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Week 8



🌿 Life of a Support Facilitator — Week 8


Theme: Finding Balance and Purpose


“When I feel like I am out of options, that’s when God begins the real work.”


💉 Monday: New Beginnings and Responsibilities


I began the week still recovering from a cold and started Monday with a 7 a.m. appointment for my annual physical at the new People’s One clinic that recently opened for our county. It was such a positive experience—they completed my bloodwork right there, offered prescriptions with a $0 copay, and even scheduled important follow-ups close to my school.


I arrived at work around 9:30 a.m. ready to jump into my day. That afternoon, I led my first IEP meeting as the primary case manager, since I’m the student’s only service provider. The meeting went smoothly, with collaboration from the staffing specialist, ELA and Math teachers, and parent. This student’s area of eligibility is curriculum and learning, which includes ELA and Math goals, along with one independent functioning goal.


As I analyzed her data, I considered whether that independent functioning goal was still appropriate. Because she doesn’t receive language therapy or social-skills instruction, she does not have communication or social-emotional goals. This reinforced for me how data truly drives IEP goals and services—each goal has a purpose grounded in evidence, not assumption.


🎵 Tuesday: The Sound of Support

On Tuesday, I joined the 3rd–5th grade field trip to the Orlando Philharmonic Orchestra. Even though I didn’t have a specific class assigned to supervise, I was able to step in and help during a few unexpected moments—a bathroom emergency, a minor injury, and a behavior concern with a former student.


The theme of the concert was “Where in the World is the OPO?” and it was such a creative, joyful experience. By the time we returned, I finally felt my energy returning. While the orchestra students finished lunch and recess, I used the time to print and laminate ELA anchor charts and visual math models for classrooms.


That afternoon, both my assistant principal and a trusted colleague encouraged me to begin initiating small group instruction during my facilitation blocks, even when whole-group lessons were taking place. Their support gave me the confidence to step forward and trust my instincts as a teacher leader.



📚 Wednesday–Thursday: Stepping into Leadership

By Wednesday, I began leading small-group instruction in my classrooms. By Thursday, I was teaching back-to-back sessions every 30 minutes—with only a quick 15-minute lunch! I could feel the fatigue setting in, but I remembered something my assistant principal once said to me:


“You have a big job this year.”


Those words echoed in my mind. They reminded me that the work is demanding because it’s meaningful. Every small group I teach brings a student one step closer to confidence and growth.


💬 Friday: Affirmation and Faith

Friday morning began with a beautiful moment of encouragement from a district ESE support staff member who told me I’m moving in the right direction. It was exactly what I needed to hear.


Later that day, while teaching small-group math in a 5th-grade classroom, several students eagerly asked for my help. In that moment, I realized how much I love being a support facilitator—this role allows me to touch so many lives in ways I never imagined.


Still, I’m reminded daily of how hard general education teachers work. Managing 20 students alone takes tremendous patience and heart. When I start to feel overwhelmed, I remember what God taught me through my own daughter, Abby: when I feel like I’m out of options, that’s when He begins the real work.


As I was heading to dismissal, one of my students—the same boy I’ve been working so hard with in Reading and Math—ran up and gave me a big hug. That simple act spoke volumes. God knew the desire of my heart without me even saying a word.


He is using the gifts He’s given me to make a difference in the lives of students with exceptionalities—and that’s exactly where I’m meant to be. 💙


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