# data[].attributes.attachment_link.description
Application error: a client-side exception has occurred (see the browser console for more information).

# data[].attributes.headline
Level 2 co-teaching strategy: Parallel/Flip-Flop Teaching

# data[].attributes.subject
Level 2 co-teaching strategy: Parallel/Flip-Flop Teaching

# data[].attributes.body
Annotate: (1) Question, (2) big takeaway, (3) purpose of this strategy-why/when you'd use it, OR (4) what it would look like.

# data[].attributes.headline
Level 2 co-teaching strategy: Alternative Differentiated Teaching

# data[].attributes.subject
Level 2 co-teaching strategy: Alternative Differentiated Teaching

# data[].attributes.body
Annotate: (1) Question, (2) big takeaway, (3) purpose of this strategy-why/when you'd use it, OR (4) what it would look like.

# data[].attributes.headline
Week 1: intros & Systems change approach

# data[].attributes.subject
Week 1: intros & Systems change approach

# data[].attributes.attachment_link.title
Class 1 Sp 26 COLLADO- Inclusion & systems change slides

# data[].attributes.headline
Week 2: Inclusive classrooms and Understanding Student Needs

# data[].attributes.subject
Week 2: Inclusive classrooms and Understanding Student Needs

# data[].attributes.attachment_link.title
Wk 2 EDSP 293 Sp26-COLLADO Building Inclusive Classrooms

# data[].attributes.headline
Week 3: Frameworks for Inclusion - UDL Introduction

# data[].attributes.subject
Week 3: Frameworks for Inclusion - UDL Introduction

# data[].attributes.attachment_link.title
Class 3 Sp26 COLLADO EDSP 293 - Frameworks for inclusion

# data[].attributes.headline
Week 4: Collaborating to create UDL Units

# data[].attributes.subject
Week 4: Collaborating to create UDL Units

# data[].attributes.attachment_link.title
Wk4 EDSP 293 COLLADO-Sp26 Collaborating to Create UDL Unit

# data[].attributes.headline
Week 5: Lesson UDL & Co-teaching introduction

# data[].attributes.subject
Week 5: Lesson UDL & Co-teaching introduction

# data[].attributes.attachment_link.title
Wk 5- COLLADO EDSP 293- MTSS & Collaboration During IEP Process

# data[].attributes.headline
Week 8: UDL Project Prep & Collaboration to support students' behavioral and academic needs

# data[].attributes.subject
Week 8: UDL Project Prep & Collaboration to support students' behavioral and academic needs

# data[].attributes.attachment_link.title
COLLADO class 8 EDSP 293 Sp25 PBIS & UDL prep

# data[].attributes.headline
Interactive List: 20 Ways to Leave a Prek Lesson

# data[].attributes.subject
Interactive List: 20 Ways to Leave a Prek Lesson

# data[].attributes.headline
Week 7: In Class Activity UDL Project 1 - Unit UDL Team meeting

# data[].attributes.subject
Week 7: In Class Activity UDL Project 1 - Unit UDL Team meeting

# data[].attributes.attachment_link.title
Collado Wk 7-EDSP 293 In-Class Activity - UDL Project 1

# data[].attributes.body
Find an image, video, blog, gif, etc. that captures your ideas and add to the padlet below.

# data[].attributes.attachment_link.readable_text
Alison Yin for EdSource

Each year, a greater percentage of students in California qualify for special education. Last year, about 13% of students in California's K-12 public schools received individualized services for special needs, up from about 10% in the early 2000s. Navigating the special education landscape can be daunting for parents trying to get the best education for their children. Here's a guide to Individualized Education Programs, 504 plans and other aspects of special education.
What is an IEP?
An IEP is an individualized education program, an educational road map for children with disabilities. Required by the federal Individuals with Disabilities Education Act, an IEP is a regularly updated document that outlines goals and milestones for students based on their unique abilities. IEPs are created by teachers, parents, school administrators, other school staff such as psychologists, and sometimes students themselves. All students in special education have IEPs.

In California, about 800,000 students, or 13%, have IEPs. Students with IEPs can have autism, intellectual disabilities, orthopedic impairments, brain injuries, deafness, vision impairments, speech or language impairments or other disabilities that require specialized help with school.
What is a 504 plan?
"504 plan" refers to section 504 of the U.S. Rehabilitation Act of 1973, which states that any organization, including a school, that receives federal money cannot discriminate against people with disabilities. At schools, this can mean that students with learning disabilities, for example, can get extra time to take tests or finish homework, sit near the front of the classroom, or use textbooks in formats they can understand, such as audiobooks. A team of teachers, specialists and parents determines what accommodations a student receives under their 504 plan.

In general, the goal of a 504 plan is to accommodate students with disabilities in general education classrooms. About 85,100 students in California, or about 1.5%, have 504 plans, according to the Department of Education's Office of Civil Rights.
What's the difference?
A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy. Both are free. Some students have both, and some just have one or the other. 504 plans are typically available to students with a broader range of disabilities, including attention deficit disorders. IEPs are available to students with one 13 specific criteria such as orthopedic impairments or intellectual disabilities.
What's the advantage to having a 504 or IEP?
IEPs or 504 plans can help a student with disabilities - from minor learning disabilities to profound physical, emotional or intellectual impairments - succeed in school and beyond.

Special education services can include physical, occupational, speech or behavioral therapy; one-on-one help from a tutor or aide; or instruction from special education teachers who are trained to work with students with unique needs.

Sign up below to receive breaking news alerts from EdSource by text message.

Students in special education may spend the majority of their day in general education classrooms and can receive their specialized services there, or they may spend their entire day in a special ed classroom, depending on their needs. Most school districts try to include disabled students in classes with their nondisabled peers as much as possible, in accordance with federal law.

A 504 plan can help a student thrive in a general education classroom with minimal disruption in their education, and it can be tailored to each education environment, such as art class or P.E., that the student experiences throughout the day.
How do I know if my child needs a 504 or IEP?
Schools will evaluate a student to determine whether they qualify for an IEP or 504 plan. Parents can pay for private evaluations, although schools aren't required to adopt recommendations that come from private reports.

