One-Teach One-Observe

Check for Understanding

Lessons can be jam packed with activity. Sometimes teachers won't have time to do a classwide check-for-understanding. While one teacher teaches, the other can

• rotate through the class and see which students have mastered content.
• Conduct 1:1 or 1:2 Checks for Understanding throughout the room..

Track Engagement

Some students engage in ritually compliant behaviors. Engagement can be tracked in a number of ways. While one teacher teachers, the other can

• Tally the number of students who are tracking the teacher, or reading or writing.
• Create an intensity scale that measures levels of engagement.
• Count the number of SWD who are on task.

Measure Intensity of Rigor

Sometimes, difficulty can become a barrier to SWD. While one teacher monitors class working on an essay, the other can

• Count the number of students writing.
• Count the number of student who have one or two words on a page.
• Count the students who have a paragraph
• Count the students who have finished the assignment.

Collect data on the teacher

We all know that weak spots in our instruction and behavior management impacts our most vulnerable students to a higher degree than most. Co-teacher's work toward best practices by..

• Recording the duration of time spent redirecting poor behavior.
• Tallying the frequency of positive praise to redirection
• Record intervals of intensity on the least invasive interventions
• Measure the amount of wait time the teacher gives after posing a question.

Data on participation

Sometimes, one or two high performing students can dominate the discussion in a classroom leaving SWD off-the hook from contributing. While one teacher teaches, the other can

• Tally which students are speaking and respond to the data in real time.
• Create a ratio of SWD to Typical peerrs.
• Tally which students do not engage at all.

Take behavior data on the group

Sometimes data needs to be collected on the whole classroom. While one teach manages instruction, the other teacher can:.

• Record intervals of when specific behaviors are occurring.
• Identify the latency of how long it takes for 50% of the classroom to follow a directive
• Tally the number of times students talk out

Collect Behavior Data on an Individual Student

One of the students in the classroom is exhibiting frequent disruptive behaviors. In order to baseline the disruptions, one teacher tallies the frequency of behavior while the other teachers teaches. The observer can also collect

• Latency data to determine the time it takes to follow directives
• Record intervals when behaviors occur
• Take ABC Data