READ 180/System 44 Elementary Service Delivery Models
Co-teaching, as described in this model, is defined as Special Education, General Education, ESL, and/or Title I staff working through the achievement team process, the Title I eligibility process, ELPA assessment and existing IEPs to share students and teaching roles within the READ 180 or System 44 framework. For more information on READ 180 in the AAPS, click here.
| Model Type |
Teaching model Examples |
Possible Scenarios |
Conditions for Co-Teaching |
| A school community with high levels (20-30%) of readers at the 3rd through 5th grade level who are reading below grade level as assessed by Ann Arbor Benchmark Assessments and MEAP Reading scores. There is a Title I teacher on staff as well as special education and/or ESL support. |
Co-teaching between special education, Title I, ESL, and/or general education staff.
Literacy block grouping, in which general education teachers share students across Grades 3-4 or 4-5. |
Support staff teaching reading to general education, Title I and/or ESL students must do so within a co-teaching model. |
Achievement team process for referral, Title I process for eligibility, monitoring and parent notification. |
A school community with moderate levels (10-20%) of readers at the 3rd through 5th grade level who are reading below grade level as assessed by Ann Arbor Benchmark Assessments and MEAP Reading scores. There is not a Title I teacher on staff, but there is at least one special education teacher in the building, serving students who need Teacher Consultant services and/or Resource Room services, as well as ESL support.
|
Co-teaching between special education, ESL, and/or general education staff.
Literacy block grouping, in which general education teachers share students across Grades 3-4 or 4-5.
|
Support staff teaching reading to general education and/or ESL students must do so within a co-teaching model.
|
Achievement team process for referral, monitoring and parent notification.
|
| A school community with lower levels (15% or less) of readers at the 3rd through 5th grade level who are reading below grade level as assessed by Ann Arbor Benchmark Assessments and MEAP Reading scores. There is not a Title I teacher on staff. There is at least one special education staff in the building and there may or may not be ESL support. |
Co-teaching between special education, ESL, and/or general education staff.
Literacy block grouping, in which general education teachers share students across Grades 3-4 or 4-5.
|
Support staff teaching reading to general education and/or ESL students must do so within a co-teaching model.
|
Achievement team process for referral, monitoring and parent notification.
|