To get an IEP plan, a student's disability must interfere with their ability to fully benefit from the general education curriculum, meaning that they need specialized instruction. To get a 504 plan, a student's disability must hinder their ability to learn in a general education classroom without accommodations.
What if I disagree with the school's decision?
If a school decides a child is not eligible for an IEP plan but parents believe the child should have one, or if a parent disagrees with the services a school is providing, there are many options to resolve disagreements. Special Education Local Plan Areas have staff specially trained to resolve disputes and help families communicate with schools. Parents can also talk to an advocacy group such as Support for Families of Children with Disabilities, Disability Rights Education and Defense Fund, Fiesta Educativa or other groups that help parents navigate the special education system in California.
How can I learn more?
The California Department of Education's special education division includes information about parents' rights, data collection, policies and other information for families, teachers and students. School districts, county offices of education and Special Education Local Area Plans, which oversee special education in multiple school districts, can also provide help for parents. The California Department of Developmental Services and the California Department of Health Care Services, both state agencies, and Disability Rights California, a nonprofit advocacy group, also have resources for children, families and adults with disabilities. The SELPA Administrators of California also offers a host of resources for parents.
To get more reports like this one, click here to sign up for EdSource's no-cost daily email on latest developments in education.

# data[].attributes.attachment_link.title
Parents' guide to 504 plans and IEPs: What they are and how they're different

# data[].attributes.attachment_link.description
With more students qualifying for special education, understanding the options is crucial for parents as they advocate for their children.

# data[].attributes.headline
Strengths-based IEPs by Understood Presentation

# data[].attributes.subject
Strengths-based IEPs by Understood Presentation

# data[].attributes.attachment_link.title
IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

# data[].attributes.body
Source: https://www.ecac-parentcenter.org/

# data[].attributes.attachment_link.title
The IEP Team Process:  Chapter 5 - The IEP Meeting

# data[].attributes.attachment_link.description
Looking for a sample 504 plan for ADHD or another disability? Use this printable template to work with the school to create a 504 plan.

# data[].attributes.headline
Moth Radio Hour: A Parent's story about the IEP meeting

# data[].attributes.subject
Moth Radio Hour: A Parent's story about the IEP meeting

# data[].attributes.body
9 minute story: "I think of it kind of as a narrative purgatory... when you want to talk about your son's majestic humanity, to know that the story that really counts is how he can't tie his shoes.”

# data[].attributes.attachment_link.title
The Moth | Stories | An Unexpected Alliance

# data[].attributes.attachment_link.description
Maria Hodermarska fights for services for her son.

# data[].attributes.attachment_link.readable_text
Students are the primary stakeholder in their individualized education program, and they can play a role in annual meetings from an early age.

For students with an individualized education program (IEP), the annual review meeting is an essential part of the process. Each year, members of the IEP team collaborate to discuss a student's progress and revise the official document. Although family members, teachers, specialists, and other stakeholders are a part of the IEP team, the most important team member is the student.

Although students can attend their IEP meetings, many students do not participate in these annual sessions. Participation in IEP meetings helps students build self-advocacy skills, develop a more in-depth understanding of their classification, and gain awareness of the modifications and accommodations they are receiving. Through student-led IEP meetings, students can take a more active role in the meeting and with their IEP.

When bringing students into an active role in their IEP meeting, it is vital to encourage students to participate in a way that works for them. Every student has different strengths, needs, and comfort levels, so adjusting their role to match their preferences is important.

Make the Introductions

For younger students or students just beginning their journey in the IEP meeting process, a straightforward way to bring students into the conversation is to have them introduce the people in the room. They can introduce their family members and explain their relationship to the staff members present in the room. If a student is already working on communication or social skills goals, these introductions provide an opportunity to practice in those areas.

For students who may be hesitant to begin actively participating in their meetings, making an introduction offers a way to start to contribute and increase their comfort in sharing their voice in a meeting. Even shorter contributions, like sharing future goals or aspirations, allow students to begin sharing in meetings while building their confidence.

For students who may not be able to verbalize these introductions, speaking could be substituted using an augmentative and alternative communication (AAC) device. They could also identify the individual being introduced by gesturing. For example, as the case manager lists the individuals present in the room, the student could point or nod toward them as an adaptation of a verbal introduction.

Share Best Work or a Portfolio

During meetings, teachers typically take out artifacts from the classroom to show student progress. To gain a student-centered focus, students can share classroom assignments and activities that highlight their skills. For students attending their first IEP meeting, they may find a single task, explain it, and discuss why they felt they were successful in the task's completion.

Students who may feel more comfortable can assemble a slide presentation or showcase elements of a portfolio of their work throughout the year. They can take pictures of their work or link digital artifacts to show their progress over time. As students gain more experience in their IEP meetings, they can link their portfolio or artifacts in a presentation to their specific goals.

Students who may not be able to explain their artifacts can still curate their favorite assignments from the year. A fill-in-the-blanks template can be provided to the students, where they can express their feelings about each assignment by filling in a word or image if they're using a picture exchange communication system (PECS).

Discuss Beneficial Accommodations and Supports

Even before my students started attending their IEP meetings, I always spent time with them discussing their current accommodations. These conversations offered me the chance to see which supports students believed were beneficial in their success.

These conversations could easily be brought into the actual IEP meeting. Students can review their list of accommodations and indicate whether the supports were used in the classroom and to what extent they felt the supports were helpful to their class performance. This conversation can ensure that the accommodations listed in the IEP are meaningful and impactful.

For example, one of my students was provided the opportunity to dictate their open-ended responses to the teacher aloud instead of writing. During our discussion, the student indicated that they felt this support was not as beneficial and that they felt separated from their peers in the inclusion setting. Instead, the student asked to revise the accommodation to allow for the use of voice typing through the computer, which they found to be a more favorable support.

An alternative to this strategy would be to discuss each accommodation in the IEP. The student could then use an AAC device or another technology tool to select whether they would like to keep this accommodation in their IEP.

Contribute to Goal Setting

Annual goals and objectives are an important part of the IEP. As a student gets older, gaining their input can ensure that their goals match their future aspirations. When a student assumes a more active role in their meetings, they can contribute to creating or revising these goals and objectives.

When the meeting shifts to goal discussions, the student could reflect on their perceived progress toward their objectives. Alongside the data collected in class, the student can identify areas where they have successfully met a goal and areas where they still may need additional support. A student could also pinpoint skills from their content area classes or daily life skills where they would like to make additional gains, which can form the foundation of their new IEP goals.

