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Inclusion Model Overview: Resource Teams & Support Facilitation for Grades 9-12

This document outlines the current roles and performance of inclusive education resource teams dedicated to grades 9-12. It details the responsibilities of resource support facilitators, including consultation processes, IEP review, and compliance with educational standards. The model emphasizes collaboration among faculty, administration, and parents, ensuring proper support and services for students with special needs. Specific roles, periods of service, and accountability measures are highlighted to ensure effective instructional delivery and inclusive practices.

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Inclusion Model Overview: Resource Teams & Support Facilitation for Grades 9-12

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  1. Current Role Performance

  2. Inclusion Model – Services and Resource • Resource Teams Created to Serve Specific Grade Levels

  3. 9th-10th Grade Inclusion Team

  4. 11th-12th Grade Inclusion Team

  5. Resource Support Facilitator – C. Lott 1st Period – Resource Room 2nd Period – Support Facilitate 3rd Period – Support Facilitate 4th Period – Support Facilitate • Resource • (Out of Class Support) • Consultation #2New Person • Consultation #1 • D. Thornton Support Facilitator– New Person 1st Period – Support Facilitate 2nd Period – Resource Room 3rd Period – Support Facilitate 4th Period – Support Facilitate Support Facilitator – New Person 1st Period – Support Facilitate 2nd Period – Support Facilitate 3rd Period – Resource Room 4th Period – Support Facilitate Support Facilitator –S Ierulli 1st Period – Support Facilitate 2nd Period – Support Facilitate 3rd Period – Support Facilitate 4th Period – Resource Room

  6. Self-Contained Team

  7. Compliance/Collaboration • Accountability - Reviews ALL IEP’s prior to meetings Ensures appropriate paperwork is completed according to LCS MAP and IDEA • “Go-To” Person for Administration and Faculty • Oversees meeting schedule, inclusion program, and coordination of ESE office. • Oversees ESE Paperwork • (Assigned by Grade Level) • Collaborates with Teachers & Parents • Attends IEP/Re-Eval Meetings • Completes ESE Paperwork • (for Assigned Students) • Instructional Delivery, Parent Contacts, • Attends Meetings • Completes ESE Paperwork • (Specific Reports for Assigned Students) • Provides Direct/Indirect Services, • Parent Contacts, Attends Meetings

  8. Content/Connection (Inclusion) • Accountability – Reviews ALL IEP’s prior to meetings Ensures appropriate paperwork is completed according to LCS MAP and IDEA • “Go-To” Person for Administration and Faculty • Oversees meeting schedule, inclusion program, and coordination of ESE office. • Assists with Development • of Goals, Objectives, Accommodations, • Services, and Modifications (if necessary) • Instructional Delivery, Parent Contacts, • Attends Meetings (as needed) • Assists with Development • Of Goals, Objectives, Accommodations, • Services, and Modifications (if necessary) • Provides In-Class Support for Students, • Serves in Resource Room (min 1 period), • Parent Contacts, Attends Meetings (as needed) • Completes ESE Paperwork • (Specific Reports for Assigned Students) • Provides Direct/Indirect Services, • Parent Contacts, Attends Meetings

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