Two teachers, one class, every student. The six ways to share a room (with room diagrams), the New York rules for Integrated Co-Teaching and Integrated ENL, and the routines that make a pair work: planning, roles, data, IEPs, grading, families and solving problems together.
General information, not legal advice. Your district's special education plan, its ENL program, its evaluation plan and your union contract decide the local details. For anything that matters for a student or your job, ask your special education chair, your ENL or bilingual coordinator, your principal or your building union representative. Rules here were checked Nov 7, 2026 against the official sources listed at the bottom; if a source and this page ever disagree, the official source wins.
1. What co-teaching is
Co-teaching means two teachers share one class, plan it together, teach it together and are both responsible for every student in it. In New York public schools you will usually meet two kinds:
Integrated Co-Teaching (ICT): a special education service. A special education teacher and a general education teacher teach a class that includes students with disabilities and students without disabilities.
Integrated ENL co-teaching: an English as a New Language service. A certified ESOL (ENL) teacher and a content teacher teach English language development inside a content class, such as ELA, math, science or social studies.
Some rooms have both (three adults, or one teacher with two certifications). Everything below works for any pair, in any grade and any subject.
Big idea in one line: two teachers make the group smaller, so every student gets more turns, more feedback and more chances to reach 100%.
2. New York: Integrated Co-Teaching (ICT) rules in short
The rule: Commissioner's Regulations, 8 NYCRR §200.6(g). A district may offer ICT services as part of its continuum of special education services (8 NYCRR §200.6).
What it is: specially designed instruction and academic instruction given to a group that includes students with disabilities and students without disabilities (NYSED Continuum Q&A).
Staff: each ICT class has at least one special education teacher and one general education teacher. Other staff (for example a teaching assistant or aide) may be added, but they cannot take the place of the special education teacher (§200.6(g)).
Students with disabilities in the class: set by the students' needs, and no more than 12. The 12 counts every student with a disability in that class, however each one's IEP describes the service (NYSED variance procedures).
Mid-year variance to 13: only when unexpected needs come up during the school year, a district that started the year at 12 or fewer may add one student with a disability for the rest of the year by notifying NYSED on its form within 10 business days of the placement.
Mid-year variance to 14: a second added student needs NYSED's approval before the placement.
Variances end in June: the class must be back to 12 or fewer students with disabilities when classes start the next September (NYSED variance procedures, Jan 2011).
Balance: NYSED's variance guidance says students without disabilities should be at least equal in number to students with disabilities, and the class must not become a separate class in practice.
Total class size: the state rule above limits the number of students with disabilities. The total number of students is set locally (district policy or your contract). Ask your district.
Shared responsibility: both teachers share planning, teaching and evaluation for all students in the class (NYSED Continuum Q&A).
The IEP: every teacher responsible for carrying out a student's IEP must have access to it and be told their specific responsibilities (34 CFR §300.323(d)).
3. New York: Integrated ENL co-teaching rules in short
The rule: Commissioner's Regulations Part 154 (CR Part 154-2) sets ENL and bilingual program requirements (NYSED Integrated ENL resources).
Two kinds of ENL time:stand-alone ENL (English language development with an ENL teacher, outside a content class) and integrated ENL (English language development inside a content class) (NYSED Units of Study Glossary).
Who teaches integrated ENL: one teacher certified in both ESOL and the content area, or two teachers co-teaching: a certified ESOL teacher and a teacher certified in the content (or common branch) (NYSED Units of Study tables).
How many minutes: each English learner's weekly ENL minutes depend on grade band and English proficiency level (Entering, Emerging, Transitioning, Expanding, Commanding). The more support a student needs in English, the more minutes. One unit of study = 180 minutes a week. Use the official tables: K-8 and 9-12.
Former English learners (Commanding) keep integrated ENL or other approved former-ELL services for two more years (see the tables).
High school credit: passing an integrated ENL course earns credit in the content area; stand-alone ENL earns elective credit (NYSED 9-12 table).
Planning time: NYSED's administrator guide recommends scheduled shared planning time for each co-teaching pair (NYSED administrator's guide). The exact time is set locally.
New test (2026-27): New York joined the WIDA Consortium; the last NYSESLAT was given in spring 2026 and English learners take WIDA ACCESS starting spring 2027 (NYSED WIDA news). The WIDA Screener replaces the NYSITELL for newly enrolled students in fall 2027. How students exit ELL status with WIDA ACCESS scores has not been published yet. Check NYSED for how levels will be reported.