For students who may need support verbalizing their ideas for goals, they can select an assignment from their class where they felt like they struggled. This selection could be used as the foundation for developing new goals based on student-identified needs.

Although student participation in their IEP meeting may look different, giving them an active role is an important part of the annual review process.

# data[].attributes.attachment_link.title
4 Ways Students Can Take an Active Role in Their IEP Meetings

# data[].attributes.attachment_link.description
Students are the primary stakeholder in their individualized education program, and they can play a role in annual meetings from an early age.

# data[].attributes.headline
5 Moore Minutes video: Strengths-based learning

# data[].attributes.subject
5 Moore Minutes video: Strengths-based learning

# data[].attributes.attachment_link.provider_name
Inclusive Education: It's not more work, it's different work!

# data[].attributes.attachment_link.description
What are you a genius at? Season 2: Episode 2 For content related to this video check out: 5MM Podcast: Danielle & Conor

# data[].attributes.attachment_link.embed_code
What are you a genius at?

Season 2: Episode 2

For content related to this video check out:

5MM Podcast: Danielle & Conor

# data[].attributes.attachment_link.title
Collado Wk 8- EDSP 293 - MTSS & Collaboration During IEP Process

# data[].attributes.headline
Tech Tools: Web 2.0 - resources spreadsheet

# data[].attributes.subject
Tech Tools: Web 2.0 - resources spreadsheet

# data[].attributes.headline
Example UDL unit plans we created in class in Google slides

# data[].attributes.subject
Example UDL unit plans we created in class in Google slides

# data[].attributes.attachment_link.title
Collado Wk 5 UDL Lesson Planning Activity- Kinder Shapes

# data[].attributes.headline
Level 2 co-teaching strategy: Station Teaching

# data[].attributes.subject
Level 2 co-teaching strategy: Station Teaching

# data[].attributes.body
Annotate: (1) Question, (2) big takeaway, (3) purpose of this strategy-why/when you'd use it, OR (4) what it would look like.

# data[].attributes.headline
Level 2 co-teaching strategy: another look at Station Teaching

# data[].attributes.subject
Level 2 co-teaching strategy: another look at Station Teaching

# data[].attributes.body
Annotate: (1) Question, (2) big takeaway, (3) purpose of this strategy-why/when you'd use it, OR (4) what it would look like.

# data[].attributes.attachment_link.title
Station Rotation: Differentiating Instruction to Reach All Students

# data[].attributes.headline
Level 2 co-teaching strategy: Team Teaching

# data[].attributes.subject
Level 2 co-teaching strategy: Team Teaching

# data[].attributes.body
Annotate: (1) Question, (2) big takeaway, (3) purpose of this strategy-why/when you'd use it, OR (4) what it would look like.

# data[].attributes.headline
ARTICLE: Making inclusion work (2017) by Scruggs & Mastropieri

# data[].attributes.subject
ARTICLE: Making inclusion work (2017) by Scruggs & Mastropieri

# data[].attributes.body
Download from Sac State Library website

# data[].attributes.headline
Week 10: In-class Assignment - Co-taught UDL Lesson

# data[].attributes.subject
Week 10: In-class Assignment - Co-taught UDL Lesson

# data[].attributes.attachment_link.title
Week 10-EDSP 293 COLLADO- UDL Co-Taught Lesson

# data[].attributes.attachment_link.title
Instructional Accommodations for a Student with a Disability

# data[].attributes.attachment_link.description
The Colorado Instructional Accommodations Manual provides guidance for IEP Teams and educators, presents a Five-Step Process for the selection and implementation of instructional accommodations. It offers tools and suggestions for using technology for students with a disability to best access instructional context.

# data[].attributes.body
Week 8 Challenge: With your class team/CT, try to create a spreadsheet to keep track of the accommodations required by students’ IEPs, 504 plans, SSTs or from what you know works to support them.

# data[].attributes.headline
Week 11: Modifications & Participation and Support Plans

# data[].attributes.subject
Week 11: Modifications & Participation and Support Plans

# data[].attributes.attachment_link.title
Wk 11 EDSP 293 Collado- Modifications & Participation Support Plans

# data[].attributes.headline
Week 12: In-class Participation and Support plan activity

# data[].attributes.subject
Week 12: In-class Participation and Support plan activity

# data[].attributes.attachment_link.title
Collado Wk12 EDSP 293 In-Class Participation and Support plan

# data[].attributes.headline
Inclusion Strategy: Changing our aim to reach the “7-10 Split”

# data[].attributes.subject
Inclusion Strategy: Changing our aim to reach the “7-10 Split”

# data[].attributes.body
Week 3 challenge: In your fieldwork site, think about one of the highest achieving student and one of your students with disabilities or lower achieving students.  Reflect over the week if the units being taught are reaching your “7-10 Split” by

1. Identifying barriers in your environment, instruction, or relationships.

2.  Identify UDL strategies

# data[].attributes.attachment_link.title
Shelley Moore: Transforming Inclusive Education

# data[].attributes.body
20 ways to leave a prek lesson - formative assessment strategies and transition ideas.

# data[].attributes.attachment_link.title
Common accommodations and modifications in school

# data[].attributes.attachment_link.description
Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

# data[].attributes.attachment_link.authors[].name
National Center on Universal Design for Learning

# data[].attributes.headline
Instruction Strategy: Offer Assessment options

# data[].attributes.subject
Instruction Strategy: Offer Assessment options

# data[].attributes.body
Week 4 challenge: Offer Assessment Options

40 Ways to Leave a Lesson

20 ways to Leave a PreK Lesson

# data[].attributes.attachment_link.description
View the interactive image by Fred Cochran

# data[].attributes.attachment_link.readable_text
1. Home

2. Our Work

3. Current & Past Projects

4. A UDL Perspective on Assessment

Project Name
UDL Assessment Video Modules

Project Description

Assessments are an integral part of instruction. They help educators answer questions and gather information so they can design lessons that are engaging and relevant and meet the variety of needs of the learners in their classrooms. As educators think about returning to the classroom they will need answers to tough questions like:

How has COVID-19 impacted what students know?

Where are gaps in students' understanding of important topics?

Are we teaching in engaging and relevant ways that help address these gaps?

Are students actually learning what we are trying to teach?

This CAST video series is designed to help educators as they design lessons and instruction to answer these complex questions - not only today - but in all learning contexts and environments moving forward.

