COACH. Student Record Michal F.igreco, ho. CChigee J. Cloninger, Ph. Virginia S. werson, M.Ed, Student’s name Planning is for the 20 {1 ~ 20_{X school year Educational placement(s) (eg, school, grade) 125Introducing the Family Interview eeehtS To be read to person(s) being interviewed. Welcome and the importance of Family involvement Paank you for agreeing to meet with us to use COACH to help plan for your child's IEP. We are glad You are here to help us understand your family’s perspectives about his or her educational neces and Priorities. Purpose of the Family interview Te Purpose ofthe COACH Family Interview is forall of us to gain a better understanding of what you think is important for [student's name] so the educational team can develop and implerment an appropriate IEP. Curriculum Content included in the Family interview SORGH includes nine categories of curriculum with corresponding learning outcomes that typically are not included in the general education curriculum. These learning outcomes are not designed to replace the general education curiculum=they are meant to augment of extend ft That is why itis 50 important to complete later steps of COACH where we will ensure that [student's name has appropriate access to the general education curriculum available to his or her classmates without disabilities, Interview Activities and Time Frame will take about 60-90 minutes to complete the interview. | will ask you a series of questions, listen carci to your responses, and record them. The questions start broadly in order to consider many Possibilities. As we proceed, the questions are designed to help you focus in on what you think are the most important learning outcomes for [student's name] to work on this year, Because the interview includes so many questions, we will be asking you to share brief answers. there is anything you do ‘not want to answer, then feel free to say so. ‘Outcomes of the Family Interview By the end of the COACH Family interview, you will have a selected a small set (eg, 5~7) of learning outcomes that you think are the most important for [student's name] to work on in the coming year and should be listed on the IEP as annual goals. Next Steps Alter the interview is completed, we will share your selections with the other team members who were not present today. The priorities you identified to be included in the IEP will be worded as annual goals with short-term objectives or benchmarks for your review. Next, we need to complete Steps 2.1 and 2.2 of COACH to identity the additional learning outcomes and Step 3.0 to identity the general supports that will be part of [student's name] overall educational plan. Do you have any questions before we get started? Choosing Outcomes and Acommadetions fr Chien Third Eton. opyiaht © 2011 by HichaeFlanrec. Aight ese Batimote Pal ¥ roche Publishing Co, ine 125Preparation Checklist Rees Before proceeding with COACH (Part A), ensure that all items below are completed. Check (¥) inside the O when completed. © 1. Allprotessional vam members understand the COACH process and atleast one member has the skils to facilitate all parts of COACH. © 2 The family understands the COACH process and makes an informed decision to complete COACH with professional team members to develop their child's educational program, (See Appendix A and/or Sections | and IL) QD 53. All professional team members agree to accept and act on the educational priorities identified by the family during the Family interview. O 4. Mutually agreeable times and locations for the Steps 1, 2, and 3 are arranged so that at least the family, facilitator, general educator can attend. Family member(s): _| racitator, ORATOR RVG Special educator AAU PH AOU General educators): Othe: i oo owe. 3/1Aem tine: 820 tine M8 etn bee 27 saan: W'20" nti O45" eon © 5. AStudent Record booklet or a copy of the COACH forms is ready for use. © 6 Plans are made to complete Step 4 (Annual Goals), Step 5 (Short-Term Objectives), and Step 6 (Program-at-a-Glance). Choosing Outcomes and Accommodation far Chie, Tid Eaton ovr © 2011 by Miche Gongrece Al hs resewea. tore Pol. ockes Pushing Co neSteps of COACH Bee Part A: Determining a student's educational program Preparation Checklist Step 1: Family interview Purpose: To determine family-selected learning priorities for the student through a series of Questions asked by an interviewer Step 2: Additional Learning Outcomes Purpose: To determine leaming outcomes beyond family priorities 2.1: Select additional learning outcomes from COACH to ensure important items from the Family interview that were not selected as priorities are not forgotten. 