Support Facilitation: Using the Reflective Matrix to Improve Instructional Practice: Quarter 4

Support Facilitation: Using the Reflective Matrix to Improve Instructional Practice

The purpose of this course is to provide a framework for building the collaborative relationship and expertise of Support Facilitation Teachers and their partner General Education teacher(s), in their collaborative role of assisting students in successfully meeting the expectations of access, involvement with and progress in standards-based learning. This course uses the Support Facilitation Matrix as a professional development framework for building teacher expertise in the implementation of the Support Facilitation service delivery model for serving students with disabilities. Optimally, participation in this course will include the participation and collaboration of the support facilitation teacher and their general education partner(s), and be the first step toward increased effectiveness in supporting students with disabilities in inclusive settings. A special emphasis is placed upon (1) the development of collaborative partnerships, and (2) the incorporation of the principles of Universal Design for Learning in instructional planning and delivery, as a foundation for providing effective individualized support for all students, including students with IEPs, 504 Plans and students who may need support in the general education classroom due to the gap between their current ability and the demands of the learning environment.

Course Expectations and Procedures

Participants will earn 6 professional development points for completion of each of the culminating activities for the modules included in this introductory course as part of the ESE Summer Institute for Professional Development.

*There is an additional opportunity to earn 14 more points through participation in the monthly virtual community of practice [COP] sessions offered via Safari Montage Live. This year's sessions will feature a focus on increasing instructional effectiveness via Deliberate Practice. The support provided by district staff will be tailored for teacher implementation of instructional elements which lead to achieving the desired effect for students with disabilities who are participating in inclusive settings.