Students who are English learners and have an IEP keep both services; plan with the ENL teacher and the case manager together (NYSED: ELLs with an IEP).
These six approaches are widely described in co-teaching research (Marilyn Friend and Lynne Cook). The words and drawings below are our own. Aim to use station, parallel and alternative teaching most, because they make the group each teacher works with smaller.
A = Teacher AB = Teacher Bstudent▭ desk or tableEither teacher can be A: switch often.
One teach, one observe
What it looks like
One teacher teaches the whole class. The other watches a few chosen students or one skill and writes down what happens (who answers, which mistakes, how an IEP goal or a language goal is going).
Use it when
Start of a unit; when you need evidence for an IEP goal, a language goal or a behavior plan; when the pair disagrees about what is going on and needs facts.
Watch out for
Decide before class what to watch and how to record it (tally, checklist, quotes). Switch roles next time so both teachers lead.
Example with made-up numbers: Class of 26: one teacher to 26 students; the observer gathers data on 3 to 5 students.
One teach, one assist
What it looks like
One teacher leads. The other moves around the room, checks work, re-explains quietly and keeps students on task.
Use it when
Short stretches (10 to 15 minutes) of new content when many students need a quick check; the first days of a routine.
Watch out for
The most overused model. If it is the daily default, one teacher becomes a helper and students see only one "real" teacher. Switch who leads.
Example with made-up numbers: Class of 26: 26 students to 1 leader; the helper reaches about 1 student every minute.
Station teaching
What it looks like
The class splits into groups that rotate. Each teacher runs a station with a different part of the lesson; one station is independent (practice, reading, an online lesson).
Use it when
Content that splits into parts (vocabulary, skill practice, application); review; when you want every student to meet each teacher in a small group.
Watch out for
Teach the rotation routine first (signals, timer, where to go). The independent station must be work students can do without help.
Example with made-up numbers: Class of 26 in 3 groups: 26 ÷ 3 = 8.7, so groups of 9, 9 and 8. Each teacher sees about 9 students at a time.
Parallel teaching
What it looks like
The class splits in half. Each teacher teaches the same lesson, with the same goal, to one half at the same time.
Use it when
When you want more student talk and more checks; discussions; review before a test; labs where safety needs closer watching.
Watch out for
Plan together so both halves get the same objective and the same check. Mix the halves (not "IEP half" and "general half"). Watch the noise level.
Example with made-up numbers: Class of 26: 26 ÷ 2 = 13 students per teacher, half the usual ratio.
Alternative teaching
What it looks like
One teacher works with a small group (pre-teach, re-teach, or extend) while the other teaches the large group.
Use it when
When exit-ticket or observation data shows a small group needs something different today; pre-teaching vocabulary; enrichment.
Watch out for
Change who is in the small group often and include students without IEPs, so no group gets a label. Both teachers take the small group sometimes.
Example with made-up numbers: Class of 26: large group of 21 and small group of 5 (21 + 5 = 26).
Team teaching
What it looks like
Both teachers lead the whole class together: they model a conversation, show two ways to solve a problem, debate two sides, or role-play.
Use it when
Introducing a big idea; modeling academic talk; when both teachers know the content well and trust each other.
Watch out for
Takes the most planning and trust. It does not reduce the number of students per teacher, so pair it with station, parallel or alternative teaching on other days.
Example with made-up numbers: Class of 26: 26 students to 2 leaders at once.
Tap what you need today. The page jumps to the model that fits best.
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Model by lesson part
Lesson part
Models that fit well
Why
Opening / hook
Team teaching
Two voices make the big idea lively; model the talk you want.
New skill (I do, we do)
Team; one teach, one assist (short)
One models, one checks; or both model two ways.
Guided practice
Parallel; station
Half-size or third-size groups mean more turns and more checks.
Re-teach or extend
Alternative
Small group gets exactly what the data says.
Independent practice
Station (with an independent station); one teach, one assist
Teachers confer while others work.
Check for understanding
One teach, one observe
One teacher collects clean data.
6. Before the year: agree on 12 things
Most co-teaching problems come from things nobody said out loud. Sit down for one hour before students arrive and agree on these. Write the answers down and look at them again in November.
