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ICT HANDBOOK

Expectations for Co-Teachers in
Integrated Co-Teaching Classrooms


GOAL: To Solidify Roles of Co-Teachers in ICT Classrooms

PURPOSE/VISION: Improve expectations of co-teachers in order to
help strengthen EWSIS Instructional Vision (Workshop Model,
Common Core, Differentiation, Rigor)



Topics:
1. Delineation of Grading/Assessment
2. Crafting Interventions According to IEP
3. Planning of Units/Lessons
4. Expectations for Outreach - Behavioral, Academic and
Emotional Issues



***This is a starting point from which teachers will build their own relationships and styles. The
opportunities and roles are flexible and may be adjusted, but these are the minimum
expectations for each teacher.

ICT Handbook for Co-Teachers
Delineation of Grading/Assessment

General Education
Teacher
Both Teachers Special Education Teacher
2
General education
teacher will initiate
communication with
parents of general
education students
who are at-risk
based on
assessment results.

General education
teacher will design
assessments with
CCLS in mind.

General education
teacher will provide
copies of student
work to Special
Education teacher
(graded or
ungraded) for data
analysis in order to
create goals and
write IEP.



Co-teachers will discuss
rubrics for grading
assessments. Grading
of assessments will
either be split up or
graded together.

Both teachers must
have the opportunity/
responsibility to review
results of assessments
(individually or
together).

Co-teachers will
establish and set aside
preparation time (either
in person or via email)
in the beginning of the
school year.

Responsibility for parent
communication for all
students should be
shared between co-
teachers.

Both teachers must
know all testing
modifications/
accommodations of
students.
Special Education teacher will
initiate communication with parents
of special education students
regarding concerns about
assessments and testing
modifications/ accommodations.

Special Education teacher will
differentiate assessments based
on needs of all students.

Special Education teacher is
responsible for creating a baseline
for underperforming and high
performing students.

Special Education teacher will
differentiate content based on data
from baseline data.

Special Education teacher will
create IEP goals based on data.

Special Education teacher will
track progress of students' IEP
goals and modify instruction
according to students' success.

SPED teacher will be responsible
for meeting the needs of students
testing accommodations/
modifications. SPED teacher will
submit tests to IEP proctor.

SPED teacher will inform co-
teacher of students testing
modifications and
accommodations.

ICT Handbook for Co-Teachers
Crafting Behavioral and Academic Interventions According to IEP

General Education Teacher Both Teachers Special Education Teacher
Meet with the Special Ed
teacher to review the IEP
goals and discuss
Both teachers should design
interventions with all students
in mind using Universal
Special Ed teacher will be
responsible to read the IEP at
the beginning of the year and
3
strategies to implement
them.

Meet with Special
Education teacher each
marking period to discuss
results of intervention plan
and shape a new
intervention plan if
necessary.

The general ed teacher is
responsible for creating all
necessary goals for
general ed students.

The general ed teachers
will be responsible for
communication with
parents of general ed
students with a behavioral
intervention plan, as
necessary.



















Design for Learning (UDL)
and prevention as a
philosophy.,

If a student (without an IEP)
is identified for intervention
by either teacher, the
teachers will meet either in
person or by email if
necessary to discuss
evidence from student's
behavior and academic skills
and then create a specific,
practical action plan with
concrete data collection
procedures.

Interventions should be
crafted according to IEP
goals but implemented by
both teachers.

When teachers meet to co-
plan for an upcoming unit, if
either teacher feels a
separate lesson on a skill
related to the unit is
necessary (i.e., inference
making, essay planning,
predictive language,
cause/effect etc.) the
teachers will create a time for
a Special ed teacher led
lesson on that skill.

When a new IEP is being
crafted, both teachers will
meet and review data
together to determine what
skills the student needs to
work on for the upcoming
school year. Special ed
teacher will write the IEP.
meet with General Ed teacher to
discuss and explain
implementation of the goals

Special Ed teacher can create a
multisensory environment for
different learners based on the
content, if necessary.

Once a lesson plan has been
created by the General Ed
teacher, the Special Ed teacher
can create differentiated
materials i.e., graphic
organizers, scaffolded
materials, guided notes etc., as
necessary.

Special Ed teacher will collect
data during each marking period
on Intervention Plan progress
monitoring (academic and
behavior) for General Ed and
Special Ed students. At the end
of the marking period, results
will be assessed by the Special
Ed teacher who will then meet
with the co-teacher to discuss
results and shape a new
intervention plan if necessary.

The Special Ed teacher will be
responsible to determine that
the goal has been met based on
the results achieved during data
collection.

The Special Ed teacher will
communicate with parents
regularly about the progress
toward goals the Special Ed
students have made.