This 5-part video series focuses on assessment using UDL's inclusive principles and Guidelines, an approach which will ultimately improve instruction for learners. Whereas traditional tests and diagnostics tend to have a one-size-fits-all approach to measuring knowledge and skills, universally designed assessments identify and eliminate unintended and/or irrelevant barriers in the measurement itself. By designing flexible means of assessment, educators can get a more accurate read of what individual learners know and can do.

Learn More About Assessments

The video series debuted on September 1 and is available on YouTube. In addition to an introductory video, the series includes four videos customized to student age groups; K-2, 3-5, 6-8, and High School. The videos can be used by teachers individually or in group/PLC settings.

For more information about the Playbook mentioned in the videos, contact us at cast@cast.org.

Watch the UDL Assessment Video Modules

Timeline

July 2020 - September 2020

Funder
New Hampshire Department of Education
Partner
Jim Galdos, Filmmaker
Project Leadership

Amanda Bastoni, Project Director

Contact

For more information about this project, please contact Amanda Bastoni.

# data[].attributes.attachment_link.description
Home Our Work Current & Past Projects A UDL Perspective on Assessment Project Name UDL Assessment Video Modules Assessments are an integral part of instruction.

# data[].attributes.body
Week 2 Challenge:
Try filling in your students’ information in your class! What are you missing and why?

Options:

1. Choose 3 focus students you may not know well

2. Choose 1 thing to find out about all of your students (e.g., interests)

3. Other?

# data[].attributes.body
Task: Offer Academic Choice through Choice Boards

Choice boards offer students agency in their learning. This is a great inclusion strategy to imbed to increase engagement, provide multiple means of representation, or offer a variety of ways for students to express their knowledge. Linked below are just a few example templates of choice boards.

Choice Activity Board (Representation)

Reading Strategies Choice Board

Project Choice Board (Action & Expression)

Challenge: Try to implement a choice board within a lesson to allow for learning flexibility sometime this week!

# data[].attributes.attachment_link.title
Resources - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Understanding Challenging Behavior: The Path to Behavior Support When young children exhibit persistent challenging behavior, there are impacts to daily routines and activities that affect the quality of life for the child as well as the child's family, teachers, classmates and other peers.

# data[].attributes.headline
PBIS World - Tiered supports to behavior

# data[].attributes.subject
PBIS World - Tiered supports to behavior

# data[].attributes.attachment_link.title
PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

# data[].attributes.attachment_link.description
PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

# data[].attributes.headline
Week 14: Positive Behavior Solutions Process

# data[].attributes.subject
Week 14: Positive Behavior Solutions Process

# data[].attributes.attachment_link.title
Wk 14 EDSP 293 COLLADO -Positive Behavior Solutions

# data[].attributes.headline
IRIS module - understanding accommodations

# data[].attributes.subject
IRIS module - understanding accommodations

# data[].attributes.attachment_link.readable_text
Understanding Accommodations

More than ever, school personnel are responsible for providing high-quality instruction to all students. Together, the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) have increased the expectation that students with disabilities will participate in the general education classroom as well as in state and district testing to the greatest extent possible. Unfortunately, students with disabilities often experience challenges or barriers that interfere with their ability to access and demonstrate learning. Barriers to learning can be associated with:

The way information is presented (e.g., text, lecture)

The way the student is required to respond (e.g., writing, speech)

The characteristics of the setting (e.g., noise, lighting)

The timing and scheduling of instruction (e.g., time of day, length of assignment)

What is an accommodation?

Teachers can address these barriers by providing students with accommodations -adaptations or changes in educational environments or practices that help students overcome the barriers presented by their disability. Two areas in which accommodations can be used are instruction and testing.

Instructional accommodations are changes to the delivery of classroom instruction or the accompanying materials. Instructional accommodations change students learn but do not change they learn. In other words, they do not change the scope or range of the grade-level content standards, nor do they alter the complexity of the knowledge students are expected to learn. Students with disabilities who use instructional accommodations are required to learn the same content at the same level of proficiency as their peers who do not use instructional accommodations.

Testing accommodations are changes to the format of a test or its administration procedures. Testing accommodations change students are tested but do not change a test measures. Commonly used testing accommodations include having the test read aloud, allowing for extended time, permitting scribes or dictation, and giving the test in a small-group setting.

Whether for instruction or testing, accommodations provide students with opportunities to achieve the same outcomes and to obtain the same benefits as students without disabilities. By addressing barriers, accommodations create better access to learning opportunities for students with disabilities. For some students, these barriers can be relatively simple to address. For example, a student who has difficulty with fine-motor skills and struggles to hold a pencil might require a pencil grip to help her write out her responses. For others, addressing the barrier can be more complex. For instance, a student who has a visual disability and cannot access written materials might require Braille materials. To better understand how accommodations can address barriers presented by a student's disability, see the table below.

Visual disability

Reading printed text

Specific learning disability

Decoding text

Audio books

Text-to-speech software

ADHD

Remaining focused

Allow frequent breaks

Mark answers directly in the test booklet vs. on a bubble answer sheet

Orthopedic impairment

Writing out responses (due to inability to hold a pencil)

Permit oral response

Speech-to-text software

Accommodations provide support that allows students with disabilities to achieve the same instructional goals as students without disabilities. It's important to note that accommodations:

Do not change the expectations for learning

Do not reduce the requirements of the task

Do not change what the student is required to learn

Teachers should provide accommodations that meet the unique needs of each individual student. Not all students with the same disability or even those who experience the same barrier will benefit from the same accommodation. For example, not all students with visual impairments will benefit from Braille materials; some might be better served by audio books.

It is a common misconception that accommodations offer an unfair advantage to students with disabilities. Used appropriately, accommodations level the playing field, allowing students with disabilities the opportunity to perform tasks as well as students without disabilities.

Instructional Practices Often Confused with Accommodations

Teachers use a number of instructional practices to improve their students' learning. It is not unusual for several of these-specifically, modifications, instructional strategies, and interventions-to be confused with accommodations. In the sections below, we'll describe each of these practices and explain what makes them different from accommodations.

