in-class support data collection cypress-fairbanks independent school district
TRANSCRIPT
In-class Support Data Collection
Cypress-Fairbanks Independent School District
August 2004 ICS Data Collection 2
Modifications Only
In-class Support
Co-teach Model
Resource
Selfcontained
Least Restrictive Environment
August 2004 ICS Data Collection 3
In-class Support (ICS) Models for Students with Disabilities
Definition of In-class Support Models
ICS Services in CFISD Roles and Responsibilities Data Collection Strategies Classroom Strategies
August 2004 ICS Data Collection 4
CFISD Definition of ICS
In-class Support (ICS) services utilize the general education teacher as the main provider of instruction paired with a special education teacher or paraprofessional to assist students with disabilities in the classroom.
Special education staff assist students and general education teachers on a limited basis as determined by the Admission, Review, and Dismissal (ARD) Committee.
August 2004 ICS Data Collection 5
Why CFISD RecommendsICS Services ICS provides uninterrupted access to content area
instruction for all students in the general education classroom.
Students with disabilities benefit from additional instructional support on an intermittent or time-limited basis.
Students in an ICS setting benefit from additional learning strategies provided by a special education teacher or paraprofessional.
August 2004 ICS Data Collection 6
In-class Support Model
Support is based on student need. Support may be delivered by a special
education teacher or paraprofessional. Support is time-limited and noted on
page 4 of the ARD document. Support personnel may provide
services in several classrooms during a single class period.
August 2004 ICS Data Collection 7
Roles:ICS and the Two-Teacher Model
The General Education Teacher — works with all students
on a daily basis. maintains an
instructional focus which provides content-area information.
The Special Education Teacher — works with all students, but
the focus is on students with disabilities.
maintains an instructional focus which is to “Teach with a Purpose” by providing
short individual lessons on information taught or
lessons which may include key ideas, concepts, skills, or vocabulary.
August 2004 ICS Data Collection 8
Responsibilities: ICS and theTwo-Teacher Model
The General Education Teacher — plans and designs
instruction for the concept to be taught.
delivers instruction. evaluates student
performance by gathering input or grades from the special education teacher.
maintains confidentiality.
The Special Education Teacher — reviews plans for possible
modifications and designs lessons for individual instruction.
provides additional support to students who are having difficulty with the instruction, skills, or concept.
evaluates student performance and shares the results with the classroom teacher.
maintains confidentiality.
Teachers will work collaboratively to ensure that IEPs and modifications are documented.
August 2004 ICS Data Collection 9
Roles: General Education Teacher with Paraprofessional Model
The General Education Teacher — works with all students
on a daily basis. maintains an instructional
focus on content-area information.
The Paraprofessional — works with all students, but the
focus is on students with disabilities.
maintains an instructional focus on supporting students with disabilities.
She/he circulates around the room ensuring that students are paying attention.
She supplements instruction with clarifying statements (may address key ideas, concepts, skills, or vocabulary).
August 2004 ICS Data Collection 10
Responsibilities: General Education Teacher with Paraprofessional Model
The General Education Teacher — plans and designs instruction for
the concept or skills to be taught. The classroom teacher
determines how modifications will be presented and specifies how they will be accomplished.
She/he designs a variety of instructional strategies.
delivers instruction. evaluates instruction. maintains confidentiality.
The Paraprofessional — implements modifications
and instructional strategies designed by the classroom teacher.
provides support, with teacher input, to students who are having difficulty with the instruction, concept, or skill.
maintains confidentiality.
August 2004 ICS Data Collection 11
In-class Support Monitoring Document
Subject/Period
Time per ARD
Comments
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LEVEL OF SUPPORT (CODES)
In-Class Support Data Collection
Student: _____________ Grade: _____ ICS ________ Case manager ___________Reading Level ____ Math Level ____ Eligibility ____ Special Equipment _______
August 2004 ICS Data Collection 12
Types of Support Codes
1.Instructional Support
May include:Demonstration/ modelingReduced written assignmentOral reviewModification per ARDGraphic organizer
2 Testing Support May include:Reformatting of testsOral testsRetest
3. Organizational Support
May include:Sequence assignmentsOutlines/study guidesSchool home assignmentSupplies/materials
4. Environmental Support
May includePreferential seatingSmall/individual instructionPaired reading
5. Behavioral support
May include:Redirection/PromptingReinforcersBehavioral check lists
6. Required minimal assistance
7. Removed for behavioral assistance
8. Removed for academic assistance
9. Access MAPSS
10. Student absent
11. Other ______
August 2004 ICS Data Collection 13
Classroom Strategies and Supports:Environmental Supports
Cooperative learning groups
Paired reading or writing Study carrels Reduce time in seat Specific seating
arrangements Active learning strategies
August 2004 ICS Data Collection 14
Classroom Strategies and Supports:Materials and Equipment
Books on tapes Videos Tape recorders Communication aids Computers and software programs Calculators NCR paper
August 2004 ICS Data Collection 15
Classroom Strategies and Supports:Instructional Supports
Study guides Vocabulary lists Main idea and summaries Pre-written notes (hard copy) Learning logs Graphic organizers Structured outlines or pre-
formatted materials Highlighted reading material
August 2004 ICS Data Collection 16
Classroom Strategies and Supports:Individualized Supports
Shortened, modified, or eliminated assignments per ARD decision
Oral tests Use of open book or notes during
testing Re-word or rephrase instructions Picture cues Specific behavior plan (BIP)
August 2004 ICS Data Collection 17
Classroom Strategies and Supports:Products That Demonstrate Knowledge
Advertisement Bulletin board Chart Comic strip Crossword puzzle Diorama Family tree Flip book License plate Map with legend
Newspaper article Oral defense or debate Photo essay Radio program Role play Song Student-created lesson Survey Tapes Timeline Travel brochure
August 2004 ICS Data Collection 18
In-class Support Data Collection
Calculate Frequency Calculate Average (if appropriate) Report findings/results to Case
Manager every 3 weeks for IEP progress report/report card
Review patterns of codes for possible adjustments in instructional arrangement.
August 2004 ICS Data Collection 19
In-class Support Data Collection
Conduct staffings when needed
Communicate any concerns to case manager, Liaison, DC/TL, Administrator
August 2004 ICS Data Collection 20
Calculate Data
Frequency: Add total number of a single code used example: Code 1= 12 times in
18 visits example: Code 5 = 0 times in
12 visits Average Use: Use frequency
number and divide by the number of ICS days provided example: 12/18 days = 67%
August 2004 ICS Data Collection 21
Putting the Pieces Together
Select the model for ICS on your campus
Plan & Collaborate with all stakeholders
Incorporate effective classroom management and organization
Collect accurate and consistent data Evaluate the effectiveness of the model
and analyze data to show student progress
Meat and beat the time challenge