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?- All students should participate in the lesson, although some
students may be asked a separate question if the one that they were asked is too
difficult. Sticks will be drawn during math and reading to cue students to answer a
question. Students may be awarded with treats for answering questions. Learning
should also be differentiated because not all students are at the same point in their
learning.
b. Daily preparation?- Students should come to school prepared, have their pencils
sharpened at the start of the day and be ready to go.
c. Written assignments and/or homework completion?- All students should
complete all assignments (differentiated). Students who do not complete
assignments will remain in during recess to complete assignments.
2. What are your basic classroom rules? What are the consequences?- Basic
classroom rules are that students take care of themselves, take care of others and take
care of the classroom. Students will be clipped down for not following class rules.
Consequences will be appropriately issued as necessary.
3. Typically, how are students grouped for instruction in your classroom?- Students are
strategically grouped for different purposes at different times. For WIN students are
grouped by reading level while during buddy reading they are partnered with someone who
can supplement their skills, or whose skills they can help strengthen.
4. What instructional methods do you like to use (i.e. lectures, class discussions,
stations, etc)?- I prefer interactive lectures (ie. students taking notes or using white
boards), as well as stations when possible. However for introduction to new material
definitely lectures, with teacher modeling and students listening.
5. What practice activities do you like to use (i.e. cooperative learning groups, labs,
etc)? When possible I enjoy doing labs and allowing students to participate in
cooperative learning groups. Usually students do labs in cooperative learning groups.
6. How do you monitor and evaluate student progress? Students complete teacher
created assessments, as well as DIBELS and curriculum based assessments when
appropriate (ie. when teacher taught all of the material covered, or specifically taught in a
way described by the text).
7. Describe your typical tests and quizzes. Students complete spelling tests created by
teacher, as well as teacher created math, science and social studies tests. They are

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

generally multiple choice or fill in the blank (with the exception of math) with one or two
open ended. Students who receive Special Education students will have test modified by
the Special Education teacher before they take it.
8. Describe other typical projects and assignments. Students complete writing
assignments usually beginning from a graphic organizer and working to refine their writing.
9. Do you differentiate instruction for students with special needs? If so, how? I
adapt lessons for students with special needs, giving them independent work during whole
class instruction and working with them at other times.
10. Is any special assistance given to students with disabilities during class? On
written assignments? On tests and quizzes? Students with disabilities are given
extra physical support in the sense that they are given preferential seating and are
prompted and supported throughout work more. They also are permitted to use calculators
during some math activities.
11. How and when do you communicate with families? I call, text and talk to families at
arrival and dismissal.
12. What are your strengths as a teacher? What are your areas of challenge? How
about your pet peeves?
(Fox) My strengths as a teacher are that I am passionate and I work incredibly
hard. I am goofy and can keep kids on their toes in that sense. I am open to new
ideas and am constantly working to find what works for my students. My areas of
challenge are that I am a first year teacher who is still trying to figure out
management and how to best support the needs of all learners. My pet peeves are
passing out a million pencils, trash on the floor and disrespect.
(Beeman) My strengths as a teacher are definitely in the domain of instruction. I
use the gradual release model on a consistent basis to support learners. I
incorporate higher level thinking into lessons through complex questions
integrated in the text. My weaknesses are that I can be a pushover. My pet peeves
are losing the control, or working with someone who is disorganized.
13. What do you see as our potential roles and responsibilities as co-teachers? As
coteachers we need to communicate to work as a team to best support our students.
14. If we co-teach together, what are your biggest hopes for our work as a team? What
are your biggest concerns? My biggest hope is that our students see that we are
working together to help them succeed. My biggest concern is that we will rely on one
another and get lazy and be a body and a teacher rather than two teachers.

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

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).

__x___

_____

_____

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: While teachers may occasionally check with each other before giving
directions it is more or less to maintain consistency (ie. appropriate time for a bathroom break
when groups are split).

Marilyn Friend, 2009

Co-Teaching Lesson Plan

General Education Teacher: Patricia Fox
Special Education Teacher: Jeffrey Beeman
Grade Level: 2nd
Subject Area: Math
Content Area Standard:
Measurement, Data and Probability
Measurable Goal for Lesson:
SWBAT collect and represent data with up to 4 categories, IOT generate and plot lengths to the whole unit, using line plots, picture graphs,
and bar graphs.
Essential Questions:
What is a picture graph?
How can I represent data on a picture graph, plot or bar graph?
Which type of chart is best to record my data?
Key Vocabulary:
Picture graph
Bar Graph
Line Plot
Data
Pre-Assessment:
Materials Needed:
Picture Graphs
Bar Graphs
Data of temperatures from January and February in Philadelphia
Data of sunny days in January- June in Philadelphia
Data of rainy days in January- June in Philadelphia

Lesson

Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)
Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)

Co-teaching
Approach
(can select
more than one)
One Teach,
One Support
Parallel
Alternative
Station
Team
One Teach,
One Support
Parallel
Alternative
Station
Team

Time

5 min

General Education Teacher

(Fox)

Post a picture of a bar

graph showing data from
the weather from the past
week.

40
Station on Bar Graphs
minutes Students will look at data
(18
from the weather in
minutes
Philadelphia from
at each
January.
station
Observe the changes
and 4
represented on the graph,
for
observe what is on the
transitio
axis. Observe the
n)
corresponding data table.
Together add three bars
to the graph together.
Students will then create
their own graph for
February temperatures.

