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Habits of Academic Discussion Guide-Secondary

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Emerson CT Session--Plan for Success 11.2025

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Training Activity Choice Board

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Activity Stations with Links for Training

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Defining Co-Teaching--2.0

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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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Progress Monitoring/IEP Goals & SDI Tracker

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Link to Specially Designed Instruction Padlet

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Link to Specially Designed Instruction Padlet

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Make a copy of this google doc and use in co-planning activity OR download the forms from the post below...

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Co-Planning Template (SDI, model, activities, barriers)

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Link to Specially Designed Instruction Padlet

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Link to Specially Designed Instruction Padlet

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Common Planner | AI-Powered Lesson Planning for Teachers

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With AI built in, we help teachers write their best lesson faster than ever and collaborate with colleagues and administration.

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Co-teaching-the arrangement in which a general education teacher and a special education teacher or other specialist work together to educate students with special needs-has become relatively common.

But in a recent conversation, a principal raised this point:

"When co-teaching was new at our school, the achievement scores for students with disabilities improved. I think that was because they were getting access to the general curriculum that they hadn't had before. But lately, our achievement scores have stalled. When I conduct classroom observations, I see co-teachers who are clearly comfortable with one another and who seamlessly share teaching roles, and students who are engaged and apparently thriving in a two-teacher class. Am I missing something? What else should I be looking for in co-taught classes?"

The principal's comments reflect both the traditional notion of good co-teaching and the emerging expectations for co-teaching today-what we might call Co-Teaching 2.0.

As co-teaching was originally conceived, its most important goal was to place students with special needs in general education so that they could learn alongside their peers. Co-teachers were told that they should build a relationship that was like a professional marriage, sharing instruction equally. They typically used the general education curriculum as the basis for their shared work, and student mastery was demonstrated through improved performance on high-stakes assessments (Solis, Vaughn, Swanson, &amp; McCulley, 2012; Walsh, 2012). What co-teachers often gave up was meticulous attention to the unique needs of students who had been identified as eligible for special services-and the individualized instruction necessary to meet those needs.

No more. In contemporary co-teaching, educators focus on integrating into daily lessons the special education strategies and techniques that will enable students to achieve the goals of their individualized education program (IEP). Instead of just providing on-the-spot prompting and coaching simply to get students with disabilities through the academic content at hand, the most effective co-teachers now also provide the same kind of explicitly designed and carefully documented instruction that has always characterized special education.

The Right to Specially Designed Instruction

The basis for the redesign of co-teaching comes from renewed attention to the rights of students with disabilities. The Individuals with Disabilities Education Act of 2004 states that any student entitled to an individualized education program must receive specially designed instruction. Professionals generally agree that this means

Instruction directly connected to the student's IEP goals and his or her documented needs.

Teaching in any domain in which the student has special needs (for example, academic, organizational, vocational, communicative, behavioral).

Changes in content (but usually not standards), methodology, or delivery of instruction.

The use of approaches and techniques that other learners do not generally need.

These guarantees apply regardless of the setting in which instruction takes place. So when special educators function as co-teachers in the general education classroom, they have the same responsibility to provide specially designed instruction that they would have in a self-contained special education classroom. Specially designed instruction is not the same as differentiation, which today is considered just good teaching. Nor is it the same as the accommodations that students with disabilities receive; those are tools given to students (story starters, word banks, calculators, and so on) that facilitate their learning. Specially designed instruction is what teachers must do to ensure that students reach their goals.

For some students, specially designed instruction entails highly structured remedial reading or math programs that are difficult to implement in a general education setting. But for most students with IEPs, specially designed instruction can be more specific, using evidence-based strategies to improve speaking, reading, writing, computing, problem solving, or other skills. The challenge facing co-teachers is how to incorporate such strategies into the already-crowded agenda of a contemporary classroom.

The New Look of Co-Teaching

" The Six Approaches to Co-Teaching " (Cook &amp; Friend, 1995; Friend, 2014) are still the basis for Co-Teaching 2.0. The difference is that the new version of co-teaching uses these approaches to integrate specially designed instruction into the classroom. Here are some examples.

Station Teaching

Station teaching is such a versatile way to co-teach that it offers almost endless options for integrating specially designed instruction. For example, Ms. Neal and Mr. Perkins are teaching Steve, a student with autism, how to participate more effectively in small groups by speaking, letting other students speak, and responding appropriately when peers ask him a question. During math, which is an area of strength for Steve, students at one station are learning about the commutative property of multiplication by completing an activity with a partner. At a second station led by one teacher, they are learning about the associative property; at a third station led by the other teacher, they are learning about the distributive property.

