This document discusses co-teaching models used by Mrs. Vijaya Nallari and Mr. Claude Morris in their Algebra 1 class at Laurel Park Middle School. It describes several co-teaching models they have implemented, including the lead and support model, duet model, skills group model, station teaching model, and parallel teaching model. It provides examples of how each model was used and their benefits for student learning and engagement. It also outlines Mr. Morris's role as the special education teacher in supporting instruction, modifying curriculum, and assisting with accommodations, behavior management, and other responsibilities to meet diverse student needs.

1. What does
Co-teaching look like
at LPMS?
Laurel Park Middle School
Regular Teacher: Mrs. Vijaya Nallari
Co-Teacher: Mr. Claude Morris
Subject: Algebra 1
Co-teaching is the collaboration between general and
special education teachers for all of the teaching
responsibilities of all students assigned to a classroom…
In a co-taught classroom, teachers share the planning,
presentation, evaluation, and classroom management in
an effort to enhance the learning environment for all
students.” Gately & Gately, 2001.

2. Benefits of co-teaching I experienced last year
 Professional Growth
 Student Engagement
 Behavior Management
 Diverse instruction to meet diverse needs
 Meet the needs of ALL students

3. Effective Co-teaching Models.
“Collaborative teaching is a service delivery structure in
which teachers with different knowledge, skills and
talents have joint responsibility for designing, delivering,
monitoring and evaluating instruction for a diverse group
of learners in general education classrooms.”
DeBoer & Fister, 1995

4. Inclusion Vs Co-Teaching
 I have been teaching Inclusion class since 2008 and last
year we had a PD in co-teaching and the models
introduced and sharing the responsibility of teaching
made lots of difference and I see the difference it made
in our student’s lives.
 We have adapted all the models and student’s also
enjoyed much. I must say we never had a chance to
separate SPED and Regular. We use to divide the class
as a whole and every time in different manner.

6. Lead and Support Model
Teacher A
Teacher B
 Primary responsibility for
planning unit of instruction.
 Shares in delivery,
monitoring and evaluation.

7. Duet Model: This model we
followed most which benefitted
our students.
Teacher A
Teacher B
Both teachers plan and design
instruction. Teachers take turns
delivering various components of
the lesson.

8. Skills Group Model: This model
benefitted for our struggling
students.
Teacher A
Teacher B
Students are divided into
2-4 groups based on
instructional need. Each
teacher takes primary
responsibility for half the
group. Teachers may
switch groups
occasionally.

9. Adapting Model: I would appreciate
my co-teacher for his co-operation.
Teacher A
Teacher B
 Primary responsibility for
planning and delivering a
unit of instruction.
 Determines and provides
adaptations for students
who are struggling.

10. Station Teaching Model: We have
many ha ha moments adapting
this model.
Teacher A
Teacher B
 Responsible for overall
instruction
 Teaches a small group
specific skills they have
not mastered.

11. Parallel Teaching Model: This is
one more frequently used model
and we see students benefitted
most out of this.
Teacher A
Teacher B
Both teachers plan and
design. The class splits
into two groups. Each
teacher takes a group for
the entire lesson. This
reduces the teacher-
student ratio.

12. Algebra 1
Role of SE Teacher (Mr. Morris)
 Support instruction in class and in
 Modify curriculum
 Students with high need
 Planning/pace
 Adaptations
 Notes, PPT, Use of technology
 Accommodations
 Clean copy, tests read, etc.
 Behavior Management
 Seating charts, proximity

13. Health
Thoughts on Co-teaching
 Effect on…
 Teaching Style
 Activities
 Student Learning
 Grading
 Support
 Overall Feelings

14. Class Pictures:

15. A group of 4 -5 students and students stay in their places only
materials are passed after every 12 minutes and they need to
complete all 5 stations

16. Station 2:
Flash cards activity in Properties.
Students need to match the correct property for a given examples
and write down the property and example on construction paper

17. Station 3:
Polynomials - Classify Polynomials
Represent using tiles (Draw) and Simplify add/subtract/multiply
show on white boards

18. Station 4:
Functions poster project- Create a poster with a function f(x)=
-5x+4,
You get to pick 5values and make a table –input/output- Graph the
function-label x-and y-axes , plot all ordered pairs.
State domain,range,relation and inverse relation- Represent
relation in table and mapping form.

19. Station 5:
Slopes and Parallel lines
Hot spot questions
Interpret the graphs to find the steepness.
Fill up the blanks

20. Thank you!
The dream begins with a
teacher who believes in you,
who tugs and pushes and leads
you to the next plateau,
sometimes poking you with a
sharp stick called “truth.”--Dan Rather