Guidelines for Co-Teaching in Texas - Region 17

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An effective co-teaching program requires collaborative lesson planning. Ifco-teachers do not share weekly planning time and need to collaborate in amore “non-traditional” manner, then the campus must consider how to makelesson plans accessible to the special education co-teacher. If lesson plansare due on the Friday before the next instructional week, this does not givethe special educator who is co-teaching adequate time to collaborate withthe general educator in reviewing the lesson plan, assisting in developingaccommodations, etc. Adjusting lesson plan due dates and utilizing softwarethat enables teachers to post lesson plans where they can be accessed byboth teachers and the administrator are two suggestions to accommodate theplanning dilemma.30 | Texas Co-Teaching Guidelines Texas Education Agency / Education Service Center, Region 20
3 Student SchedulesThe final scheduling consideration on campuses adopting a co-teaching model is student schedules. Thenumber of students with special needs (with or without identified disabilities) should be limited in co-teachingclassrooms. The co-teach classroom should not be double the size (or double the concentration of studentswith more intensive needs) of the traditional single teacher classroom simply because there are two teachersin the classroom. Co-teach classrooms should be the same size as traditional classrooms with a comparableratio of higher need students. In setting up co-teach classrooms, it is recommended, if possible, to reserve afew (3-5) slots for students who transfer in during the school year needing to join the co-teach setting.One possible way to balance classroom composition while developing the master schedule is to utilizesoftware systems that can be programmed to set up two concurrent sections—one for general educationstudents and one for students with higher needs who require more individualized attention and moreintensive support. Each section is “capped” at an appropriate number so that the student ratios remainmanageable and at recommended levels. Once students who need more support are organized by need intoseparate sections, the two sections are merged into one classroom roster to create one cohesive co-teachclassroom with the correct size and student composition.Another consideration for campuses is determining which students will be included in a co-teach settingand what process will be used to make those decisions. Not every student with a disability requires a coteachclassroom; placement should be based on students’ individual strengths and needs. For students withIEPs requiring a full class period of inclusive support daily, co-teaching may be the most appropriate servicedelivery model to use. In determining appropriate settings, campus staff should take into account additionalsupports available in traditional classrooms, content areas which would benefit most from a co-teachenvironment, and the needs of both general education and special education students.© Texas Education Agency / Education Service Center, Region 20 Texas Co-Teaching Guidelines | 31
Page 1 and 2: Co-TeachingA How-To Guide: Guidelin
Page 4 and 5: Table of ContentsIntroduction......
Page 6 and 7: IntroductionAs educational personne
Page 8 and 9: Definition of Co-TeachingCo-teachin
Page 12 and 13: 4. Alternative TeachingAlternative
Page 14 and 15: 6. One Teaching, One AssistingOne T
Page 16 and 17: administrators need to have an unde
Page 18 and 19: The district needs to ensure that i
Page 20 and 21: Figure 3: District Considerations f
Page 22 and 23: Guidelines for Campus Administrator
Page 24 and 25: Figure 6: When Co-Teachers Disagree
Page 26 and 27: 2 Teacher Planning TimeScheduling c
Page 28 and 29: Figure 7: Sample Meeting Agenda For
Page 32 and 33: Figure 9: Steps for Scheduling Co-T
Page 34 and 35: Figure 11: Co-Teach Class Planner-H
Page 36 and 37: ParaprofessionalsWhile paraprofessi
Page 38 and 39: Figure 12: Quality Indicators of Co
Page 40 and 41: Figure 14: Annual Implementation of
Page 42 and 43: Establishing Co-Teaching Relationsh
Page 44 and 45: Planning for Instruction (Teacher P
Page 46 and 47: Figure 16: Sample Co-Teach Lesson P
Page 48 and 49: Identifying Student Needs (Figure 1
Page 50 and 51: Frequently Asked Questions1. I hold
Page 52 and 53: 8. What is the difference between a
Page 54: A collaborative project of theTexas

Guidelines for Co-Teaching in Texas - Region 17

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