2.2: Identify additional learing outcomes from the general education curriculum to 1) ensure access to the general education curriculum, 2) ensure téam members have a shared understanding about what general education content the student will Pursue, 3) determine a starting place for the general education teacher (e.g, sample learning outcomes) Step 3: General Supports Purpose: To determine what supports need to be provided to or for the student Part B: Translating the family-identified priorities into goals and objectives Step 4: Annual Goals Purpose: To ensure that the family’s priorities are reflected as IEP goals Step 5: Short-Term Objectives Purpose: To develop short-term objectives to achieve annual goals Step 6: Program-at-a-Glance Purpose: To provide a concise summary of the educational program eee Use COACH-generated information to assist in completing the IEP (eg, inform present levels of performance, make related services decisions, document accommodations, finalize placement decision) eS Choosing Outcomes and accommodations fe Chiken Th Eon Conyaht © 2011 by Michael Gangreca Al ghts resend altmone Paul Moshe: Publishing Co ne 126Family interview (Step 1) Priority learning outcomes for IEP annual goals 2.1. COACH curriculum areas 2.2. General education curriculum areas Communication Applied academics Reading/language arts Foreign language ‘Socialization School Math Science Personal management Community arts Music Recreation Vocational Physical education Health education ‘Access academics Other Social studies Others Choosing Outcomes and fecommodations fy Citen, Mr Eton Conright © 2011 by Michel Gangreco Al igs reserved, Saimore: Paul Brookes Publishing Co nc 27Choosing utomes and aeconmadations fr Chien thd Eon ‘Coprigh ©2011 by Michel = Cangreco Ai ight reseed. Bakar: Pal, Brookes Publishing Ca, ne 133Valued Life Outcomes Sees To be read to the person(s) being interviewed: The valued life outcomes listed were identified by asking parents who have children with disabilities ‘what makes their child's life a “good life” These valued lite outcomes should be interpreted individually to match each familys situation and culture. Valued Life Outcomes + Safety and health (physical and emotional) + Ahome-—now and in the future + Meaningful relationships + Control over personal choices (suited to the student's age and culture) + Meaningful activities in various and valued places You will be asked if you would like to answer questions for each valued life outcome. f you do, then you will be asked a small number of questions before moving on to the next valued life outcome topic. If for any reason you do not wish to answer a question, then you can simply decline and you do not need to explain why. In such cases, we will move on to the next topic. There are a total of 11 questions in this section, and some may require follow-up questions for larification. We hope to complete this part in about 10-15 minutes, so | wil be asking you to provide brief responses. Afterall of the questions are asked, | will ask you to rate each of the five valued life ‘outcomes in terms of its level of importance for your child in the coming year. By listening to and recording your responses, we hope to better understand your perspectives and help set the context for planning your child's IEP with you. Choosing Qucomes and Aecommedatons for Ciken Third Eon Copy © 2011 by Michel Gangreco Al igs reseed. Saimoe: Pu. Brookes Publishing Co, ne 128(physical and emotional) Safety and Health Ree “Ate you interested in answering questions on this topic?” Matk (V7): Byes or ONo Do you have any current health or safety concems about [student's name] that you would like to see change over the next year? A Home—Now and in the Future “Are you interested in answering questions on this topic?” Mark (7): OYes or ONO Where and with whom does [student's name] currently ive? (e.g, at home with parents and siblings, in foster home, in group home) bone ee 2 dicey ‘Lyre ty ED If everything goes as you hope, then do you anticipate that [student's name] will continue to live in this same ype of setting throughout the school years? Mark (v): B¥es or ONo lf no, what would be a desirable type of setting? ‘Would you like to talk about where a desirable type of setting would