Masiira Abdul-Malik
Special Education Law and Processes
Collaboration in Action
Co-teaching Planning Sheet
These worksheets can be used to plan with other teachers, therapists, paraeducators, or volunteers with whom you will
be co-teaching. The worksheets are divided into three phases: before co-teaching, during co-teaching and after co-teaching.
Certainly the items offered in these lists can be modified and additional items added (see blank lines in each list).
Phase One: Before co-teaching
Task
Notes
Mutually agree to co-teach
Co-teaching occurs on specific days as
the three lower school paraeducators are
split between three classrooms. Each 1st
through 4th grade classroom has a
paraprofessional for one and a half days
per week. The paraeducator and teacher
team primarily teach using the
supportive co-teaching model.
Seek and obtain administration support
The classroom teacher mainly obtains
administration support or input. The
voice of pareducators are heard and
invited to unit team meetings.
Inform appropriate school personnel
Both staff members are able to inform
school personnel of needs. The
Paraeducator’s (A.P.’s) request usually
get met first
Inform parents/guardians
Paraprofessionals speak to parents
during parent conferences but classroom
teachers are the main points of contact
for parents. Paraeducators do not
typically contact parents.
Agree to classes or times for co-teaching
The decision of when to co-teach is made
by mutual agreement between classroom
teacher and paraeducator. The times for
co-teaching are determined by
paraprofessional availability.
Each person shares their working style
The classroom has a mixture of AP’s
artistic and creative flair as well as H.U.’s
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Masiira Abdul-Malik
Special Education Law and Processes
Discuss each person’s strengths and
potential contributions
Discuss or create a mutual behavior
management plan
need for organization.
Grade team meetings are held on a
weekly basis
The classroom teacher creates the
behavior management plan. Most
classrooms use a clipchart and class
dojo.
Both classroom teacher and paraeducator
explains and reinforces class routines,
behavioral expectations.
General education teacher explains any
established class routines or rules (if a new
year, discuss how might change to match coteacher)
Phase Two: During co-teaching
Task
Notes
Select content (standard-based) to be taught The scope and sequence provided by
school administration determines the
content taught. The classroom teacher
creates the lesson plan and instructional
activities.
Determine sequence of content to be taught
The sequence is determined by school
administration.
Write objectives for individual lessons
Classroom teacher writes objectives for
lessons as part of the lesson planning
process. Either teacher writes the
objectives on the board.
Develop assessments, including performance Classroom teacher develops assessments
assessments
and performance assessments. Special
education teacher modifies if needed for
students and gives input on
differentiation. Paraprofessionals create
re-teaching plans based on assessment
data.
Select co-teaching model to use
The co-teaching model is selected by the
specific teaching pair.
Determine specific teaching responsibilities
The lower school coordinator determines
teaching responsibilities.
Communicate any expectations to each other Both teachers communicate expectations
as needed. In my observation, the
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Masiira Abdul-Malik
Special Education Law and Processes
paraprofessional is able to communicate
freely with the classroom teacher.
Classroom teacher and IEP case manager
have access to IEP’s. The classroom
teacher plans for accommodations and
alternative activities such as hands-on
components of lessons. Assistive
technology or functional life skills are not
needed).
At the same time, for each child with an IEP:
• Review IEP objectives to determine
accommodations required
• Review IEP objectives to plan appropriate
alternative activities (for example,
functional life skills)
• Develop support materials
• Determine if assistive technology is
needed (and is available)
Complete Co-teaching Planning Sheet: Part
Both Teachers have completed the form.
II
Phase Three: After co-teaching
Task
Notes
Evaluate the teaching activity: what went
Both teachers evaluate the lesson
well; what did not
afterward
Review student learning or progress:
Determining what needs to be re-taught
determine what needs to be re-taught
is the responsibility of both the classroom
teacher and the paraprofessional. The
classroom teacher grades assessments,
but the paraprofessional is responsible
for creating re-teach plans and reteaching students who fail the weekly
anchor test
Note what needs to be changed in the lesson
Discuss what might be added to the lesson
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Co-teaching Planning Sheet
Part II
Responsibilities
Dates covered by this worksheet: Dec 4, 2015__________
Co-teaching model selected for use: __Supportive______________
In the classroom
Greets students as they enter the room
Person responsible
Both Teachers
Records attendance
Classroom Teacher
Begins class with introduction or opener
Classroom Teacher
Takes primary responsibility for behavior
management
Both teachers
Tasks specific to this lesson
1. Stations prepared in advance for small
group practice
2. Both teachers need to participate in
behavior management; reinforcing the
same rules, with the same consequences.
