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