to write a co-teaching plan under Alabama code
Budget: $8 – $15 USD
Assignment Directions and Guidelines
The plan must coincide with the field experience class you are working in during your field-based course (Inclusion, Resource, pull-out or self-contained classroom). This is NOT the same as your Field Experiences Lesson Plan activity. This will be a plan you develop for a learner or small group of students who have an IEP. You will include co-teaching strategies through the Pre-Planning and Instructional Sections (Parts 2 and 3) of the lesson plan. This plan will be developed for your specific grade level certification area (K-6) or (6-12).
- Students seeking certification at the K-6 level will develop a plan for a student or small group of students with IEPs in a K – 5th grade classroom. This Key Assessment 3a, “Co-Teaching Lesson Plan”, must be on a different grade level than the 5-E lesson plan for your Key Assessment 5a, “Effect on Student Learning Plan”. You must demonstrate the ability to plan at the lower and upper grade levels of your certification area.1. Co-Teaching Styles Directions: Collaborative/Special Education
You will develop one lesson plan using each of the six co-teaching strategies/approaches within your plan.
Collaborative SPED CIEP Indicators:
Develop collaborative strategies that address the roles and responsibilities of co-teachers during a lesson (7.1.1), Develop methods for providing resources to colleagues through co-teaching and collaborative activities (7.1.2), Develop collaborative strategies with co-teachers that promotes the progression of IEP outcomes (7.1.3).
Select at least one type or more of the six Co-Teaching Approaches to be used in each section of the lesson plan: (See Sections #2 and #3 directions below for each of the sections that require the co-teaching strategies.)
___One Teach, One Observe ___ Station Teaching ___Parallel Teaching
___ Alternative Teaching ___Team Teaching ___One Teach, One Assist
After developing your plan, describe what each teacher will do in the Plan for each section in section #3 (a-e). There will be one area at the end of section #2 that you will need the co-teaching information. Provide a detailed description of the responsibility of all of the co-teachers.
1. Pre-Lesson Planning Stage Section Directions:
This stage will help you prepare to write your Co-Teaching Lesson Plan in section #3 below. Complete each of the sections below
A. Content Standards & IEP Goal(s):
Collaborative SPED CIEP Indicators:
Plan engages collaboration of others in developing in appropriate learning and social activities (2.1.1), Designs appropriate individualized reading skills instructional strategies based on the science of reading (K-6 only) (3.3), Uses student(s) IEPs, across a wide range of settings through collaboration. 6-12 students will also include transitional goals to design appropriate instructional strategies (5.1.5).
You will select an Alabama English Language Arts (ELA) or Math standard to teach. You must have the standard approved by the instructor prior to writing the plan.
What standard you will teach the child? What IEP goal(s) are related to the content standard you plan to teach?
B. Key Knowledge and Skills:
Collaborative SPED CIEP Indicators:
Designs appropriate individualized reading skills instructional strategies based on the science of reading (3.3, K-6 only).
Provide a list of what students must know and what they must be able to do to demonstrate mastery of the selected standard(s). These statements should guide the development of the assessment tool that will be used to evaluate students’ knowledge/skill prior to and after instruction.
C. Diversity Issues & Cultural and Background Influences of the Learner(s):
Collaborative SPED CIEP Indicators:
Uses knowledge of language, culture and background to plan for instruction (1.1.1), Plan how to address diversity issues that relate to the delivery of content (6.1.3)
Identify diversity issues and cultural and background influences that may have an effect on the learner(s’) needs.
D. Social Activities and/or Social Skills Training
Collaborative SPED CIEP Indicators:
Plan engages collaboration of others in developing in appropriate learning and social activities (2.1.1), Develop behavioral and social skills interventions for students in crisis and support a safe environment (2.1.3)
What types of social activities or social skills training activities will be developed to create a safe classroom and support the behavioral needs of the student during the lesson?)
E. Instructional Resources and Materials To Be Used:
Collaborative SPED CIEP Indicators:
Plan instructional units that implement interventions that motivate and support academic instruction (2.1.2).
What materials and resources will you need to teach the child to master the skill(s) in this lesson? What interventions will you use to motivate and support instruction? (These should be tied to the standard and IEP goal.)
F. Identify Functional Skills Strategies or Training That Can Be Generalized Across the Environment:
Collaborative SPED CIEP Indicators:
Develop functional skills strategies within several environments of the school (2.3.1), Develop effective strategies that help students to generalize learning (5.1.6).
What life skill(s) that individuals use can be included within this lesson? List strategies or training that is specific to the needs of the student(s). How can this life skills be generalized across academic and non-academic environments? An example could be identifying the main idea of a story can generalize to reading a help-wanted advertisement where the student recognizes the key elements of job qualifications.
