Co-Planning & Coaching Cycle
Whole school · KG to Grade 12 · Inclusive by Design

Co-planning and coaching.
One model. Every classroom.

This is a whole-school instructional framework, not an inclusion add-on. Monthly Inclusion by Design sessions build shared UDL language from KG to G12. Co-planning and coaching cycles make that learning specific to each classroom. The observation debrief closes the loop.

The whole-school model

Three levels. One coherent culture.

Every teacher at DSS operates at Level 1, this is the floor. Co-teaching pairs operate at Level 2. Targeted coaching cycles operate at Level 3. The levels are cumulative, not separate. A teacher who is in a Level 3 coaching cycle is still doing Level 1 and Level 2.

1
Every teacher · KG–G12 · Monthly
Inclusion by Design sessions
Monthly whole-staff professional learning with a UDL focus. The Plus One commitment, one intentional design adjustment per unit. No co-teaching required. Applies from KG to G12.
Who: All classroom and subject teachers · Led by: Director of Inclusion · Quest Specialists co-facilitate
2
Monthly · by department or grade
Co-planning cycle
Monthly session per department (Upper School) or grade team (Lower School). Seven-step protocol. Co-teaching model agreed for the unit. Roles written down before anyone walks in.
Who: Teacher + Quest Specialist or Director of Inclusion · Time: 20–30 min/month
3
Targeted · not every teacher every month
Observation & coaching cycle
Three-phase cycle: co-plan → observe → debrief. Generates evidence of impact. Prioritised for new teachers, teachers with high-needs students, and departments where the Plus One has stalled.
Who: Director of Inclusion + teacher · Time: co-plan 20 min + observe 30 min + debrief 10 min
The most important distinction in the school

Tier 1 universal design vs. individual accommodations

This distinction is misunderstood in every department. Getting it right is the single most important shift in teacher practice. Tier 1 strategies benefit every student and require no documentation or diagnosis. Individual accommodations are tied to a specific student's ILP or MedRAD and require documentation.

Tier 1, Universal Design for Learning
For every student. No documentation needed.
  • Sentence stems on display for everyone
  • Chunked instructions in every lesson
  • Vocabulary pre-taught before every unit
  • Multiple ways to demonstrate learning
  • Think-Pair-Share before whole-class responses
  • Graphic organisers embedded in every task
  • Written instructions alongside verbal
  • Success criteria shared before the task, not after
These strategies reduce barriers for every student. When embedded consistently, many students who would otherwise need individual accommodations no longer need them.
Individual Accommodations, ILP or MedRAD
For a named student. Documentation required.
  • Extra time in assessments, tied to a specific diagnosis
  • Separate room for examinations
  • Reader or scribe in formal assessments
  • Modified task length for a named student
  • Alternative assessment format (e.g. oral instead of written)
  • Large print or specific font requirements
  • Rest breaks during assessments
  • Specific prompting permitted during tasks
These apply to students with a current ILP or MedRAD. They are applied consistently wherarely that student is assessed, not as a favour, as a right. Check the student's profile before every assessment.
The six co-teaching models

Know which model you are using before you walk in the room

The most common failure in co-teaching is two adults in a room with no agreed purpose. The Quest Specialist defaults to supporting one student. The class teacher teaches to the middle. Nobody is more included than before. Use the essential agreements template to choose the right model for each unit before the lesson starts.

