IEPs for ELs
And Other Diverse Learners
First Edition
John J. Hoover
- University of Colorado at Boulder, USA
James R. Patton
- Independent Consultant
Purchase
eBook
ISBN:
9781506393469
Available from
January 0001
Paperback
ISBN:
9781506328188
Available from
January 0001
Description
Develop and monitor high-quality IEPs for diverse learners
High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. IEPs for ELs provides educators with numerous research-based strategies and examples of how to write effective IEPs for these K-12 learners.
John J. Hoover and James Patton, leading professionals in the areas of special education and linguistic diversity, share their research and how they have supported ELs who have, or are suspected of having, learning and intellectual disabilities. Readers will find:
- Practical guidance for developing and monitoring culturally and linguistically responsive IEPs
- Checklists, guides, and other reproducibles that support IEP development
- Case studies and vignettes highlighting examples of appropriate IEPs for diverse learners
Filled with expert practical advice that covers the IEP process and walks the reader through the procedure for creating high-quality IEPs that take individual differences into account, this guide is essential for special educators and bilingual/EL specialists.
“A major strength for this book is its unique tie to English learners, while providing a dual focus on IEP writing. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans.”—Renee Bernhardt, Supervisor, Special Education
Cherokee County School District, GA
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
About the Contributors
About the Contributors
Introduction: Blueprint of IEPs for ELs and Other Diverse Learners
- Underlying Assumptions of the IEP Development Stage
- Topical Areas and Terminology
- Chapter 1: Understanding a Culturally and Linguistically Diverse Multi-Tiered System of Supports
- Practitioner’s Perspective
- Overview of MTSS
- MTSS and Cultural and Linguistic Diversity
- Culturally and Linguistically Responsive Teaching Qualities
- What Makes an IEP Culturally and Linguistically Responsive?
- Educational Framework for Diverse Learners With Disabilities
- IEP Development Principles for English Language and Other Diverse Learners
- Conclusion
- Chapter 2: Essential Components of IEPs for English Language and Other Diverse Learners
- Practitioner’s Perspective
- Required Components of IEPs per IDEA
- Other Mandated IEP Considerations per IDEA
- IEP Team: Essential Members for Diversity
- Conclusion
- Chapter 3: Role and Function of Academic Language in IEPs
- Practitioner’s Perspective
- Academic Language Historical Perspective
- Academic Language Processes
- Inclusion of Academic Language Proficiency in IEP Development
- Conclusion
- Websites
- Chapter 4: Culturally and Linguistically Responsive Present Levels of Academic Achievement and Functional Performance: Determining Accurate Levels and Developing Meaningful Statements
- Practitioner’s Perspective
- What Are PLAAFP and Why Are They Important?
- Creating Meaningful PLAAFP Statements Using the CRISEN Principles
- Examples of Meaningful and Instructionally Relevant PLAAFP Statements
- Developing Responsive and Defensible PLAAFP
- Conclusion
- Chapter 5: IEPs and the Development of Measurable Annual Goals Using SMART Principles
- Practitioner’s Perspective
- Introductory Considerations
- What Is a SMART Goal?
- Examples of SMART Goals
- Developing SMART Goals
- Making SMART Goals Culturally and Linguistically Responsive
- Conclusion
- Chapter 6: Delivering Appropriate IEP Services
- Practitioner’s Perspective
- English Language Development and IEP Implementation
- Addressing Language and Content During Instruction for English Learners
- Implementing the IEP
- Conclusion
- Chapter 7: Special Considerations and Diversity
- Practitioner’s Perspective
- Supplemental Aids/Services for Diverse Learners
- Accommodations and Modifications
- Assistive Technology and Services
- Functional Behavioral Assessment and Behavioral Intervention Plans
- High Stakes Assessment, Diversity, and IEPs
- Conclusion
- BIP-3: Functional Behavioral Assessment (Sample)
- BIP-3: Behavioral Intervention Plan (Sample)
- Chapter 8: IEP Progress Monitoring and Diverse Needs
- Practitioner’s Perspective
- Progress Monitoring Defined and Overview
- Culturally Responsive Monitoring Competencies
- Progress-Monitoring Practices
- Progress-Monitoring Interpretation for Diverse Learners: Special Considerations
- Conclusion
- Chapter 9: Culturally and Linguistically Responsive Transition Planning and Services
- Practitioner’s Perspective
- Successful Adult Functioning
- Basic Concepts Associated With Transition Planning and Services
- Transition Planning for Culturally and Linguistically Diverse Students
- Conclusion
- Chapter 10: Guidelines for Successful IEP Meetings for Diverse Learners
- Practitioner’s Perspective
- Importance of Funds of Knowledge in Education
- Pre-Meeting Suggestions
- During–IEP Meeting Suggestions
- Post-Meeting Suggestions
- Conclusion
- Chapter 11: Putting the IEP Pieces Together
- Summary of IEP Skill Sets for English Language and Other Diverse Learners
- The Integrated IEP for Diverse Learners
- Conclusion
Appendix
- Commercially Available Instruments for Determining Present Levels of Performance
- Elementary Individualized Education Program (Sample)
- Secondary Individualized Education Program (Sample)
References
References
Index
Index
Description
Develop and monitor high-quality IEPs for diverse learners
High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. IEPs for ELs provides educators with numerous research-based strategies and examples of how to write effective IEPs for these K-12 learners.
