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Using Data in a Co-Taught Classroom


In the co-taught classroom data collection is vital to integrated, efficient, and targeted instruction. While it may be common to gather data when using a one-teach, one observes co-teaching model, that is not the only time data can be collected. 


Using this Cascade of Integration Options, let’s consider how co-teachers could be collecting formal/informal data for team use and making instructional decisions.


These are all examples of how the data collection and follow-up instruction could occur in a co-taught setting.


  One Teach/One Assist or  One Teach/One Observe: anecdotal notes, teacher observation, check-list of a class roster to put +/- when the learning target is met, students give thumbs up/thumbs down with whole group practice (one teacher takes notes).


Parallel Teach, Station Teach, Alt. Teach,  or Team Teaching:  student work samples, formative assessment, summative assessment, teacher observations, anecdotal notes, check-list of a class roster to put +/- when the learning target met.


Unadapted participation in the general curriculum 

Same activities, same objectives, same setting 

Data collection point: Using parallel teaching, each teacher collects data for all students regarding the ability to complete the learning target without adaptations.

Data use: If the learning target is not met, use the alternative setting or station model to target the learning for students with and without IEPs who may need access, response, or reteach adaptations to meet the learning objective.


Adaptations to the general curriculum 

Same activities, different (related) objectives, same setting 

Data Collection Point: Using one teach, one observe, the observing teacher collects data on student achievement on the adjusted learning target while students complete the same activity.  

Data Use: For students who have not met the adjusted learning target, use the station model or alternative model to practice the learning target with access, reteach, enrich, or response adjustments. 


Embedded skills within the general curriculum 

Similar activity, different (related) objectives, same setting 

Data Collection Point: Using the alternative model, gather student achievement data on completion of a learning target related to the general curriculum that matches an IEP goal.

Data Use: For students who do not meet the related learning target, use the alternative model to address the unfinished learning. 


Functional curriculum in the general education classroom 

Different activities, different (related) objectives, same setting 

Data Collection Point: using the alternative teaching model, gather data on student achievement on modified class activities.

Data Use: Identify the IEP learning objectives met through the modified activities.

The spiraling nature of co-teaching is evident. Co-teaching is an ongoing series of decisions: identifying learning targets, identifying student needs through data, selecting models, gathering data, and creating responsive, flexible groups.

Additional Information and Resources

To read information about what the 6 models of co-teaching are, including links to videos and additional resources, please visit our Keystone Co-Teaching website.


If you or someone in your district is co-teaching and would like individualized feedback, email Tasha Fritz to begin the conversation.




Keystone AEA Contacts:

Brea Baxter
Patricia Lehmann
Shelby Schumacher
Tasha Fritz

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