When Steve is at the teacher-led stations, the teachers use a social story-a strategy that teaches social skills in a concrete, reassuring way-to guide him in taking turns while he interacts with his peers. The social story consists of several simple sentences illustrated with appropriate pictures. In part, it says, "At school we discuss many different things. When I am very interested in a topic, I like to talk about it. But it is important to let my classmates talk about the topic, too. This is called taking turns. If my friends don't get to talk, they may not be interested in the topic anymore. When we take turns, everyone gets a chance to talk and we learn from each other."

Ms. Perkins wrote this social story and introduced it to Steve one day while other students completed an assignment. Steve has the social story on his desk, and each teacher points to appropriate pictures and sentences to coach Steve during group discussions. Thus, Steve is learning and practicing skills related to his IEP goals without being separated from his classmates.

In another classroom, Ms. Garcia and Ms. Crichton also use station teaching, but in a slightly different way. Based on data they've gathered, they know that five students in their class who have learning disabilities, as well as three English learners, need intensive vocabulary instruction. When the class works at stations, the teachers sometimes group these students together so that when the students work at the vocabulary station, the special educator can focus on the most essential words, using a multisensory approach that other students don't need.

For example, the words apprehensive and vigilant are essential to an upcoming lesson. The special educator shows brief video clips that illustrate these words (and the others on this week's list) before she formally introduces them. Then she asks the students to demonstrate through facial expressions what it looks like when peoples are apprehensive or vigilant. She also systematically reviews previously taught words to make sure the students still know them.

Parallel Teaching

Co-teachers can use parallel teaching to implement two different instructional approaches that address their students' learning needs. For example, in the culminating project of an interdisciplinary unit on nutrition and health, students create an imaginary family of four, outline a healthy exercise regimen for each family member, create a weekly menu for each member, identify the ingredients for making that menu, and determine the budget for purchasing the items. Students are expected to provide evidence for the exercise regimen, the menu selections, and the budget. Four students-Tomas, Emily, Richard, and Michael-have IEP goals that address their difficulties completing complex tasks and staying organized. Another student, James, has a behavioral disability and often expresses frustration with angry outbursts; his IEP includes a goal regarding working with peers and self-managing his behavior.

The co-teachers decide to divide the students into two groups. One group includes James, as well as Sonia, another student whose IEP goals relate to reading comprehension, and a heterogeneous sample of 12 other learners. The other group includes Tomas, Emily, Richard, and Michael (the students with IEP goals related to organization); Sean and Stephanie (two more students who often seem overwhelmed with multiple-step activities, although they don't have IEPs); and a heterogeneous sample of seven other learners.

The general educator facilitates the work of the students in the first group. They have several guiding questions, primary sources to use, and access to online resources. They divide up the tasks, choose partners, and proceed with the project. As they work, the teacher closely monitors James's participation. As needed, she coaches him to use the self-monitoring strategy he has learned to deal with his behavior problems, including leaving the group for brief periods to calm down.

In the second group, the special educator implements a more direct and explicit approach to support students who have difficulty with complex tasks (including the students with IEPs and those without them). She divides the task into several parts: creating the imaginary family and assigning them characteristics, identifying and creating exercise regimens, developing menus, and relating food costs to budgeting. The students have the opportunity to discuss each segment before they work on it, and the teacher helps them outline the steps they need to follow, making checklists to aid their understanding. The project takes several class sessions to complete, but all of the students are successful.

Alternative Teaching

Co-teachers sometimes decide that several students would benefit from instruction in a teacher-led small group. For example, Judy, Lynne, and Paul have IEP goals related to explaining the relationship among literary elements, such as character, plot, setting, tone, point of view, and theme. While other students complete a warm-up activity, Mr. Lessen introduces these three students to today's material on tone and theme. Three other students are also assigned to the group: Sammy, who just moved into the district; Carlos, an English learner; and Sharon, who likes to participate in such small-group activities. In just a few minutes, the students learn the meaning of the terms tone and theme and begin generating their own examples. They are now primed to be successful when these concepts are introduced to the whole class.

Some teachers find other ways to employ alternative teaching to meet student learning needs. For example, while students read independently in their 1st grade classroom, Ms. Taylor and Ms. Harris sometimes provide supplemental phonics instruction to students with IEPs as well as other struggling learners. Sometimes each teacher works with a small group during different parts of this independent reading time, and one or two students work with both teachers so that they are receiving the maximum individualized instruction possible.

In 6th grade, Mr. Robinson and Mr. Walker periodically assess all students' math skill acquisition by working with a series of small groups until all students in the class have been assessed. As a natural part of this assessment, the teachers check on students' progress toward meeting IEP goals without taking these students out of their class or treating them differently.