Modifications

Modifications are adaptations that change students learn and are used with students who require more support or adjustments than accommodations can provide. Whereas accommodations level the playing field, modifications change the playing field. Unlike accommodations, modifications:

Do change the expectations for learning

Do reduce the requirements of the task

The table below lists some modifications that could address the barriers presented by students' disabilities. Note that the modifications actually change or modify the expectations or requirements of the task.
View Transcript

Margaret J. McLaughlin, PhD
Professor and Associate Dean, Special Education
University of Maryland, College Park

Instructional Strategy or Intervention

Another way teachers often help struggling students is to implement an instructional intervention or strategy, both of which involve teaching the students to work through a series of steps to improve in an area of deficit or remediate a certain set of skills. Unlike accommodations, strategies or interventions do not specifically address the barriers presented by a student's disability; rather, they address a skill or knowledge deficit. To further complicate matters, accommodations can be used in conjunction with interventions. The table below lists a few areas in which students often struggle and contrasts example instructional interventions or strategies with examples of accommodations that might be used to help students be successful in class.

For Your Information

Teachers might believe that, if they are already using differentiated instruction or Universal Design for Learning (UDL), they do not need to provide accommodations for students with disabilities. Although these approaches might meet the needs of many, some students with disabilities will require the further support or services that accommodations offer.

Activity

Each of the following scenarios introduces a student with a disability and identifies his or her related challenge. For each student, the teacher implements several types of supports. Determine whether each support is an accommodation, modification, or strategy/intervention.

Selecting an Accommodation

For some students with disabilities, instructional or testing accommodations are documented on their individualized education programs (IEP) or 504 plans. When this is the case, teachers are required to provide those accommodations. There are instances, however, when students with disabilities continue to struggle even with the accommodations in place or they begin to struggle in a new area. When either occurs, the teacher might want to try a new accommodation. If the teacher identifies a beneficial accommodation, the IEP team should convene to determine whether it should be added to the student's IEP.

Before teachers can select an accommodation, they must first identify the barrier that is interfering with the student's learning and consider how that barrier is affecting his or her performance. Identifying the student's barrier can help the teacher to determine the type of accommodation that will likely support the student.

Consider Liam

Liam, a middle school student, has low vision and struggles with reading standard print materials in a timely fashion. Although he reads at grade level, he has difficulty finishing science reading assignments in class in the allotted time. At first, his teacher was a bit perplexed: she assumed that Liam's glasses provided full vision correction. However, after observing Liam while he was reading, she noticed that he still needs to hold reading material close to his face, and even then he squints. As a result, it takes him longer to read a passage. She wonders what type of accommodation will help Liam read text faster or more efficiently.

Accommodations are typically grouped into four categories: presentation, response, setting, and timing and scheduling. Teachers can use the table below to determine the type of accommodation that would best support the student given the student's barrier.

The way information is presented (e.g., text, lecture)

Presentation accommodations

Allow a student to access information in ways other than standard visual or auditory means

Change the way that instruction, directions, and information are presented

The way in which the student is required to respond (e.g., writing, speech)

Response accommodations

Allow students to complete assignments or assessments through ways other than typical verbal or written responses

Speech-to-text software

Orally dictate responses (using a scribe or digital recorder)

The characteristics of the setting (e.g., noise level, lighting)

Setting accommodations

Allow for a change in the environment or in how the environment is structured

Preferential seating (e.g., near the teacher)

Testing in a separate location

The timing and scheduling of the instruction (e.g., time of day, length of assignment)

Timing and scheduling accommodations

Allow for changes to when and how long students have to complete assignments or assessments

Allow assignments to be broken down into smaller sections

Consider Liam

To address Liam's barrier-reading standard print-the teacher decides to provide him with a digital textbook that allows him to enlarge the text (a presentation accommodation). She hopes this will help him read more efficiently and complete science reading assignments in the allotted time because he will not be straining to read small print.

Implementing an Accommodation

As mentioned above, when instructional or testing accommodations are documented on a student's individualized education program (IEP) or 504 plan, teachers are required to provide them. For some students, accommodations are recommended for just one or two classes; for others, they are needed in all classes. By reviewing the student's IEP or 504 plan, teachers can identify the accommodations and the context in which they should be implemented. As you will see below, there are a number of ways that teachers can help to maximize a student's success with accommodations.

Review the student's IEP or 504 plan.

Know the student's strengths and weaknesses.

Recognize that, though some accommodations will be simple to implement in the classroom, others will be more difficult or might require more time to learn how to use effectively.

Allow the student time to practice using accommodations with content that comes more readily to them so they are not struggling with new content and new accommodations at the same time.

Be aware that students using accommodations might require more or less time to complete instructional tasks.

Recognize that changing demands throughout the school day might mean that a student's accommodations differ from one class setting to another.

Understand how the classroom environment can affect the student's successful use of his or her accommodations.

Be aware of how the student perceives the recommended accommodations (e.g., does your student think his accommodation is useful, embarrassing?).

Monitor the student's progress regularly because needs can change over time.

Learn about each student's equipment needs (e.g., software, devices).

Create seating arrangements that support the use of devices without excluding the student from the class. The proper use of many devices requires proximity to an electrical outlet or additional space. However, students should not be isolated-for example, in the back of the classroom-solely for the purpose of accessing an outlet.

Set aside space for equipment when it is not in use. Placing the equipment in a safe location protects it from damage.

Be sure the audio option is enabled on computers for students who use the synthesized voice feature. Often, computers in classrooms, libraries, or labs have the audio option disabled to reduce noise and distractions. To prevent disrupting other students, provide headphones.

Be sure the settings on the computer or text reader (e.g., font size, boldface, speed of braille refreshable text) match the needs of the student. Failing to pre-set these can waste valuable classroom time.

Obtain appropriate devices or services (e.g., USB drives, cloud storage) for saving and transporting data files. Students may need to access the files away from the classroom or on different equipment (e.g., a personal laptop).

Provide only the testing accommodations listed on the student's IEP or 504 plan.

Understand that an accommodation might be permissible in one condition but not in another (e.g., a text reader can be used during a comprehension test, but not during a test that measures decoding skills).

Allow opportunities for students to become familiar with an accommodation before having to use it in a testing situation. In fact, some states require that testing accommodations be made available to the student for a specified amount of time prior to the day of testing.

Be aware that an accommodation might be allowed for a classroom assessment but not for a standardized assessment.

Be familiar with the assessment accommodations allowed in your state for standardized tests. Each state has policies and regulations that determine allowable accommodations according to the standardized test being administered.

