overall roles and responsibilities noninstructional responsibilities clerical duties (maintaining...
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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, AScreen Reading Software: I, N/ANotes 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, AScreen Reading Software: I, N/ANotes 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)
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