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

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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

Incl. family interview, Q & A for parents, cross- cultural adaptations, IEP goals, emphasis on life outcomes.

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Editorial Reviews

Professor, Department of Special Education & Disability Policy, VCU School of Education - Colleen A. Thoma
"I was thrilled to learn about this updated version of COACH, and equally enthusiastic once I reviewed its contents. COACH is the quintessential planning tool for teachers and IEP team members."
private Autism and Augmentative Communication consultant - Joanne M. Cafiero
"A powerful and gentle tool for helping parents and educators focus on what is most important in the lives of individuals with disabilities, providing the framework for designing and implementing dynamic quality of life supports."
Professor, Department of Special Education, University of Kansas - Michael L. Wehmeyer
"The most thoughtful, systematic approach to planning for the inclusive education of students with intensive support needs available today."
Chair of the Special Education and Gifted Education Department, University of St. Thomas, Minneapolis. - Terri Vandercook
"This revised edition of COACH does it all, assisting teams to create and implement a high quality program that addresses both accessing and making progress in the general education curriculum AND meeting individual student needs."
Dr. Katrina Arndt

"The principles of COACH support full inclusion and family-school collaboration . . . This is an outstanding text and one I recommend highly for teacher preparation programs, school districts, and community agencies!"
Professor, SUNY Oswego - Roberta Schnorr
"There is no better tool for planning rich, appropriate educational programs for learners who have intensive support needs. Rooted in just principles and current research, COACH honors the wisdom of families, while effectively guiding teams to translate vision into practice."
Associate Professor, College of Education, University of Colorado - Christi Kasa
"An essential tool . . . presents amazing practice strategies for supporting collaboration between among school and family. A must have for building successful outcomes for kids!"
Research & Practice for Persons with Severe Disabilities
"Readers who are new to the COACH will find the tool to be essential for planning educational outcomes for students with intensive support needs, and readers who have been using it as an educational planning tool for years will find that the new version offers a streamlined and updated approach grounded in the founding guiding principles."
Offers a planning tool for designing a disabled student's educational program in general education settings, providing tools for determining an educational program, and describing strategies for implementation and evaluation. Much of the text consists of example forms for case studies, and 70 pages of blank forms are provided. This second edition is more user friendly and family oriented, and offers redesigned forms. For general and special educators, related service providers, and school administrators. Spiral wire binding. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9781598571875
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 7/1/2011
  • Edition number: 3
  • Pages: 232
  • Sales rank: 446,066
  • Product dimensions: 8.50 (w) x 10.90 (h) x 1.00 (d)

Meet the Author

Chigee J. Cloninger, Ph.D., has been a teacher of children and adults with and without disabilities for many years. Even in leadership or research positions, teaching, in the sense of bringing about change, has been a key component to Dr. Cloninger's work. She is Coordinator of the Vermont State I-Team, a statewide training and technical assistance team providing intensive special education supports to children and youth with disabilities, educational personnel, and families. She is also Director of the Vermont State Project for Children and Youth with Deafblindness and a teacher in the Intensive Special Education Master's Program. A national presenter on issues pertaining to students with intensive educational needs, Dr. Cloninger is interested in creative problem-solving approaches, communication, and learning processes for individualized education and leadership.

Michael F. Giangreco, Ph.D., has spent more than 25 years working with children and adults in a variety of capacities including special education teacher, community residence counselor, camp counselor, school administrator, educational consultant, university teacher, and researcher. Dr. Giangreco received a bachelor's degree from the State University of New York-College at Buffalo and graduate degrees from the University of Vermont and the University of Virginia. He received his doctoral degree from Syracuse University and has been a faculty member at the University of Vermont since 1988. His work and educational experiences have led Dr. Giangreco to focus his research, training, and other work activities on three interrelated aspects of educating students with and without disabilities in their local general education schools: 1) individualized curriculum planning, 2) adapting curriculum and instruction, and 3) coordinating support services in schools. Dr. Giangreco is the author of numerous professional publications, including Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational Planning for Students with Disabilities, Second Edition, with Chigee J. Cloninger and Virginia Salce Iverson (Paul H. Brookes Publishing Co., 1998); the first two sets of Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (Paul H. Brookes Publishing Co., 1997, 1998); and Vermont Interdependent Services Team Approach (VISTA): A Guide to Coordinating Educational Support Services (Paul H. Brookes Publishing Co., 1996). Beginning in 1998, he collaborated with artist Kevin Ruelle to complete an unusual project consisting of three sets of educational cartoons: Ants in His Pants (Peytral Publications, 1998); Flying by the Seat of His Pants (Peytral Publications, 1999); Teaching Old Logs New Tricks (Peytral Publications, 2000). Dr. Giangreco's work has been advanced by the feedback and input of innumerable students (with or without disabilities), parents, teachers, administrators, related services providers, and other colleagues.

Virginia Salce Iverson, M.Ed., has worked in the field of education for more than 25 years as a teaching assistant, an educator, an administrator, and a consultant. In addition to teaching fifth grade, she has taught special education across the continuum of placements, including institutions, special schools and classes, and inclusive classrooms from preschool through high school. Ms. Iverson also teaches courses at the university level and presents nationally on issues related to inclusive education. She is an educational consultant for the Vermont State I-Team for Intensive Special Education for which she provides consultation, training, and technical assistance to teams of educators, parents, and related services providers on behalf of students with intensive special education needs. Ms. Iverson is primarily interested in blending systematic instruction with inclusive practices for students with severe disabilities.

Jacqui Farmer Kearns, Ed.D., is Associate Director of the Inclusi

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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


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 Classr

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