With careful planning and consideration, teachers can provide accommodations to their students effectively and efficiently. With individualized accommodations in place, these students are more likely to successfully access and demonstrate learning.

Accommodations can be bundled-that is, used in combination-depending on a student's individual needs. It is possible to bundle accommodations within the same category (e.g., two presentation accommodations) or from different categories (e.g., presentation and setting accommodations). However, teachers might want to start by implementing only one accommodation. This will allow the teacher to collect data on a single accommodation, evaluate its effectiveness, and determine whether it is practical for use in the classroom. After effectively implementing one accommodation, the teacher can implement another that might benefit the student.
View Transcript
For Your Information

Implementing accommodations can require thoughtfulness and planning to meet the needs of individual students. Therefore, teachers should avoid:

Providing the same accommodation to all students with disabilities out of convenience

Disregarding an accommodation because only one or a few students need it or because it is difficult to implement

Believing that only the special education teacher provides accommodations

Evaluating Effectiveness

To determine whether an accommodation is effective, teachers should evaluate whether it is having the desired impact on the student's performance. To do this, teachers need objective, as opposed to subjective, data on which to base their instructional decisions. Teachers can evaluate students' performance by following the steps outlined below.

Step 1. Determine how to measure the expected outcome. The type of data the teacher needs to collect will vary, depending on what aspect of the student's performance they want to measure. To provide the most accurate picture of the changes in student performance they expect to see, the teacher can measure one of the following:

Speed or rate: The amount of time a student takes to complete a task (e.g., the number of problems completed correctly in ten minutes)

Accuracy: The number of problems or percent of the work that a student completes correctly (e.g., the percent of questions answered correctly on a test)

Duration: How long a student engages in a specific behavior (e.g., time on-task during independent classwork)

Frequency: The number of times a behavior occurs within a given period (e.g., the number of completed homework assignments per week; the number of times the student initiates a conversation)

Latency: The time between when a direction is given and when the student complies (e.g., how much time passes between when an instruction is provided and the behavior begins)

Step 2. Collect data on the student's current performance (i.e., baseline data). The teacher should first collect baseline data on the aspect of student's performance she wishes to change. It is important to collect these data before implementing the accommodation so the teacher can compare the student's performance before and after the accommodation is implemented. To collect these data, the teacher must use a data-collection form. These forms will vary depending on what aspect of the student's performance is being measured. Click below to view examples of duration and frequency data-collection forms.

Step 3. Collect data during implementation of the accommodation. While implementing the accommodation, the teacher should collect data on the student's performance using the same data collection method used to collect the baseline data. A good rule of thumb is to collect four to six data points before evaluating effectiveness.

Step 4. Evaluate the effect of the accommodation. The teacher can compare the implementation data to the baseline data to evaluate whether an accommodation has had the desired effect on a student's performance. Often, the best way to do this comparison is to graph the data to create a visual representation of how the student has responded to the accommodation.

Consider Liam

Each day, Liam's science teacher devotes the first portion of the period to independently reading a section of the textbook before discussing it with the class as a group. Recall that Liam has difficulty finishing science reading assignments in class in the allotted time due to his difficulty reading standard print materials. Follow along as the teacher evaluates the effectiveness of the selected accommodation, a digital textbook that allows him to enlarge the text.

Step 1 - Determine how to measure the expected outcome. Liam will record the number of pages he reads in the allotted time each day and the number of pages assigned.

Step 2 - Collect baseline data. Before providing a digital textbook of the science text, Liam records the number of pages of the assignment he reads each day over the course of five days. (See the data collection form and graph below.)

Step 3 - Collect implementation data. After introducing the accommodation, Liam records the number of pages of the assignment he completes for five days. (See the data collection form and graph below.)

Step 4 - Compare implementation data to the baseline data. To determine whether the accommodation was effective, the teacher and Liam graph the data. When they compare Liam's baseline and implementation data, she determines that the accommodation has had a positive effect on Liam's performance. (See the data collection form and graph below.)

For Your Information

In addition to collecting data, when they evaluate the effectiveness of accommodations teachers should also consider the following:

1. Did the student use the accommodation consistently?

2. Did the accommodation allow the student to fully access the learning opportunity?

3. Did the accommodation allow the student to learn and respond to the lesson as well as his or her peers?

4. Did the accommodation allow the student to feel like a member of the class?

If the answer to any of these questions is "no," the student might refuse to use the accommodation, regardless of how effective it may be. It is also possible that the accommodation might be isolating the student from her classmates. To address such issues, the teacher may wish to consider changes to the accommodation or to the manner in which it is implemented.

References

Beech, M. (2010). Accommodations: Assisting students with disabilities. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED565777.pdf

Beech, M., Dixon, S., & McKay, J. (2013). Selecting accommodations: Guidance for individual educational plan teams. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070064-selectingaccommodations.pdf

Lee, A. M. I. (n.d.). Accommodations: What they are and how they work. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work

Lee, A. M. I. (n.d.). Instructional intervention: What you need to know. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/instructional-intervention-what-you-need-to-know

Lee, A. M. I. (n.d.). Modifications: What you need to know. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/modifications-what-you-need-to-know

Morin, A. (n.d.). Common modifications and accommodations. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications

Reed, P., Bowser, G., & Korsten, J. (2002, 2004). How do you know it? How can you show it? Oshkosh, WI: Wisconsin Assistive Technology Initiative. Retrieved from https://dpi.wi.gov/sites/default/files/imce/sped/pdf/at-know-it-show-it.pdf

Thompson, S. J., Morse, A. B., Sharpe, M., & Hall, S. (2005). Accommodations manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities. Retrieved from https://osepideasthatwork.org/node/109

# data[].attributes.attachment_link.description
More than ever, school personnel are responsible for providing high-quality instruction to all students. Together, the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) have increased the expectation that students with disabilities will participate in the general education classroom as well as in state and district testing to the greatest extent possible.

