Co-Teaching Assignment

Special Education Law & Process

Brittany Bradshaw
December 8, 2016

Part 1: Preliminary Discussion Questions

The questions below are designed to serve as a starting point for co-teaching discussion. Depending on previous experiences working together, some questions may not be
relevant. Remember that differences of opinion are inevitable; differences are okay and perfectly normal. Effective co-teachers learn and grow professionally from their work
together. Competent professional skills, openness, and interest in working together are more important than perfect agreement on classroom rules.

Ms. Bradshaw

Mr. Thorne

1a. What are your expectations for students regarding participation?

I expect students to be on task 95% of the time in
class. Students should be prepared to answer
questions from the teacher and to collaborate with
classmates at all times during instruction.

I expect all students to participate in any task given by

any adult in the room. Students should volunteer
responses, communicate with classmates about
material and build on each others responses to
enhance student knowledge.
1b. What are your expectations for students regarding daily preparation?

I expect students to be present and on time for class, I expect students to come to class prepared with all
as well as have a positive attitude. I provide everything materials and their homework completed.
else they need.
1c. What are your basic expectations for students regarding written assignments and/or
homework completion?
I expect students to complete their weekly homework All assignments should be completed by the due date
packets to the best of their ability. I do not, however,
unless otherwise instructed by the teacher. If students
take off points for late work.
have difficulty with the work, they should contact the
teacher before the due date. For written assignments,
students need to be able to fully articulate their
thoughts.

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Special Education Law & Process

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December 8, 2016

2. What are your basic classroom rules? What are the consequences?
-

Rules:
Listen to teachers and classmates
Be ready to work
Try Your Best
Respect yourself, others, and our learning space

Consequences:
- warning
- change of seat
- loss of priveleges

Rules:
- Be respectful to the teacher and each other
- raise your hand to participate
- be prepared
Consequences:
- warning
- inquiry
- change of seat
- detention
- phone call home
- dean referral

Rewards:
- treats
- stickers
- penrose bucks
- choice time
3. Typically, how are students grouped for instruction in your classroom?
For math, I group students based on where they are in Students are grouped by performance level.
our skill series. During reading, I group students by
their reading level, as I assign sets of books for each
level.
4. What instructional methods do you like to use (lectures, class discussions, stations, etc.)

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Special Education Law & Process

Brittany Bradshaw
December 8, 2016

Math: hands on work with manipulative items (clocks, I use lectures, stations, small group practice and
coins, blocks), self paced work packets, guided practice fluency drills.
on white boards, stations/ centers
Reading: Whisper Reading, 1 on 1 conferencing,
journals, stop & jots
5. What practice activities do you like to use (cooperative learning groups, labs, etc)?
I use collaborative learning groups, whole group
- working with manipulative items
instruction, problem based learning and small group
- 1 on 1 conferencing
instruction.
- Reading Workshop model
6. How do you monitor and evaluate student progress?
- Formative assessments
- Daily guided reading notes
- math objective progress monitoring

- weekly formative assessments

- summative assessments
- homework data
- daily warm ups
- exit slips
7. Describe your typical tests and quizzes.

My tests and quizzes always mirror the manner in

which students were taught the material so that I can
truly assess mastery without an added decoding
barrier.

My quizzes have 10 free response questions that are

content or standard specific. My tests are usually
summative assessments with 20-25 free response
questions that cover a cluster of standards with some
spiraling included.
8. Describe other typical projects and assignments.

- Weekly homework packet

- daily homework
- Daily writing/ journaling
- bi-weekly take home quizzes
- Self paced math packet
- quarterly project based assignments
9. Do you differentiate instruction for students with special needs? If so, how?
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December 8, 2016

