Special Education

  • Come see us!

    Posted by Jennifer Katz-Borrin on 3/7/2019

    Do you have questions about special education or for the special education director?  Join us for a night of answers Thursday, March 21 at 5:30. Please call the school to register for this event, babysitting and refreshments will be provided.  See event flyer here: Special Education Night

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  • Co-teaching

    Posted by Kara Kennedy on 2/12/2019


    What is Co-Teaching?


    Co-Teaching is the practice of two teachers coming together, putting forth their individual areas of expertise to develop, implement and assess lessons that are engaging and for all learners within the classroom setting.

    Most often, the two teachers who partner together are a general education teacher and a special education teacher. The general education teacher has the expertise of the curriculum while the special education teacher provides expertise in accommodating work to meet all learners’ needs. Some of the benefits of a classroom with co-teachers are professional growth for both teachers, differentiation and access to the curriculum for all learners, more teacher access for the students, better behavior management and an increase in student engagement.

    Co-teaching has several approaches within the classroom. Some of these approaches are as follows:

    • One Teach One Observe, Assists/Supports-One teacher instructs and the other teacher provides supports
    • Parallel Teaching-Students are divided up and the teachers instruct two groups at the same time.
    • Station Teaching-Centers are created within the classroom and students rotate through. The co-teachers will target instruction during this time.
    • Alternative Teaching-One teacher will teach a large group while the other teacher will teach a small group targeting specific needs.
    • Team Teaching-When both teachers share the instruction/teaching process at the same time.


    Personally, I have been co-teaching for a few years now and see the benefits it has for all students. I have been able to go in the classroom and work with my co-teaching partner to develop lessons and assessments that work for students both individually and as a group. Last year, we focused on writing and my co-teacher and I were so proud of the students’ writing ability by the end of the year. At first, we received many moans and groans when the students were asked to write. Many students had difficulty creating ideas, writing complete sentences and,  overall, were not able to write a well written paragraph. Within small groups that rotated each week, we introduced many different styles of writing throughout the year. The students grew to love writing and embraced it by adding their own style/voice to their work. Eventually, the students would ask to write during “free time” or WIN so they could get to the point of publishing their work (written, edited and typed on the computer). During the state writing assessment, I witnessed students creating graphic organizers, adding details to their writing, and going back and editing before marking the answer complete. I credit the perseverance the students demonstrated from being in a classroom with co-teachers. The small group instruction  was individually specialized to the students allowing them to grow in areas needed. With such instruction, the students brought their writing to life and were proud of the writers they had become.

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