Degree Date

6-2022

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Lorrie Butler

Abstract

The goal of my evaluation was to determine if the support facilitation model for providing Exceptional Student Education (ESE) was effective for the students' academic success in the school under study. The school under study was a charter school located in the southeastern United States and served students from kindergarten to eighth grade. The school’s community was considered low-socioeconomic based on the number of students receiving free and reduced meals. The two main questions that guided my research were: (1) What are the perceptions of general education classroom teachers and ESE teachers of support facilitation in the school under study? (2) How is student academic achievement impacted through the ESE support facilitation model of delivery of instruction? The results of surveys completed by general education and exceptional student education teachers indicated they perceived the model to be effective. However, the student achievement data analyzed revealed the students receiving services using this model were not academically successful. The literature review provided scholarly research that supported the model's efficacy when implemented with fidelity. As a result, I recommended that the support facilitation model remain the ESE model of instruction at the school under study with an increased focus on data-driven instruction and professional development for teachers on how to implement the model with fidelity.

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