Individual Catholic Educational Support Plan (ICES Plan)

Individual Catholic Educational Plan (ICEP) Draft

An ICEP is used to provide a student with accommodations and any one or more of

the following: specialized academic instruction, modification of curriculum,

modification of assessments.

Student name__________________________________

D.O.B.___________

Last First

School_________________________________________ Date:____________

Grade_______ Homeroom teacher__________________________________________

Supporting information: (Give date of assessment or evaluation)

________Medical ______Psycho-educational evaluation

_______ Speech & Language Evaluation

_______ Other Professional Assessment (specify) _______________________________

The student has documentation supporting the following:__________________________

________________________________________________________________________

Persons having input into this plan:

Check one:

I. The following plan DID include the input of professional(s) with training in

writing specific educational or therapeutic goals for children with special needs:

____________________ ________________________ _____________________

Name Title Degree or training

____________________ ________________________ _____________________

Name Title Degree or training

Others involved in creating this plan:

Parent(s): Name and title:

________________________________ _______________________________

Name and title: Name and title:

___________________________ _______________________________

II. The follow plan did NOT include the input of professional(s) with training

in writing specific educational or therapeutic goals for children with special needs.

In this case, please contact the Catholic Schools Office for further information.

Parent(s): Name and title:

________________________________ _______________________________

Name and title: Name and title:

___________________________ _______________________________

ICES Plan

Student name________________________________________________________________ Page___ of ___

Present Educational Performance

Levels

and Perceived Strengths and Needs

___ Results of assessment in the following areas are attached.

If results are not attached, please complete the gray boxes below.

Reading (Complete below

if assessment is not

attached)

Strengths:

Instrument______________

Evaluator_______________

Date__________________

Needs:

Writing (Complete below

if assessment is not

attached)

Strengths:

Instrument______________

Evaluator_______________

Date__________________

Needs:

Math (Complete below if

assessment is not attached)

Strengths:

Instrument______________

Evaluator_______________

Date__________________

Needs:

Communication/Speech

(Complete below if

assessment is not attached)

Strengths:

Instrument______________

Evaluator_______________

Date__________________

Needs:

Social/Emotional

(Complete below if

assessment is not attached)

Strengths:

Instrument______________

Evaluator_______________

Date__________________

Needs:

Motor/Health (Complete

below if assessment is not

attached)

Strengths:

Instrument______________

Evaluator_______________

Date__________________=

Needs:

Behavioral (Complete

below if assessment is not

attached)

Strengths:

Instrument______________

Evaluator_______________

Needs:

Date__________________=

ICES Plan

Student name________________________________________________________________ Page___ of ___

Note: Reproduce this page for each annual goal addressed. Students will need at least

one annual goal, and usually more, in each developmental or skill area impacted by

their disability.

Specialized Service and Support

Annual Goal Developmental/Skill Area Addressed by this goal:

__Reading __Writing __Math __Communication/Speech

__Social/Emotional __Motor __Behavioral

Person(s) responsible for services to the child to meet the

following objectives: (If outside of the school, include

contact information)

Frequency of Services _____________________________

Location of Services ______________________________

_______________________________________________

Short Term Measurable Objectives to Achieve

the Above Annual Goal

Date reviewed

(at least 3 times per

school year)

Progress Reviewed by

(see code below) (initials)

1.

2.

3.

4.

5.

The following evaluation procedures will be used to evaluate the child’s

progress in this area:

__ Standard classroom assessment

__ Observation

__ Teacher log

__ Chart

__ Specialized classroom/resource assessment**

__ Other (Specify)_________________________________________________

*Progress code:

NE – Cannot perform this skill/behavior (Skill or behavior is not evident.)

SS – Can perform this skill/behavior with significant adult support

MS – Can perform this skill/behavior with minimal adult support

I - Can perform this skill/behavior independently

**Specialized assessment – This may include oral testing, modified

classroom tests (student is not responsible for all material tested),

projects substituted for essays, etc.

ICES Plan

__________________

Student name________________________________________________________________ Page___ of___

ACCOMMODATIONS FORM –

The following are typical accommodations that all schools and teachers should know how to

implement, and should feel comfortable implementing for students who have proper documentation. A

blank section follows, so that accommodations not listed here can be described and documented.