3. Both teachers need to be prepared with
alternative tasks or quiet ideas for early
Copyright © Allyn & Bacon 2008
Notes
General Education teacher greets students as
they enter the room, escorting from lunch.
Special Education Teacher greets students
individually as they silently sit at their tables.
School policy dictates that general education
teachers complete attendance in computer.
General education teacher begins introduction
with captivating story. Special education
reviews coin values in the introduction. Both
teachers participate in the whole group lesson
of using cent sign, decimal and dollar sign.
Both teachers enforce behavioral expectations.
finishers.
4. Both teachers need to be clear about which
students are in which groups and
communicate this to students.
5.
6.
7.
8.
9.
10.
11.
Co-Teaching Lesson Plan
General Education Teacher: H.U.
Special Education Teacher: Masiira Abdul-Malik
Grade Level: 3
Subject Area: Math
Content Area Standard: SOL 2.10: SWBAT a) count and compare a collection of pennies, dimes, nickels and quarters whose total value is $2.00
or less; and b) correctly use the cent symbol, dollar symbol and decimal point.
Measurable Goal for Lesson: A) SWBAT correctly identify coin values and determine amounts of money (coins) presented. B) SWBAT use cent
sign, dollar sign and decimal point in the correct location when writing the total amount of money presented.
Essential Questions: What is money? Why is money important? What are the units of coins (pennies, nickels, dimes, quarters)?
Key Vocabulary: Quarter, Nickel, Dime, Penny, Total, Cent, Dollar, Decimal.
Pre-Assessment: Students should be assessed on their ability to add and skip count fluidly. Students struggling with the aforementioned concepts
should be provided with a graphic organizer such as a Hundreds chart or skip counting chart including 5,10 and 25.
Materials Needed: Money manipulatives, individual white board for group, one marker for each group, money madness worksheet, pencils.
Copyright © Allyn & Bacon 2008
Lesson
Co-teaching
Approach
Money
Madness
(Coins)
(can select more
than one)
Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)
One Teach,
One Support
Parallel
Alternative
Station
Team
Time
10 mins
General Education
Teacher
General education teacher
opens the lesson by telling
students of a time when she
was younger and could not
correctly count money, got
cheated at the store and was
sad. Engage students in
discussion about why
learning coin values are
important.
Both teachers participate in
the whole group lesson of
using cent sign, decimal and
dollar sign.
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Special Education
Teacher
Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).
Hangs up anchor charts in
two areas of the classroom
when teachers will conduct
small groups; covers each
with blank paper as not to
distract students by the
writing on charts while
general education teacher is
telling anticipatory story.
Two students need to be
positioned near the teacher
due to impulsivity and
distractibility. Each of
these students is seated
near one teacher, in
separate areas of the room.
Reviews values of coins by
holding up laminated
enlarged ‘Big Coins’
Student groups collaborate
to answer the value of the
coin being discussed. Write
amount on whiteboard, one
student holds up the board
per table group.
Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)
One Teach,
One Support
Parallel
10
Alternative
minutes
Station
Team
Gen edu teacher: Passes out
instruction sheet for
independent group practice.
(Group A)- Each student is
handed a index card with the
photo of an item pasted on it.
The students must work
together to determine the
coin amounts needed to
purchase the item. Tape coin
manipulatives onto the
bottom of the card.
Teams rotate after 5 minutes
at their station.
Special Education Teacher:
(Group B)- Using iPad app,
students split into teams of
two each and play coin
connectors, a game where a
student can select an item
from a hypothetical store, a
price is listed and students
are shown a total amount of
money that they have in a
‘pocket’. Students
determine whether they
have enough money to
purchase their item.