All of my instruction is differentiated- I teach special

Yes, modifications are provided on assignments.
education exclusively. During math, I provide markers, Students receive guided notes, differentiated
white boards, and manipulatives. I also watch students worksheets, more computation practice before
and pinpoint their repeated misunderstandings and
assessment and more time on assignments.
individually teach them strategies for success. During
reading, I conference with students individually daily
and work with them on their particular growth points.
10. Is any special assistance given to students with disabilities during class? On written
assignments? On tests and quizzes?
I assist one student who has cerebral palsy on her
Students receive calculators and more time on
right side. She struggles to put on head phones, and I assessments.
give her click top dry erase markers to alleviate her
struggles with the marker tops. I typically read and
highlight directions on tests and quizzes for all
students that I teach.
11. How and when do you communicate with families?
I communicate with families through a personalized
I communicate with families whenever necessary for
letter that is attached to all homework packets. I also behavior or performance reasons- positive or negative.
am present for all conferences offered and available by I make phone calls and send text messages, as well as
phone at any time.
hold meetings in person.
12. What are your strengths as a teacher? What are your areas of challenge? How about your pet
peeves?

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Special Education Law & Process

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December 8, 2016

Strengths: Differentiating instruction, behavior

Strengths: flexibility, content knowledge, ability to
management, creating learning centers/ stations
promote higher level thinking
Challenges: time management, teaching too many
Challenges: patience, behavior management, time
skills at once
management
Pet Peeves: disruptive students, disorganization, lack of Pet Peeves: excessive talking, lack of student focus
preparation, inappropriate language and tone when
communicating with children
13. What do you see as our potential roles and responsibilities and co-teachers?
As co-teachers, Id like us to work together to create a We should plan lessons together to ensure appropriate
curriculum map so that we both understand the
differentiation and teach both whole and small group
sequence of skills that are to be taught. Id also like for instruction to a variety of skill levels.
us to parallel teach and communicate daily about
student progress and needs so that we can ensure that
every student receives what they need.
14. If we co-teach together, what are your biggest hopes for our work as a team? what are your
biggest concerns?
I hope that we can be two adults that students come I hope that our basic students will be pushed to
to trust and respect. I would like for us to work
proficient, that our proficient students will be pushed
diligently to model positive communication and
to advanced, and that our advanced students are
cooperative skills for students. I am concerned about
pushed even farther.
how we may handle things when we disagree, and
I am concerned about developing a relationship where
especially if one of us feels the other is not doing
we can co-teach fluently and cultivating a space where
whats best for our students.
we both know our roles.

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Special Education Law & Process

Brittany Bradshaw
December 8, 2016

Part 2: Parity, Parity, Parity

How do you and your co-teaching partner convey to students that your teaching relationship is truly collaborative, that it is a partnership based on parity? The following checklist
might help you to think through ideas about how you, your teaching partner, and students can observe parity (or its absence).

Already Should
Not
Do
Do
Applicable
_____

_____

1. Both teachers names are on the board, door, or posted in

the classroom.

______

_____

2. Both teachers names are on schedules and report cards.

_____

_____

3. Both teachers handwriting is on student assignments (that

is, each teacher participates in grading).

_____

_____

4. Both teachers have space for personal belongings.

_____

_____

5. Both teachers have similar furniture (desks, chairs, etc).

_____

_____

6. Both teachers take a lead role in the classroom.

_____

_____

7. Teacher talk during instruction is approximately equal.

_____

_____

8. Both teachers give directions or permission without checking

with the other teacher.

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_____

_____

9. Both teachers work with ALL students.

_____

_____

10. Both teachers are considered teachers by all students.

Brittany Bradshaw
December 8, 2016

Notes / Comments: When I push into the general education classroom to teach, I work with all students who need assistance, not only the student
with an IEP. When we co-teach, we both take a leadership role and do not need to check with each other to make decisions. I do, however, ask for
permission for certain things because I realize that I am not in the room the entire day, so I am not as familiar with the schedule, what students have
planned as well as the rules in the room. Because I push in, I default to the general educators preferences most of the time.

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Special Education Law & Process

Brittany Bradshaw
December 8, 2016

Part 3: Co-Teaching Lesson Plan

General Education Teacher: Amir Thorne
Special Education Teacher: Brittany Bradshaw
Grade Level: 2
Subject Area: Math
Content Area Standard: CC.2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,
using $ and symbols appropriately.
Measurable Goal for Lesson: SWBAT solve word problems involving dollar bills, dimes, and pennies
Essential Questions:
Key Vocabulary: penny, dime, dollar, cent symbol, dollar sign, decimal point
Pre-Assessment: Finding 35 cents using pennies and dimes at their tables (introduction to the lesson).
Materials Needed: play money (coins and dollar bills), small bins to collect money for each table

Lesson

Coteaching
Approach
(can select
more than
one)

Time

General Education
Teacher

Special Education
Teacher

Considerations
(may include
adaptations,
differentiation,
accommodation, or
student- specific
needs).

