 Overall Roles and Responsibilities Noninstructional Responsibilities  Clerical duties (maintaining files, attendance, putting grades in grade book, etc.)  Assist with supervision during meals, snacks, personal care  Operate technology equipment and assist with assistive technology for students Instructional Responsibilities  Assist with small groups, tutoring of small groups  Implement and reinforce teacher instruction  Reread with students in one-to-one  Grade work under teacher direction  Provide accommodations

  Parallel teaching  Stations  One teach, one assist  Alternative teaching  Team teaching  One teach, one observe Models of Co-teaching

 Parallel Teaching  Always have General Educator introduce new concepts  The same activity is occurring in 2 locations  Helps decrease student to teacher ratio

 Stations  Reviewing already introduced topics  Smaller teacher/student ratio  Usually 3 to 4; 1 or 2 independent stations  Teacher can be doing direct instruction with smaller group while you are reviewing or doing recursive

 One teach, one assist  During independent practice  Attention should not be taken from the lead teacher, or direct instruction  Intention is to help overcome barriers in the instruction

 Alternative Teaching  Similar to small group pull-out, but in the room  Used for recursive teaching, or supplementing needed skills

 Team Teaching  Both adults add to instruction; give and take with information  Offers more than one perspective

 One teach, one observe  Can observe individual student/ students  Collect data during specific tasks  Assess if certain supports or presentation of instruction is successful  Used for future planning

  Instructional assistants need to be aware of accommodations and Supplementary Aids/ Services  May be a good idea to have a common place documents can be accessed within the inclusion classrooms (confidential but need to be used as a resource) IEP Knowledge

 Accommodations An accommodation is a change that helps a student overcome or work around the disability. Example: Allowing a student who has trouble writing to give his answers orally is an example of an accommodation.  Used for instruction and testing.

  Human Reader or Audio Recording for Verbatim Reading of Entire Test: I, A  Screen Reading Software: I, N/A  Notes and Outlines: I, N/A

 Human Reader or Audio Recording for Verbatim Reading of Entire Test: I, A Screen Reading Software: I, N/A Notes and Outlines: I, N/A Student is reading below grade level and struggles with making his handwriting legible. He performs best when text is read aloud to him and when he can highlight notes which are provided to him in class as opposed to generating notes on his own. Student will be provided with outlines and notes before each lesson in all classes so that he can focus attention on instruction.

 Human Reader or Audio Recording for Verbatim Reading of Entire Test: I, A Screen Reading Software: I, N/A Notes and Outlines: I, N/A Student is reading below grade level and struggles with making his handwriting legible. He performs best when text is read aloud to him and when he can highlight notes which are provided to him in class as opposed to generating notes on his own. Student will be provided with outlines and notes before each lesson in all classes so that he can focus attention on instruction.

 Supplementary Aids & Services Supplementary aids and services are intended to improve children’s access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings.  Used for instruction and testing, but not standardized assessments (state and county testing)

  Instructional Support – Other: Chunking of Memory Activities

 Activities that require Student to memorize lists, etc. should be chunked to allow Student to concentrate on smaller portions.

 Data Collection  Types:  Academic- collected throughout the quarter based on academic goals in an IEP  Behavioral- collected daily; usually connected to goals in the IEP, an incentive program, or the BIP (behavior intervention plan)  Purposes of data collection:  To track progress in areas of concern  Used to assess whether more/less/different supports are needed

 Collecting Data:  How to collect behavioral data:  Identify and understand the targeted behavior that is to be observed (must be measurable)  Behavior should be described in a clear, complete, concise way (ie. Completes task in given timeline)  Stay away from emotions or values  Describe what you see or hear, what the student says or does; avoid labels  Understand the method you are using to collect data  Be consistent with your standards, and how you are identifying the behavior  How to collect academic data:  Mark work samples:  Level of instruction: indicated by Teacher, should be written on sample  Level of support: independent, or # of prompts  Types of prompts: gestural, verbal

What are some ways I can better support my students tomorrow?