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Title: COACH 3 : choosing outcomes & accommodations for children : a guide to educational planning for students with disabilities / by Michael F. Giangreco, Chigee J. Cloninger, and Virginia S. Iverson. [Book] Varying title: Choosing outcomes and accommodations for children Author: Giangreco, Michael F., 1956- Location: 371.9 GIA Added Name: Cloninger, Chigee J., 1946- Iverson, Virginia Salce, 1951- Subject: Children with disabilities -- Education -- United States. Mainstreaming in education -- United States. Home and school -- United States. Quality of life -- United States. Inclusive education -- United States. Published: Baltimore, Md. : London : Brookes ; Eurospan [distributor],c2011. ISBN: 9781598571875 (pbk.) : 1598571877 (pbk.) : Collation: xiv, 209 p. :ill. ; 28 cm. +1 CD-ROM (4 3/4 in.) Contents Note: Machine generated contents note: 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 (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? -- Contents note continued: 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 -- pt. 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 -- Contents note continued: pt. 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 / Virginia S. Iverson -- Activity Analysis / Timothy J. Fox -- Evaluating Impact for Learning Outcomes -- Evaluating Impact for General Supports -- Appendix E COACH and Alternate Assessment: How Are They Related? / Jacqui Farmer Kearns -- Contents note continued: Appendix F Roles of Team Members Supporting Students with Disabilities in Inclusive Classrooms / Victoria Graf. Edition: 3rd ed. Bibliography Note: Includes bibliographical references and index. ------------------------------ TF1201568 Available at Main Loan 371.9 GIA -----------------------------------------------