The Other Co-Teaching Approaches

Co-teachers are finding that they can incorporate specially designed instruction into every co-teaching approach. For example, as Ms. Collins and Ms. Bailey team teach, they have an agreement that if the three students in class with documented language processing problems seem to be getting confused, whichever teacher is not speaking will skillfully interrupt the other teacher, asking all students to answer a question with a partner or to brainstorm ideas related to the topic at hand. These deliberate pauses help ensure that the students with IEPs get snippets of time to process the information that's been presented and to get assistance from the teachers. When students are presenting, the co-teachers use the same approach, interjecting questions designed to manage the rate at which the information is communicated.

Ripple Effects

Co-teaching 2.0 is not only transforming the delivery of instruction; it's also causing educators to reconsider other dimensions of co-teaching. For example, co-teachers are redefining the professional relationship: It's less like a marriage and more like a business partnership. Each teacher brings important knowledge and skills to the classroom, and they learn from each other without trying to be interchangeable. They strive for true parity, being equally valued for their individual contributions, rather than being identical. Their aim is to create a classroom culture of acceptance, in which learning variations and strategies to address those variations are the norm. The result is that students with disabilities learn the grade-level curriculum but also learn the strategies that will help them succeed throughout their lives (Conderman &amp; Hedin, 2014; King-Sears et al., 2015).

So the principal's question about what to look for when visiting co-taught classes does have an answer: Principals should look for the traditional indicators that both teachers have a strong partnership and that the instructional environment is supportive. But they should also seek evidence that the teachers know students' IEP goals and are implementing the strategies, techniques, and programs that will lead to the achievement of those goals. Co-Teaching 2.0 enables students with disabilities to access the general curriculum in meaningful ways, without leaving behind the specialized instruction to which they are entitled-instruction that will enable them to reach their potential.

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The new co-taught classroom not only gives students with disabilities access to the general curriculum, but also provides the specialized instruction they need to succeed.

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Putting Things in Context--Video about "Average" and Learner Variability

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Link to Collaboration Padlet with additional tips, tools and resources for collaborating teachers

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Link to Collaboration Padlet with additional tips, tools and resources for collaborating teachers

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B.A.S.E. Model hyperlinks, Examples, & templates

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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Link to Accommodations and Modifications Padlet

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Link to Accommodations and Modifications Padlet

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2 questions I ask every day (about specially designed instruction)

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Class SDI Summary w-Tracking Template.docx

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Systematic instruction includes the direct presentation of skills and concepts in a pre-specified sequence taught in a logical, defined order that builds on prior learning. For example:

Skills and concepts begin with simple and move to complex.

Student objectives are clear, concise, and driven by ongoing assessment results.

Students are provided with appropriate practice opportunities which directly reflect explicit instruction.

Explicit instruction includes instructional routines that consist of teacher modeling, guided practice, supported application, and independent practice. For example:

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Systematic instruction includes the direct presentation of skills and concepts in a pre-specified sequence taught in a logical, defined order that builds on prior learning. For example: Skills and concepts begin with simple and move to complex. Student objectives are clear, concise, and driven by ongoing assessment results.

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Link to school to home communication forms folder

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 Combined Goals at a Glance by Class.docx

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Scaffolding and Individualized Modifications for Specific Learning Challenges

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Scaffolding and Individualized Modifications for Specific Learning Challenges

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Link to Universal Design for Learning Padlet

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Link to Universal Design for Learning Padlet

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Inclusion Resources - MS Math - Planning for SDI & IEP Goals

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Macro Planning using the B.A.S.E Model - Think Big Picture - Unit Planning (make a copy of an editable document here)

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DBI is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. DBI is a process, not a specific program or product. The process is driven by data, characterized by increased intensity and individualization, and considers the academic and behavioral needs of the student. In some schools, intensive intervention may be known as "Tier 3 intervention," and may be embedded within a multi-tiered system of support (MTSS) framework.

DBI is the technical term for what many good teachers do naturally through the problem-solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multi-step process that gradually intensifies instruction and support. Learn more.
Click on each step of the DBI graphic to learn more about the DBI process and find relevant resources.
Why is DBI Important for Students?

Outcome data suggest that our current system does not adequately prepare students with the most intensive needs, particularly students with disabilities. Students with disabilities continue to fall behind their same-age peers in reading and math and are more likely to experience discipline problems at school. In addition, although validated intervention programs have been found to be effective for many students, some students will not respond to the intervention as designed.

Who needs DBI?

DBI is intended to help a small subgroup of students who:

1. Are not making adequate progress in their current intervention program (often, a Tier 2, evidence-based intervention)

2. Are not meeting individualized education program (IEP) goals

3. Have persistently low academic achievement

4. Have high-intensity/frequency behavior

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Data Based Individualization: Intensive Intervention | NCII

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Learn what data-based individualization is and how it is used to helps students with persistent learning & behavioral needs, including those with disabilities.