Co-Planning Meeting Guide
SPED + Gen-Ed Weekly Co-Planning Guide
25-Min Collaboration Protocol • Cognitive Profile & Deficit Scaffolding • Mandatory IEP Compliance & PM
Gen-Ed: Content & Pacing SPED: Access & Compliance
Cognitive Profile Rule: Design scaffolds grounded in each student's formal evaluation & classification (e.g., SLD, OHI, Speech) rather than generic, one-size-fits-all modifications.
Legal Mandate: SPED teachers must prioritize IEP students only for push-in & Targeted Intervention (TI).
Part 1: Instruction & Priority Lesson ~10 Min
1
Connect & Calibrate
2–3 min
Review immediate progress, common misconceptions, and independent practice wins.
Gen-Ed: "What are you noticing? Where did students get stuck today?"
SPED: Share small-group/push-in notes (e.g., tool usage vs. independent stalls).
2
Look Ahead (Weekly Sequence)
4–5 min
Map sequence through next check-in to locate the highest cognitive friction point.
Gen-Ed: Walk through daily topics, tasks, and planned weekly assessments.
Key Probe: "Which upcoming lesson will pose the biggest barrier and why?"
Isolate: Reading/processing, operation selection, or procedural calculation?
3
Lock the Priority Lesson
2–3 min
Focus deep co-planning on ONE high-stakes lesson rather than skimming all days.
Standard & Objective: Exactly what must students accomplish independently?
Exemplar Output: What does proficient student work look like on this task?
Part 2: Barrier Diagnosis & Support ~15 Min
4
Identify 2–4 Students & Root Deficits
4–5 min
Anchor in evaluated cognitive profiles & specific academic deficit areas:
Dyscalculia Number sense, operational symbols, math fact retrieval, spatial layout.
Dyslexia & Fluency Phonological decoding, reading rate/stamina, written symbol processing.
Comprehension Complex syntax, abstract vocabulary, multi-step problem interpretation.
Listening & Receptive Auditory processing, retaining multi-step spoken directions, verbal delay.
Working Memory Holding intermediate numbers/steps; needs visual cues & step charts.
Task Initiation Stalls at outset; needs single first-step question prompt, then fade.
5
Plan Scaffolds & Push-In Execution
7–8 min
Gen-Ed: Explicit modeling, common graphic organizers, structured problem steps.
SPED: Push-in during Independent Practice; prompt-fading; profile-specific visual cue cards.
6
Close with Evidence Commitments
2–3 min
Gen-Ed Commits: Timely, consistent weekly work samples aligned to target IEP goals.
SPED Commits: Formal progress monitoring tracking, prompt levels, and autonomy notes.
Mandatory SPED Data Collection, Assessment & Caseload Policy
Legal Compliance
SPED Progress Monitoring
Data collection is mandatory. SPED teachers are legally responsible for tracking IEP goal progress and collecting systematic data points on a continuous, mandated schedule.
Grades ≠ SPED Data
SPED teachers independently assess. General education grades measure grade-level mastery and are not directly aligned to SPED goal data. Gen-Ed supports by supplying prompt, consistent work samples.
IEP Caseload Boundaries
IEP students ONLY for services. While SPED teachers support school culture, by law only students with documented IEPs receive push-in minutes, accommodations, and Targeted Intervention (TI).
The 7 Exit Answers
Exit Criteria
Before leaving, co-teachers verbally verify:
- 1 Priority Lesson: Specific date and lesson topic?
- 2 Outcome: What does proficient work look like?
- 3 Target Students: Which 2–4 IEP learners?
- 4 Specific Deficit: Dyscalculia, dyslexia, listening, etc.?
- 5 Supports: Profile-aligned scaffold or visual tool?
- 6 Teacher Actions: Where is each teacher stationed?
- 7 Evidence Due: Specific samples/data for next meeting?
Collaboration Grid Commitments
Action Matrix
| Responsibility / Deliverable | Owner | Compliance Rule |
|---|
| Curricular Samples & Tasks: Exit tickets, student work | Gen-Ed | Timely, weekly IEP goal alignment |
| IEP Progress Assessment: Mandated PM data collection | SPED | Official IEP goals-aligned only |
| Targeted Scaffolds & Cues: Break-down prompts, cue cards | SPED | Pre-planned per cognitive profile |
| Push-In & TI Support: IEP Service Only | SPED | Active IEP students only |
Prompt-Fading Rule: Deliver the smallest prompt necessary to initiate work, then systematically step back to build autonomy.
Agenda: 1. Connect (2m) • 2. Look Ahead (4m) • 3. Priority Lesson (3m) • 4. Key Students & Deficits (4m) • 5. Plan Support (8m) • 6. Evidence Close (3m) SPED + Gen-Ed Weekly Desk Protocol • Cognitive Profile & IEP Deficit Framework