One Teach / One Observe
Diagnostic use
One adult teaches the lesson. The other observes and collects specific data, on student engagement, understanding, behavior, or response to a strategy. Not a passive support role, a purposeful data-collection role with a clear focus agreed in advance.
Class teacher
Delivers the lesson as planned
Quest Specialist / Observer
Collects agreed data on named students or whole-class patterns
Use for: diagnostic purposes at the start of a unit, checking whether a strategy is working, informing the next co-planning session. Maximum once per unit in this model.
One Teach / One Assist
Use sparingly
One adult teaches. The other circulates and provides quiet, individual support. The most commonly used model, and the most easily misused. When the Quest Specialist only ever supports the same one or two students, they become a personal aide. That stigmatises the student and wastes the specialist's expertise.
Class teacher
Delivers instruction to the whole class
Quest Specialist
Circulates, supports any student who needs it, not always the same student
Use for: short, specific phases of a lesson only. If the Quest Specialist is doing this all lesson, every lesson, something needs to change. Discuss in the next co-planning session.
Station Teaching
High value
The class is divided into groups rotating through stations. Each adult runs one or more stations simultaneously. Groups are mixed, not ability-grouped. Requires significant co-planning but is highly effective for skills practice and reduces teacher-student ratio meaningfully.
Class teacher
Runs a station, introduces new content or assesses understanding
Quest Specialist
Runs a station, reinforces, extends, or applies the same content differently
Use for: literacy and maths blocks in Lower School, skills-based MYP tasks, revision and practice in Upper School. Works best with three or more stations so both adults are free to teach.
Parallel Teaching
High value
The class is split in half and both adults teach the same content simultaneously to smaller groups. Teacher-student ratio is halved. Both adults deliver the same lesson, not differentiated content, same content in a smaller group. Requires both adults to know the material well.
Class teacher
Teaches half the class, same lesson, same content
Quest Specialist
Teaches the other half, same lesson, same content, smaller group
Use for: introducing new and complex content, discussion-based lessons, formative assessment. Pre-planning conversation essential: both adults must agree on the approach before the lesson.
Alternative Teaching
Tier 2 made visible
One adult takes a small group for pre-teaching, re-teaching, or enrichment while the other continues with the majority. This is Tier 2 support delivered inside the classroom. The small group rotates, it is rarely the same students every lesson. Membership is based on need for this specific skill, not on general ability.
Class teacher
Continues with the majority, new content or independent practice
Quest Specialist
Takes a small, flexible group, pre-teaches, re-teaches, or extends
Use for: students who need pre-teaching before a complex task, re-teaching after an assessment, or enrichment. The most powerful model for inclusion, also the hardest to plan. Requires agreement on group composition for each lesson.
Team Teaching
The gold standard
Both adults teach jointly throughout the lesson. Roles shift fluidly, one may lead while the other models, demonstrates, or manages materials. Requires the highest level of trust, co-planning, and mutual professional respect. Cannot be mandated, it develops over time from a strong co-teaching relationship.
Both adults
Equal ownership of the lesson. Roles shift fluidly.
What it requires
Genuine co-planning, trust, and a shared understanding of the content
Use for: mature co-teaching relationships only. Does not happen in the first month. Build toward it through Station Teaching and Parallel Teaching first. When it works, it is invisible, students do not know who the "real" teacher is.
Co-teaching at DSS, who and where
KG–G6
Quest Specialists embedded one per grade. Full co-teaching, all six models available. Spark Skills Block rotation is the structural foundation: Quest Specialist owns Station 2 as an instructional lead, not an aide. This is the baseline before any co-teaching agreements are written.
G7 English A only
A student teacher will be present in G7 English A in 2026–27. Co-teaching models apply. Essential agreements and co-planning sessions are both relevant. The student teacher is a co-teacher, not an aide, same principles apply.
G8–G12
No co-teacher in the room. Co-planning only, Director of Inclusion works with the teacher on accessible lesson design. The co-teaching models tab is reference context; the active tools here are co-planning sessions and classroom observations.
The observation is a learning document, not an evaluation
When the Director of Inclusion observes a lesson, they are there because they co-planned it. They have skin in the game. The observation note is written in collaborative language and co-owned by both parties. The question it answers is not "how did the teacher perform?", it is "what did we learn from trying this together, and what do we do next?" That distinction changes the entire dynamic. If you are being observed: they are coming to see what we planned together, not to evaluate you.
Essential agreements

Before you co-teach. Not when you walk in.

Complete this template with your co-teaching partner at the start of the year, or at the start of a new co-teaching relationship. It takes 20 minutes. It prevents a year of unclear roles, mismatched expectations, and the Quest Specialist functioning as a personal aide.

