Elpenord
Preliminary Discussion Questions
The questions below are designed to serve as a starting point for co-teaching discussion. Depending on previous
experiences working together, some questions may not be relevant. Remember that differences of opinion are
inevitable; differences are okay and perfectly normal. Effective co-teachers learn and grow professionally from their
work together. Competent professional skills, openness, and interest in working together are more important than
perfect agreement on classroom rules.
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
Ms. Ali: Both of us are here to teach the students and make sure they are prepared for 6 th grade
math. I also see our roles as working together to provide the most consistent and structured
classroom culture for them.
Ms. Elpenord: Same. I also want to make sure they are confident with discussing math in academic
language and explaining how they solve math problems.
14. If we co-teach together, what are your biggest hopes for our work as a team? What are
your biggest concerns?
Ms. Ali: my biggest hope is that we both work well together. My hope is we uplift and inspire each
other. My biggest concern is clashing heads because of different opinions and ideas. I want us to
work through tough situations as a team. And of course, I want our work to resonate with our
students.
Ms. Elpenord: Same!
Current Data Collection Processes and Moving Forward
My school does a poor job of assessing students. There is no diagnostic test.
Currently, we use STAR data assessment, which was given 6 weeks or so into the school
year. Right now, the way I assess my students is with the reading comprehension sheets.
It allows me to see how well they are understanding the info and processing it into words
on a piece of paper. In order to assess them for IEP purposes, we use the WRAT.
The school does not want behavior as a goal for their grades. I still keep track of it
for my own records. The majority of my students are in a self-contained special education
setting, so I speak with other teachers about their behaviors and progress in their
classrooms. I like to see if its behavior thats isolated in my room or throughout other
classes.
We are supposed to progress monitor our students, but no one has shown me how.
Moving forward, Id like to be able to have more assessments to monitor their growth and
progress, specifically with basic skills like spelling, punctuation and grammar.
Student Data Collection and Stakeholder Communication Plan
Stakeholders:
- Students
- Parents
- General education teachers
- Special Education teachers
- Special education Liaison
- Disciplinary deans
- Athletic coaches
Student Data Collection Plan
As teachers, we need to get as much information about my students as possible,
data collection, whether it be academic or behavior, because it is necessary to have
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
students succeed. I will identify student behaviors using an anecdotal seating chart (see
attached) to help lower behavioral issues and increase academic performance. I will
specifically note academic data such as:
- Students problem areas (comprehension, complete sentences,
grammar and punctuation.)
- Attendance (students will be give in check in and check out
sheets)
- Students success areas (mastered comprehension, completion
of reading comprehension worksheet)
- Mastery of literary elements
- Formative assessments
I will specifically note behavioral data such as:
- Redirections
- Dean calls
- Phone calls home
- Speaking with athletic coaches
This data will be entered into my own personal gradebook and grades, participation and
in class work will be entered into schools gradebook.
Student will be given assessments on literary elements and reading comprehension after
every chapter of a book. Students will be graded numerically from 0-100. Students will
also be graded daily based on in class work and class participation.
Student IEP Goals
In addition to in class grades, students will be assessed on each of their IEP goals
at the beginning of the year and at the end of each report period for progress monitoring.
The assessment will be in the form of teacher input and student input to see if they feel
they have made any progress towards their goals.
Stakeholder Communication:
It is important there are many people involved in the success of my students and
because of that communication is key. It is important they remain in the loop.
Student data will be shared in the form of a weekly email with the involved stakeholders
as needed. This will include behavioral highs and lows, attendance issues and academic
achievements or struggles. Parents will receive phone calls home on average bi-weekly
with an update. However, if detrimental behavior is being exhibited, the calls may
increase. Also, when students are exhibiting positive model behavior, positive phone calls
home will be made as well.
Communication with Students
- Students will be communicated with about their behavior goals
and academic IEP goals at interim reporting. It allows them time
to change behaviors or make up work if necessary.
- Students will receive a numerical grade (out of 100) each day for
their work. This will include participation and in class work.
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
Receiving Input
- When the weekly email goes out to share student data, an input
form will also be included(attached). It will allow stakeholders to
ask questions, voice concerns or share things that have worked
well in class. The input form is designed to help the students be
successful.
- Parents will be asked for suggestions on various strategies for
success for the teachers working with the students. Phone calls
are logged. Parents are given teachers cell numbers and the
school number so they can always reach out when needed.
IEP Development:
- All stakeholders will be asked for input at some time during the
school year in the development of the IEP. Parents will receive
input form in progress monitoring quarterly.
Diamon
Tanisha
Craig
Greg
Haneefa
Kauriee
Dysier
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
Mary
Zierra
Sydney
Feedback Form: This form is sent to teachers to complete for annual IEPs where it
needs to be completed in its entirety. However, this is sent weekly to stakeholders to
continue to get input on students. They can fill in the sections if something is going
on in the class that needs to be addressed, such as behavior, academic concerns or
achievements or attendance issues.
Teacher Name:
Student Name:
Subject:
Please complete the following information. It is important to get all input to continue to
help with student success and achievement.
Describe this students interactions with peers and
Describe students academic levels and
performance (test, quizzes, in class work, staff. Are there specific behaviors that you feel need
to be addressed in the IEP? If so, what are they? (ie.
participation) and current grade in class
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
Already Should
Not
Do
Do
Applicable
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Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
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Notes / Comments: ______I worked on this with another teacher at school. We get whatever
furniture the school gives us. After having a conversation about this, the things we checked should
do are things we currently do not do now.
______________________________________________________
Co-Teaching Lesson Plan
General Education Teacher: Ms. Elpenord
Special Education Teacher: Ms. Ali
Grade Level: 12th grade
Subject Area: English
Content Area Standard: Reading Comprehension
Measurable Goal for Lesson: Given 10 reading comprehension questions on class
novel, students will be able to answer all 10, with 80% accuracy
Essential Questions:
- Who are the main characters we are introduced to?
- What is the setting?
- What are the major conflicts that are arising?
Key Vocabulary: Literary elements: Setting, expository, characters, conflict
Pre-Assessment: Students were asked what necessary elements were needed in a book.
Materials Needed: Student notebooks, pencils, graphic organizers, Lost and Found book
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
Lesson
Co-teaching
Approach
Time
General Education
Teacher
10
minutes
Special Education
Teacher
Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)
One Teach,
One Support
Parallel
Alternative
Station
Team
Class discussion
Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)
One Teach,
One Support
Parallel
35
Alternative
minutes
Station
x Team
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).
Tarah.
End:
One Teach,
5
One Support minutes
Parallel
Alternative
Station
Team
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).