Teacher Compass Fidelity Check Form: Co
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Teacher Compass Fidelity Check Form: Co-Teachers Program Development- Co-Teaching Instructional Planning Framework Indicator Possible Documentation Rating There is scheduled time for long range and weekly School schedule Highly Effective co-planning. Effective Developing Ineffective Both co-teaching partners are involved in planning instructional strategies that include differentiation for all students. Observation, Interview Planning meeting form Highly Effective Effective Developing Ineffective Both co-teaching partners have input into the lesson plan. Unit/lesson plans Highly Effective Effective Developing Ineffective Both co-teaching partners have specified roles with regard to the whole group interactions. Unit/lesson plans Highly Effective Effective Developing Ineffective The collaboratively developed lesson plan is accessible to both co-teaching partners. Unit/lesson plans Highly Effective Effective Developing Ineffective Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 1 Program Development- Co-Teaching Instructional Planning Framework Indicator Possible Documentation Rating Unit/lesson plan identifies each teacher’s role Unit/lesson plans Highly Effective throughout lesson delivery. Effective Developing Ineffective Accommodations/Modifications and Supplementary Aids and Services for individual students are listed on the lesson plan. Unit/lesson plans Highly Effective Effective Developing Ineffective Both co-teaching partners engage in ongoing technology-supported, data-driven instructional decision-making processes. Unit/lesson plans Highly Effective Effective Developing Ineffective Framework Indicator Classroom rules and procedures are developed and implemented by both co-teaching partners. Classroom Management and Organization Possible Documentation Rating Interview Highly Effective Observation Effective Developing Ineffective Both co-teaching partners provide positive reinforcement for effort and quality of work. Observation Highly Effective Effective Developing Ineffective Flexible grouping is used routinely based on students’ needs and interests. Observation Highly Effective Effective Developing Ineffective Comment Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 2 Framework Indicator Students with disabilities are seated among their classmates in a way that integrates them naturally within the classroom. Framework Indicator Both co-teaching partners’ voices are heard during the teaching/learning process. Classroom Management and Organization Possible Documentation Rating Observation Highly Effective Effective Developing Ineffective Instructional Delivery Possible Documentation Rating Observation Highly Effective Effective Developing Ineffective Both co-teaching partners deliver lessons that incorporate differentiation. Observation Highly Effective Effective Developing Ineffective Both co-teaching partners provide Individualized Education Program (IEP) accommodations/modifications and supplementary aids and services to meet individual student needs. Observation Highly Effective Effective Developing Ineffective Research-based high yield strategies are evident during the teaching/learning process. Observation Highly Effective Effective Developing Ineffective Both co-teaching partners move around and come in contact with all students. Observation Highly Effective Effective Developing Ineffective Comment Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 3 Framework Indicator Co-teaching partners collaboratively implement data collection procedures. Monitoring and Evaluation Possible Documentation Rating Data collection forms Highly Effective Effective Developing Ineffective Co-teaching partners analyze student data regarding established outcomes, goals, interim benchmarks. Data collection forms Interview Observation Highly Effective Effective Developing Ineffective Co-teaching partners use results of data analysis to determine if learning outcomes have been achieved. Data collection forms Interview Observation Highly Effective Effective Developing Ineffective Co-teaching partners use student outcome data to implement adjustments based on student performance and needs. Data collection forms Planning forms Observation Highly Effective Effective Developing Ineffective Comment Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 4