The aide trap, and how to avoid it
The moment a Quest Specialist becomes the exclusive support for one named student, three things happen simultaneously: that student is stigmatised by the attachment, the Quest Specialist's expertise is wasted on proximity rather than teaching, and the classroom teacher rarely develops their own inclusive practice. The Spark Skills Block already addresses this structurally, Quest Specialists own Station 2 as an instructional lead. These agreements build on that foundation and extend it into subject lessons and co-teaching contexts.
🏗
Our preferred co-teaching models for this year
Select the models you plan to use. You do not need to use all six, choose what fits your context. You will agree the specific model for each unit in your monthly co-planning session.
One Teach / One Observe
Diagnostic, used occasionally
One Teach / One Assist
Circulation support, use sparingly
Station Teaching
Groups rotate, both adults teach
Parallel Teaching
Class split, same content, smaller groups
Alternative Teaching
Small flexible group, Tier 2 in class
Team Teaching
Joint delivery, build toward this
💬
Communication during lessons
🎯
Roles during the lesson phases
🔄
Avoiding the aide trap, our agreement
📣
Giving each other feedback
📅
Our monthly rhythm
Monthly co-planning session

Seven steps. 20–30 minutes.

The same seven-step protocol works for both divisions, with one important difference. Lower School sessions include a roles field: which co-teaching model are we using for this unit? Upper School sessions focus on accessible lesson design for one teacher. Both produce a Plus One commitment and a student of concern record.

1
Purpose, today's goal
2–3 min
Make the next unit more accessible for students. Apply UDL strategies. Connect to accommodations. Agree one practical change.
2
Choose the unit
5 min
Identify the upcoming assessment or unit you will be teaching in the next 3–4 weeks.
3
Apply UDL to the barrier
10 min
Match the barrier to one or more UDL pillars.
Representation
Multiple ways to access content
Action & Expression
Multiple ways to show learning
Engagement
Supports for motivation and focus
4
Connect UDL to accommodations
8–10 min
Show how the UDL strategies link to existing accommodations. Highlight how many accommodations become Tier 1 supports when embedded consistently.
5
Choose the Plus One inclusion move
5 min
One actionable change. Specific enough to implement this week. Not a complete unit overhaul.
Our Plus One for this unit
6
Quick accommodations review
3 min
Identify any students who require specific accommodations for this unit. Check how they link to the selected UDL strategy.
7
Exit ticket
2 min
The teacher names: the UDL strategy they will implement, any support they need, any student they are concerned about for this unit.
Observation & debrief

What we planned together. What we noticed.

This document is written by the Director of Inclusion after observing a lesson where the co-planned Plus One was being implemented. It is shared with the teacher within two days. It is a shared learning document, not a performance judgment. The debrief takes 10 minutes.

Observation note
Written by Director of Inclusion · Shared with teacher · Debrief within 2 days
"I'm here to see what we planned together, not to evaluate you."
Co-teaching model observed
Which model was in use?
Section 1
What I noticed
Factual, specific observations. What happened. What students did. Whether the Plus One was implemented and how.
Plus One implemented?
Section 2
What it tells us
What does the observation data suggest about the barrier and the strategy? Is the Plus One having the intended effect?
Section 3
One next suggestion
One specific, practical suggestion for the teacher. Not a list. One thing. Tied directly to what was observed.
Teacher's reflection (completed at debrief)
The teacher adds their own reflection at the debrief meeting. This is their perspective, not a response to the observation note, but their own honest assessment of the lesson.
Agreed next steps
Department & grade dashboard

Where are we? Evidence of progress.

A record of co-planning sessions, Plus One commitments, and observation cycles across the year. Evidence base for the annual inclusion review and for leadership conversations, not a teacher performance tool. Strong practice is noted here privately for use as case studies in Inclusion by Design sessions. Teachers are approached individually when their work is worth sharing with colleagues.