Teams rotate after 5
minutes at their station.
End:
One Teach,
15
One Support minutes
Parallel
Alternative
Station
Team
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Teacher has 2 student helpers
from each group pass out a
money worksheet where
coins are listed and students
independently compile the
total amount pictured, paying
attention to signs and
decimal point placement.
Teachers are both available
to assist struggling students
and check work.
Early finishers can go to
library and silently or
whisper read books about
money.
Before instruction: Direct
student attention to anchor
chart and math word wall
as a reminder of math
vocabulary.
-Use sign language as
signals for students who
need assistance (avoids
singling out students with
social anxiety).
-Yoga balls and wiggle
seats are available for
students who need
proprioceptive input during
class.
- Have lower level
students complete a
reduced amount of
problems.
-
Have larger typed
font available.
Student
IEP Goal
Probe trial #
1 2 3 4
(# correct)
5
M.P.
Class work
Completed
Yes
Exit Ticket
(score)
40% of
100%
Homework
Completed
S.B.
T.M.
Anchor Tracker
Student
Anchor Outcome
M.P.
Identify coin
values
Use cent and
dollar sign
correctly on
writing
Write decimal
point in correct
place when
writing a price
S.B.
T.M.
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Date
Opportunities
Presented
12/2/15
10
12/2/15
12/2/15
Number of
Attempts
7
% Accuracy
40%
10
15
10
80%
Stakeholder Collaboration
You are an important member of the IEP team. Please take a few minutes to complete this form for your student's upcoming Special Education
Meeting. The information you provide will assist the special education team in developing an appropriate educational plan for your student.
Please return this form within three business days to the Special Education Case Manager.
Student Name: ______________________________
Date: _____________________________________
Student Strengths (What does this student do well?)
Grade:______________
Person completing form:_______________________
Comments:
Academic Performance: (describe classroom habits and
study skills):
Comments:
Behavioral Performance: (describe behavior in the
classroom and list specific examples of behavior which
interfere with academic performance):
Comments:
Social Interaction
(describe the students interaction with teachers and other
students including specific incidents where ever possible:
Comments:
Attendance :
# Abscences: ________ #Latenesses: _______
Current classroom accommodations being used and their
outcome:
Comments:
Comments:
** Please use an additional page for comments if more space is needed. Attach related documents (student work samples,
assessments, etc) to this form.
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Narrative
You have written a brief narrative reflecting on your current process of data collection and obtaining feedback.
In this narrative you discuss what you are currently doing, what is working, what is not working and a plan
for moving forward in your professional practice as a special education teacher.
Case Managers at my school are required to report on the progress of students who have IEP’s on a biweekly basis. At the beginning of the school year, I was provided with a progress monitoring document that
included the student’s name, a blank space to write IEP goal(s) and three boxes to check whether ‘good’,
‘satisfactory’ or ‘no’ progress was being made toward the goal. Though this form included a space to input
comments, I found that the form did not did not give enough targeted information. The terms ‘good’,
satisfactory’ or ‘no’ progress being made toward a goal gives no specific information and can be interpreted
subjectively. My current method of data collection is similar to the one included in this paper, and has been
effective since its implementation two weeks ago.
Prior to the class on progress monitoring, I was not seeing growth in specific areas and did not know
how to effectively collect specific data in order to communicate progress on IEP goals to parents. I have since
implemented weekly reading probes of correct words per minute, daily math drills based on accuracy of
problem steps instead of percentage correct. I have begun graphing data for each student on a quarterly,
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weekly and monthly basis. My weekly data collection will measure math and reading IEP goals; which will
also be tracked on a monthly basis so that parents can see trends in grasp of content and retention.
I have been tracking target behaviors for my students with FBA’s on a daily basis, but moving forward; I
will make a more concerted effort to get general education teachers to collect data so that we can have a more
complete picture of if behaviors are decreasing. A new project that has been in collaboration with the behavior
specialist is tracking the number of redirections for three of my students. I will provide parents with graphed
data so that they can see the progress that their child is making. I am anxious to see the impact of a full
quarter of data collection and reporting will have in the upcoming months.
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