University of Kansas Dept.

of Special Education
SPED 875: Co-Teaching Assignment

SPED 875: Advanced Practicum with Children and Youth with Disabilities: High
Incidence/Adaptive

This assignment fulfills KSDE Standard 5: The special demonstrates effective communication
skills to enhance collaboration and consultation among school professionals, to improve learner
outcomes while planning for and implementing effective instruction and services; to implement
the IEP, deliver instruction, and evaluate IEP implementation; and, to plan for and implement
effective transition services.

Resource B: Co-Teaching Daily Lesson Plan Format

From A Guide to Co-Teaching (Villa, Thousand & Nevin, 2013, p.202-203)

Date: 3/29/23
Co-Teachers (Names):
 Katherine Hewett (special education teacher)
 Lindsey Boomershine (paraprofessional)

Content Area(s)
 Social-Emotional Learning

Lesson Objectives:
 SWBAT identify different emotions in given scenarios.
 SWBAT describe their responsibility in peer interactions at recess.

Language Objectives:
 SWBAT verbally identify their emotions with appropriate feelings words (happy, sad,
angry, etc.).
 SWBAT verbally describe their responsibility in peer interactions at recess.

Content Standards Addressed:

 IN 5.4.1. Demonstrate effective verbal and nonverbal communication skills to enhance
health.
 IN 5.4.3. Demonstrate nonviolent strategies to manage or resolve conflict.

Underline the Co-Teaching Model(s) Used:

Supportive Parallel Complementary Team
Fall Semester 2020
Martha D. Elford, Ph.D.
 University of Kansas Dept. of Special Education
SPED 875: Co-Teaching Assignment

What is the room arrangement? Will other spaces outside of the classroom be used? (Draw a
picture of the room arrangement.)
 The lesson/conversation will take place at a table in front of a whiteboard in the special
educators’ resource classroom.

What materials do the co-teachers and/or students need?

 Whiteboard and projector
 Feelings GIF collage
 iPad and tripod (to film conversation)

What specific supports, aids, or services do select students need? (See Resource A for
suggestion)
 Planned seating
 Teach to the student’s learning style/strength intelligences
 Verbal and Visual presentation of content
 Focus on social process rather than the end product
 Teach social communication skills
 Use of Conversation social interaction support
 Part-time daily support
 One-on-one assistance (transitions after recess)

Lesson Plan

Lesson Plan for Instruction

Introduction # of minutes: 1-2
(Anticipatory set,
thinking device,  Explain the purpose of the conversation (check-in on
social and emotional progress that has been made with
advance organizer, the paraprofessional during conversations after recess
lesson “hook”) transitions)

Lesson activities #
(Content, methods, # of minutes: 5
strategies,  Starting with the student, take turns identifying current
procedures, feelings based on GIFs in feelings collage
formative  Discuss with student social progress at recess
assessment) o Fist-to-five rating scale to answer questions
o Teacher and para take turns asking follow-up
questions to allow more opportunities for student

Fall Semester 2020

Martha D. Elford, Ph.D.
 University of Kansas Dept. of Special Education
SPED 875: Co-Teaching Assignment

to elaborate on answers
Closure # of minutes: 1-2
 Wrap up conversation
 Discuss next steps for student to continue progress

Fall Semester 2020

Martha D. Elford, Ph.D.
4

University of Kansas Dept. of Special Education

SPED 875: Co-Teaching Assignment

What does each co-teacher do before, during, and after the lesson?
Co-Teacher Katherine Hewett Lindsey Boomershine
Name
What are the  Set up the classroom (turn  Pick up the student from recess
specific tasks that on whiteboard and display and bring them to the classroom
I do BEFORE the collage)
lesson?  Get iPad and tripod ready
to take video of lesson
What are the  Explain to the student the  Restate other participants’
specific tasks that purpose of the answers to demonstrate good
I do During the conversation conversation skills
lesson?  Ask leading questions to  Ask follow-up questions to
facilitate conversation further encourage student
participation in the conversation
What are the  Clean up the classroom  Return student to general
specific tasks that (turn off whiteboard, stop education classroom
I do AFTER the video recording, take down
lesson? iPad from tripod)

Where, when, and how do co-teachers debrief and evaluate the outcomes of the lesson?
 The teachers will discuss and debrief outcomes in the resource room immediately after the lesson via
verbal discussion.

Fall Semester 2020

Martha D. Elford, Ph.D.
5

University of Kansas Dept. of Special Education

SPED 875: Co-Teaching Assignment

SPED 875: Advanced Practicum with Children and Youth with Disabilities: High
Incidence/Adaptive

This assignment fulfills KSDE Standard 5: The special demonstrates effective communication skills to enhance
collaboration and consultation among school professionals, to improve learner outcomes while planning for and
implementing effective instruction and services; to implement the IEP, deliver instruction, and evaluate IEP
implementation; and, to plan for and implement effective transition services.

Resource A: Checklist of Sample Supplemental Supports, Aids and Services

From A Guide to Co-Teaching (Villa, Thousand & Nevin, 2013, pp.198-201)

Directions: When considering the need for personalized supports, aids or services for a student, use this checklist
to help identify which supports will be the least intrusive, only as special as necessary, and the most natural to the
context of the classroom.

