tudies using models like the Comprehensive School Threat Assessment Guidelines (CSTAG) found that over 99% of student threats were never acted upon, and only a tiny fraction led to discipline or arrest.

The previous two posts in the co-teaching series focused on principles of navigating and/or facilitating a healthy co-teaching relationship, either from the perspective of administrators or teachers themselves. The following are some practical technological tools that both content-area teachers and “specialists” (teachers of special education or multilingual learners) can provide to support special populations in the mainstream classroom.   Text-to-Speech Tools  such as Snap

In the previous post, we discussed what teachers can do to take control of the co-teaching partnership by adopting an open-minded stance, communicating openly and often with their co-teacher, and seeking direction over destination as they aspire to a more ideal partnership.  The following best practices are for administrators to consider in supporting their staff on the co-teaching journey:   Keep co-teachers together to set them up for success.  Nothing is more frustrating t