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Planning:

Co-creating lesson plan and scripting

Co-create graphic organizers and gather manipulatives

Co-create a check sheet for paras with step-by-step, scaffolded, color-coded, and explicit instructions.

Meet with paras before the lesson to assign roles and give materials

Implementation:

Same lesson being taught with tiered differentiated groupings for students with 1:1 support from paras

Teachers are engaged in conversation with each other, feeding off of each other, rather than taking turns teaching

Paras provide opportunities to stop and support/assist students

Next steps:

Daily team debrief and review scripting

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Have a team meeting to discuss the lesson. Give instructions on what everyone needs to do with each student. Have the co-teacher circulate the room to observe if students are struggling and where they need extra one-on-one support.

2. The lead teacher delivers the instructions, and the co-teacher targets specific students to receive one-on-one support.

After the lesson, the circulating teacher can address where students need extra support. The co-teacher can explain to the paras what they need to improve the next time

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(In the context of a 6:1:1)

Planning:

Pre-plan the primary lesson section covering the content

Establish paraprofessional roles in group activities

Plan to group students based upon need (such as grouping together students who need hand-over-hand instruction

Implementation:

Teacher teaches primary part of lesson, outlines directions and leaves them up on the board with visual reference for the sake of students who have trouble or cannot read

Have two paraprofessionals at each station, with one providing general support to both students and one helping their designated charge

Teacher remains in charge of a primary station where a new aspect of the lesson is taught, while para stations focus on application; both groups keeping track of student data and behavioral tendencies

Stations can also serve as differentiation in themselves, giving different groups of students different activities to complete, and splitting up paras based exclusively on their standard charges

Next Steps:

Review student work, debrief with paras on their behaviors and emotional responses to the activity

Consider efficacy in relativity to IEP goals for each group

Conclude together on the efficacy of the activity, and come up with one way to improve on technique/execution if done again

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Before the lesson to prepare: Teacher will give the "observer" a lesson plan. Teacher will remind paraprofessional's their responsibilities for the lesson.

During the lesson teacher will instruct, co teacher will observe and track data. Co-Teacher "observer" is not allowed to assist struggling students. This can be tracking behaviours, seeing if students are working towards IEP goals

After the lesson co-teacher "Observer" gives safe and non evaluative feedback. This can look like based on the data collected tailor methods to meet individual students needs for the future.

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Alternate Teaching for D75

Planning
-Co-teachers will identify which students require additional support and plan a small group pull-out for reteaching or enrichment.
-Collaborate with related service providers such as occupational therapists and speech therapists to align lesson objectives with therapy goals. Confirm which paraprofessionals will be assigned to which groups.
-Prepare visuals, choice boards, first/then boards, manipulatives, and AAC overlays for devices such as Proloquo2Go.
Set up the physical environment with a sensory-safe corner and flexible seating options for the small group.

Implementation
-Lead Teacher 1 instructs the whole group using visuals, modeling, and choral response to maintain engagement.
-Lead Teacher 2 works with a small group on a targeted skill such as prepositions or calendar routines using structured prompts, hand-over-hand fading, and a data sheet.
-Paraprofessionals remain with their assigned students and support them using strategies that promote independence such as gestural cues, pointing to visuals, or giving wait time.
**If a therapist is present, they assist students with IEP goals without taking over the lesson. For example, an OT might help a student complete a fine motor task while the student remains engaged in the group activity.

Next Steps
-The team will hold a brief debrief meeting at the end of the day or week to reflect on what worked, what needs to be retaught, and how students responded.
-Team members will collect and review academic data such as percent accuracy and IEP data such as the number of communication turns or instances of task engagement.
-The group will use that information to adjust materials or groupings for the next lesson and ensure that all students rotate through small group support over time.

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Group #3

Planning:
We will plan the lesson together and decide on the main goal. Then, we’ll look at student needs and group them based on who needs more support or different types of instruction. We’ll make sure both groups are working on the same topic.

Implementation:
We will each teach the same lesson to a smaller group of students at the same time. The content will be the same, but we might teach it in different ways to match how our students learn best. We’ll watch how students are doing and give help as needed.

Next Steps:
After the lesson, we’ll talk about what worked and what didn’t. We’ll check how students did and see if we need to change the groups or teaching strategies for next time. We’ll use this strategy again when students need smaller groups to learn better.

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Sample Post: Planning (Before the Lesson)

Plan 3 stations with clear goals:

1. Teacher-led: Reading adapted text with visuals.

2. Para-led: Fine motor/art response linked to the text.

3. Independent/Tech: Matching vocabulary on iPads with AAC modeling.

Meet with paras/therapists before the lesson to:

Assign roles.

Review visual schedules, sensory supports, and communication strategies.

Prepare materials (picture symbols, task bins, fidgets).

Implementation (During the Lesson)

Teacher: Runs station #1, modeling language and scaffolding comprehension.

Co-teacher: Runs station #2, supporting communication, prompting turn-taking, and collecting data.

Paraprofessionals: Support station #3, ensuring students stay engaged, prompting AAC use instead of doing tasks for students.

Therapist (if present): Floats, supporting motor/speech goals embedded in each station.

Next Steps (After the Lesson)

Quick 5-minute adult debrief:

What went well?

Which supports helped students stay engaged?

Where did we see independence?

Collect and share student work samples and data (academic + IEP goals).

Adjust station tasks/materials for the next session based on observations.

Key D75 Lens

Stations provide multiple entry points for students with diverse needs.

Adults work together to fade prompts and encourage student independence.

Related service goals are naturally embedded into instruction.