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IC Team Model
Mission
Goal/Objectives
Assumptions
Model Mission The mission of Instructional
Consultation as a model of team functioning is to link people
and resources at all levels whereby general, special education,
and pupil service personnel share the responsibility for the education
of ALL students through the improved quality of service. Goal
of IC Teams
To Enhance/ Improve/
Increase Student and Staff Performance
Objectives
- Develop a systematic
support network within each building, including a trained Instructional
Consultation Team.
- Enhance teachers'
skills in and application of best practices of instructional
assessment and delivery
- Develop school-wide
norms of collaboration and problem-solving
- Utilize data for
classroom and school decisions
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Assumptions
- All students are
learners.
- The instructional
match and setting is the focus of problem-solving.
- A strong problem-solving
and learning community in the school is the foundation for professional
and student success.
- Change is a process,
not an event.
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to top Model At the core of Instructional
Consultation is the development, training, implementation, and evaluation
of interdisciplinary school-based teams. The composition of the
IC Team includes administrators, general and special educators,
and pupil services personnel. Each team member is trained in Instructional
Consultation and assumes a case management role when working with
a classroom teacher who requests assistance of the team. Case managers
and classroom teachers engage in a Collaborative Problem-Solving
Process that is systematic and in which decisions are determined
by the collection of specific student data. The case manager and
the teacher follow the problem-solving stages of:
- Problem identification and analysis Intervention design Intervention implementation Intervention evaluation
- Follow-up and closure
The purpose of the team is to serve as a centralized problem-solving
unit, to model interactive professionalism, and to operate as a
consultant panel for each other and for teachers in the building
(Rosenfield & Gravois, 1996). Within the team framework, each individual
team member serves as a case manager to a classroom teacher and
progresses through the problem-solving process described above.
The team also includes the system manager, whose role is to organize
and document team functioning. This includes receiving requests
for assistance, scheduling team meetings, and maintaining team records.
Additionally, the team facilitator performs several functions, including
helping the school to initiate the IC process, develop a team and
delivery system, and to provide training and coaching to individual
team members on the Instructional Consultation process. 
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