# data[].attributes.headline
TEMPLATE Positive Behavior Solutions Team form

# data[].attributes.subject
TEMPLATE Positive Behavior Solutions Team form

# data[].attributes.body
Download this tool to use with your own teams.

# data[].attributes.attachment_link.title
Copy of TEMPLATE Positive Behavior Solutions form.docx

# data[].attributes.body
Download and use with your team

# data[].attributes.attachment_link.title
Copy of TEMPLATE Participation and Support Plan.docx

# data[].attributes.headline
Week 15: Positive Behavior Solutions Activity & Wrap up

# data[].attributes.subject
Week 15: Positive Behavior Solutions Activity & Wrap up

# data[].attributes.attachment_link.title
Wk 15 -EDSP 293 COLLADO Positive Solutions activity & Wrap up

# data[].attributes.headline
Positive Behavior Support links to resources

# data[].attributes.subject
Positive Behavior Support links to resources

# data[].attributes.attachment_link.title
Positive Solutions Process & Links to Resources

# data[].attributes.headline
Blog: How to Choose a Co-Teaching Model by Edutopia

# data[].attributes.subject
Blog: How to Choose a Co-Teaching Model by Edutopia

# data[].attributes.attachment_link.readable_text
Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson.

Bob Daemmrich / Alamy Stock Photo

One Teaching, One Observing: One teacher is directly instructing students while the other observes students for evidence of learning.

One Teaching, One Assisting: One teacher is directly instructing students while the other assists individual students as needed.

Parallel Teaching: The class is divided into two groups and each teacher teaches the same information at the same time.

Station Teaching: Each teacher teaches a specific part of the content to different groups as they rotate between teachers.

Alternative Teaching: One teacher teaches the bulk of the students, and the other teaches a small group based on need.

Team Teaching: Both teachers are directly instructing students at the same time-sometimes called "tag team teaching."

Teachers who are assigned co-teaching roles often have little experience or training in co-teaching. Learning what works and what doesn't often must come with experience. And teachers don't always get to choose who they teach with, which adds an extra layer of challenge because it can leave the individuals' roles in the lesson planning phase and during instruction blurry.

Teaching partners should consider each model's purpose and merit before deciding which to use for a particular lesson or part of a lesson. Considering the benefits of each model should help teachers determine which to use for a given lesson.

6 Models of Co-Teaching: Pros and Cons

One Teaching, One Observing: As a supervisor, I've seen this model implemented both with purpose and without. It takes time to develop a working relationship with another teacher. When the relationship isn't working, this model appears more often, and often without purpose.

When one teacher is directly instructing the students, the other should be observing. The observing teacher is collecting data, which can be useful in determining what instruction takes place next, which students need additional help, and what co-teaching model may be used next to address any identified needs.

Pros: less time collaborating, less interruption, more focused and purposeful data collection.

Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without focused data collection.

One Teaching, One Assisting: This model is often implemented in a one-sided fashion, with one teacher left in the role of assistant. This model can be extremely useful if the teachers swap roles so that both gain comfort in teaching the content and in assisting students one-on-one. Being professional and looking for signs that students are either not on task or are struggling with the content and sharing those signs with the other teacher can mean the difference between a student's success or failure in a lesson.

Pros: less interruption between teachers, more eyes on students to identify those in need.

Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without a focused group of students to assist based on the lesson design.

Parallel Teaching: I've seen parallel teaching work extremely well-it can be a great way to reduce the feel of a larger class. By breaking the students into two groups and teaching the lesson simultaneously, more students can get the close, small-group instruction that research indicates helps struggling learners. More students have the opportunity to ask questions throughout the process than they would in a larger group.

This is also a great model when the content is extremely challenging because it allows each teacher to really differentiate instruction for each student in the smaller group.

Pros: smaller instructional groups, more time for students to fill in instructional gaps, classroom management is easier.

Cons: difficult logistics, takes more time to collaboratively plan, requires that both teachers have content expertise.

Station Teaching: Station teaching is a way for each teacher to own a piece of the content and replicate that piece of the lesson multiple times within the same period with different groups of students. Unlike parallel teaching, teachers using this model can each focus more on a specific part of the lesson as groups rotate through each teacher's station. Additional stations that aren't led by one of the two teachers can foster students' independence and give them time to practice the material.

Pros: capitalizes on each teacher's strengths, smaller instructional groups, refined lesson planning.

Cons: takes more time to plan, requires good timing on the part of both teachers.

Alternative Teaching: I've seen teachers use this model to help a small group of students accelerate their learning, catch up on missed content, or fill in their gaps in understanding. The keys are finding space so that the other students are not disrupted while this small-group instruction is taking place, and ensuring that students in the small group don't miss new information.

Pros: gives students opportunities to close instructional gaps, can help students with chronic absenteeism, focuses resources on a target student population.

Cons: requires dual planning of time and content so that there's no missed instruction.

Team Teaching: A true team-teaching lesson is a thing of beauty. Two teachers whose personalities complement each other offer benefits for all students in the classroom. Getting to this point requires years of experience, collaborative planning, and a positive, professional relationship that is always being refined and improved. Supervisors and principals need to know that this model can be achieved by making the teaching pairs a priority when scheduling the building.

Pros: capitalizes on two teachers' expertise and instructional strategies, gives both teachers the spotlight in front of the entire class.

Cons: often requires experience in working together (although it can be done with a new pair of team-teachers), immense planning, and a healthy relationship in order to work.

# data[].attributes.attachment_link.description
Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson.

# data[].attributes.body
When children help each other during tasks, it means inclusion. Working together on a team is much more meaningful than only fending for yourself in the classroom.

# data[].attributes.body
Inclusion means funding :)

# data[].attributes.headline
Inclusion to me is everyone feeling like they belong and are respected for who they are.

# data[].attributes.subject
Inclusion to me is everyone feeling like they belong and are respected for who they are.

# data[].attributes.body
Inclusion means everyone should be valued and welcomed and everyone deserves access to the same opportunities and materials without putting any labels.

# data[].attributes.body
Inclusion is collaborating and consideration

# data[].attributes.body
Includes a great flow chart of their SST process

# data[].attributes.headline
Blog: Using the co-teaching models to maximize student learning

# data[].attributes.subject
Blog: Using the co-teaching models to maximize student learning

# data[].attributes.attachment_link.readable_text
According to co-teaching experts and authors Marilyn Friend and Lynne Cook, "Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources, and joint accountability."

Co-teaching may be implemented for instructing students with special needs, English language learners, students who are gifted, or within the general education classroom. As classrooms become increasingly diverse, co-teaching allows teachers to effectively meet the needs of all students.

6 Models of Co-Teaching

Friend and Cook identified 6 models of co-teaching that can be used in the classroom. The co-teaching roles and responsibilities vary depending on which of the co-teaching models you use. Whether you're co-teaching with paraprofessionals or other specialists, each of these methods offers unique benefits and challenges.