John J. Hoover and James Patton, leading professionals in the areas of special education and linguistic diversity, share their research and how they have supported ELs who have, or are suspected of having, learning and intellectual disabilities. Readers will find:
- Practical guidance for developing and monitoring culturally and linguistically responsive IEPs
- Checklists, guides, and other reproducibles that support IEP development
- Case studies and vignettes highlighting examples of appropriate IEPs for diverse learners
Filled with expert practical advice that covers the IEP process and walks the reader through the procedure for creating high-quality IEPs that take individual differences into account, this guide is essential for special educators and bilingual/EL specialists.
“A major strength for this book is its unique tie to English learners, while providing a dual focus on IEP writing. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans.”—Renee Bernhardt, Supervisor, Special Education
Cherokee County School District, GA
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
About the Contributors
About the Contributors
Introduction: Blueprint of IEPs for ELs and Other Diverse Learners
- Underlying Assumptions of the IEP Development Stage
- Topical Areas and Terminology
- Chapter 1: Understanding a Culturally and Linguistically Diverse Multi-Tiered System of Supports
- Practitioner’s Perspective
- Overview of MTSS
- MTSS and Cultural and Linguistic Diversity
- Culturally and Linguistically Responsive Teaching Qualities
- What Makes an IEP Culturally and Linguistically Responsive?
- Educational Framework for Diverse Learners With Disabilities
- IEP Development Principles for English Language and Other Diverse Learners
- Conclusion
- Chapter 2: Essential Components of IEPs for English Language and Other Diverse Learners
- Practitioner’s Perspective
- Required Components of IEPs per IDEA
- Other Mandated IEP Considerations per IDEA
- IEP Team: Essential Members for Diversity
- Conclusion
- Chapter 3: Role and Function of Academic Language in IEPs
- Practitioner’s Perspective
- Academic Language Historical Perspective
- Academic Language Processes
- Inclusion of Academic Language Proficiency in IEP Development
- Conclusion
- Websites
- Chapter 4: Culturally and Linguistically Responsive Present Levels of Academic Achievement and Functional Performance: Determining Accurate Levels and Developing Meaningful Statements
- Practitioner’s Perspective
- What Are PLAAFP and Why Are They Important?
- Creating Meaningful PLAAFP Statements Using the CRISEN Principles
- Examples of Meaningful and Instructionally Relevant PLAAFP Statements
- Developing Responsive and Defensible PLAAFP
- Conclusion
- Chapter 5: IEPs and the Development of Measurable Annual Goals Using SMART Principles
- Practitioner’s Perspective
- Introductory Considerations
- What Is a SMART Goal?