Special Education
Teacher
(Beeman)

Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).

Make observations
about data.
Suggest a different
form of graph in order
to represent data.

Highlight certain parts

of the graph that will be
discussed in order for
Sheldon to be able to
follow along wit a
focused view

Station on Picture
Graphs
Students will look at a
picture graph showing
all of the sunny days in
January- April.
Students will compare
data table and the
picture graph.
Students will observe
the categories.
Together they will add
data for May and June
to the graph.
Students will then
create their own picture
graphs for rainy days
for January- April.
If students finish early
they can discuss with
one another they can
compare the weather
from the two graphs.

Data will be simplified

(ie. temperatures will
be rounded to the
nearest 5) for
Dajahnique and Taneek
Sheldon will be re-read
directions if necessary
Tatianna will be
positively narrated at
least once every 5
minutes throughout the
lesson in order to keep
her focused and
motivated.

End:

One Teach,
5 min
One Support
Parallel
Alternative
Station
Team

Recap the main idea of

Remarks on Foxs
the line plot station and
station and what was
what it was used for (as if
learned, and then
telling Beeman as if he
recaps what was
had no idea)
learned at his station

Patty Fox
Dr. Hoffman
Special Education Law and Processes
12/16/15
Reflection on Data Collection
Currently I am not a Special Education teacher. I am a second grade general education
teacher. I have one student in my class with an IEP and two with behavioral health services.
While I have not had to fill out any forms for my student with an IEP, I have had to complete
data forms for my students with health services. Those forms were rather lengthy, and on a scale
of 0-3, asked certain questions about the student and their behaviors. While these forms provide
context for the health service about specific behaviors seen in the student, they do very little for
asking how to support the student, or the overall dynamics between the teacher and the workers.
A lack of communication between the behavioral health service and the teachers has been of
concern throughout the school year.
Going forward I know the importance of data collection for myself and my colleagues. In
order to support my colleagues and my students I maintain logs of both behavior, attendance and
completion. I record on a voice recorder certain behaviors that I see from certain students at
certain times. I know my data collection systems are not perfect, yet I look forward to continue
to perfect them in order to gain the most accurate picture of my students in the context of my
classroom.

Dear Teacher,
I am so incredibly excited about the opportunity to work with you and your students this
year. As I plan to support you and our students it is important that I have the necessary data to
paint a picture of what I should be seeing. The more I know the better I can support our students
and you!
Have you received a completed parent survey? (circle)
Yes
No
Have you tested the students DRA levels?
Yes
No
Have you completed AIMSWeb Progress Monitoring (or another form of progress
monitoring)?
Yes
No
Do you keep a record of behavior (ie. clip chart data or Class Dojo points)?
Yes
No
Do you have test data (ie. Unit tests or exit slips)?
Yes
No
Do you keep a record of homework completion?
Yes
No
Do you take anecdotal behavior notes?
Yes
No
Please include copies of any of the above data that you have! If it would make it easier I am
more than happy to come in and copy the materials myself! !
Additionally
What do you see as the students strengths in your classroom?

What do you see as the students weaknesses in your classroom?

Have you found success in helping him or her overcome weakness? If so, what worked?

Is there anything else that concerns you about this student?

How can I best support you with this student?

Thank you so much for taking the time to help me and your students! I know that together we
can work together to make tomorrow a better day for everyone! Please return this form with data
(or the request to help copy data) no later than Wednesday, November 12th, 2015 at 5:00 PM!
Sincerely,
Miss Fox
Feel free to use this form if appropriate
Student
Objective
Date
Name
Sheldon
Demonstrate fluency 12/15/15
at a second grade
reading level

(Adapted from Cornelius (2014)

Opportunities
Successes
(and their form)
(and their forms)
Read aloud Ben
30 words correct
Franklin text (3
chances-45 words)

Percentage
of Success
67%

Dajahnique

Demonstrate fluency
of math facts (0-20)

12/14/15 Mad Minute (20

questions)

14 correct

70%

Tatianna

Follow teacher
directions with
directions repeated 12 times

12/15/15 5 opportunities to
follow directions at
start of lesson

4 out of 5

67%

5 opportunities mid
lesson

3 out of 5

5 opportunities as
lesson was wrapping
up

3 out of 5

References
Cornelius, K. (2014). Formative assessment made easy. Teaching Exceptional Children, 47(2), 112-118.

Dear Parent/ Guardian,

I am so incredibly excited about the opportunity to work with you and your students this
year. As I plan to support you and our students it is important that I have the information
to best support you and your child! Please answer the following questions and return the
form no later than Wednesday, November 12th, 2015 at 5:00 PM! I am available by
phone or email if you have any questions, comments or concerns!
What do you see as the students strengths

What do you see as the students weaknesses?

Have you found success in helping him or her overcome weakness? If so, what
worked?

Is there anything else that concerns you about this student?

How can I best support you with this student?

Thank you so much for taking the time to help me and your students! I know that
together we can work together to make tomorrow a better day for everyone! Again please
feel free to contact me anytime at missfox270@gmail.com or 215-867-5309.
Sincerely,
Miss Fox
Second Grade Teacher at Locke Elementary School