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Foundations of Co-Teaching for Admin, 6/10/26, ROE 48

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Foundations of Co-Teaching for Admin, 6/10/26, ROE 48

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Link to slides will be available on the Padlet until July 2026.

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FINAL COPY (May 2024): Co-Teaching for Administrators-6 hour

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Check out this Presentation designed by Christie Michelle.

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Copy of Daily Co-Taught Lesson Plan Template

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Use these guiding questions to help you determine when/if you are incorporating SDI into your co-taught class. These questions are adapted from Anne Beninghof, Marilyn Friend, and Tammy Barron.

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Quality Indicators of Co-Teaching Survey

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Quality Indicators of Co-Teaching Survey

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Quality Indicators of Co-Teaching Survey.pdf

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Co-Teach! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools

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Co-Teach! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools

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This book was a heavy influence in the development of our course, Co Teaching Foundations: Building Success Together

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Professionals continue to ask for practical information about co-teaching - from setting up, implementing, and maintaining successful programs to establishing positive relationships in the classroom to resolving interpersonal and logistics difficulties to tackling issues such as finding common planning time. Answers to these and a host of other questions about this contemporary model for educating students with disabilities can be found in "Co-Teach! A Manual for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools (3rd edition)." This teacher-friendly book, complete with discussion questions and extensive resources, is designed to address your questions about co-teaching, whether you are just anticipating co-teaching, are a novice co-teacher, or are a veteran co-teacher.

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Co-Teach! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools, Third Edition

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Professionals continue to ask for practical information about co-teaching - from setting up, implementing, and maintaining successful programs to establishing positive relationships in the classroo

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POSITIVES

-Teachers can reach instructional goals by grouping students into small groups

- Closing monitor learning

- Separate students who have difficulty working with each other

-Interactive and student engagement - allows for more student participation through discussions and activities

CHALLENGES

- Each station must function independently - Ex. prewrite - write - edit = does not function independently

- Noise level

- Same amount of time per station

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My Contributions to Our Co-Teaching Partnership

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My Contributions to Our Co-Teaching Partnership

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Source: https://wyominginstructionalnetwork.com/wp-content/uploads/2018/05/Mon-Dr-Friend-Co-Teaching-Basic.pdf

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Use this survey at the end of a semester or end of the year to get student input to gauge your level of parity in the classroom. Pair this data with your self-reflection tool to continue to work on your Co-Teaching Partnership.

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Specially Designed Instruction for Co-Teaching by Dr. Marilyn Friend & Dr. Tammy Barron

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Specially Designed Instruction for Co-Teaching by Dr. Marilyn Friend & Dr. Tammy Barron

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Many examples in our trainings can be found in more detail in this book.

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Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination-not simply general educators. You'll find sections on everything from co-teaching in literacy and speech-language therapy to special education and technology so that, no matter what subject matter or expertise, you'll be prepared to co-teach.

This book is written to provide concrete, actionable advice, including:

Co-Teaching Roll Out Plans

Leadership Guidelines

Relationship Development

Best Co-Teaching Models

Specially Designed Instruction

And more

Educators will have the opportunity to learn from other experienced co-teachers who share their personal stories, tips, and tried-and-true co-teaching techniques that lead to student success. Their creative, time-efficient approaches will revolutionize the way you view your classroom teaching strategies and enhance your ability to collaborate with other educators.

Whether you are planning to build your co-teaching strategy from scratch or just looking to refine your current approach, Co-Teaching That Works will undoubtedly be a priceless resource to have in your professional toolbox.

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Guaranteed Success for the Co-teaching Classroom Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination-not simply general educators.

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from the Progress Center: Promoting Progress for Students with Disabilities

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OPPORTUNITIES

- Teachers can conduct intensive instruction in the small groups to SWD or MLL

- Teachers can implement Specially Designed Instruction for SWD.

- Provides flexibility = enrichment, remediation, assessment, or pre-teaching

- Personalized interactions with students

CHALLENGES

- preventing the stigma of the small group the same as pullout services. Students in small group viewed as special education students.

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Already have co-teaching up and going? Ready to take it up a notch? This book has some great ideas about how to make systematic changes to your co-teaching system in order to see better outcomes for your students.

