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<p>About the Author xi</p> <p>Acknowledgments xii</p> <p>Foreword by Harry K. Wong xiii</p> <p>Preface xv</p> <p>Introduction 1</p> <p><b>Chapter 1 Co-Teaching in a Nutshell</b></p> <p>1.1 Characteristics of Co-Teaching 3</p> <p>1.2 What Co-Teaching Is 3</p> <p>1.3 What Co-Teaching Is Not 4</p> <p>1.4 Framework for Co-Teaching 5</p> <p>1.5 How Co-Teaching Benefits Teachers 6</p> <p>1.6 Advantages for the General Education Teacher 7</p> <p>1.7 Advantages for the Special Education Teacher 8</p> <p>1.8 Advantages of Co-Teaching for Students 8</p> <p>1.9 Advantages for the General Education Student 9</p> <p>1.10 Advantages for the Special Education Student 9</p> <p>1.11 Considerations for Starting a New Co-Teaching Initiative 10</p> <p>1.12 Where Does Co-Teaching Take Place? 10</p> <p>1.13 Terms Co-Teachers Need to Know 11</p> <p>1.14 Opening Assumptions for Co-Teaching 13</p> <p>1.15 A Co-Teaching Anticipation Guide 13</p> <p>1.16 The Beginning Stages of Co-Teaching 14</p> <p><b>Chapter 2 Co-Teaching Models</b></p> <p>2.1 One Teach, One Observe 17</p> <p>2.2 One Teach, One Drift 18</p> <p>2.3 One Teach, One Assist or Support 19</p> <p>2.4 Team Teaching 20</p> <p>2.5 Station Teaching 21</p> <p>2.6 Parallel Teaching 23</p> <p>2.7 Alternative Teaching 25</p> <p>2.8 Skill Group Teaching 27</p> <p>2.9 Speak and Add Model 27</p> <p>2.10 Duet Teaching 28</p> <p>2.11 Adapting Curriculum Approach 29</p> <p>2.12 Learning Styles Approach 30</p> <p>2.13 Checking in: Applying the Approaches 31</p> <p>2.14 Co-Teaching Approaches: An Action Plan 32</p> <p>2.15 Applying the Models: Develop and Do 33</p> <p><b>Chapter 3 Where Do You Start?</b></p> <p>3.1 First Steps for Beginning the Co-Teaching Experience 35</p> <p>3.2 Second Steps 36</p> <p>3.3 Preparing for Co-Teaching: A Checklist to Review 38</p> <p>3.4 Preparing to Teach Together 41</p> <p>3.5 Co-Teaching Planning Pointers 43</p> <p>3.6 Ongoing Implementation 45</p> <p>3.7 Co-Planning Tips and Tricks 45</p> <p>3.8 Maximizing Lesson Planning Time 46</p> <p>3.9 Co-Teaching Weekly Planning Guide 47</p> <p>3.10 Practical Planning Pointers 48</p> <p>3.11 Planning a Co-Taught Unit 49</p> <p>3.12 Co-Teaching Planning Form 49</p> <p>3.13 Reviewing the Co-Planning Process 50</p> <p>3.14 Co-Teaching Roles and Responsibilities 51</p> <p>3.15 Determining Roles and Responsibilities 52</p> <p>3.16 Role Clarity 54</p> <p>3.17 Sample Co-Teaching Duties 55</p> <p>3.18 Introducing the Co-Teaching Team 57</p> <p>3.19 Who Does What in a Co-Taught Classroom? 58</p> <p>3.20 Communication Issues and Co-Teaching 61</p> <p>3.21 Conversation Starters 62</p> <p>3.22 Communication Tips and Techniques 64</p> <p>3.23 Collaboration Is the Key 65</p> <p>3.24 Ways to Ease in a Special Educator as a Partner in the Classroom 65</p> <p>3.25 A Blueprint for Collaborative Teaching 66</p> <p><b>Chapter 4 Where Do You Go? A Co-Teaching Road Map</b></p> <p>4.1 Scheduling Considerations for Co-Teaching 68</p> <p>4.2 Effective Methods for Placing Students in a Co-Taught Classroom 70</p> <p>4.3 Finding Time to Plan 71</p> <p>4.4 Co-Teaching Daily Lesson Plans 72</p> <p>4.5 Expanding Planning Time for Co-Teaching 73</p> <p>4.6 Using Planning Time Effectively 74</p> <p>4.7 Application: Putting Planning into Action 75</p> <p>4.8 Co-Planning Agenda Tips 76</p> <p>4.9 Procedures and Routines 77</p> <p>4.10 Scheduling Co-Teaching 79</p> <p><b>Chapter 5 Collaboration: Working as a Team</b></p> <p>5.1 What Is a Team? 81</p> <p>5.2 Characteristics of Co-Teaching Teams 82</p> <p>5.3 Forming an Effective Co-Teaching Team 83</p> <p>5.4 Ingredients of Excellence for Your Co-Teaching Teams 84</p> <p>5.5 Relationship Building Blocks 85</p> <p>5.6 Team Preparation: What Do I Bring? 86</p> <p>5.7 Team-Building Personality Preferences 87</p> <p>5.8 Personality Style Activity 89</p> <p>5.9 Co-Teaching Conversations 90</p> <p>5.10 Co-Teaching Decision Making 93</p> <p>5.11 Potential Challenges 94</p> <p>5.12 Overcoming Roadblocks: Solutions 96</p> <p>5.13 Dealing with Conflict 97</p> <p>5.14 Steps to Take 99</p> <p>5.15 Communication and Accountability Tools 100</p> <p>5.16 Checking In: How Is Our Co-Teaching Going? 