Magnificent Marvel Supersale

Special Offers see all

Enter to WIN a $100 Credit

Subscribe to
for a chance to win.
Privacy Policy

Visit our stores

    Recently Viewed clear list

    Lists | March 13, 2015

    Hanya Yanagihara: IMG Nine Tips for Finishing That Novel

    My second novel, A Little Life — about a group of men in New York and their friendship over the course of 30 years — will be published... Continue »

Qualifying orders ship free.
New Trade Paper
Ships in 1 to 3 days
Add to Wishlist
available for shipping or prepaid pickup only
Available for In-store Pickup
in 7 to 12 days
Qty Store Section
1 Remote Warehouse Education- Learning Disabilities

More copies of this ISBN

Choosing Outcomes and Accommodations for Children (Coach): A Guide to Educational Planning for Students with Disabilities, Third Edition


Choosing Outcomes and Accommodations for Children (Coach): A Guide to Educational Planning for Students with Disabilities, Third Edition Cover


Synopses & Reviews

Publisher Comments:

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. 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 implementation, this book also walks readers through three complete examples of the COACH process for a kindergartner, an elementary school student, and a transition-age teenager.

With this streamlined planning process, educators and families will ensure that each student's education plan has real substance, addresses individual goals, and leads directly to positive, meaningful outcomes.

What's New

  • CD-ROM with fillable electronic versions of the forms, plus examples and supplemental materials
  • Updated introductory information establishing a contemporary context for the use of COACH
  • Increased focus on access to the general education curriculum
  • Streamlined COACH process for easier implementation
  • Reorganized descriptions and directions
  • Updated and simplified student record forms
  • Information about COACH and alternate assessment
  • A tool to assist teams in clarifying their respective roles

Book News Annotation:

Choosing Outcomes and Accommodations for Children (COACH) is an educational planning process for use when teaching ages 3-21. The planning framework helps teams determine the components of individual education programs (IEPs) for students with intensive educational needs, with a focus on students with disabilities in inclusive classrooms. The third edition offers a streamlined COACH process (steps are reduced from 10 to 6). It explains key principles of COACH, answers common practical questions about how it fits into IEP development and how long it takes to complete COACH, and presents step-by-step directions for completing COACH and implementing COACH-generated plans. The book contains about 85 pages of appendices, including team member Q&As, blank COACH forms, and discussion of the relationship between COACH and alternate assessment. This third edition offers a greater focus on access to the general education curriculum. The CD-ROM, new for this edition, contains COACH forms, plus complete examples of the COACH planning process for a kindergarten student and a high school student. Giangreco is affiliated with the Center on Disability and Community Inclusion at the University of Vermont. Annotation ©2011 Book News, Inc., Portland, OR (


Now with practical updates based on user feedback, a new streamlined format, and forms on CD-ROM, the third edition of this popular guide is the key to better education plans for students with intensive special education needs.

About 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

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 COACHWhat 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 COACHHow 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 StepsPart 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

Product Details

Giangreco, Michael F.
Brookes Publishing Company
Iverson, Virginia
Giangreco, Michael
Cloninger, Chigee
Fox, Timothy
Suter, Jesse
Kleinert, Harold
Kearns, Jacqueline
Graf, Victoria
Education-Learning Disabilities
Parent Participation
Edition Description:
Mixed Media
Publication Date:
279.4 x 215.9 mm

Related Subjects

Arts and Entertainment » Architecture » Houses
Children's » General
Education » General
Education » Learning Disabilities
Health and Self-Help » Health and Medicine » General
Health and Self-Help » Health and Medicine » General Medicine
Science and Mathematics » Chemistry » Biochemistry

Choosing Outcomes and Accommodations for Children (Coach): A Guide to Educational Planning for Students with Disabilities, Third Edition New Trade Paper
0 stars - 0 reviews
$50.75 In Stock
Product details 232 pages Brookes Publishing Company - English 9781598571875 Reviews:
"Synopsis" by ,
Now with practical updates based on user feedback, a new streamlined format, and forms on CD-ROM, the third edition of this popular guide is the key to better education plans for students with intensive special education needs.
  • back to top


Powell's City of Books is an independent bookstore in Portland, Oregon, that fills a whole city block with more than a million new, used, and out of print books. Shop those shelves — plus literally millions more books, DVDs, and gifts — here at