be for [student’s name] to live as @ young adult? Feel free to say no or that it’s too soon if you fee! that decision is too far in the future to discuss at this time. Matk (/): Yes or ONo or Ott'stoo soon If yes, what type of setting? Is there any type of future living setting for [student's name] that you would like to avoid? ee vores \ . = ei Choosing Outcomes and Accommodations for Chiten Third don. Copyright © 2011 by Micheal FGangreco Al igs reseed. Salma: Poul. Brookes Pubising Co, nc (continued) 9(continued) Meaningful Relationships eS “Are you interested in answering questions on this topic?” Mark (V7): Wes or ONo 5. Who are the people (eg, family, neighbors, friends) that [student's name] spends the most time with during a typical week? ae eachecs = 6. Hows if at all, would you like to see (student's name] relationships change or expand in the near future (eg., more time with same-age peers)? 1 uious pies vs Control Over Personal Choices (suited to the student's age and culture) “Ate you interested in answering questions on this topic?” Matk (/): SYes or ONo 7 Does [student's name] have opportunities to have similar control over personal choices that are available to others of the same age? Mark (/): Yes or ONo Examples: SWC Ast sop. 8. How, if at all, would you like to see [student's name] control aver personal choices change or expand in the near future? No Choosing Outcomes ond ecommadetons fo Chien, rd Edition. opyniaht © 201 by Hichael langrec, Aight sewed Batimore Fal H. rockes Publishing Co, ne (Continued) 130(continues) Meaningful Activities in Various and Valued Places “Are you interested in answering questions on this topic?” Matk (V7): @Yes or ONo 9. What are some of [student's name] favorite or most frequent activities? Where do these activities happen? (eg, school, recreation center, work) 10. How, ift al, would you like to see these activities, or the places where they happen, change or expand in the near future? 11, Ask only if the student is age 14 or older: Have you and [student's name] thought about how he or she might spend his or her time as a young adult once high school is over (e.g, working, volunteering, continuing education)? What are your hopes about these possibilities? Choosing Outcomes and Aeconmedaions fe Cite Third Edin. Cori © 2011 by Nichoel Cangreca Al igs reseed, Balnae: Pu. Brookes Pubaing Co Ine.Rating Valued Life Outcomes Regah3, of Concern This Year To be read to the person(s) being interviewed: ‘Thank you for taking this time to share your perspectives about valued life outcomes for your child. While al of the valued life outcomes may be important, it would be helpful for the school staff to understand what you think is most important for the coming year. So please rate their importance for your child for this coming year on a scale of 1 to 5, in which 1 means not a concern this year and 5 means extremely important this year. Each one will be marked (/). Just because something is not a topic of concem this year does not mean itis unimportant or might not be important in the future. For example, although a child's health and safety are always important to parents, if a child has a recent history of being safe and healthy, then this may not be an important concem this year. ‘Similarly, if a young child has @ stable home situation, then having a home now and in the future ‘may not be an important concern this year—but may be later if the person is making a transition to ‘an adult living option. As you rate the five valued life outcomes, please focus your ratings on the present and coming year. Extremely important this year Not a concern this year 10 20 30 40 5% A home—now and in the future 10 20 30 4% 50 Meaningful relationships 10 20 30 40 sf { Safety and health (physical and emotional) Control over personal chojces rONCorscnncet. Meaningful activities in various and valued places 10 20 30 40 50 Chasing Oueames and hcommodatons fr iden, Th Edition Cort © 2011 by Michel Gangrece Al ighisreseved. Slomere Poul. Boskes Pubishing Ca ne 132Reference Information Reet ‘Communication Displays consistent communication mode + Expresses continuation or “more” + Makes selection when given ‘Options = Makes requests of others » Signals desire/need for attention » Expresses rejection/efusal + Sustains communication with others + Recognizes when misunderstood and uses another way + Expresses greetings and farewells + Follows instructions + Answers questions + Comments/describes + Asks questions of others Socialization Responds to the presence and interactions of others + initiates social interactions + Sustains social interactions + Ends social interactions + Distinguishes and interacts differently wit friends/tamily, acquaintances, and strangers + Maintains prosocial behaviors when alone and with others + Accepts assistance from others + Offers assistance to others + Makes transitions between routine activities + Adjusts to unexpected changes in routine + Shares with others + Advocates for self > Personal Management G y 56. Counts with correspondence EPS | oNY oFoO, ov WZ ¥ [5% Computes numbers (eg, adds, subtracts) evens NY = go090 vo ‘58. Uses money (eg, making purchase, saves, EPS NY discriminates values) doo So ‘59. Uses schedule or calendar (eg, now/next, EPS NOY time/activity schedule, daily/weekly schedule) | 6409 | SO ‘Comments: ‘combination il (259-80); $= Skill (60% 100%). Choosing Outcomes and Accommodations for Chien Third Ein. ‘Coriait © 2011 by Michael Gargreco Al ighsrerewed: ame Poul BoshesPubhig Co ne Scoring Key (ase scores for Step 13 ao = Eatiy/emerging sil (196-250); P@PBPanp-4195 Access Academics eee Complete only if Now was selected in Step 1.2. All students are entitled access to academic curricula available to students without disabilities. Complete Step 2.2 to ensure the team identities how the student will gain access to the general education curriculum (e.g, literacy, math, science, social studies, physical education, arts/music) as Part of his or her educational program, STEP 13 STEP 1.4 ‘Mark Needs work | Rank up to Learning outcomes score thisyear? | four priorities 43. Reacts to objects, activities, and/or interactions | — PS | N Y ‘ (eg, recognizes someone is reading or playing goo ov with him or her) 44, Directs and sustains attention to activity (eg, EPS NY wv book pages, toys, interactions, class activities) ogo | oe 45, Explores surroundings and objects (eg, scans, | EPS NY searches, explores toys/books) 290 oS | 46._ Differentiates/discriminates between things EPS | NY (eg,, objects, activities, pattems, pictures, Joyo | oe Ay interactions, book cover, edibles versus nonedibles) 47. mitates skills used in daly life cups eanay) o0og go 48. Uses objects as intended (eg, plays with toy, PSs | NY eats with spoon, turns pages of a book) ov) do 49. Understands meaning of nontext symbols (eg, PS NY line drawings, photographs, tactile material, Go oof 4 gesture) 7 EPS NY 000, 00 eps NY 000/00 Comments: ‘Scoring key (use scores for Step 1.3 alone or in combination): = Earh/ermerging sil (19-25%): P ~ Paral sil (25%-80%); = Skill (80%-100%%) \eosing Outcomes and Acommadatons fr Chien, Third Edion Copyiht © 2011 by Michael cargreca Al rghts sewed Belmore PoP. Bookes PUBhing Co Ine 140School Boh3 Complete only if Now was selected in Step 1.2. For all items listed here involving interaction with other students, we encourage a naturally occurring Proportion of students with and without disabilities; in other words, there should be more students without disabilities than with disabilities in groups. STEP 1.3 STEP 1.4 ‘Mark | Needs work | Rank up to Learning outcomes score this year? | four priorities 60. Travels to and from school (eg, takes bus, EPS i NY walks, uses mobility device) e0e | go 61. Participates in small groups (eg, tolerates EPS |oNY situation, takes turn, is actively involved, ogo or Le responds to instructions) - 62. Participates in large groups (eg. tolerates EPS | NY situation, takes tum, is actively involved, 90, oe 4 responds to instructions) i 63. Completes tasks/assignments independently EPs NY Joo ox ) ‘64. Manages school-related belongings (eg, eps Ny backpack, materials, books, lockers, gym ovo; oO equipment) 7 ‘65. Follows school procedures/routines (eg, EPS NY changing classes, following schedule, leaving oor Yo dass) 66. Does classroom or school jobs (eg, delivers EPS | NY attendance/messages, gathers lunch money, Foo or a runs bookstore with peers) 67, Uses school facilities (eg, playground, EPS NY | cafeteria, library, bookstore) 090 if ox 68. Participates in extracurricular activites (eg, EPS NY clubs, sports, services groups, drama, music, ov oeK volunteers) ‘Comments: Scoring hey (se scores fr Step 13 alone orn combination) = Eath/emerging sl (190-255); P= Partial skill (259-60%);S » Skill (20%-100%) hooking Odeames and Acommodetons fr Chten Tid Eon ‘opr © 201) by Hae Cangeco Mi rp ese. Blsae Pal Bosh