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For a math class, each Friday the co-teachers have three groups operating. Some students are pre-taught vocabulary and processes to be used the following week, some students review what was taught the past week, and one group works on the computer activities.

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In a HS chemistry class, students are expected to demonstrate knowledge of the periodic table by filling one out. On the final exam, certain students are given an assessment that requires them to sort vocabulary cards by atomic numbers, weight, and symbol. They then fill in a partially filled out periodic table.

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A student's IEP specifies that because of behavior and motivation considerations, the student will not be given detention for the regular class rules. This student has an individual contract as to what behaviors receive which consequences without use of detention.

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Some students have to know 10/20 vocabulary words that are taught each week Their grade is determined on accuracy of matching the ten words each week to their definition.

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Certain students use a different textbook that is at a lower reading level and has simpler explanations of concepts. These students take a different test over the content though they participate in all class discussion and activities.

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Specific students are graded on test items that cover critical information and are not graded on their performance on the short essay portion even though they are asked to attempt it.

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The special ed. teacher in the co-taught class uses methods for one student in tutorial mode (guided by the IEP) to measure growth of student's writing skills. The skills this student is working on are different than peers, though the entire class is working on writing. Both teachers support all students during writing time.

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The co-teachers design a unit that allows students to choose a test, poster, or oral presentation to demonstrate understanding of the five main concepts and their connections. For one student, the special ed. teacher has constructed a guide so that the teachers, student and the parents can track progress as the project is completed.

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A small group of students in the cooperatively taught class are pulled into an instructional group to get extra instruction about theme writing. They are provided a "good" example of a theme and a "poor" example of the theme. Then they are shown how the rubric was used to determine that evaluation. Finally, they practice improving the "poor" theme to meet a higher standard. This group meets regularly during completion of the final assignment.

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In a middle school family consumer science class, the co-teachers construct a study guide that is partially completed. These are given to a few students.

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In a language arts class, the teachers provide a student with a reading disability a book on tape. The student is expected to do all the reading guides and take the same exams as all the other students in the class

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In HS biology class the general ed. teacher presents part of a cell. During follow-up activities, the students are required to label the parts and write definitions for the parts. One teacher oversees students filling in a worksheet while the other teacher works with a group of students who are using paper labels to identify parts and match them with definition cards.

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Modifications

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Accommodations