1. One Teach, One Observe

In the One Teach, One Observe co-teaching model, one teacher serves as the primary instructor while the other collects relevant observations to determine which students need extra support. This model is beneficial for tracking school support services, such as 504 plans or IEPs.
Benefits

Observations provide helpful data for determining subsequent instruction, interventions, and student grouping.

Each teacher can devote their full attention to either teaching or observing.

Challenges

Only one teacher delivers the instruction.

Without intentionality and purposeful planning, one teacher may be under-utilized in the classroom.

2. One Teach, One Assist

One Teach, One Assist is one of the 6 models of co-teaching in which one teacher primarily provides instruction. While one is teaching, the other is circulating through the classroom, assisting students as needed. This model is helpful when several students need individual support.
Benefits Challenges
3. Parallel Teaching

Parallel Teaching is a co-teaching method in which the teachers split the class into two groups and simultaneously provide instruction to each group. This method is helpful when content is especially challenging.
Benefits

Smaller learning groups mean more attention and support for students who are struggling.

Classroom management may be easier.

Both teachers have an active instructional role while splitting responsibilities.

Challenges
4. Station Teaching

In the Station Teaching model, groups of students rotate through learning centers or stations. Each co-teacher is responsible for instruction at a center, and there may be additional independent centers. This model is useful for teaching content through multiple modalities.
Benefits Challenges
5. Alternative Teaching

In the Alternative Teaching model, one teacher takes a small group of students for a specific instructional purpose while the other instructs the rest of the group. The small group instruction may be for intervention, assessment, enrichment, or providing a learning accommodation. This model is beneficial when a group of students needs a review of a skill or content.
Benefits Challenges
6. Team Teaching

Team Teaching is a method of partnering that allows both teachers to take turns teaching the entire class. In Team Teaching, the co-teachers serve as co-presenters of the material of the lesson, each bringing their own style and expertise. This co-teaching model is useful when students would benefit from having multiple perspectives and strategies for content.
Benefits

Students experience different teaching styles and perspectives.

It provides multiple modalities for presenting content.

Students can see a successful collaborative relationship.

There are more opportunities to pursue teachable moments.

Challenges
Benefits of Co-Teaching

When implemented effectively, co-teaching strategies offer numerous benefits for both teachers and students alike.

For Teachers

Although some types of co-teaching models may require additional work, one of the benefits of co-teaching is that the workload is shared. Co-teachers can problem-solve and find solutions together. A positive collaborative atmosphere-an inherent element of co-teaching-can reduce stress and improve job satisfaction.

Co-teaching can also make it easier to implement hands-on activities in the classroom. Teachers have more opportunities to explore their creativity with another educator present to offer instruction and support for students.

For Students

One of the most important benefits of co-teaching is that all co-teaching models increase differentiation. Students can benefit from the multiple teaching styles and strategies of their co-teachers.

Co-teaching also provides more continuity of instruction for students. If there is an issue that arises during a lesson, a co-teacher is able to step in and continue instruction or deal with the issue while the other teaches.

Students also benefit from the small, flexible learning groups that many co-teaching models utilize. They receive more individualized attention and support from their teachers when the student-to-teacher ratio is lowered. Class size can have a direct impact on student achievement.

Building an Effective Partnership

Co-teaching relationships require intentionality and effort to be effective. Below are some tips on how to create a positive relationship.

Take time to foster your co-teaching relationship.

It is important for co-teachers to spend time getting to know their co-teaching partner. "Having a 'social working relationship' is completely different than working closely in a classroom. Building that relationship takes time and patience. We are all learning at the same time. Questions need to be asked and it's ok to make mistakes. The key is time-with time we get to know our partners," says Benita Afonso, an ENL teacher from Sleepy Hollow, New York.

Respect each other, even when you disagree.

When co-teaching with paraprofessionals or other specialists, each teacher brings a unique set of skills and expertise to the co-teaching relationship. You're bound to disagree with each other, but try to keep the disagreement to the person's ideas rather than the person.

Clearly define co-teaching roles and responsibilities.

Each of the six models of co-teaching has a defined set of roles and responsibilities for co-teachers. You may switch roles with your co-teacher throughout a lesson, or your role may stay the same. It is important to communicate with each other what your expectations are about your co-teaching roles and responsibilities ahead of instruction to eliminate any confusion.

Plan lessons with your co-teacher, not for your co-teacher.

It is important to take the time to plan with your co-teacher, as both of you have valuable insight to share. For example, your ELL co-teacher may have helpful resources to support you in bridging content and developing academic language for your English language learners. Maximize learning potential by utilizing your co-teacher's expertise.

Communicate regularly with your co-teacher.

Outside of lesson planning, co-teachers will need to frequently communicate with each other regarding student progress, assessment, and other instructional needs. Afonso shares, "Get to know their learning style, dedicate time for planning, and always check-in with the classroom teacher. Always ask questions-it shows you are vested in your students as well as growing as an educator."

There are many different ways to communicate with your co-teacher-you and your co-teacher can decide what works best for you.

If you and your co-teacher need to communicate in real time from two different locations, you may find the Voxer app useful. It functions as a walkie-talkie, allowing teachers to instantly communicate no matter where they may be.

Teachers.io is a helpful planning resource for co-teachers. Teachers can share information, class assignments, and assessments all on one platform. This can then be shared with students, to essentially serve as a teacher-managed planner.

Slack is designed to help teams communicate more effectively. Team members can chat, share files, and work on projects together through the app.

Teachers may find Google Docs helpful for keeping track of lesson planning. Its collaborative format makes it ideal for co-teaching teams.

Implementing the co-teaching models will allow you to engage students collectively as a class while also supporting their individual needs as a learner.

Looking for more teaching strategies and ideas? Subscribe to our newsletter to stay up-to-date with the latest teaching tips and more!

Thank you to Benita Afonso, ENL/Building Point Person for grades 1 and 2 in Sleepy Hollow, New York, for contributing to this blog post.

# data[].attributes.attachment_link.title
Using the 6 Models of Co-Teaching to Maximize Student Learning

# data[].attributes.attachment_link.description
According to co-teaching experts and authors Marilyn Friend and Lynne Cook, "Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources, and joint accountability."