101</p> <p>5.17 Collaborative Problem-Solving Worksheet 102</p> <p><b>Chapter 6 Organizing and Planning for Success</b></p> <p>6.1 Celebrating All Learners: Strategies for Success 104</p> <p>6.2 Helpful Online Resources 106</p> <p>6.3 Physical Organization 107</p> <p>6.4 Strategies for Flexible Grouping 108</p> <p>6.5 Small-Group Strategies 109</p> <p>6.6 Working Together for Small-Group Success 110</p> <p>6.7 Advantages of Small-Group Instruction 112</p> <p>6.8 Small-Group Planning 113</p> <p>6.9 Points to Ponder: Large-Group Instruction 114</p> <p>6.10 Planning for Large-Group Instruction 115</p> <p>6.11 Independent Student Work 116</p> <p>6.12 Goal Setting: Keeping Score 118</p> <p>6.13 Choices, Not Chance, in Your Curriculum 119</p> <p>6.14 Procedures and Routines 119</p> <p>6.15 Co-Teaching Conversations 120</p> <p>6.16 Routines That Are Important for Co-Teachers to Share 120</p> <p>6.17 Looking at Your Classroom from a Student’s Perspective 121</p> <p>6.18 Additional Procedure Pointers 122</p> <p>6.19 Supporting Student Behavior 123</p> <p>6.20 Classroom Rules That Work 124</p> <p>6.21 Behavior Intervention Worksheet 125</p> <p>6.22 Student Survey 127</p> <p>6.23 How Are You Smart? Multiple Intelligences Survey 128</p> <p><b>Chapter 7 Schoolwide Organization: Administrative Issues</b></p> <p>7.1 Schoolwide Issues 132</p> <p>7.2 Barriers to Successful Co-Teaching 133</p> <p>7.3 Professional Development Issues 134</p> <p>7.4 Scheduling Issues 135</p> <p>7.5 Effective Methods for Placing Students 136</p> <p>7.6 Techniques for Classroom Caseloads 137</p> <p>7.7 Guiding Principles 138</p> <p>7.8 Student Study Teams: A Pre-Referral Strategy 138</p> <p>7.9 Student Study Team Guidelines 139</p> <p>7.10 Roles and Responsibilities of Team Members 140</p> <p>7.11 How Administrators Can Support Co-Teaching 143</p> <p>7.12 Other Ways Administrators Can Support the Co-Teaching Team 144</p> <p>7.13 Observing Co-Teachers 144</p> <p>7.14 Providing Feedback 145</p> <p>7.15 Co-Teaching Observation Form 146</p> <p><b>Chapter 8 Accommodations and Modifications That Make a Difference</b></p> <p>8.1 What Are Accommodations, Modifications, and Interventions? 148</p> <p>8.2 Modification Versus Differential Standard 149</p> <p>8.3 Accommodations and Modifications Log 151</p> <p>8.4 Accommodations or Modifications? 153</p> <p>8.5 Adapting Instruction Flow Chart 154</p> <p>8.6 Planning Guide to Curriculum Modifications 155</p> <p>8.7 Modifications ‘‘On the Move’’ 156</p> <p>8.8 Co-Teacher Communication Cards 157</p> <p>8.9 Checklist of Accommodations and Modifications 158</p> <p>8.10 Focus on Curriculum Adaptations 161</p> <p>8.11 Adaptation Application Activity 163</p> <p>8.12 Strategies for Supporting Students with Special Needs in the General Education Classroom 165</p> <p>8.13 A Closer Look at Special Needs Challenges and Choices for Co-Teaching 170</p> <p>8.14 I Have a Student Who...: What to Do? 172</p> <p>8.15 Modifications Based on Students’ Learning Styles 177</p> <p>8.16 Adaptations and Modifications Chart 178</p> <p>8.17 Class List: Adaptation Chart and Learning Profile 181</p> <p>8.18 Evaluation Process in a Co-Taught Classroom 183</p> <p>8.19 Accommodations for Testing in a Co-Taught Classroom 184</p> <p>8.20 Revising Grading Procedures 186</p> <p><b>Chapter 9 Instructional Strategies for Different Types of Learners</b></p> <p>9.1 Getting Started with Strategies That Make a Difference 188</p> <p>9.2 Engaging Strategies for Co-Teaching 189</p> <p>9.3 Your Multiple Intelligences Toolkit 191</p> <p>9.4 Product Possibilities 195</p> <p>9.5 Think-Tac-Toe Choice Menus of Activities 196</p> <p>9.6 Think-Tac-Toe Activity Board 197</p> <p>9.7 Vocabulary Bingo 198</p> <p>9.8 Book Report Activity Board 199</p> <p>9.9 Cubing 200</p> <p>9.10 Cubing in the Content Areas 201</p> <p>9.11 ‘‘Let ’em Roll’’: Cubing Task Cards 203</p> <p>9.12 Bloom’s Building Blocks 204</p> <p>9.13 Cubing Pattern 206</p> <p>9.14 Cubing Companion Activity Sheet 207</p> <p>9.15 Bloom’s Taxonomy 208</p> <p>9.16 Graphic Organizers 209</p> <p>9.17 Why Use Graphic Organizers? 