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Co-Teaching Strategic Visit Conversation Guide

Co-Teachers Grade Content Area


Date Length of Visit Recorder

Look For: Evidence: (Seen, Heard, and/or Reviewed) Emerging Developing Sustaining

1. A heterogeneous classroom with flexible


grouping
Teachers: Use appropriate grouping relative to the
lesson and displays fluid movement among groups
Students: Are engaged in groups based upon
strengths, needs, and instructional level
2. Students with disabilities seated among their
classmates in a way that integrates them
naturally within the classroom
Teachers: Provide opportunities for students to
participate in groups with non-disabled peers
Students: Actively participate in a variety of groups
within the classroom that includes non-disabled peers
3. IEP accommodations, modifications, and
specialized instruction are provided
Teachers: Use technology or a variety of materials to
ensure student access to instruction/learning

Students: Make use of available resources to actively


engage in the instructional process
4. Collaborative planning by general and special
education teachers focused on SC grade level
content standards
Teachers: Provide lesson outcomes in student friendly
language that all students can achieve through the
use of a variety of instructional materials/methods
Students: Are able to express expectations regarding
their performance of the classs instructional activities
5. General and special educators sharing
This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June
2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10].
instructional responsibilities equitably and
teaching collaboratively
Teachers: Both teachers are actively engaged in the
instructional process that is accessible by all students
and monitor/evaluate student understanding
Students: All students are actively engaged in
instruction and can demonstrate
understanding/mastery of content taught
6. Educational professionals sharing roles and
responsibilities for working with students in such
a way that the distinction between generalist and
specialist is not obvious
Teachers: Both teachers are actively engaged with
all students throughout the lesson through rigorous
content delivery, on time support, and classroom
behavior management
Lesson plans state an active role for both teachers in
differentiated instructional delivery, assessment and
data collection

Students: Students address questions and comments


about the lesson to both teachers.
When asked, students describe both teachers as their
teacher
7. Strategic use of co-teaching approaches
Teachers: Teachers use a variety of co-teaching
approaches appropriate to the content and needs for
differentiation.

Students: All students receive rigorous instruction and


support from both teachers through whole, small,
and/or individual groupings

1 teach, one assist_____ Station Teaching____ Alternative Approach____ Parallel Teaching____ Team Teaching ____

Evidence: Evidence: Evidence: Evidence: Evidence:


1 Teach 1 Assistone teacher Station Teachingteachers Parallel Teachingthe teachers Alternative Teachingone Team Teachingboth teachers share

This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June
2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10].
is responsible for teaching. divide content and students. are both teaching the same teacher takes responsibility the delivery and have equally active
One teacher circulates Each teacher then teaches the information, but they divide the for the large group while roles in leading the class. Both
throughout the classroom content to one group and class group and do so the other works with a teachers are actively engaged in the
monitoring progress and subsequently repeats the simultaneously. This approach smaller group for a specific delivery of core instruction. This
providing assistance to instruction for the other group. allows for increased supervision instructional purpose. This approach may be used frequently as
students as needed. Both If appropriate, a third station as well as increasing the approach should be used appropriate, with the caveat that it
teachers share roles and could give students an opportunities for students to sparingly to avoid the does not eliminate the practice of
flexible grouping.
responsibilities for working opportunity to work respond to teacher led perception of a special
with students over time in independently in a small instruction. This approach can be needs pullout within the
Look for general and special educators
such a way that the distinction group, but all students receive used frequently if noise level is classroom for a select
sharing instructional, and assessment
between generalist and instruction from both teachers. not distracting and both teachers group of students.
responsibilities equitably and teaching
specialist is not obvious. pace instruction accordingly.
collaboratively. The classroom should have
Look for a heterogeneous Look for collaborative
a wide variety of instructional materials
Look for assisting teacher to be classroom with flexible Look for the same content with planning by general and
available to meet the identified needs of
providing ongoing monitoring grouping. Lessons should IEP accommodations, special education teachers
the students.
of student performance incorporate student modifications, and specialized and small-group sessions
(through IEP goals, asking participation through instruction varied according to where enrichment,
clarifying questions, discussion and activities. This the needs of the group. Teachers remediation for
benchmarks or chapter tests, approach may be used should offer equivalent acceleration, assessment,
informal assessment) frequently if each stations instruction to students and or pre-teaching where
throughout the lesson. This content can be taught ensure participation of all. teachers alternate
approach should be used independently from the other responsibilities between
routinely in conjunction with and the sequence of the the groups is varied.
other approaches. instruction presented is
inconsequential.

Look For: Evidence: (Seen, Heard, and/or Reviewed) Emerging Developing Sustaining
(Strategic Practices That Support Effective
Instruction for Diverse Learners)
This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June
2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10].
8. Universal Design for Learning (UDL) embedded
within instructional practices
Teachers: Both teachers use a variety of instructional
materials/methods to engage students and provide
options for the students to demonstrate mastery of
the content.
Students: Students are actively engaged in the
instructional process and are able to demonstrate
mastery of their learning in a variety of ways
9. Differentiated instruction, practice activities, and
assessment procedures for all students
Teachers: Both teachers engage in pre/post-
assessment of student learning and use the
information to plan, implement and adjust future
instruction. Both teachers are actively engaged in
delivering content and assessing student learning
through flexible grouping and differentiated content,
processes and products. IEP accommodations and
modifications are implemented by both teachers.
Both teachers collect, analyze and use data to inform
instruction.
Students: When asked, students are able to describe
their preferred learning style. Students participate
inpre/post assessment activities. They are engaged in
constructing, processing and demonstrating
knowledge through varied content, processes and
products.
10. A wide variety of instructional materials
available in the classroom.
Teachers: Both teachers implement classroom
instruction that includes a variety of print, media,
electronic and technology resources aligned with
student needs.

Students: Students access content, processes and


demonstrate knowledge through a variety of print,
media, electronic and technology resources
appropriate to their needs.

This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June
2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10].
11. Ongoing monitoring of student performance
(through benchmarks or chapter tests, informal
assessment, and/or IEP goals)

Teachers: Both teachers provide clearly stated


learning goals accompanied by a scale or rubric that
describes the levels of performance relative to the
learning goal. Teachers routinely use informal
assessment strategies (such as asking questions to
check for understanding, exit tickets, thumbs
up/down) and formal assessments ( benchmarks, unit
or chapter tests) aligned to learning goals. Teachers
analyze learning data and use the information to
adjust instruction. Teachers help individual student
and /or the whole class track progress on the learning
goal.

Students: When asked, students can explain the


learning goal and describe their status relative to it.
12. Data collection procedures were evident or
identified for established outcomes.

Teachers: Both teachers monitor and /or facilitate


student tracking of their progress on the learning
goals through the use of rubrics, data collection
charts and procedures. Rubrics and data collection
forms are observed in use in the classroom.

Students: Students can describe or demonstrate the


tracking of their status relative to the learning
goal(s).
Other Feedback/Comments:

This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June
2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10].