Teachers: Ms.

Devon Daniels
Mr.Douglas

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.

1. What are your expectations for students regarding:

a. Participation?
i. Mr. Douglas - For all students to participate because participation
fosters learning. If the student prefers to write, draw, record, etc the
expectation is that the student is participating to best of their
ability.
ii. Ms.Daniels- I agree. Students are to be fully immerse themselves
in the lesson that is being delivered. I believe that should look like
students participating in active listening, raising their hands, and
partaking in the dialogue in a meaningful way.
b. Daily preparation?
i. Ms.Daniels- I expect students to just bring themselves to class. I
provide them with pencils and other materials such as worksheets
or computers.
ii. Mr. Douglas - Students should come into the class with the mindset
that they are great and prepared to engage in the content. They
need a winning attitude because it does not matter if the student
has all the utensils to complete the work if they do not have the
mindset.
c. Written assignments and/or homework completion?
i. Mr. Douglas- I believe that homework should be a task that is easy
to do but thought provoking.
ii. Ms. Daniels- I believe that homework should be meaningful and
pleasurable. I believe that students should be able to turn in
assignments utilizing the medium of their choosing.
2. What are your basic classroom rules? What are the consequences?
i. Mr. Douglas Everyone should be on-task, engage in the material,
keep all hands and objects to themselves, raise their hands, be
respectful and maintain an open mind. My consequences are

simple. We operate off of a PBIS model and I implement class

dojo. I utilize daily progress notes, phone calls home and/or home
visits.
ii. Ms. Daniels-Same as above.
3. Typically, how are students grouped for instruction in your classroom?
i. Mr. Douglas- The way in which students are grouped varies.
Students are grouped according to areas in which they have a
similar need. I also pair students that reflect a similar thought
process.
ii. Ms. Daniels-Students are grouped according to skill level.
4. What instructional methods do you like to use (i.e. lectures, class discussions,
stations, etc)
i. Mr. Douglas- I am not married to one method. I prefer lectures,
stations, and guided groups. My entire class is primarily set-up
through google classroom.
ii. Ms. Daniels- The methods that I like to use are class discussions
and stations and an occasional lecture.
5. What practice activities do you like to use (i.e. cooperative learning groups, labs,
etc)?
i. Mr. Douglas- I use cooperative learning groups.
ii. Ms. Daniels-same
6. How do you monitor and evaluate student progress?
i. Mr. Douglas- I utilize proximity to ensure they are on-talks. I also
use informal assessments that are on google classroom as well as
exit-tickets. I also grade everyday to in order to monitor individual
mastery.
ii. Ms. Daniels-I grade exit tickets daily.
7. Describe your typical tests and quizzes.
i. Mr. Douglas-My test and quizzes are based off of the Pa common
core standard for that week.
ii. Ms. Daniels-same
8. Describe other typical projects and assignments.
i. Mr. Douglas- Often, the projects and assignments that I assign are
often presentations, writing, critical thinking and visual displays.
Students are allowed to choose their own method in which they
feel comfortable presenting.
ii. Ms. Daniels-Projects and assignments often have a real-world
focus. Students will take provided with a current event and will
have to apply it. Projects are also often group based.

9. Do you differentiate instruction for students with special needs? If so, how?
i. Mr. Douglas-Yes. I believe in chunking information and jigsaws. I
also engage in one-on-one instruction for my students with special
needs. I provide the same lesson on their reading level.
ii. Ms. Daniels-yes. I differentiate instruction for ALL students and
especially students with special needs. Students assignments are
modified or they are provided with accommodations. Students also
receive one-on-one instruction during the small group portion of
the class.
10. Is any special assistance given to students with disabilities during class? On
written assignments? On tests and quizzes?
i. Mr. Douglas-Yes. Often, I send my exams to the special education
liaison to review and to help, suggest and make modifications to
the lesson, assignment, exam.
ii. Ms. Daniels- Yes, students are provided with extra time, word
banks, modified assessments, reading and explaining of questions.
11. How and when do you communicate with families?
i. Mr. Douglas- I communicate with families at the beginning of the
school year. I also provide praise calls to families on every other
week basis. I also communicate with parents/guardians through
class dojo. Parents are allowed to access their students daily
progress and we can correspond through email.
ii. Ms. Daniels- I communicate with families predominantly through
phone conferences. We also communicate through email if we
cannot connect on the phone.
12. What are your strengths as a teacher? What are your areas of challenge? How
about your pet peeves?
i. Mr. Douglas- My strengths as a teacher is building relationships
with students and what inspires them. An area that is a challenge is
how to boost my students to the next level on standardized tests.
(even though I do not believe in them) My pet peeve is receiving
educational directives from politicians that are not effective.
ii. Ms. Daniels-My strength as a teacher is the ability to build
relationships with students. My area of challenge is being able to
introduce concepts in multiple ways. My pet peeve is the level of
emphasis that is placed on assessments. Students are often made to
feel as if they arent smart based upon a score.
13. What do you see as our potential roles and responsibilities as co-teachers?
i. Mr. Douglas- Our potential roles are to provide the necessary
support to uplift our students so that can be successful. I believe
that it is imperative for us as educators to think outside the box.