📊
Co-Planning for Inclusion, session records
The live Google Sheet where all department sessions, notes, and actions are recorded.
Open in Google Sheets →
📚 Upper School departments, G6–G12
🏠 Lower School grades, KG–G5
📊 Year-to-date summary, 2025–26
0
Co-planning sessions
0
Plus One commitments
0
Observations completed
0
Departments / grades engaged
💡 Practice worth sharing, case studies for Inclusion by Design sessions
Record strong practice here for use as anonymous or named case studies in monthly Inclusion by Design sessions. This is a private planning tool, not a ranking or performance record. Approach teachers individually before using their work as a case study.
Language B
Vocabulary chunking, Leitner system + peer bingo adaptation
Jett created a vocabulary chunking activity; Maria adapted it as bingo independently. Strong example of peer transmission from a co-planning session. Suitable for Inclusion by Design case study, approach Maria first.
I&S
Vocabulary cards with home-language translation
Jason and Grace implemented vocabulary cards with L1 translation within two weeks of one session. Strong Tier 1 model transferable to any department. Students made their own cards by the next session.
Science
Tiered lab report scaffolds with structured peer feedback
Four-level scaffold (definitions → sentence frames → no descriptions → independent) is the most sophisticated built-in UDL in any department. Peer feedback checklist emerging. Worth presenting as a model for other subjects with extended writing tasks.
PE
Moved from individual-student to whole-class UDL design
PE team named the Tier 1 / individual accommodation distinction in their own reflection without prompting. Strongest cultural shift in any department this year. The reflection quote is worth sharing verbatim in an Inclusion by Design session.
📋 Session log, all departments
No sessions recorded yet. Sessions saved from the Co-planning tab will appear here.
Professional Learning · Behavior

Classroom behavior support. Observe, understand, respond.

Effective behavior support is not about managing incidents — it is about understanding what a student is communicating and building the skills to communicate differently. These tools and frameworks support classroom teachers to observe patterns, respond consistently, and contribute evidence to the SST process.

The behavior support model at DSS
👁
Observe
Notice patterns. Use the ABC framework. Document triggers, behaviors, and what helps.
🔍
Understand
Ask what the behavior communicates. Connect to EF skills — emotional control, impulse control, flexible thinking.
🌊
Respond
De-escalate first, teach the skill second. Document what works so the whole team responds consistently.
Three classroom tools — use independently, no specialist required
🌊
De-escalation Strategy Tracker
Use during or after any escalation
Captures early warning signs, strategies tried, what worked, and time to de-escalate. When completed consistently, it builds a personal de-escalation profile for the student — the team stops guessing and starts responding with evidence.
Spark Skills connection
Emotional Control Impulse Control Self-Management
✅
Daily Positive Behavior Tracking
What is going right — not just what goes wrong
Tracks morning routine, following directions, peer interaction, work completion, self-control, and transitions across the school day. Win-first structure: documents positive behavior so the team can identify when the student is at their best and replicate those conditions.
Spark Skills connection
Organization Task Initiation Relationship Skills
🔄
Replacement Behavior Monitoring
Is the new skill being used?
Tracks whether the student is using the replacement behavior agreed in their support plan — asking for help, using a break card, using calm words. Measures prompt level needed, how quickly the student responds, and whether the skill is generalising across contexts.
Spark Skills connection
Emotional Control Self-Monitoring Self-Awareness
Using this in a co-planning conversation
Questions to open with
${['What does this student look like just before things escalate?','What have you tried that helped, even once?','What time of day or subject is consistently harder?','What does the student do instead when the behavior is not there?','What would success look like for this student in your class?'].map(q => `
"${q}"
`).join('')}
The EF lens — what is the skill gap?
${[{ef:'Emotional Control',q:'Can the student name what they feel before acting?'},{ef:'Impulse Control',q:'Can the student pause before responding when frustrated?'},{ef:'Flexible Thinking',q:'Can the student accept "no" or a change to the plan?'},{ef:'Task Initiation',q:'Does avoidance behavior happen before starting a task?'},{ef:'Self-Monitoring',q:'Does the student notice they have escalated?'}].map(item => `
${item.ef}: ${item.q}
`).join('')}
School-wide behavior improvement
When every teacher uses the same de-escalation language, tracks the same replacement behaviors, and documents patterns in the same way, the school builds a shared evidence base. What Quest Specialists see in pull-out sessions connects to what classroom teachers observe during lessons. SST reviews are faster and more productive because the data is already there. That is the school-wide behavior improvement case — not more paperwork, but shared observation using a common framework.