In-class Support Data Collection Cypress-Fairbanks Independent School District

Least Restrictive Environment Modifications Only In-class Support Co-teach Model Resource Self contained August 2004 ICS Data Collection

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

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

Why CFISD Recommends ICS 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. Show a copy of page 4 Research says “Student do better in GE after only 4 years…” Additionally, with No Child Left Behind, only 5% of SE Students may be exempt during testing…this means TAKS not SDAA Currently Texas has a 1 year waiver August 2004 ICS Data Collection

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

Roles: ICS and the Two-Teacher Model 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. The General Education Teacher — works with all students on a daily basis. maintains an instructional focus which provides content-area information. August 2004 ICS Data Collection

Responsibilities: ICS and the Two-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

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

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

In-class Support Monitoring Document In-Class Support Data Collection Student: _____________ Grade: _____ ICS ________ Case manager ___________ Reading Level ____ Math Level ____ Eligibility ____ Special Equipment _______ August 2004 ICS Data Collection

Types of Support Codes Instructional Support May include: Demonstration/ modeling Reduced written assignment Oral review Modification per ARD Graphic organizer 2 Testing Support Reformatting of tests Oral tests Retest 3. Organizational Support Sequence assignments Outlines/study guides School home assignment Supplies/materials 4. Environmental Support May include Preferential seating Small/individual instruction Paired reading 5. Behavioral support Redirection/Prompting Reinforcers Behavioral 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

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

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

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

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

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

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

In-class Support Data Collection Conduct staffings when needed Communicate any concerns to case manager, Liaison, DC/TL, Administrator August 2004 ICS Data Collection

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

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 August 2004 ICS Data Collection