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Special Education Law & Process
Beginning:
Parallel
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)

Brittany Bradshaw
December 8, 2016

7 min. I have 35 cents in my

pocket. 35 is the total of 30
and 5. How many tens are
in 35? How many ones? (3,
5)
I only have pennies and
dimes in my pocket and
they add up to 35 cents.
I want you to use the coins
in the bucket at your table
to make 35 cents. I will be
around to observe your
work.

Today we are going to be

working with pennies and
dimes. Pennies and dimes are
two types of coins. Can
anyone tell me how much a
penny is worth? (1 cent). A
penny is worth 1 cent. When
we want to show cents, we
write a c with a straight line
through it like Ive written on
the board. When we count
pennies, we count them by
one because they are worth
one cent. I am going to give
each of you some pennies,
and I want you to count them
and tell me how much you
have.

Ms. Bradshaw will

have a coin
adding template
for students who
are struggling
with counting two
types of coins
together.
Template is
attached.

Students will work

independently to make
35cents with the dimes and
pennies at their tables.
Now, I am going to give you
some dimes. A dime is worth
10 cents, so when we count
them, we count by tens. Lets
practice counting by 10s. (10,
20, 30, 40 etc.) Great. I am
going to give you some dimes
now. Count them by tens and
tell me how much money you
have.
Now we are going to put our
dimes and pennies together.
Lets count the dimes first and
add the pennies at the end to
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Middle:
Team
(may include:
Instruction;
Checking for
Understandin
g;
Independent
or Group
Practice)

10

15

Brittany Bradshaw
December 8, 2016
Students will work independently to complete class activity
2-11, which will require them to read a number of dime and
pennies and determine the sums. Students will be allowed
to use the play money to assist in their understanding. Both
teachers will circulate around the room, starting from
opposite sides and heading towards the middle, to check
student progress and assist struggling students.

All students will

have the option of
using the physical
coins.

Students will then visit the classroom farm stands. Each

teacher will operate a mock farm stand in opposite corners
of the room. Students will be need to choose an item to buy
from the farm stand, and use the coins from their table to
purchase it using exact change. ,

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Special Education Law & Process
End:

One Teach,
One
Support

Brittany Bradshaw
December 8, 2016
Mr. Thorne will pass out the
exit ticket and support
students who have
questions as Ms. Bradshaw
completes an example in
the format of the exit
ticket.

Exit ticket attached.

Ms. Bradshaw will complete

an example problem in the
format of the exit ticket for
students.
On your exit ticket, you will
see an amount of money
written using the cents sign.
Mine says 52 cents. (writes 52
cents on the board). Now, I
want you to show me what
youve learned about dimes
and pennies today to make 52
cents on your paper. How
many dimes do I need? (5)
Yes! Now, watch how I draw
my dimes. I am going to make
circles with the number 10 on
the inside to show that this is
a dime and its worth 10 cents.
How many pennies do I need?
(2). When I draw my pennies,
what number should I put in
the middle? (1) Yes, a
number one to show that this
is a penny and that it is worth
one cent. Now you will
complete 5 problems exactly
like this. Do your best!

Students may put

the coins on their
paper, then draw
what they see if
that is help full for
them.

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Special Education Law & Process

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December 8, 2016

EXIT TICKET
Use DIMES AND PENNIES to make the correct amount
95

72

50

23

49

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Special Education Law & Process

How Many?

Brittany Bradshaw
December 8, 2016

How Much
Money?