ii. Ms. Daniels-Our role as teachers is to be able to facilitate a safe

space for learning where students feel comfortable engaging in the
material.
14. If we co-teach together, what are your biggest hopes for our work as a team?
What are your biggest concerns?
i. Mr. Douglas- My hope is that as a team we are so in sync that we
are able to read one anothers mind. I hope to have natural bond in
which we can flow together and support each other that appears
effortless. My biggest concern is that we would not be able to flow
together and that we are not able to uplift our students social,
emotional and academic needs.
ii. Ms. Daniels-My biggest hope is that we are able to compliment
each other as co-teachers. The areas in which I have challenges, I
hope that Mr.Douglas is strong and vice versa. Therefore, students
are not lacking due to poor instruction. My biggest concern is that
we are not compatible as partners and we are not able to function
cohesively as a unit.

Parity

Parity, Parity, Parity

How do you and your co-teaching partner convey to students that your teaching relationship is truly
collaborative, that it is a partnership based on parity? The following checklist might help you to think
through ideas about how you, your teaching partner, and students can observe parity (or its absence).

Already Should
Not
Do
Do
Applicable
_____

__X___

_____

1. Both teachers names are on the board, door, or

posted in
the classroom.

_____

___X__

_____

2. Both teachers names are on schedules and report

cards.

_____

___X__

_____

3. Both teachers handwriting is on student

assignments (that
is, each teacher participates in grading).

__X__

_____

_____

4. Both teachers have space for personal belongings.

_X____

_____

_____

5. Both teachers have similar furniture (desks, chairs,

etc).

_____

_____

_____

6. Both teachers take a lead role in the classroom.

__X___

_____

_____

7. Teacher talk during instruction is approximately

equal.

___X__

_____

_____

8. Both teachers give directions or permission without

checking
with the other teacher.

__X___

_____

_____

9. Both teachers work with ALL students.

__X___

_____

_____

10. Both teachers are considered teachers by all

students.

Notes / Comments:
____________________________________________________________

Student Data Collection and Stakeholder Communication Plan

Stakeholders:
Students
Parents
General education teachers
Counselors
School Therapeutic Support (STS) Workers
Special education liaison
Special Education teacher
Dean
Student Data Collection Plan:
In an effort maximize student achievement, formative assessments are the tool that is necessary in
order to distinguish students that are struggling, and to regulate which standards are mastered. In order to
identify and track student behaviors and academic successes/ challenges I will use a daily scorecard
(attached). I will purposely track academic data such as:

Students glows (i.e. mastery of standard, vocabulary, etc.)

Students challenges (difficulty subtracting, dividing.)
Re-teach

I will specifically note behavioral data such as:

Verbal warnings
Written warnings
Phone calls
Pink slips
Student data will be documented and tracked utilizing the weekly teacher tracker provided by school.
(mastery connect)
Student IEP Goals:
Students will be assessed on each of their IEP goals at the start of the year, and at the conclusion
of each marking period. Assessments will be established upon the goal. Progress will then be put into the
tracker via Mastery Connect.
Stakeholder Communication:
It will be constant and collaborative effort in order to ensure the success of our students. There are
many stakeholders that will contribute to the success of our students. In order for our students to setup for
success it is imperative that we constantly remain in communication with one another.
-

Academic Student Anecdotal Data- will be communicated through class dojo and mastery connect
and shared with the general education teachers, counselors and special education liaison on a
weekly basis. (Thursday Leadership meeting)

Behavioral Student Anecdotal Data - will be shared with counselors, School Therapeutic (STS)
workers, and dean on a weekly basis.

Student Anecdotal Data (academic and behavioral) will be summarized and communicated with
parents on a weekly basis through the form of communication preferred by the parent (phone
conference, e-mail, or text message). Communication may be more frequent, based upon the
academic or behavioral need being experienced by the student.

Parents will be provided with a copy of the students IEP goals and data each report period, and
whenever requested. Parents will also be granted access to classroom dojo and mastery connect to
review standards and screen student progress.

A translator will be requested for any phone conferences that need to be made to non-English
speaking families. All documentation is to be sent home in the familys native language.

Communication with Students:

- Communication between students and other stakeholders regarding their behavior goals and
academic IEP goals will be conducted each report period. Students will also have access to
classroom dojo in order to tack behavior and progress daily.
-

Students will receive points or points will be subtracted based upon their work completion each
day.