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Collaborative teaching, or co-teaching, is a powerful way to support the learning of students with diverse learning needs. But how do you know when you’re doing it right? And if you’re not, what can you do about that? Authors Wendy W. Murawski and Wendy W. Lochner introduce the Collaborative Teaching Improvement Model of Excellence (CTIME), a continuous improvement model that embraces personalized professional learning to ensure that teachers meet the core competencies for co-teaching without burning out along the way. Incorporating a systematic application of collaborative groups, data analysis, microteaching, feedback, and collegial support, CTIME is the culmination of the best research in the field. As Murawski and Lochner walk you through their data-driven, no-fail model of co-teaching, you’ll learn about The CTIME process and how it works. Co-teaching core competencies measured schoolwide and at the classroom level. Assessment of progress toward mastery. Co-teaching action plans. Professional learning communities and schoolwide improvement. Co-teaching communities of practice and microteaching. Co-teaching facilitation, feedback, and reflection. Offering a practical approach to achieving mastery of the co-teaching core competencies, this book provides dozens of strategies, resources, and templates that can be used by district-level administrators, principals, and co-teaching teams. If you’re ready to examine your co-teaching practices to make sure you’re achieving the best possible outcomes for your students, then Beyond Co-Teaching Basics is for you.

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Virtual Teacher A_Teacher B List by Anne Beninghof

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http://www.ideasforeducators.com/free-resources.html

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Source: Anne Benninghof

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Macro Processes: One Pagers & Checklists 

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Macro Processes: One Pagers & Checklists 

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Instructional Playbook with One Pagers and Checklists for 3 of the 4 Macro Processes: Explicit Instruction, SRSD & Modeling

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IL SLD Support Project Instructional Playbook (8)

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Explicit Instruction Lesson Planning Printable 

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Explicit Instruction Lesson Planning Printable 

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Check out this US Letter designed by Tari Jansen.

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This article includes explanations of each of the 8 Components of the Co-teaching Relationship as well as the Coteaching Rating Scale.

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Maryland Coalition for Inclusive Education

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What is co-teaching? | Marilyn Friend on the Think Inclusive Podcast

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Paraprofessionals in General Education: Examples of Tasks & Activities 

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Paraprofessionals in General Education: Examples of Tasks & Activities 

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Use these questions to help you and your student's team if co-teaching is the most appropriate placement to meet their needs.

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Use these questions and flowchart to help you and your student's team if co-teaching is the most appropriate placement to meet their needs.

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Wondering which co-teaching model is best to use for your lesson? Use this flowchart to help your decision making process.

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by Elizabeth Swanson, Sharon Vaughn, and Jade Wexler in TEACHING Exceptional Children, Vol. 50, No. 2, pp. 84–94. Copyright 2017

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Enhancing Adolescents' Comprehension of Text by Building Vocabulary Knowledge 

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Enhancing Adolescents' Comprehension of Text by Building Vocabulary Knowledge 

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This article was used during the Intermediate Co-Teaching training as the source for the Macro Process: Explicit Instruction Example (STRIVE Vocabulary Map). This article explains the lesson plan in more detail and also describes a "Level 1" Co-Teaching Model.

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During Intermediate Co-Teaching, we used the STRIVE Lesson plan as an example of a way to co-teach and bring SDI for vocab into the gen ed classroom using the Macro Process: Explicit Instruction.

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Strategies for Reading Information and Vocabulary Effectively (STRIVE) - The Meadows Center

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Overview This project is designed to test the efficacy of a professional development model that features Strategies for Reading Information and Vocabulary Effectively (STRIVE), a fully developed set of evidence-based practices for content area instruction with upper-elementary students. MCPER researchers and Central Texas teachers jointly developed the 18-week STRIVE lessons based on several years of […]

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Strategy Instruction for Students with Disabilities 

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Strategy Instruction for Students with Disabilities 

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This e-book describes Self-Regulated Strategy development, along with other strategies. There are also many examples in the 2nd half of this book. This book was used as a reference to create the Intermediate Co-Teaching Training.

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Self Regulated Strategy Development (SRSD)

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Self Regulated Strategy Development (SRSD)

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SRSD basics, Strategies organized by subject area

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Modeling Retell - 1st Grade, Anita Archer 

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Modeling Retell - 1st Grade, Anita Archer 

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This video clip was used during Intermediate Co-Teaching training to demonstrate the macro process of "Modeling".

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Modeling Retell - 1st

Grade Level: First Grade

School: Waiakea Elementary School

Location: Hilo, Hawaii

Videographer: Dima Yaremenko
Elapsed Time: 8:00
Introduction: When comprehension strategies are introduced, they should be carefully modeled so that students will have a good idea of how to proceed. During modeling, the teacher should show and tell students how to perform the strategy. If the demonstration is long, it is also wise to elicit responses from the students. In this video, Dr. Archer is modeling how to retell a factual article using word prompts.

Focus: As you watch this video,
List any good practices that you observed. Feedback: List any good practices that you observed. During the lesson, the teacher: 1. Elicited responses from the students including:

Group responses (Choral responses)

Partner responses

Thumbs up/down.

