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

2. Least Restrictive Environment
Modifications Only
In-class Support
Co-teach Model
Resource
Self
contained
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 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

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 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

8. 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

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
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 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

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
August 2004
ICS Data Collection