Names and space: both names on the door, the syllabus, the class website and family letters. Each teacher has a desk area.
Planning time: when you meet every week (day, time, place) and what you do if it is cancelled.
Content and IEPs / language levels: how each teacher learns what the other knows (standards, IEPs, English levels).
Routines: entering, starting work, signals for quiet, bathroom, materials, technology.
Behavior: the same expectations and the same responses from both teachers. Who calls home about what.
Models: which models you will try first, and how you will switch who leads.
Grading: who grades what, one shared rubric, how you agree on a grade.
Data: what you collect each week and where you keep it (no student names in unapproved apps).
Families: one shared message, both names, interpreter plan.
Absences: what happens when one teacher is out (the other leads; plans are in a shared folder).
Pet peeves: each person names one or two (noise, interruptions, desk mess) so they do not become arguments later.
Hard talks: how you will raise a problem (privately, within a week, starting with student evidence; see section 14).
7. Roles and parity: who leads what
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Roles
Task
General education / content teacher
Special education or ENL teacher
Know the content, standards and pacing
Lead
Shares
Know each student's IEP goals, accommodations and modifications
Shares
Lead (special education teacher)
Know each English learner's level and language goals
Shares
Lead (ENL teacher)
Write content objectives
Lead
Shares
Write language objectives and design scaffolds (frames, visuals, organizers)
Shares
Lead
Choose the co-teaching model each day
Both
Both
Teach the whole class
Both
Both
Collect IEP goal data
Shares
Lead
Grade and give feedback
Both
Both
Talk with families
Both (agree who calls whom)
Both
Parity check, every week: did each teacher lead part of the class to the whole group? Did students ask both teachers for help? Did both names go home on every message? If the answer is "no" two weeks in a row, change the model plan.
8. A 40-minute weekly co-planning protocol
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Co-planning protocol
Minutes
Step
Who leads
Output
0-5
One win and one concern from this week
Rotates
1-2 notes
5-15
Look at data: exit tickets, IEP goal data, language samples
Content teacher (content data) + special education / ENL teacher (IEP and language data)
Flexible groups for next week
15-30
Plan next week: objective, model and roles for each day, supports, check for understanding
Both
The weekly form below, filled in
30-35
Split the prep: who makes which materials, by when
Both
Task list with names and dates
35-40
Check: accommodations and language supports in every day? Did we switch who leads?
Both
Ticks on the form
No common planning period? Try a 15-minute standing check-in plus a shared planning document each teacher adds to before the meeting, and ask your principal about scheduled time (NYSED's ENL administrator guide recommends it).
9. Printable weekly co-planning template
Weekly co-planning form
One per week. Keep a copy for both teachers (no student last names in shared copies).
What you type stays on this device only.
10. Data: who collects what
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Data plan
What
How often
Who
What you decide with it
Exit ticket (2-4 questions)
Every lesson
Both; sort into "got it / partly / not yet"
Who joins tomorrow's small group
IEP goal data (tally, probe, work sample)
As the IEP says (often weekly)
Special education teacher leads; both collect
Progress toward each goal; reports to families
Language sample (speaking or writing)
Weekly
ENL teacher leads
Which frames to fade; next language objective
Observation focus (one teach, one observe)
1-2 times a week
The observing teacher
A specific question, for example "Who never speaks in partner talk?"
Unit test or task
End of unit
Both, with one rubric
Grades; what to re-teach; spaced review (1 day, 1 week, 1 month)
Example with made-up numbers: 26 students take a 4-question exit ticket. 17 get 4 of 4, 6 get 3 of 4, 3 get 2 or fewer. Mastery rate: 17 ÷ 26 = 0.65, about 65%. Tomorrow: alternative teaching with the 3 students (and 2 of the 6 who missed the same question), so the small group is 5; the large group of 21 moves on.
Privacy: keep student names, IEP details and English levels out of unapproved apps and shared drives (FERPA, NY Education Law §2-d). Use initials on shared planning documents.
11. IEP accommodations in daily work
Read the IEP first. Both teachers need access before teaching starts (34 CFR §300.323(d)). Make a one-page "IEP at a glance" for each student (goals, class accommodations, testing accommodations, modifications) and keep it private.