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ICT Handbook for Co-Teachers
Planning of Units/Lessons

General Education Teacher Both Teachers Special Education Teacher
Units
Will provide Sp Ed teacher
with curriculum maps in
September as well as a
tentative and flexible
schedule.

Will provide unit plans (that
do not appear on the map)
to the Sp Ed teacher in
Units
Both co-teachers will
have an awareness of
curriculum expectations
and collaborate to
effectively create, plan
and schedule units while
allowing time for
individual edits/revision
based on knowledge of
Units
Will revise/edit unit plans
based on knowledge of
accommodations as per
IEP's.

Will identify and or suggest
skill focuses for each unit,
then plan and create
supportive
5
advance to allow for
differentiation and
feedback/suggestion

Will be flexible and open to
suggestions, revisions and
comments made by Sp Ed
teacher.

Crafting Assessments
Gen Ed teacher is
responsible for providing Sp
Ed teacher with copies of
SpEd students work
(graded or ungraded) for
data analysis and collection
in order to set goals and
craft IEP.

Learning Objectives/Skills
Gen Ed will present
objectives and both
teachers should agree.

Writing Lesson Plans
The Gen. Ed. teacher will
make materials and copies
of lesson plans in advance
(minimum of 1 week) for the
Sp. Ed teacher to be able to
differentiate, scaffold and/or
provide supportive
materials.


students, performance
and differentiation.

Both co-teachers will
identify and select ICT
models to implement
during instruction per unit.

Crafting Assessments
Both co-teachers will have
the opportunity to create
assessments based on
units that they are
responsible for writing. Co-
teachers will review and
approve assessments to be
administered to students.

Learning Objectives/Skills
Both teachers use prep and
planning time to identify,
discuss and agree to
learning objectives and
skills allowing both
teachers to identify
opportunities for assessing
understanding and
effectiveness of lessons.

Both teachers are held
accountable to students
meeting these objectives.

Writing Lesson Plans
Both teachers will have the
opportunity to write lesson
plans for each unit.

Delivering Instruction
During each and every
lesson both teachers
should have addressed the
whole class. Co-teachers
should be flexible with co-
teaching models based on
student needs.
SUGGESTION: teacher 1
can lead Do-Now and
Summary while teacher 2
lead Mini/Model and
materials/activities

Will have the
opportunity/responsibility to
create or select a minimum
of 1 unit per class from
which to lead instruction.
This unit should be
implemented during the
first semester.

Crafting Assessments
Sp Ed teacher is
responsible providing
accommodations (IEP
Proctor) and differentiating
as necessary. Also
scaffolding upcoming
assessments for students.

Learning Objectives/Skills
Sp Ed will present skills
and differentiate learning
objectives to ensure all
student abilities are
considered.

Writing Lesson Plans
The Sp Ed teacher will
write at least one weeks
worth of lessons per unit
and provide materials and
copies for the Gen. Ed
teacher in advance.

Delivering Instruction
The Sp Ed teacher should
not be relegated to ONLY
the supportive/assessment
role in the classroom.



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Guided Practice. This could
be based on who wrote the
lesson.

While one teacher is
leading, the other should be
circulating, collecting data
(assessing student
understanding) and
supporting co-teacher.

Anytime one teacher is
leading instruction, the
other teacher is supporting
the learning process.



ICT Handbook for Co-Teachers
Expectations for Outreach - Behavioral, Academic and Emotional Issues

General Education
Teacher
Both Teachers Special
Education
Teacher
7
General Ed
teacher will
spearhead
communicating
about General
Ed students on
behalf of both
teachers.

General Ed
teacher will
contact the
parents of
students with
disabilities at
least once per
semester.
We reach out to Students, Parents/guardians,
Other teachers, Guidance counselors, Deans,
Administrators, Tutors, social workers, or other
parties outside of EWSIS.

Establish a clear understanding among the
students and parents (and the larger community)
that both ICT teachers are equally important and
responsible for the well-being of each student:
build clear vision and expectations that both
teachers share and stick to them.
mention both teachers in all
communications;
refer to the other teachers input/opinion
and make sure there are no conflicting
messages;
during parent-teacher conferences, include
both teachers feedback when parents
speak with one of the teachers; [request the
same hallway, make a pass to visit other
teacher]

Either teacher (or both, when possible) may
participate in teacher meetings, meetings with
parents, etc. for both IEP and General Ed
students (one teacher can speak on behalf of
both)

When there is an episode in the room that one of
the teachers was primarily participating in, that
teacher would be responsible for the outreach
follow up, including informing other people and
entering it in Skedula.

If a child has a better relationship with one of
the teachers, that teacher can lead in dealing
with that childs emotional/behavioral issues on
behalf of both teachers even if it is an IEP
student.
The special ed
teacher would
spearhead
communicating
about the
students with
IEPs on behalf of
both teachers.