Publishing Co 192 Asst Went teSocialization Reet} Complete only if Now was selected in Step 1.2. STEP 13 STEP 1.4 7 Mark | Needs work | Rank up to Learning outcomes score thisyear? _| four priorities 14, Responds to the presence and interactions EPS) NOY of others (eg, family, peers, adults) 00%, 15. Initiates social interactions (eg, approaches EPS NY others, joins group) ¥5 ow | 4h 16. Sustains social interactions (eg, explores EPS NY objects with others, takes tums, provides 0f0 Ox L mutual attention) 17. Ends socal interactions EPS NY bo og 18, Distinguishes and interacts differently with EPS, NY iends/family, acquaintances, and strangers oof go 19. Maintains prosocial behaviors when alone EPS NY and with others ogo] ox 20, Accepts assistance from others EPS NY o$0 | o¢ 21. Offers assistance to others EPS NY So< a6 22, Makes transitions between routine activities EPS NY ovo oer 25, Adjusts to unexpected changes in routine EPS | NY yoo oe 24, Shares with others EPS NY 00 | 0% 4 25, Advocates for self (eg, directs personal care, EPS NY selects projects/classes, asks for help it oxo oe needed, makes decisions available to peers) | ‘Comments “Scoring key (use scores for Step 1.3 alone or in combination) Ee Eaty/omerging sil (n-25%); P= Portal kl (259% 80%): S = Sku (60%-100%). Choosing Cuca and Aconmodasons Cie, Tie Eton ony © 2011 chad Cgc At scene lure Pu Bookes Ping Co, 37Recreation RetS ‘Complete only if Now was selected in ‘Step 1.2. STEP 1.3 ‘STEP 1.4 Mark Needs work | Rank up to =| Learning outcomes score this year? | four priorities a : © | 40. Engages in spectator events with others (eg. EPS NY \ S|___ movies, plays, concerts, performances, sport) (OIGiOH |EEO! _| ‘41. Engages in recreation activities on his or her EPS NY ‘own (eg, toy play, games, sports, exercise, 070 oe Z hobbies, music/media devices, books/ magazines) ‘42. Engages in recreation activities with others EPS NY (eg, read to by someone, games, clubs, sports, | OKO | OO i exercise, hobbies) — 655. 58 EPs NY 053 54 EPs TONY coe Ge Comments ‘Scoring key (use scores for Step 1.3 alone or in combination): Em Eatiy/emerging sil (19-25%); P= Pa a skil (255-8035; S = Sill (20-1009). Choosing Outcomes and accommodations for Cite, Third Edition. oomight & 2011 by MicheeGangrece Al ghia reseed Blsmere Poul H BoskesPubshing Cog ne 139Vocational Pee Complete only if Now was selected in Step 1.2. For transition-age students (14-21 years) at community worksites STEP 13 STEP 1.4 Mark Needs work | Rank up to Learning outcomes score this year? | four priotties 76. Applies for job(s) (eg. finds potential jobs, EPS NY fills out forms, interviews for jobs) 000 00 77. Travels to and from worksite EPS NY 000; 00 78. Uses check-in procedure (eg. time clock, EPS NY sign in) 900} 900 79. Interacts appropriately with others based on EPS NY ‘work place norms (eg, co-workers, customers, | O00 90 supervisors) = ‘80. Follows worksite rules for appearance, safety, EPS NY and conduct 000} 090 '81._ Follows schedule of work activities EPS NY 000} 00 82. EPS NY 9009! 00 83. Uses worksite facilities (e.g, breakroom, EPS NY cafeteria, locker room) 000; 00 EPS NY 000! 00 ‘Comments: | Scoring key (use scores for Step 1.3 alone or in combination): Ere eahfererging sl (00-25%); P~ Pata sit (2544-809); S = Skill (208-100%). Choosing Outcomes and ecommodatons for Chien, Third Editon. opi © 2011 by michal Gangreca Als resewed alsmore: Pou Brookes Pubihing CO, Inc 14aCommunity festa) Complete only if Now was selected in Step 1. Typically for transition-age students (14-21 years) STEP 1.3 STEP 1.4 i Mark} Needs work | Rank up to Learning outcomes score this year? | four priorities 69. Travels safely in the community (eg, uses EPs Ny sidewalks/crosswalks, acts appropriately with 900, 00 strangers finds destination) 70. Uses restaurants (eg, orders food, finds EPS NY seating, eats meal, pays bil) e900] 900 71. Uses recreational facilities (eg, theaters, parks, EPS NY recreation centers, fitness clubs) SIGIR loro. 72. Makes purchases of merchandise or services EPS NY (e, stores, salon, doctor’ office, post office) 900{ 00 73. Uses vending machines EPS NY 009; 00 74. Uses banking facilities (eg, deposits7 EPS NY withdrawals, automated teller machines) 900] 00 75. Uses public transportation EPS NY 000/00 ~ EPS NY 099 900 EPS NY L900} 00 ‘Comments: ‘Scoring Key (use scores for Step 13 alone or a combination) = Early/emerging sil (19-25%); P= Paral sil (25%-80%); S = Skthl(80%- 