Assessments Date reviewed

___ Allow extra time to complete tests (specify amount ___25% ___50% __100%)

___ Allow teacher assistance for test taking

____ May write directly on all tests

____ No use of bubble sheets

____ Reminder to review directions

____ Teacher will check that all items on test are attempted

____Modify essay / paragraphs responses on tests*

____ Accept graphic organizers

____ Accept dictated answers

____ No penalty for spelling in content areas

____ Provide word bank (Who will create the word bank?______________________)

Assignments/worksheets

____ Adjust homework assignments

(Specify specific adjustment & subject areas)

___ Amount*

___ Format (for example, allow dictated answer)*

___ No re-copying of sentences

(Student may fill-in the blank in workbooks)

___ Specific subjects to allow the above: ________________

___Assignment pad signed by teacher/parent daily

(or email of hw assignments)

____ Break work into smaller segments

____ Give extra time to complete tasks

____ Provide written directions for all assignments

____ Reduced emphasis on handwriting (May print, or word process)

____ Simplify multi-step directions

____ Other (Attach Accommodations information sheet)

Behavior

____ A clear warning will be given to student prior to giving demerits

____ Allow student to stand at times while working

____ Develop nonverbal cues (“secret signal”) to support time-on-task

____ Increase opportunities for legitimate movement

____ Specialized Behavior Plan for this behavior*_________________

(Use “Behavior Plan Form” to specify details and attach.)

____ Student will be taught self-monitoring techniques

____ Student may hold a specified item in his/her hand

to assist with hyperactivity (small Kush ball, or other item to squeeze.)

Environment

____ Preferential seating (Specify location: _____________________________________)

____ Seat student near peer helper (Specify helper duties:__________________________)

____ Uniform adaptations (For ex.: Student who is tactilely-defensive

may wear oversized uniform shirt, leave shirt untucked,

or wear summer uniform all year long to decrease contact with skin.)

Lesson Presentation

____ Allow wait time for oral responses

_____ Have student repeat directions to check for understanding

_____ Provide hard copy of class notes

_____ Study guides to be provided at the beginning of each chapter

* If changes to this item are extensive, it is possible that the child needs and annual goal and ICES Plan.

Student name________________________________________________________________ Page___ of ___

Accommodations

1. Describe the Accommodation.

_____________________________________________________________________

____________

___________________________________________________________________________

2. In what subject areas, classrooms or situations will this accommodation occur?

_____________________________________________________________________

________________________

3. Who is responsible for making sure that this accommodation occurs

consistently?

___________________________________________________________________________

4. What is the purpose of this accommodation?

_____________________________________________________________________

__________________

5. How and when will the effectiveness of this accommodation be measured?

_____________________________________________________________________

__________________

Does this accommodation change the curriculum the child is learning? ____

Does this accommodation change the way the child is taught? _____

Does this accommodation change the expectation of a critical skill, such as the

ability to read, write an essay or calculate? ____

If any of the above are checked, this may not be an accommodation, but a

modification. In that case, the child needs an annual goal written on an ICES Plan,

with the input of someone trained to write educational goals for children with

special needs.

Student name________________________________________________________________ Page___ of ___

Parent Responsibilities

The following represent typical supports that children who need accommodations at

school often need from their parents at home. The purpose in documenting these here is

to emphasis the critical need for a home and school partnership in order for children to

perform at their best. Parents should clearly understand which of the following items the

school considers to be most essential to their particular child’s success at school.

Academic Support

___ Child will read with parents nightly for ____________ minutes.

___ Parents will check homework for quality of homework.

___ Child will have routine homework to build skills, which parents will supervise.

Specify:___________________________________________________________

Behavioral Support

___ Parents will work with school to come up with a behavior support plan that includes

implementation at home as well as in the classroom.

___ Parents will reward child daily with a specific privilege for having acceptable

behavior at school.

Information

____ Parents are asked to read more information about their child’s particular challenge.

(Specify topic and recommended sources:______________________________)

____ Recommendation that parents consider joining a support group or national

organization that works with children who have a particular challenge.

(Specify topic and recommended sources:_____________________________)

Medication management

____ Parents inform school of medication changes.

____ Parents observe child taking medication at home.

____ Child has regular follow-up visits with medical personnel to assess effectiveness of

medication which is prescribed for school-related problems.

Organizational Support

___ Parents initial daily homework notebook.

___ Parents consider purchasing a second copy of school books for home use, if not

financially prohibitive.

___ Parents supervise backpack clean-out every weekend.

___ Parents review upcoming daily routine with child each day before school.

Social Skill Development

____ Parent will encourage play opportunities for the child that reinforce age-appropriate

socialization. Often, this is one-on-one play with another child, with the parent present.

Creative activities such as using legos or playing a ball game are usually preferred to

activities involving computer games or television.

Other:__________________________________________________________________

________________________________________________________________________

Access in Catholic Education for Students with Special Needs, Part II: High School; Dr.

Karen Tichy. May be freely reprinted. Please credit the author and NCPD.

Distributed by National Catholic Partnership on Disability

Fillable Printable Individual Catholic Educational Support Plan (ICES Plan)

Fillable Printable Individual Catholic Educational Support Plan (ICES Plan)