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Week 9




🌿 Life of a Support Facilitator – Week 9


“I had a dream… that I would have one week with smooth deliveries and transitions.”


That was my hope for this week—and God delivered.


Monday


We had a teacher workday, and I spent most of it completing progress reports for IEP goals. Each student with an Individual Education Plan can have a curriculum and learning, independent functioning, or social-emotional goal that must be updated every nine weeks. Documenting progress takes teamwork—ESE teachers, behavior specialists, general education teachers, and support facilitators all contribute to ensure goals reflect the whole child. I collaborated with the ESE direct-instruction teacher and the K–3 support facilitator to finalize and print reports.


Tuesday


Our first day back with students went smoothly. I observed how challenging it can be for general education teachers to balance classroom dynamics while supporting students with additional needs. During our fifth-grade team meeting, we reviewed test scores for students on our grade-level and identified next steps to improve outcomes. I feel grateful to work for a leadership team that listens and truly sees each student’s individual story.


Wednesday


I provided 1:1 ELA testing and then attended a Science of Reading training. We analyzed the “what, so what, and now what” of standards across grade levels to understand instructional progression. A teacher later thanked me for sharing “break cards” that helped her connect with a student—small moments like that remind me why this work matters.


Thursday


It was a packed day with continuous student sessions and even some behavioral support. I shifted from my typical 1:1 session and tried a small comprehension group instead—it went better than expected! I learned that flexibility can bring peace and partnership with parents.


Friday


I worked with a student preparing for an upcoming IEP and supported several others to meet classroom needs. After school, I met with teachers to discuss executive functioning challenges for students with autism and other neurodivergent learners.


One model that always stands out to me is TEACCH (Treatment and Education of Autistic and Communication-Handicapped Children)—developed at UNC, it’s built on helping individuals with autism become more independent through structured, visual, and predictable environments.


The five main components are:

1. Physical Organization

2. Visual Schedules

3. Work Systems

4. Visual Structure

5. Routine and Predictability


This approach has a special place in my heart—my daughter Abby was diagnosed through TEACCH at age two. It’s a model that values structure, dignity, and independence.


Here’s a poster that explains how TEACCH supports executive functioning.


✨ Together, everything is possible.

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