A Guide to Educational Planning for Students with Disabilities, Second Edition

By Michael F. Giangreco, Ph.D., Chigee J. Cloninger, Ph.D., and Virginia Salce Iverson, M.Ed.

Substantially revised in response to research and consumer feedback, the second edition of this flexible planning tool is more user-friendly, family oriented, and focused on life outcomes such as social relationships and participation in typical home, school, and community activities.

This updated format makes COACH easier to use; it features redesigned forms; more detailed explanations; explicit instructions on "purpose," "directions," "materials needed," and "helpful hints" for each step; and tabs and icons that make information easy to find. Using the established and field-tested methods of COACH, special and general educators, related services providers, and school administrators can collaborate with families and work toward developing a meaningful IEP for each student.

Now you can order COACH student record forms in separate packages! You'll get three complete sets of all the forms you need to plan an entire school year for an individual child. A companion to the second edition of COACH, these convenient forms will help you develop effective IEP goals and objectives for your students.

About the Authors
What's New in This Edition of COACH
A Brief History of COACH (1982-1997)
Acknowledgments

Section I: Introduction

What You Can Get Out of COACH

Conceptualizing Educational Planning for Students with Disabilities Who Are in General Education Classes
Defining Inclusive Education
Inclusion Options


Principles Forming the Basis of COACH:

1. Pursuing Valued Life Outcomes Is an Important Aspect of Education
2. The Family Is the Cornerstone of Educational Planning
3. Collaborative Teamwork Is Essential to Quality Education
4. Coordination Among Support Service Providers Is Essential to Appropriate Education
5. Using Problem-Solving Methods Improves the Effectiveness of Educational Planning
6. Special Education Is a Service, Not a Place

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 and When Should COACH Be Completed?
When During the School Year Should COACH Be Completed?
Should COACH Be Completed Every Year?

Section III: Descriptions and Directions

Description of Joshua Green



Part A: Determining a Student's Educational Program

Description
Directions

Preparation Checklist

Description Directions

Step 1: Family Interview

Description

Planning Team Information
Introducing the Family Interview
Step 1.1: Valued Life Outcomes
Step 1.2: Selection of Curriculum Areas to Be Explored During the Family Interview
Step 1.3: Learning Outcome Lists
Step 1.4: Prioritization
Step 1.5: Cross-Prioritization

Directions

Directions: Planning Team Information
Directions: Introducing the Family Interview
Directions: Step 1.1 Valued Life Outcomes
Directions: Step 1.2: Selecting Curriculum Areas to Explore During the Family Interview
Directions: Step 1.3: Learning Outcomes Listings, and Step 1.4: Prioritization
Directions: Step 1.5: Cross-Prioritization

Step 2: Additional Learning Outcomes

Description
Step 2.1: Additional Learning Outcomes from COACH
Step 2.2: Additional Learning Outcomes from General Education

Directions

Directions: Step 2.1: Additional Learning Outcomes from COACH
Directions: Step 2.2: Additional Learning Outcomes from General Education

Step 3: General Supports

Description
Directions

Step 4: Annual Goals

Description
Directions

Step 5: Program-at-a-Glance

Description
Directions

Step 6: Short-Term Objectives

Description
Directions

Part B: Strategies and Processes to Implement a COACH-Generated Educational Program

Descriptions
Directions

Step 7: Organizing and Informing the Instructional Planning Team

Description
Step 7.1: Reorganize the Team and Clarify Expectations
Step 7.2: Become Familiar with the Student
Step 7.3: Become Familiar with the General Education Program

Directions

Step 8: Scheduling for the Student with Disabilities in the Classroom

Description
Step 8.1: Scheduling Matrix
Step 8.2: Student Schedule

Directions

Step 8.1: Scheduling Matrix
Step 8.2: Student Schedule

Step 9: Planning and Adapting Instruction

Description
Directions

Step 10: Evaluating the Impact of Educational Experiences

Description
Example 1: Learning Outcomes
Example 2: Facilitating Valued Life Outcomes in the Absence of Student Learning
Example 3: General Supports

Directions

Directions: Step 10.1: Evaluation of Impact Process for Learning Outcomes
Directions: Step 10.2: Evaluation of Impact Process for General Supports

Conclusion

References

Appendix A: Questions and Answers for Parents About Coach

Appendix B: Blank Coach Forms

Appendix C: Coach Example for a Kindergarten Student with Multiple Disabilities

Appendix D: Coach Example for a High School Student with Moderate Disabilities

Index