G. Technologies and Assistive Technologies: (Collaborative/Special Education CIEP 2.3.2, 5.1.2, 5.1.3)
Collaborative SPED CIEP Indicators:
Develop plans for the use of strategies that support students with motor related disabilities to be included in academic and social environments (K-6 only) (2.3.2), Plans for the use of technology in instruction, assessment, and academic strategies (5.1.2), and plans for assistive technologies for communication and learning (5.1.3).
Identify technologies that can be used for instruction for students with low incidence disabilities that will assist them in academic and social environments within the classroom. Examples can be specialized seat cushions, FM listening device, noise cancelling headphones, iPad with speech/communication software, digital media, etc.)
Describe how the technology included in the instructional strategies and learning tasks will add value to the instruction and assessment.
H. Differentiation
Collaborative SPED CIEP Indicators:
Uses knowledge of stages of human development and individual learning differences to plan for instruction (1.1.2), Identifies appropriate individualized modifications to support learning of academic content (3.1.3), and develops plan that address differentiation that incorporate factors such as learning environment, learner interests, cultural and linguistic elements, development, and prior knowledge (5.1.1).
Identify your plans to assist learners by planning for their developmental level and type of disability in the areas of learning environment, cultural and linguistic and prior knowledge.
Modifications: What modifications will you provide for your student? Students who are far behind their peers may need changes, or modifications, to the curriculum. Kids who receive modifications are not expected to learn the same material as their classmates.
Accommodations:
What accommodations will you provide individual students? Accommodations can help students learn the same material and meet the same expectations as their classmates. If a student has reading issues, for example, she might listen to an audio recording of a text. There are different types of classroom accommodations, including presentation (like listening to an audio recording of a text) and setting (like where a student sits).
Differentiations:
What differentiation strategies and learning tasks will you use throughout the lesson? Differentiating instruction means creating multiple paths so that the student(s) with different ability levels, learning styles, and interests can all be successful in learning and in demonstrating what they have learned. For example, during your pre-assessment to gather information about your learners, you discover that your students have different learning styles. By assessing your students, you also find out how they learn and what engages them. You then offer multiple ways for the students to interact with the content – e.g., digital texts, books on CD, PowerPoint presentations, films, individual work, small group work, etc. – all chosen because they will help the students in the particular class you’re teaching.
The primary goal is enhancing teacher collaboration. The plan will be developed for student(s) with IEPs in a K-5 classroom.
Please ensure that Station Teaching is incorporated in the plan. The primary subject area for the co-teaching lesson plan will be English Language Arts. Digital tools and apps will be utilized to enhance the learning experience. The duration of the lesson plan will be one class period. The co-teaching plan will be developed for a Kindergarten to 2nd Grade classroom.
The plan must coincide with the field experience class you are working in during your field-based course (Inclusion, Resource, pull-out or self-contained classroom). This is NOT the same as your Field Experiences Lesson Plan activity. This will be a plan you develop for a learner or small group of students who have an IEP. You will include co-teaching strategies through the Pre-Planning and Instructional Sections (Parts 2 and 3) of the lesson plan. This plan will be developed for your specific grade level certification area (K-6) or (6-12).
- Students seeking certification at the K-6 level will develop a plan for a student or small group of students with IEPs in a K – 5th grade classroom. This Key Assessment 3a, “Co-Teaching Lesson Plan”, must be on a different grade level than the 5-E lesson plan for your Key Assessment 5a, “Effect on Student Learning Plan”. You must demonstrate the ability to plan at the lower and upper grade levels of your certification area.1. Co-Teaching Styles Directions: Collaborative/Special Education
You will develop one lesson plan using each of the six co-teaching strategies/approaches within your plan.
Collaborative SPED CIEP Indicators:
Develop collaborative strategies that address the roles and responsibilities of co-teachers during a lesson (7.1.1), Develop methods for providing resources to colleagues through co-teaching and collaborative activities (7.1.2), Develop collaborative strategies with co-teachers that promotes the progression of IEP outcomes (7.1.3).
Select at least one type or more of the six Co-Teaching Approaches to be used in each section of the lesson plan: (See Sections #2 and #3 directions below for each of the sections that require the co-teaching strategies.)
___One Teach, One Observe ___ Station Teaching ___Parallel Teaching
___ Alternative Teaching ___Team Teaching ___One Teach, One Assist
After developing your plan, describe what each teacher will do in the Plan for each section in section #3 (a-e). There will be one area at the end of section #2 that you will need the co-teaching information. Provide a detailed description of the responsibility of all of the co-teachers.
1. Pre-Lesson Planning Stage Section Directions:
This stage will help you prepare to write your Co-Teaching Lesson Plan in section #3 below. Complete each of the sections below
A. Content Standards & IEP Goal(s):
Collaborative SPED CIEP Indicators:
Plan engages collaboration of others in developing in appropriate learning and social activities (2.1.1), Designs appropriate individualized reading skills instructional strategies based on the science of reading (K-6 only) (3.3), Uses student(s) IEPs, across a wide range of settings through collaboration. 6-12 students will also include transitional goals to design appropriate instructional strategies (5.1.5).