Quarters
Dimes
Nickels
Pennies
Total

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Special Education Law & Process

Brittany Bradshaw
December 8, 2016

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Special Education Law & Process

Brittany Bradshaw
December 8, 2016

Part 4: Data Collection

I currently collect data in three areas: Guided Reading, Writing, and math. For guided reading, students receive a daily score in three
categories: effort/ participation, decoding and comprehension. For writing, student work is evaluated using a rubric that assesses
punctuation, grammar, capitalization, spelling and content. For math, student data is recorded on a spread sheet organized by
objective.
All parents receive a weekly report that details what we are working on for the week, as well as their childs current reading
level and things they can work on at home.
I only track behavior for one student. She does not show any problematic behaviors when she is pulled out, but I do observe
her regularly in her general education class to monitor her time on task.
All data is available on a google drive that general education teachers, administrators and my coaches have access to.
Parents communicate via phone call, text and letters- based on their preferences. School personnel are welcomed to comment on
the google doc, email or visit me to express concerns.
Thus far, I think all of my data collection systems are formatted in a way that works well. My growth point would be scheduling
specific activities that must be progress monitored, such as in class behavior observations and other specific goals. As a move
forward as a special education teacher, I want to be better about planning non instructional tasks during my teaching time. I typically
think of those tasks as extraneous, and I save them for after school and weekends when those tasks are as much a part of my job as
instruction. I need to learn not to separate those things. Additionally, Id add a monthly check up that would be distributed to all stake
holders as a way to regularly and formally solicit feedback. An example of the check up is provided below.

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Special Education Law & Process

Brittany Bradshaw
December 8, 2016

Guided Reading Data

D= Decoding
Monday

C= Comprehension

Tuesday

P= Participation

Wednesday

Thursday

Friday

Lavone
DiAndre
a
Hanafi
Zimir
Zyiera
Brookly
n
Nevaeh
Jamiyah
Blair
Makalah
Ahmad
Makphi

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Special Education Law & Process

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December 8, 2016

Writing Data
Tuesday
Punctuation

Grammar

Capitalization

Thursday
Content

Punctuation

Grammar

Capitalization

Content

Lavone
DiAndrea
Hanafi
Zimir
Zyiera
Brooklyn
Nevaeh
Jamiyah
Blair
Makalah
Ahmad
Makphi

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Special Education Law & Process

Brittany Bradshaw
December 8, 2016

WEEKLY REPORT
Name: Zyiera Henry

Current Reading Level

(DRA)

Date: 12/5/16

14
This Week

Literacy
Objectives
Math
Objectives

Words to
Study

Learning new sight words

Using new strategies to figure out tricky words
Answering comprehension questions
basic addition and subtraction fluency
telling time
counting coins
measuring using a cm ruler
base ten blocks
are
do

-as
-for

-be
-from

-black
-green

-blue
-have

-brown
-here

Behavior
Goals

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December 8, 2016

Monthly Check Up
Have you noticed any
positive changes in your
student?
Have you noticed any
concerning behaviors in
your student?
Is there anything that
your childs teacher can
do to increase your
satisfaction with the
school?
Additional comments or
questions?

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Goal: Makalah will actively participate and remain on task in her general education classroom with 4/5 observations at 70%
October November December January
10/16/16

February March

April

May

August September October GOAL

11/5/16

Time on task

27

22

Observation Length

30

29

On task percentage

0.9 0.758620689655172

70

Math Standard Tracker

11/10/16
2.MD.8: Identifies
the name and
value of 4 basic
coins (penny,
nickel, dime,
quarter)

2.MD.8: Identifies
the name and
value of 4 basic
coins (penny,
nickel, dime,
quarter)

2.MD.8: Counts
dimes and
pennies

2.MD.8: Counts
dimes and
pennies

2.MD.8: Counts
dimes and nickels

2.MD.8: Counts
dimes and nickels

1st Attempt

2nd Attempt

1st Attempt

2nd Attempt

1st Attempt

2nd Attempt

Ahmad Keels

75

100

100

100

Makalah Hanible

100

100

100

Makphi Easley

100

100

100

Nevaeh Jefferson

50

100

33

100

100

Lavone Burnett

100

100

Blair York- Obus

100

100

67

100

Brooklyn Hendricks

100

33

100

100

Jamiyah Sellers

100

100

100

Donavin McKie

100

100

100

Zyeira Henry

100

100

100

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Zimir Strickland

100

50

100

100

93.1818181818182

100

81.6

100

87.9090909090909

100