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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Pitts, Marvin"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Lorrie Butler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-01T07:00:00Z","date_published":"2022-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["K-12","ESE","IEP","Support Facilitation","Charter","Middle","Elementary","Educational Leadership","Educational Methods","Other Education","Other Teacher Education and Professional Development","Special Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/702","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Lorrie Butler"]},{"key":"dc:creator","label":"Author","values":["Pitts, Marvin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["K-12","ESE","IEP","Support Facilitation","Charter","Middle","Elementary","Educational Leadership","Educational Methods","Other Education","Other Teacher Education and Professional Development","Special Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/702"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["A Program Evaluation of The Support Facilitation Model in One K-8 School"]}]}],"canonical_facts":{"dc:contributor":["Dr. Lorrie Butler"],"dc:creator":["Pitts, Marvin"],"dc:date.available":["2023-10-14T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/702"],"dc:subject":["K-12","ESE","IEP","Support Facilitation","Charter","Middle","Elementary","Educational Leadership","Educational Methods","Other Education","Other Teacher Education and Professional Development","Special Education Administration"],"dc:title":["A Program Evaluation of The Support Facilitation Model in One K-8 School"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}