in this process and can request an IEP meeting at any time to discuss changes. Any amendment must be a team decision, supported by both collaboration and evidence.

Redefining My Role

One of my biggest lessons this week was recognizing that as a Support Facilitator, I am not the classroom teacher.

In my previous role, I was the primary stakeholder leading IEP discussions. Now, I am part of a larger team — contributing my ESE expertise while the classroom teachers lead the academic narrative. My role hasn’t been diminished; it’s simply different.

I’ve also learned how closely IEP development should align with our MTSS (Multi-Tiered System of Supports) team. Collaboration is essential — and my job is to be the bridge that connects specialized instruction with general education goals.

Leading with Light and Grace

One message I continue to carry is: Be the light in the room.

No matter what past conflicts or challenges may exist, every year is a chance to begin again. Every parent deserves to be their child’s best advocate — and it’s our job as educators to empower them to do so.

This week also marked the start of our Community Learning Team (CLT) meetings. I found myself torn between wanting to be in multiple places at once — with 4th and 5th grade teams, supporting behavior plans, and checking in on students. But I reminded myself: they’ll be okay without me.

My job is to mentor, support, and build capacity so that others can fill those gaps. When I do meet with students, I make sure those moments count — giving my full focus to make a lasting impact.

Reflections on Growth

Receiving the FAST test results this week brought both celebrations and opportunities for growth. Some students were thrilled with their performance, while others felt disappointed. I reminded them that one score does not define you.

Every student begins the year climbing their own ladder. The goal isn’t to start at the top — it’s to make measurable progress by the end. Growth looks different for everyone, and that’s what makes teaching both challenging and rewarding.

A Celebration of Positivity

To end the week on a high note, I was honored to receive the Staffulty “CHEER-Leader” Award for the month of September! My colleagues recognized me for my friendly personality, positive attitude, and willingness to learn. I was both shocked and grateful.

I truly love my job — not just teaching students, but also supporting teachers and building a web of collaboration across the school. While I thought I would miss having my own classroom, I’ve come to love the broader reach this role gives me.

This week taught me to be humble yet confident, patient yet persistent, and above all, willing to work with others in pursuit of one goal — student success.

Have a wonderful weekend, and remember: we’re all in this together.

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