100%), ‘utcomes and Accommodations fe Chien. Thi Eédon oth © 201 by acne age Mare Boke lM A thn os 143Personal Management eee Complete only if Now was selected in Step 1.2. STEP 13 STEP 1.4 ‘Mark | Needs work |_Rank up to Learning outcomes score this year? | four priorities 26. Gives permission and/or directs others to EPS NY provide personal care support (eg, move 900; 00 wheelchair, feed, dress) 27. Drinks and eats (eg. retains food/drink in EPS NY mouth, chews, swallows) 900] 900 28. Feeds self (eg. eats with hands/fingers, uses eps i} NY utensils) 999 | 900 29. Cares for bowel and bladder needs EPS NY 990/00 530. Selects appropriate clothing to wear (eg, selects | — PS NY items appropriate to activity, weather, style) e200] 00 31. Dresses/undresses cues Ney, 990 /{ 00 32. Cares for personal hygiene (eg, washes hands, EPS NY wipes nose, brushes hair/teeth, showers) 9990! 00 ‘33. Is mobile between locations (e.g, walks, EPS |oNY crawls, moves wheelchair, climbs stairs, uses Gala) oo elevator/escalators) 34, Manages personal belongings (eg. toys, EPS NY clothes, special equipment) 000] 00 35. Gives selt-dentification information (e.g, EPS NY names, address, telephone number) [000 ;} 00 36. Uses telephone (e.g, cellular telephone, pay _ EPS NY telephone, land line) 000] 00 ‘37. Responds to emergency alarm (eg, leaves. —*«|~E PS NY building when smoke alarm sounds) 900] 00 38. Recognizes and avoids potential danger a ooc O° ‘39. Maintains safe and healthy behaviors (e.g. EPS NY ‘copes with environmental stresses, shows ooc O° impulse control, has self-regulation) ‘Comments: ey (use scores for Step 1.3 alone or in combination): — arly/emerging sil (194-254); P= Patil sl (25%-B0%);S = Skill (20%-100%). Choosing Outcomes and Accommodations fr Chiken Third dion ‘Copright 2011 by Niches! Gangreco Al righis reseed: Bakimere Paul. Brookes Pubiing Co Inc 138Other fei STEP 13 STEP 1.4 7 Mark Needs work | Rank up to Learning outcomes score this year? | four priorities Terps ony [ooo | 090 EPS | NY Le feaee 900 | 090 eps NY a 000 00 EPS | NY 000 | 00 EPS NY [000,00 EPS NY 900! 00 EPS | NY _ 900 00 EPS | NY | 900 | 00 EPS | NY 999) 00 Comments: ‘Scaring key (use scores for Step 1.3 alone orn combination) E= Earh/emerging sil (94-2505); P = Patil sl (259-80); S~ Skill (20%—100%). outcomes and Aecommodatons or Chien, Choosing Copyright © 2011 by michael? Gangece Al ngs reseed alse Poul. roakes Pushing Co, ne Tid ton. 145ara Bmpr 00814 sown pense sy IY o:8¥eD 4 pay Aq 110 3 WB) YOR PI ap 9 Stodnpo.ubo>Y pul sound Basools 29 sc Je | 9) hG £ 5) XG z v4) ta \ HO TPUORE>ON, ‘Auununwo> POS ‘supose 34 Paddy hz b * h 7 0} £ bb th 9) UI e th 0h a) L t ‘Sowapere uoneanay ~ quaweBeuew ‘uoneZ|}eD05 “wone2qunuiuio> 5000 TPuosiog PL ARIS w Anais 249 kan pamaya1 Dax0 wnyrowunD HOYO> Yp0e Woy J9p10 payUD1 HoYp UY sowOo)nO Buyuioey howd sajsuoy, CR UOREZHUONd-ssorD 146"pu "0p Busgsnana sayoorg H Ined :atouRyeg “pansesar dl By “>8iBUEID 5 JoRYD1H Aa 1108 2 WhdO> ss San ioe acute cose + prom ‘sds wou ayy 0 manny Anuog 4040 diysuonopes ays pu pub Zz sdeys suey Lawaysoyy ays :deys NON é : ‘i A al sl ala — ° al alae / Sveupan ¢ in — / » [ il . : v sa \ \ / \ z J /\| n JN |) Gacein yes) 7 “ vt : 7 ‘ : Lee OAL ecval suo /sowoono | eo | TOT w]e |e (uie9) 01 panadia oq | yuey Bue | a | 2 5 | 8 = quapmis ayp yeym Awe Apr 13d psonn) revomppy & i HS sauioryno Suiwea} AQ. gle) |£ gl 8 | | | | ‘Anyoud ype 10} x0q uo Atuo (/) spay, z " CUS wonezAHOUd-ssor)‘Step 3 General Supports SaaS Participants: “Twa LAWSON Select and mark (7) all recess ‘general supports. See manual for directions. Personal Needs Physical Needs Teaching Others 2 1. Needs to befedfood __7, Needsto be physically About the Student and drinks repositioned at regular _ 13. Teach staff and _, 2. Needs to be dressed intervals classmates about 3. Needs assistance with __8. Needs to have the student's AAC bowel and bladder environmental barriers system and other management modified to allow ‘communicative 4. Needs assistance with access peer personal hygiene % 9. Needs to have physical ~__ 14. bewi staff and students Needs to be gi equipment managed to communicate ~& 5. Needs tobe given (Ge, wheelcein, with the student __ 6 Needs suctioning braces, orthotics) 15. Teach staff seizure and/or postural 10. Needs specialized management drainage transportation procedures accommodations — 16. Teach staff emergency 11. Needs to be moved Procedures (e.g., and positioned in medical, evacuation) specialized