Receiving Input:
- Parents and/or guardians will have access to classroom dojo. Through the application they will
have ability to e-mail their concerns, comments or questions regarding their student directly to the
teacher.
- Parents will be asked for input each time they are contacted. Parents are also given the teachers
school telephone number and direct email in case they have any concerns. They are encouraged to
reach out if they have any concerns.
IEP Development:
- All general educator teachers, specialty teachers, counselors, STS workers, STS clinicians, and
parents will be asked for feedback in the IEP process. (Feedback forms are attached.)

Student Anecdotal Data:

Name

Standard

Ricky

CC.2.1.7.E.1 Apply and

extend previous
understandings
of operations
with fractions to
operations with
rational
numbers.

Homework
(completed,
attempted,
incomplete)
complete

Grow

Glow:

Exit Ticket
Score:

Additional
practice with
preforming
operations
w/integers that
have different
signs.

Very
engaged/met
expectations

3/4

IEP Goals Progress Report:

Subject(s): _Math____________
Students Name

Ricky Smith

Grade _______7th_
I.E.P. PROGRESS REPORT

N = Needs Improvement

SP = Some Progress
MP = Making Progress M = Mastered
NA = Not Addressed this period

Annual Goal

Given Concrete objects (number line, hundreds chart or

counters etc.), Ricky will will solve simple computation
problems at 100 % accuracy instructional level independently
with consistency per IEP term at 70% by 1/20/2017.

Date

Date

Date

9/30

10/9

10/3
1

N-31%

SP39%

MP45%

Date

Baseline:30%
DST: Math Assessment-1.6

Teacher Comments: Ricky has shown improvement in solving simple computation problems.

Date

Date

Date

Date

Functional Skills IEP Goals:

Goal
Ricky will exhibit on-task behaviors
(remaining in seat, actively engaging,
active note taking, active participation)
during direct instruction guided practice
and independent work 85% of the time as
demonstrated during a 30-minute
observation period 3 of 4 times over a
12-week period. (Baseline: 37%)

Teacher Comments:

Date:
9/30

40%

Date:
10/9

42%

Date:
10/31

45%

Date:
11/10

50%

Date:
11/28

55%

During a 30-minute observation in Mr. Douglass class, Ricky

had his eyes on the board and was sitting in his seat. He
participated by raising his hand 2 times and answered a
question for Mr. Douglas once. He wrote down most of the
notes that were on the board in his notebook without
prompting.

Feedback Form:
As stakeholders, your input is crucial in creating a plan of success for our student. Please fill out this form
in its entirety and return it to the Special Education teacher, Ms. Daniels by 12/23. Thank you for your
help!
1.

What do you see as your childs strengths?

2.

What are your childs greatest needs?

3.

How would you describe your childs attitude toward

school?

4.

How would you describe your childs peer

relationships?

5.

What are your future hopes and goals for your child?

6.

What are your concerns, if any, in the following

areas?
a. Academic (math, language arts, reading,
science, oral communication)

7.

9.

Explain the students areas of growth/academic

challenges?

Does your child have communication needs other

than what is currently listed on the IEP?

8.

Special factors to consider:

a. Does your child need assistive technology
devices or services other than those
currently listed on the IEP?

10.Does your child have limited English proficiency?

Current Data Collection Processes and Moving Forward

At Mary McLeod Bethune Elementary we are constantly tracking students
through variety processes and applications. When I was a teacher, I would track student
knowledge and mastery of a standard by giving a pre-assessment during the Do-now
portion of my class and an exit-ticket at the conclusion of every class. The data that I
received is then put into the application Mastery Connect. By utilizing Mastery connect,
it disaggregates the data for me. It provides me with graphs, making it easier to identify
which standards were mastered oppose to the ones that were not. It also arranges students
into small groups. I believe that procedure worked for me. However, what did not work is
implementing effective behavior strategies. My school adheres to positive behavior
support and interventions and seldom provides consequences. As a result, the older
students lack a sense of buy-in. I try to track behavior by utilizing classroom dojo but
often that becomes distracting and daunting task.
Moving forward, I am open to finding other effective methods to track behavior
that are simple and will support the flow of the class. In regards to communication with
other stakeholders, almost all data, progress monitoring is placed into the google drive to
be shared with all stakeholders. We also meet weekly to discuss student behavior and
academics. Lastly, progress reports are printed mid-way through the marking period,
daily reports are sent home and parents as well as all staff have access to classroom dojo.
I am delighted to have so many forms of communication with parents, teachers,
counselors, administrators, STS workers, and students. It allows us all to be accountable
for the progress of our students and that is what is best for our students.