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3rd Edition

Choosing Outcomes and Accommodations for Children (COACH 3): A Guide to Educational Planning for Students with Disabilities

$99.09  Softcover (inc CD)
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Michael F Giangreco, Chigee J Cloninger, Virginia Salce Iverson

  • Choosing Outcomes and Accommodations for Children (COACH 3)

232 pages
Interest Age: 3 to 21
2011
ISBN: 9781598571875

COACH is better than ever! Now with practical updates based on user feedback and a new streamlined format for easier use, the third edition of this bestselling guide can be the key to effective educational planning for students with intensive special education needs in inclusion-oriented schools.

Based on 25 years of field-testing and widely used by thousands of education teams, COACH is the educational planning choice for students ages 321 in supported general education settings. Retaining the core elements of the popular previous editions, this revised edition organises planning into a clear step-by-step process that has never been easier to implement (see below). Professionals and families will have an effective process to help them collaborate on individualised educational plans that promote inclusive opportunities for students with a range of developmental disabilities. Education teams will discover how to:

  • implement a collaborative and family-centred approach to teamwork

    • explore the current and future status of valued life outcomes
    • identify appropriate curriculum areas to assess
    • rate and select high-priority learning outcomes to be targets of instruction
    • determine which aspects of the general education curriculum should be targets of instruction
    • choose the supports students need to reach their goals
    • develop meaningful annual goals and short-term objectives that reflect each student's individual priorities
    • create a program-at-a-glance that keeps critical information handy throughout the school day

    COACH comes with the essential materials educators need to engage in collaborative educational planning. Ready-to-use, fallible forms and tools now on CD-ROM for easy access to help educators organise goals and objectives, determine their students' learning styles, schedule class activities, plan and adapt instruction, evaluate the impact of instruction on student outcomes, and more. To model successful COACH implementation, this book also walks readers through three complete examples of the COACH process for a kindergartener, an elementary school student, and a transition-age teenager.

    With this streamlined planning process, educators and families will ensure that each student's education plan has real substance, addresses individual goals, and leads directly to positive, meaningful outcomes.

    What's New:

    • CD-ROM with fallible electronic versions of the forms, plus examples and supplemental materials
    • Updated introductory information establishing a contemporary context for the use of COACH
    • Increased focus on access to the general education curriculum
    • Streamlined COACH process for easier implementation
    • Reorganised descriptions and directions
    • Updated and simplified student record forms
    • Information about COACH and alternate assessment
    • A tool to assist teams in clarifying their respective roles
  • Table of Contents

    About the Authors

    Other Contributors

    What's New in the Third Edition of COACH?

    Section I. Introduction to COACH

    What is COACH?

    Principles Forming the Basis of COACH

    • Principle 1: All Students Are Capable of Learning and Deserve a Meaningful Curriculum
    • Principle 2: Quality Instruction Requires Ongoing Access to Inclusive Environments
    • Principle 3: Pursuing Valued Life Outcomes Informs the Selection of Curricular Content
    • Principle 4: Family Involvement Is a Cornerstone of Educational Planning
    • Principle 5: Collaborative Teamwork Is Essential to Quality Education
    • Principle 6: Coordination of Services Ensures that Necessary Supports Are Appropriately Provided

    Description of COACH Part A of COACH (Steps 1–3)

    • Determining a Student's Educational Program

    How and Why COACH Works

    Description of COACH Part B (Steps 4–6)

    • Translating the Family-Identified Priorities into Goals and Objectives

    Section II. Answering Common Questions About COACH

    • How Does COACH Fit into IEP Development?
    • For Whom Should COACH be Used?
    • How Long Does it Take to Complete COACH?
    • Who Can Facilitate COACH?
    • Who Participates in COACH?
    • Where Should COACH Be Completed?
    • When Should COACH Be Completed?
    • Should COACH Be Completed Every Year?
    • What Are Key COACH "Don'ts"?

    Section III. Directions for Completing COACH Steps

    Part A: Determining a Student's Educational Program

    Preparation Checklist

    • Step 1: Family Interview
    • Introducing the Family Interview
    • Step 1.1: Valued Life Outcomes
    • Step 1.2: Selecting Curriculum Areas to Explore During the Family Interview
    • Step 1.3: Rating Learning Outcomes in Selected Curriculum Areas
    • Step 1.4: Prioritizing Learning Outcomes in Selected Curriculum Areas
    • Step 1.5: Cross-Prioritization
    • Step 2: Additional Learning Outcomes
    • Step 2.1: Additional Learning Outcomes from COACH
    • Step 2.2: Additional Learning Outcomes from General Education
    • Step 3: General Supports

    Part B: Translating the Family-Identified Priorities into Goals and Objectives

    • Step 4: Annual Goals
    • Step 5: Short-Term Objectives
    • Step 6: Program-at-a-Glance

    Section IV. Implementing COACH-Generated Plans

    Conclusion

    References

    Appendix A: Questions and Answers for Team Members About COACH

    Appendix B: Blank COACH Student Record Forms for Part A: Steps 1–3†

    Appendix C: Blank COACH Student Record Forms for Part B: Steps 4–6†

    Appendix D: Additional Blank Forms for Section IV†

    • Scheduling Matrix Information
    • Scheduling Matrix Form
    • Planning and Adapting Instruction
    • Learning Style Inventory for Students with Complex and Challenging Disabilities - Timothy J. Fox & Virginia S. Iverson
    • Activity Analysis - Virginia S. Iverson & Timothy J. Fox
    • Evaluating Impact for Learning Outcomes
    • Evaluating Impact for General Supports

    Appendix E: COACH and Alternate Assessment: How Are They Related? - Harold L. Kleinert & Jacque Farmer Kearns

    Appendix F: Roles of Team Members Supporting Students with Disabilities in Inclusive Classrooms - Michael F. Giangreco, Jesse C. Suter, & Victoria Graf

    Index

    †Fillable forms are available on the accompanying CD-ROM.

    Table of Contents (CD-ROM)

    About this CD-ROM

    Appendix A: Questions and Answers for Team Members About COACH

    Appendix B: Blank COACH Student Record Forms for Part A: Steps 1–3†

    Appendix C: Blank COACH Student Record Forms for Part B: Steps 4–6†

    Appendix D: Additional Blank Forms for Section IV†

    • Scheduling Matrix Information and Form
    • Planning and Adapting Instruction
    • Learning Style Inventory for Students with Complex and Challenging Disabilities - Timothy J. Fox & Virginia S. Iverson
    • Activity Analysis - Virginia S. Iverson & Timothy J. Fox
    • Evaluating Impact for Learning Outcomes
    • Evaluating Impact for General Supports

    Appendix E: COACH and Alternate Assessment: How Are They Related? - Harold L. Kleinert & Jacqui Farmer Kearns

    Appendix F: Roles of Teams Members Supporting Students with Disabilities in Inclusive Classrooms - Michael F. Giangreco, Jesse C. Suter, & Victoria Graf

    Appendix G: Example: Kindergarten Student with Sensory and Intellectual Disabilities* * - Chigee J. Cloninger

    Appendix H: Example: High School Student with Down Syndrome* * - Virginia S. Iverson

    About the Authors

    End User License Agreement

    †Fillable forms

    * *CD-ROM only