ways 17. Teach staff preventive 12. Needs to be physically behavior management moved from place to procedures = ee — place 18. Teach statf behavioral crisis intervention procedures = __19. Teach peers and adults to ask the student to repeat or communicate —_—— oo —_ in another way if not understood Y Pw> ‘uicomes and Accommodation fo Chien, Tid Eaton Choosing ‘opyrigt© 2011 by Michael Gangreca Al rights reseed. Sakmore: aut. Brookes Publishing Co ne. (continued) 156General Supports Reame3 Sensory Needs Providing Access Other General Supports “20. Needs to have hearing 24 Opportunities (not listed elsewhere) aids monitored (eg, _ as other cultures 36. Provide access to nonaversive approaches _—_— to dealing with challenging behaviors chosing Outcomes and Acommadatons fr Oren, Third Eon Copyright© 2011 by hichael Gangreca Al ighsesewed, Glove Poul. Brookes Pubishing Co ne 157Types of Participation in the General Education Curriculum ‘The student may require access or instructional supports (eg, assistive technology, AAC device, extended time, modified materials) across each of the four types of participation, Same curriculum with supports (same content, same level) * Within a curriculum area class or activity (e.g. reading, math, science), the expectation for the student with a disability is that he or she will pursue and can reasonably achieve the same ‘grade-level expectations as his or her classmates without disabilities + Same curriculum means same content, level, amount, and rate. + Itis expected that the student will gain access to the same curriculum in the general education classroom with supports as needed. Muttitevel curriculum (same content, different level) * Within a curriculum area class or activity (e.g, reading, math, science), the expectation for the student with a disability is that he or she will pursue an individually determined subset of the leaming outcomes within the same curriculum area and have the same content as his or her classmates without disabilities, but at a different level. ‘+ Multilevel curriculum means the same curriculum area and content, but at a different level, ‘amount, and/or rate. For example, in math, most students are working on computing numbers (eg, three digits). The student with a disability is also working on computing numbers, but at a different level (eg, single digits), typically a lesser amount, and potentially ata slower rate. * Multilevel curriculum is delivered within shared educational activities in a large or small group with a natural proportion of students with and without disabilities. Multilevel curriculum (different content, different level) + Within a curriculum area class or activity (eg, reading, math, science), the expectation for the student with a disability is that he or she will pursue an individually determined subset of the learning outcomes within the same curriculum area, but have different content than his or her classmates without disabilities and at a different level + Multilevel curriculum means the same curriculum area, but different content, at a different level, amount, and/or rate. For example, in math, most students are working on computing numbers (eg, three digits). The student with a disability is also working on math curriculum, but is learning a different content (e.g,, counting, geometric shapes), typicaly a lesser amount, and potentially ata slower rate. + Muhtlevel curriculum is delivered within shared educational activities in a large or small group with @ natural proportion of students with and without disabilities Choosing Outomes ond Accommodations fe Citen Third Eton. ‘Cope © 2011 by che! FGiangreca Al igs resered.Bamae: Paul. Brokes Publishing Co ne ontinaed) 150Types of Participation in the General Education Curriculum Curriculum overlapping (different curriculum area, different level) Within a curriculum area class or activity (e.g, social studies, health), the expectation for the student with a disability is that he or she will pursue an individually determined subset of the learning outcomes from curriculum areas different from his or her classmates without disabilities and at a different level. Curriculum overlapping means different curriculum areas and different content at a diferent level, amount, and/or ate. For example, in social studies, most students are working on geography. The student with a disability is exposed to and involved in geography activities (eg, a geography game with