Choosing Outcomes and Accommodations for Children: A Guide to Educational Planning for Students with Disabilities / Edition 3

Choosing Outcomes and Accommodations for Children: A Guide to Educational Planning for Students with Disabilities / Edition 3

by Michael F. Giangreco, Chigee J. Cloninger, Virginia Salce Iverson
     
 

ISBN-10: 1598571877

ISBN-13: 9781598571875

Pub. Date: 07/01/2011

Publisher: Brookes, Paul H. Publishing Company

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

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Overview

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 3-21 in supported general education settings. Retaining the core elements of the popular previous editions, this revised edition organizes planning into a clear step-by-step process that has never been easier to implement (see box). Professionals and families will have an effective process to help them collaborate on individualized 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-centered 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, fillable forms and tools — now on CD-ROM for easy access — help educators organize 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 impleme

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Product Details

ISBN-13:
9781598571875
Publisher:
Brookes, Paul H. Publishing Company
Publication date:
07/01/2011
Pages:
232
Sales rank:
698,901
Product dimensions:
8.50(w) x 10.90(h) x 1.00(d)

Table of Contents

Table of Contents (Book)

CD-ROM 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 COACHPrinciple 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 ProvidedDescription of COACH Part A of COACH (Steps 1–3)Determining a Student's Educational ProgramHow and Why COACH WorksDescription 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 ProgramPreparation ChecklistStep 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-PrioritizationStep 2: Additional Learning Outcomes
Step 2.1: Additional Learning Outcomes from COACH
Step 2.2: Additional Learning Outcomes from General Education
Step 3: General SupportsPart B: Translating the Family-Identified Priorities into Goals and ObjectivesStep 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 InformationScheduling Matrix FormPlanning and Adapting InstructionLearning Style Inventory for Students with Complex and Challenging Disbilities
Timothy J. Fox & Virginia S. IversonActivity 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. IversonActivity 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. Cloninge

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

About the Authors
End User License Agreement

†Fillable forms

• *CD-ROM only

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