You will select an Alabama English Language Arts (ELA) or Math standard to teach. You must have the standard approved by the instructor prior to writing the plan.
What standard you will teach the child? What IEP goal(s) are related to the content standard you plan to teach?
B. Key Knowledge and Skills:
Collaborative SPED CIEP Indicators:
Designs appropriate individualized reading skills instructional strategies based on the science of reading (3.3, K-6 only).
Provide a list of what students must know and what they must be able to do to demonstrate mastery of the selected standard(s). These statements should guide the development of the assessment tool that will be used to evaluate students’ knowledge/skill prior to and after instruction.
C. Diversity Issues & Cultural and Background Influences of the Learner(s):
Collaborative SPED CIEP Indicators:
Uses knowledge of language, culture and background to plan for instruction (1.1.1), Plan how to address diversity issues that relate to the delivery of content (6.1.3)
Identify diversity issues and cultural and background influences that may have an effect on the learner(s’) needs.
D. Social Activities and/or Social Skills Training
Collaborative SPED CIEP Indicators:
Plan engages collaboration of others in developing in appropriate learning and social activities (2.1.1), Develop behavioral and social skills interventions for students in crisis and support a safe environment (2.1.3)
What types of social activities or social skills training activities will be developed to create a safe classroom and support the behavioral needs of the student during the lesson?)
E. Instructional Resources and Materials To Be Used:
Collaborative SPED CIEP Indicators:
Plan instructional units that implement interventions that motivate and support academic instruction (2.1.2).
What materials and resources will you need to teach the child to master the skill(s) in this lesson? What interventions will you use to motivate and support instruction? (These should be tied to the standard and IEP goal.)
F. Identify Functional Skills Strategies or Training That Can Be Generalized Across the Environment:
Collaborative SPED CIEP Indicators:
Develop functional skills strategies within several environments of the school (2.3.1), Develop effective strategies that help students to generalize learning (5.1.6).
What life skill(s) that individuals use can be included within this lesson? List strategies or training that is specific to the needs of the student(s). How can this life skills be generalized across academic and non-academic environments? An example could be identifying the main idea of a story can generalize to reading a help-wanted advertisement where the student recognizes the key elements of job qualifications.
G. Technologies and Assistive Technologies: (Collaborative/Special Education CIEP 2.3.2, 5.1.2, 5.1.3)
Collaborative SPED CIEP Indicators:
Develop plans for the use of strategies that support students with motor related disabilities to be included in academic and social environments (K-6 only) (2.3.2), Plans for the use of technology in instruction, assessment, and academic strategies (5.1.2), and plans for assistive technologies for communication and learning (5.1.3).
Identify technologies that can be used for instruction for students with low incidence disabilities that will assist them in academic and social environments within the classroom. Examples can be specialized seat cushions, FM listening device, noise cancelling headphones, iPad with speech/communication software, digital media, etc.)
Describe how the technology included in the instructional strategies and learning tasks will add value to the instruction and assessment.
H. Differentiation
Collaborative SPED CIEP Indicators:
Uses knowledge of stages of human development and individual learning differences to plan for instruction (1.1.2), Identifies appropriate individualized modifications to support learning of academic content (3.1.3), and develops plan that address differentiation that incorporate factors such as learning environment, learner interests, cultural and linguistic elements, development, and prior knowledge (5.1.1).
Identify your plans to assist learners by planning for their developmental level and type of disability in the areas of learning environment, cultural and linguistic and prior knowledge.
Modifications: What modifications will you provide for your student? Students who are far behind their peers may need changes, or modifications, to the curriculum. Kids who receive modifications are not expected to learn the same material as their classmates.
Accommodations:
What accommodations will you provide individual students? Accommodations can help students learn the same material and meet the same expectations as their classmates. If a student has reading issues, for example, she might listen to an audio recording of a text. There are different types of classroom accommodations, including presentation (like listening to an audio recording of a text) and setting (like where a student sits).
Differentiations:
What differentiation strategies and learning tasks will you use throughout the lesson? Differentiating instruction means creating multiple paths so that the student(s) with different ability levels, learning styles, and interests can all be successful in learning and in demonstrating what they have learned. For example, during your pre-assessment to gather information about your learners, you discover that your students have different learning styles. By assessing your students, you also find out how they learn and what engages them. You then offer multiple ways for the students to interact with the content – e.g., digital texts, books on CD, PowerPoint presentations, films, individual work, small group work, etc. – all chosen because they will help the students in the particular class you’re teaching.
The primary goal is enhancing teacher collaboration. The plan will be developed for student(s) with IEPs in a K-5 classroom.
Please ensure that Station Teaching is incorporated in the plan. The primary subject area for the co-teaching lesson plan will be English Language Arts. Digital tools and apps will be utilized to enhance the learning experience. The duration of the lesson plan will be one class period. The co-teaching plan will be developed for a Kindergarten to 2nd Grade classroom.