<p> Teacher Compass Fidelity Check Form: Co-Teachers Co-Teaching Partners Program Development- Co-Teaching Vision Framework Indicator Possible Documentation Rating Comment Co-teaching partners can clearly articulate the Interview  Y vision of the collaboration and co-teaching  N implementation to parents, colleagues and/or  N/A community members.</p><p>Co-teaching partners translate the shared vision for Observation  Y collaboration and co-teaching into measurable Unit/lesson plans  N expectations and/or outcomes. Planning meeting forms  N/A</p><p>Co-teaching partners collaborate to ensure that Observation  Y instructional and assessment practices reflect the Unit/lesson plans  N intention of the vision. Planning meeting forms  N/A</p><p>Co-teaching partners collaboratively reflect on Observation  Y successes, challenges and assessment results as Unit/lesson plans  N they put the co-teaching vision into practice. Planning meeting forms  N/A</p><p>Program Development- Co-Teaching Instructional Planning</p><p>Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 1 Framework Indicator Possible Documentation Rating Comment There is scheduled time for long range and weekly School schedule  Y co-planning.  N  N/A</p><p>Both co-teaching partners are involved in planning Observation, Interview  Y instructional strategies that include Universal Planning meeting form  N Design for Learning (UDL) and differentiation for all  N/A students.</p><p>Both co-teaching partners have input into the Unit/lesson plans  Y lesson plan.  N  N/A</p><p>Both co-teaching partners have specified roles with Unit/lesson plans  Y regard to the whole group interactions.  N  N/A</p><p>The collaboratively developed lesson plan is Unit/lesson plans  Y accessible to both co-teaching partners.  N  N/A</p><p>Inclusive language (us, our, we) is used during the Observation  Y planning process.  N  N/A</p><p>Program Development- Co-Teaching Instructional Planning</p><p>Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 2 Framework Indicator Possible Documentation Rating Comment Unit/lesson plan identifies each teacher’s role Unit/lesson plans  Y throughout lesson delivery.  N  N/A</p><p>Modifications for individual students are listed on Unit/lesson plans  Y the lesson plan.  N  N/A</p><p>Both co-teaching partners engage in ongoing Unit/lesson plans  Y technology-supported, data-driven instructional  N decision-making processes, such as Classroom-  N/A Focused Improvement Process (CFIP).</p><p>Classroom Management and Organization Framework Indicator Possible Documentation Rating Comment Classroom rules and procedures are developed and Interview  Y implemented by both co-teaching partners. Observation  N  N/A</p><p>Both co-teaching partners provide positive Observation  Y reinforcement for effort and quality of work.  N  N/A</p><p>Flexible grouping is used routinely based on Observation  Y students’ needs and interests.  N  N/A</p><p>Classroom Management and Organization</p><p>Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 3 Framework Indicator Possible Documentation Rating Comment Students with disabilities are seated among their Observation  Y classmates in a way that integrates them naturally  N within the classroom.  N/A</p><p>Instructional Delivery Framework Indicator Possible Documentation Rating Comment Both co-teaching partners’ voices are heard during Observation  Y the teaching/learning process.  N  N/A</p><p>Both co-teaching partners deliver lessons that Observation  Y incorporate UDL and differentiation strategies.  N  N/A</p><p>Both co-teaching partners provide Individualized Observation  Y Education Program (IEP) accommodations to meet  N individual student needs.  N/A</p><p>Research-based strategies are evident during the Observation  Y teaching/learning process.  N  N/A</p><p>Both co-teaching partners move around and come Observation  Y in contact with all students.  N  N/A</p><p>Instructional Delivery</p><p>Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 4 Framework Indicator Possible Documentation Rating Comment Inclusive language (us, our, we) is used by both co- Observation  Y teaching partners during instruction.  N  N/A</p><p>Monitoring and Evaluation Framework Indicator Possible Documentation Rating Comment Co-teaching partners collaboratively implement Data collection forms  Y data collection procedures .  N  N/A</p><p>Co-teaching partners analyze student data Data collection forms  Y regarding established outcomes, goals, interim Interview  N benchmarks. Observation  N/A</p><p>Co-teaching partners use results of data analysis to Data collection forms  Y determine if learning outcomes have been Interview  N achieved. Observation  N/A</p><p>Co-teaching partners use student outcome data to Data collection forms  Y implement adjustments based on student Planning forms  N performance and needs. Observation  N/A</p><p>Professional Growth and Development</p><p>Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 5 Framework Indicator Possible Documentation Rating Comment Co-teaching partners have completed the MSDE Teacher Reflection Tool or  Y Co-Teaching Reflection Tool or another self- other self assessment  N assessment tool to establish a baseline for further measure  N/A professional development in co-teaching, UDL and/or differentiation. Co-teaching partners have jointly participated in Agendas and notes from PD,  Y training related to one or more of the following other documentation of  N topics: Maryland’s 5 approaches to Co-Teaching, participation, interview  N/A Universal Design for Learning, differentiated instruction. Relationship Development Framework Indicator Possible Documentation Rating Comment Co-teaching partners periodically complete the Completed Reflection Tool or  Y MSDE Co-Teaching Reflection Tool or another documentation of  N structured process for reflecting on the discussion/reflection  N/A effectiveness of their relationship toward achieving desired student outcomes.</p><p>Maryland Co-Teaching Network This document was developed and produced by the Maryland State Department of Education, Division of Special Education/Early Intervention Services (June 2011) with funds from the [U.S. Department of Education, Grant # H323A07000-10]. 6</p>