2. Maintained the attention of the students by:

Being prepared for instruction

Using a perky pace

Monitoring students as they worked with partners

Creating a positive environment

Acknowledging students for their efforts withpositive comments and the butterfly clap.

3. Modeled retell by:

Showing and telling students how to retell

Involving students in the retell.

4. Monitored and coached students by:

Moving from partners to partners.

Using the monitoring strategy: "Walk around. Look around. Talk around.

Prompting them with "What happened next?"

5. Monitored and adjusted the lesson by:

Directing partners to prompt their partners with the question, "What happened next?"

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: First Grade School: Waiakea Elementary School Location: Hilo, Hawaii Videographer: Dima Yaremenko Elapsed Time: 8:00 Introduction: When comprehension strategies are introduced, they should be carefully modeled so that students will have a good idea of how to proceed. During modeling, the teacher should show and tell students how to perform the strategy.

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IES Practice Guide: Providing Reading Interventions for Students in Grades 4-9

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IES Practice Guide: Providing Reading Interventions for Students in Grades 4-9

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This Practice Guide contains 4 recommendations with practical application examples to support students reading in grades 4-9. These recommendations can be used to provide SDI to students in a co taught setting.

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8 Components of the Co-Teaching Relationship with Descriptors

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8 Components of the Co-Teaching Relationship with Descriptors

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(Adapted from Gately & Gately, 2001)

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Maintenance Practice in Math by Dr Paul Riccomini

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Maintenance Practice in Math by Dr Paul Riccomini

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Once acquired, skills need to be maintained in order to move forward with learning. Dr. Paul Riccomini shares insight into why maintenance practice is crucial and effective practices aligned to research.

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Maintenance Practice in the Mathematics Classroom | PaTTANpod [S2E35]

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This is a quick video explanation of the strategy, Cover-Copy-Compare that was used during the Intermediate Co-Teaching training to demonstrate the macro process of "Maintenance". Cover-Copy-Compare is a great fluency building activity, but also when done intentionally, can be used as a maintenance strategy as well.

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Boost spelling and writing accuracy with the cover-copy-compare method, a self-correction strategy that promotes active engagement and learning. Students look at a word, cover it, write it from mem…

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National Center for Intensive Intervention

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National Center for Intensive Intervention

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This site has interventions (and assessment tools) with a compilation of the research behind them.

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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This site has best practices written out for many subjects and student population in their Practice Guides. Also, check out their intervention reviews.

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New WWC Methodological Report on Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions

This WWC methodological report explores to what extent components of early literacy interventions can explain which interventions have positive effects on alphabetics outcomes. The components examined in this report have a limited role in explaining variation in intervention effects, but this report identified positive associations between intervention impacts on alphabetics outcomes and components related to using student assessment data to drive decisions and teaching social-emotional learning strategies. >> More info

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As an initiative of the U.S. Department of Education's Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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10 Tips for Using Co-Planning Time More Efficiently

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10 Tips for Using Co-Planning Time More Efficiently

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8 Components of the Co-Teaching Relationship: Activity Guide

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8 Components of the Co-Teaching Relationship: Activity Guide

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Use this handout to complete Gately & Gately's Co-Teaching Rating Scale (CtRS), identify strengths and areas of challenge, then develop measurable goals for you and your co-teaching partner.

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8 Components of Co-Teaching Activity (Gately & Gately, 2001).pdf

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8 Components of the Co-Teaching Relationship: Activity Guide

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8 Components of the Co-Teaching Relationship: Activity Guide

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Use this handout to complete Gately & Gately's Co-Teaching Rating Scale (CtRS), identify strengths and areas of challenge, then develop measurable goals for you and your co-teaching partner.

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8 Components of Co-Teaching Activity (Gately & Gately, 2001).pdf

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Check out this US Letter (Landscape) designed by Lauren Brewer.

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Adapted from: Murawski, W.W. (2002). Demystifying coteaching. CARS+ Newsletter, 22(3), 19.

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Want to improve student achievement in the co-taught classroom? Here are the tools and strategies you need to advance your co-teaching practices.

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This book was referenced while creating our Co-teaching Foundations and Intermediate Course

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Final Math 3.4 Lesson - Models of Multiplication ADA Compliant

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TTAC Online: 3rd Grade Math Models Lesson (from presentation)

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TTAC Online: 3rd Grade Math Models Lesson (from presentation)

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You will need to create a log in to access the video on TTAC Online. Other resources are available under their Excellence in Co-Teaching Initiative.

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The mission of Virginia’s Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities (birth - 22 years). The Centers provide quality training and technical assistance in response to local, regional, and state needs. T/TAC services increase the capacity of schools, school personnel, service providers, and families to meet the needs of children and youth.