Environmental
___Preferential seating
_X_Planned seating
___Bus ___Classroom ___Lunchroom ___Auditorium ___Other _____
___Alter physical room arrangement (Specify: ___________________________)
___Use study carrels or quiet areas
___Define area concretely (e.g., carpet squares, tape on floor, rug area)
___Reduce/minimize distractions
___Visual ___Spatial ___Auditory ___Movement
___Teach positive rules for use of space

Pacing of Instruction
___Extend time requirements
___Vary activity often
___Allow breaks
___Omit assignments requiring copying in timed situations
___Send additional copy of the text home for summer preview
___Provide home set of materials for preview or review

Presentation of Subject Matter

_X_Teach to the student’s learning style/strength intelligences
_X_Verbal/Linguistic ___Logical/Mathematical _X_Visual/Spatial ___Naturalist
___Bodily/Kinesthetic ___Musical ___Interpersonal ___Intrapersonal
___Use active, experiential learning
Fall Semester 2020
Martha D. Elford, Ph.D.
6

University of Kansas Dept. of Special Education

SPED 875: Co-Teaching Assignment

___Use specialized curriculum

___Record class lectures and discussions to replay later
___Use American Sign Language and/or total communication
___Provide prewritten notes, an outline, or an organizer (e.g., mind map)
___Provide copy of classmate’s notes (e.g., use NCR paper, photocopy)
___Use functional and meaningful application of academic skills
___Present demonstrations and models
___Use manipulatives and real objects in mathematics
___Highlight critical information or main ideas
___Preteach vocabulary
___Make and use vocabulary files or provide vocabulary lists
___Reduce the language level of the reading assignment
___Use facilitated communication
___Use visual organizers/sequences
___Use paired reading/writing
___Reduce seat time in class or activities
___Use diaries or learning logs
___Reword/rephrase instructions and questions
___Preview and review major concepts in primary language

Materials
___Limit amount of material on a page
___Record texts and other class materials
___Use study guides and advanced organizers
___Use supplementary materials
___Provide note-taking assistance
___Copy class notes
___Scan tests and class notes into computer
___Use large print
___Use braille material
___Use communication book or board
___Provide assistive technology and software (e.g., Intelli-Talk)

Specialized Equipment or Procedure

___Wheelchair ___Walker
___Standing board ___Positioning
___Computer ___Computer software
___Electronic typewriter ___Video/DVD
___Modified keyboard ___Voice synthesizer
___Switches ___Augmentative communication device
___Catheterization ___Suctioning
___Braces ___Restroom equipment
Fall Semester 2020
Martha D. Elford, Ph.D.
7

University of Kansas Dept. of Special Education

SPED 875: Co-Teaching Assignment

___Customized mealtime utensils, plates, cups, and other materials

Assignment Modification
___Give directions in small, distinct steps (written/picture/verbal)
___Use written backup for oral directions
___Use pictures as supplement to oral directions
___Lower difficulty level ___Raise difficulty level
___Shorten assignments ___Reduce paper-and-pencil tasks
___Read or record directions to the student(s)
___Give extra cues or prompts
___Allow student to record or type assignments
___Adapt worksheets and packets
___Use compensatory procedures by providing alternate assignments when demands of class conflict with
student capabilities
___Ignore spelling errors/sloppy work ___Ignore penmanship
___Develop alternative rubrics

Self-Management/Follow-Through
___Provide pictorial or written daily or weekly schedule
___Provide student calendars
___Check often for understanding/review
___Request parent reinforcement
___Have student repeat directions
___Teach study skills
___Use binders to organize material
___Design/write/use long-term assignment timelines
___Review and practice in real situations
___Plan for generalization by teaching skill in several environments

Testing Adaptations
___Provide oral instructions and/or read test questions
___Use pictorial instructions/questions
___Read test to student
___Preview language of test questions
___Ask questions that have applications in real setting
___Administer test individually
___Use short answer ___Use multiple choice ___Shorten length
___Extend time frame ___Use open-note/open-book tests
___Modify format to reduce visual complexity or confusion

Social Interaction Support

___Use natural peer supports and multiple, rotating peers
Fall Semester 2020
Martha D. Elford, Ph.D.
8

University of Kansas Dept. of Special Education

SPED 875: Co-Teaching Assignment

___Use peer advocacy

___Use cooperative group learning
___Institute peer tutoring
___Structure opportunities for social interaction (e.g., Circle of Friends)
_X_Focus on social process rather than the end product
___Structure shared experiences in school and extracurricular activities
___Teach friendship, sharing, and negotiation skills to classmates
_X_Teach social communication skills
___Greetings _X_Conversation ___Turn Taking ___Sharing
___Negotiation ___Other ___________________

Level of Staff Support (Consider after considering previous categories)

___Consultation
___Stop-in support (one to three times per week)
_X_Part-time daily support
___Team teaching (parallel, supportive, complementary, or co-teaching)
___Daily in-class staff support
___Total staff support (staff are in close proximity)
_X_One-on-one assistance
___Specialized personnel support (If indicated, identify time needed)

Support Time Needed

___Instructional support assistant
___Health care assistant
___Behavior assistant
___Signing assistant
___Nursing
___Occupational therapy
___Physical therapy
___Speech and language therapist
___Augmentative communication specialist
___Transportation
___Counseling
___Adaptive physical education
___Transition planning
___Orientation/mobility
___Career counseling

Fall Semester 2020

Martha D. Elford, Ph.D.