classmates), but the primary learning outcomes he or she is focusing on are from other curriculum areas (e.g, communication, socialization, access academics), such as developing a consistent pointing response, making a selection when given options, or exploring objects. The student with a disability may require access or instructional supports (eg. assistive technology, ‘AAC device, extended time, modified materials) when exploring curriculum overlapping, Curriculum overlapping is delivered within shared educational activities in a large or small group with a natural proportion of students with and without disabilities. Curriculum overlapping does not preclude also encouraging learning outcomes in the curriculum area targeted for the majority of the class. hosing Outcomes ond Acammadetions fr Chien, Mid Edtion Copyrit © 2011 by michael Gangeca. Alghts recede Poa. rocker Publishing Co, ne 151oO Additional Learning Reeet3 jutcomes from COACH Select and matk (7) only those additional learning outcomes to be targeted for instruction (limit to feasonable number). See manual or directions. pants: [ot A Pawwrbal Date: B]24| 7 part communication mode . Expresses continuation or “more” . Makes selection when siven options Makes request of others . Signals desire/need for attention Expresses rejection/ refusal . Sustains communication with others . Recognizes when misunderstood and uses another way . Expresses greetings and farewells >. Follows instructions |. Answers questions . Comments/describes Asks questions of others Socialization 14. Responds to the Presence and interactions of others V.15. initiates social interactions £16. Sustains social interactions 17. Ends social interactions _— 18, Distinguishes and 33. Is mobile between interacts differently locations with friends/family, ——_34, Manages personal acquaintances, and belongings strangers 35. Gives selt-identification . Maintains safe and information healthy behaviors when 56, Uses telephone alone and with others” 37, Responds to emergency Accepts assistance from alarm others Offers assistance to others _— 22. Makes transitions \~ 39. Maintains safe and between routine healthy behaviors activities — 25. Adjusts to unexpected recreation changes in routine _V24, Shares with others — 40. Engages in spectator 25. Advocates for self conan cone 41. Engages in recreation Personal Management acts on io her ~ _— 26. Gives permission and/ . Engages in recreation ordirects others to. — 47 Engages in fecreatior provide personal care support . Drinks and eats Feeds self Cares for bowel and bladder needs Selects appropriate clothing to wear Dresses/undresses . Cares for personal hygiene — 38. Recognizes and avoids 1 Outcomes and Accommodations for Chien Thi dition ong © 201 by hel? anpese Meh osceel Soa Pod et bing Ca, neAdditional Learning Outcomes from COACH S38 ‘Access Academics 43. Reacts to objects, activities, and/or interactions Y. 44. Directs and sustains attention to activity 45, Explores surroundings and objects 46, Ditferentiates/ discriminates between things 47. Imitates skills used in daily life 48. Uses objects as intended 49. Understands meaning ‘of nontext symbols, Applied Academics 50. Uses computer 2751, Understands text has meaning V 52, Reads (decodes) words/phrases 2253. Understands what is read 54. Uses writing/drawing tools 55. Writes letters or words ¥_ 56. Counts with correspondence 57. Computes numbers, 58. Uses money 59. Uses schedule or calendar 60. Travels to and from school V_ 61. Participates in small groups. ad. 62. Participates in large groups 63. Completes tasks/ assignments independently 64. Manages school-related belongings 65. Follows schoo! procedures/routines 66. Does classroom or school jobs 67. Uses school facilities — 68, Participates in extracurricular activities ‘Community 69. Travels safely in the ‘community — 70. Uses restaurants __T. Uses recreation facilities 72. Makes purchases of merchandise or services _— 75. Uses vending machines _74. Uses banking facilities 75. Uses public transportation Vocational — 76. Applies for jobs(s) 77. Travels to and from worksite 78. Uses check-in procedure 79, Interacts appropriately with others 80. Follows worksite rules for appearance, safety, and conduct 81. Follows schedule of work activities 82. Completes assigned work 83. Uses worksite facilities Choosing Outcomes and Accommedations lor Chien Tid Edition copyright © 2011 by niche! 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