210</p> <p>9.18 How Do You Use Graphic Organizers? 211</p> <p>9.19 Herringbone Graphic Organizer 212</p> <p>9.20 Double-Entry Journal 213</p> <p>9.21 Learning Centers 214</p> <p>9.22 Centers Planning Guide 216</p> <p>9.23 Keeping Students on Target 217</p> <p>9.24 Learning Contract 218</p> <p>9.25 Anchor Activities 219</p> <p>9.26 Activating Strategies 220</p> <p>9.27 Techniques to Set the Stage for Learning 221</p> <p>9.28 Strategies to Support Learning During Instruction 223</p> <p>9.29 A Closer Look: During-Instruction Strategies 224</p> <p>9.30 After-Reading Strategies 226</p> <p>9.31 Summarizer Activities to Reflect on Learning 227</p> <p>9.32 Culminating Review Games 230</p> <p><b>Chapter 10 Reflecting on Practice and Planning Tools</b></p> <p>10.1 Maintaining an Effective Co-Teaching Partnership 232</p> <p>10.2 Taking It One Step at a Time 233</p> <p>10.3 Co-Instruction: Where Are You Now? 235</p> <p>10.4 The Co-Teaching Rating Scale 237</p> <p>10.5 Co-Teaching Road Map 241</p> <p>10.6 Looking Ahead: Planning Guide 242</p> <p>10.7 Student Profile 243</p> <p>10.8 Making the Most of Lesson-Planning Time 245</p> <p>10.9 Co-Planning Agenda Framework 246</p> <p>10.10 Lesson Preparation Pointers 247</p> <p>10.11 Co-Teaching Lesson Planning Worksheet 248</p> <p>10.12 Co-Teaching Lesson Planning Template 249</p> <p>10.13 Keeping Track 249</p> <p>Appendix Questions for Discussion 250</p> <p>Notes 256</p> <p>Additional Resources 258</p> <p>Index 263</p>

<p><b>Katherine Perez, Ed.D.,</b> has over thirty-five years of experience as a classroom teacher, special educator, staff developer, and teacher trainer. Professor of Education at Saint Mary's College of California, Perez is a popular international presenter and workshop leader for Bureau of Education and Research and Staff Development for Educators.

<p><b>Practical strategies for teachers who share classroom teaching responsibilities</b> <p>In the co-taught classroom, general and special educators share planning, presentation, evaluation, and classroom-management responsibilities. <i>The Co-Teaching Book of Lists</i> is designed for teachers and administrators who want to develop a collaborative co-teaching model that reaches all students, regardless of their learning needs. Filled with classroom-tested and down-to-earth ideas, techniques, and advice, this hands-on resource makes the co-teaching experience a success for teachers and students alike. <p>Written by educator and popular teacher trainer Katherine Perez, <i>The Co-Teaching Book of Lists</i> gives educators a user-friendly reference that answers the myriad questions and concerns about the co-taught classroom. Research-based and practical, the book covers a wealth of ideas and suggestions that teachers can use to create their own winning co-teaching model. <p><i>The Co-Teaching Book of Lists</i>: <ul> <li><b>Reveals the roles and responsibilities of co-teachers</b></li> <li><b>Explores how to set up the classroom</b></li> <li><b>Shows how to establish the classroom climate</b></li> <li><b>Explains how to create effective accommodations and modifications for students</b></li> <li><b>Demonstrates how to create goal-setting standards</b></li> <li><b>Illustrates how to effectively negotiate conflicts</b></li> <li><b>Addresses scheduling issues</b></li> </ul> <p>"What a terrific toolkit this book represents! Both special educators and general educators will find a comprehensive collection of effective resources and techniques that make a difference in the classroom. <i>The Co-Teaching Book of Lists</i> belongs on EVERY teacher's bookshelf."</br> —<b>from the foreword by Harry K. Wong</b>, bestselling author of <i>The First Days of School</i>

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