Accommodations vs modifications: an accommodation changes how a student learns or shows learning (for example extended time, directions read aloud, a graphic organizer, breaks). A modification changes what is expected. Give only what the IEP says; ask the case manager when unsure.
Every day, not only on tests: put the accommodations into the lesson plan (the weekly form has a line for this). Testing accommodations on state tests follow the IEP and NYSED's rules (NYSED testing accommodations guide).
Same thinking, more support: keep the grade-level goal and change the path (visuals, chunking, models, frames, manipulatives, read-aloud).
Universal supports help everyone: visual schedules, worked examples, checklists and sentence frames can be offered to every student, so no one stands out.
English learners with an IEP: give both the IEP accommodations and the language scaffolds; the ENL teacher and the case manager plan together (NYSED joint memo, Jan 2024).
Progress reports: families must get periodic reports on IEP goal progress, as the IEP states (for example with report cards) (34 CFR §300.320(a)(3)). Collect the data as you go.
12. Grading in a co-taught class
Both teachers grade. Split by assignment or by class half, then trade 3 papers to check you score the same way.
One rubric for everyone, written from the standard. Supports (frames, organizers, read-aloud) do not reduce the grade when the student shows the skill.
Grade the skill being measured. In a math task, do not take off points for English grammar; in an ELA writing task, grammar may be part of the skill.
When the IEP lists modifications that change what is expected, follow your district grading policy and ask your special education chair how grades and report cards show it.
Keep notes on content and language separately for English learners: a student can show strong analysis in short framed sentences.
"Not yet" plus a next step works better than a bare score. Allow a redo where your district policy permits.
Example with made-up numbers: a 4-point rubric, two teachers score the same 3 papers. Teacher A: 3, 2, 4. Teacher B: 3, 3, 4. They agree on 2 of 3 (2 ÷ 3 ≈ 67%). They talk about the paper they scored differently, write one sentence on the rubric to make level 3 clearer, then score again.
13. Communicating with families
One voice: one welcome letter from both teachers in September, both names and contact details, explaining that "two teachers teach every student."
Do not label the room in family letters ("the inclusion class", "the ENL class"). Say what families care about: "Two teachers mean more help and more feedback for every student."
Language: families of English learners have the right to information in a language they understand and to an interpreter (NYSED Parents' Bill of Rights for ELL/MLL families). Use your district's translation service.
Agree who calls whom (by student or by topic) and log every contact in one shared place.
Good news first: aim for one positive contact per student before the first concern.
Meetings: both teachers attend parent conferences for their shared students when possible; for IEP meetings, follow the CSE's invitation.
14. Solving problems between co-teachers
A 15-minute talk, in 5 steps: (1) Start with a student, not a person: "Three students did not finish the lab." (2) Each says what they saw, without blame. (3) Name the shared goal. (4) Pick one change to try for two weeks. (5) Put a date on the calendar to check.
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Common snags
What happens
What to try
One teacher always leads; the other always helps.
Plan a model that requires two leaders (station, parallel). Each leads a part of every lesson for two weeks.
No time to plan.
15-minute standing meeting plus a shared plan document; ask the principal for common time.
Different ideas about behavior.
Write 3 shared expectations and 3 shared responses together. Both use the same words.
Students only ask one teacher for help.
Both circulate; both grade; the special education or ENL teacher leads whole-class parts in the first weeks.
The small group is always the same students.
Regroup from each week's data; add students without IEPs; both teachers take the small group.
One teacher does not know the content well.
Share the unit plan and the answer key a week ahead; that teacher leads the parts they know best first.
One teacher does not know the IEPs or language levels.
Make the private one-page "at a glance" sheets together in September.
Still stuck after two tries.
Ask your instructional coach or an administrator for a planning session together. For contract questions, talk to your union representative.
15. Observation look-fors (for the pair, a coach or an administrator)
Use this for a 15-minute visit or a self-check. It is not an evaluation form; your district's evaluation plan and rubric decide how teachers are rated (see Observation and evaluation).
Co-teaching look-fors checklist
Tick what you saw. Add notes. Print for a debrief.
The six co-teaching approaches are described in the work of Marilyn Friend and Lynne Cook; the descriptions, diagrams and examples on this page are Goal100 originals.
Teacher Center · written for New York State teachers in every district · last checked Nov 7, 2026. Local procedures differ by district and building, so always confirm local steps with your school.