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Indicators 5 & 6: Educational Environments

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SPP Indicator 5: A results indicator that measures the percentage of school-aged students with IEPs served:

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Weekly Lesson Plan for Co-Teaching (Friend & Barron, 2021)

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Click here to open a whole new padlet of resources specific to Opportunities to Respond

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How To: Master Math Facts: Cover-Copy-Compare

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How To: Master Math Facts: Cover-Copy-Compare

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This intervention promotes the acquisition of math facts. The student is given a sheet containing math facts to practice. The student studies each math fact with answer that appears on the sheet, covers the fact briefly and copies it from memory, then compares the student-copied math fact and answer to the original correct model (Joseph et al., 2011; Skinner, McLaughlin & Logan, 1997).
Materials:
Procedures: Here are the steps of Cover-Copy-Compare for math facts:

STEP 1: [Teacher] Create a Cover-Copy-Compare math fact sheet. The teacher selects up to 10 math facts for the student to practice during the session and writes those facts (including number sentence and answer) as correct models into the left column of the Cover-Copy-Compare Worksheet ( horizontal or vertical poblems). The teacher then pre-folds the sheet using as a guide the vertical dashed line ('fold line') dividing the left side of the student worksheet.

STEP 2: [Student] Use the Cover-Copy-Compare procedures. During the Cover-Copy-Compare intervention, the student is trained to follow these self-directed steps for each math fact:

Study the correctly completed math fact (model) that appears in the left column of the sheet.

Fold the left side of the page over at the pre-folded vertical crease to hide the original math fact ('Cover').

Copy from memory the math fact and answer, writing it in the first response blank under the 'Student Response' section of the Cover-Copy-Compare worksheet ('Copy').

Uncover the original correct model and compare it to the student response ('Compare'). If the student has written the math fact and answer CORRECTLY, the student moves to the next item on the list and repeats these procedures. If the student has written the math fact INCORRECTLY, the student draws a line through the incorrect response, studies the correct model again, covers the model, copies the model again from memory into the second response blank under the 'Student Response' section of the sheet, and again checks the correctness of the copied item..

Continue until all math facts on the sheet have been copied and checked against the correct models.

STEP 3: [Teacher] Log: items mastered by the student. The teacher should formulate an objective standard for judging that the student using Cover-Copy-Compare has 'mastered' a particular math fact (e.g., when the student is able to copy that fact with answer from memory without error on three successive occasions). The teacher can then apply this standard for mastery to identify and log items mastered in each session, using the appropriate Cover-Copy-Compare Log Sheet.

Variations: One modification of Cover-Copy-Compare that may make it even more effective is to have the student respond orally. The student covers the original math fact and orally states the fact and answer rather than putting it in writing (Skinner, Bamberg, Smith, & Powell, 1993). Because students can often respond more quickly by stating rather than writing their response, oral responding can speed the task and result in a larger number of effective learning trials in the time allocated.

References

Joseph, L. M., Konrad, M., Cates, G., Vajcner, T., Eveleigh, E., & Fishley, K. M. (2011). A meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools, 49(2), 122-136.

Skinner, C. H., Bamberg, H. W., Smith, E. S., & Powell, S. S. (1993). Cognitive cover, copy, and compare: Subvocal responding to increase rates of accurate division responding. Remedial and Special Education, 14(1), 49-56.

Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.

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This intervention promotes the acquisition of math facts. The student is given a sheet containing math facts to practice. The student studies each math fact with answer that appears on the sheet, covers the fact briefly and copies it from memory, then compares the student-copied math fact and answer to the original correct model (Joseph et al., 2011; Skinner, McLaughlin & Logan, 1997).

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Digital Version: Co-Teaching Rating Scale Activity

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Digital Version: Co-Teaching Rating Scale Activity

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Complete this Rating Scale activity with your co-teacher. You can get a current score of your co-teaching relationship and develop goals to increase your score.

**Share your rating scale with Lauren - lbrewer@sldsupports.org

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Co-Teaching Rating Scale: 8 Components of Co-Teaching Activity

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This co-teaching foundations manual from the West Virginia Board of Education contains many resources, including a family letter template on page 36.

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Template Link: Meet the Teachers & Family FAQ

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Template Link: Meet the Teachers & Family FAQ

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Use this Canva template link to edit the handouts for your classroom. Use this to introduce yourselves to families and also explain what co-teaching is. Use the language that is on there or edit it to fit your specific circumstances.

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Co-teaching - Meet the teacher [Tempalte]

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Check out this A4 designed by Lauren Brewer.

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Co-Teaching: Guidelines for Creating Effective Practices

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Co-Teaching: Guidelines for Creating Effective Practices

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Co-Teaching: Guidelines for Creating Effective Practices Lynne Cook, Ph.D., and Marilyn Friend, Ph.D. 