- Examples of SMART Goals
- Developing SMART Goals
- Making SMART Goals Culturally and Linguistically Responsive
- Conclusion
- Chapter 6: Delivering Appropriate IEP Services
- Practitioner’s Perspective
- English Language Development and IEP Implementation
- Addressing Language and Content During Instruction for English Learners
- Implementing the IEP
- Conclusion
- Chapter 7: Special Considerations and Diversity
- Practitioner’s Perspective
- Supplemental Aids/Services for Diverse Learners
- Accommodations and Modifications
- Assistive Technology and Services
- Functional Behavioral Assessment and Behavioral Intervention Plans
- High Stakes Assessment, Diversity, and IEPs
- Conclusion
- BIP-3: Functional Behavioral Assessment (Sample)
- BIP-3: Behavioral Intervention Plan (Sample)
- Chapter 8: IEP Progress Monitoring and Diverse Needs
- Practitioner’s Perspective
- Progress Monitoring Defined and Overview
- Culturally Responsive Monitoring Competencies
- Progress-Monitoring Practices
- Progress-Monitoring Interpretation for Diverse Learners: Special Considerations
- Conclusion
- Chapter 9: Culturally and Linguistically Responsive Transition Planning and Services
- Practitioner’s Perspective
- Successful Adult Functioning
- Basic Concepts Associated With Transition Planning and Services
- Transition Planning for Culturally and Linguistically Diverse Students
- Conclusion
- Chapter 10: Guidelines for Successful IEP Meetings for Diverse Learners
- Practitioner’s Perspective
- Importance of Funds of Knowledge in Education
- Pre-Meeting Suggestions
- During–IEP Meeting Suggestions
- Post-Meeting Suggestions
- Conclusion
- Chapter 11: Putting the IEP Pieces Together
- Summary of IEP Skill Sets for English Language and Other Diverse Learners
- The Integrated IEP for Diverse Learners
- Conclusion
Appendix
- Commercially Available Instruments for Determining Present Levels of Performance
- Elementary Individualized Education Program (Sample)
- Secondary Individualized Education Program (Sample)
References
References
Index
Index
Reviews
March 2017 | 232 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781506328188 | $40.95 |
| Lifetime | 01/01/2025 | 9781506393469 | $37.00 |
Develop and monitor high-quality IEPs for diverse learners
High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. IEPs for ELs provides educators with numerous research-based strategies and examples of how to write effective IEPs for these K-12 learners.
John J. Hoover and James Patton, leading professionals in the areas of special education and linguistic diversity, share their research and how they have supported ELs who have, or are suspected of having, learning and intellectual disabilities. Readers will find:
- Practical guidance for developing and monitoring culturally and linguistically responsive IEPs
- Checklists, guides, and other reproducibles that support IEP development
- Case studies and vignettes highlighting examples of appropriate IEPs for diverse learners
Filled with expert practical advice that covers the IEP process and walks the reader through the procedure for creating high-quality IEPs that take individual differences into account, this guide is essential for special educators and bilingual/EL specialists.
“A major strength for this book is its unique tie to English learners, while providing a dual focus on IEP writing. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans.”—Renee Bernhardt, Supervisor, Special Education
Cherokee County School District, GA
Table Of Contents:
- Chapter 3: Role and Function of Academic Language in IEPs
- Acknowledgments
- Chapter 4: Developing Culturally and Linguistically Responsive Present Levels of Academic Achievement and Functional Performance
- About the Authors
- Chapter 5: IEPs and the Development of Measurable Annual Goals Using SMART Principles
- About the Contributors
- Chapter 7: Special Considerations and Diversity
- Introduction: Blueprint of IEPs for ELs and Other Diverse Learners
- Chapter 10: Guidelines for Successful IEP Meetings for Diverse Learners
- Underlying Assumptions of the IEP Development Stage
- Topical Areas and Terminology
- Chapter 1: Understanding a Culturally and Linguistically Diverse Multi-Tiered System of Supports
- Practitioner’s Perspective
- Overview of MTSS
- MTSS and Cultural and Linguistic Diversity
- Culturally and Linguistically Responsive Teaching Qualities
- What Makes an IEP Culturally and Linguistically Responsive?
- Educational Framework for Diverse Learners With Disabilities
- IEP Development Principles for English Language and Other Diverse Learners
- Conclusion
- Chapter 2: Essential Components of IEPs for English Language and Other Diverse Learners
- Practitioner’s Perspective
- Required Components of IEPs per IDEA
- Other Mandated IEP Considerations per IDEA
- IEP Team: Essential Members for Diversity
- Conclusion
- Chapter 3: Role and Function of Academic Language in IEPs
- Practitioner’s Perspective
- Academic Language Historical Perspective
- Academic Language Processes
- Inclusion of Academic Language Proficiency in IEP Development
- Conclusion
- Websites
- Chapter 4: Culturally and Linguistically Responsive Present Levels of Academic Achievement and Functional Performance: Determining Accurate Levels and Developing Meaningful Statements
- Practitioner’s Perspective
- What Are PLAAFP and Why Are They Important?
- Creating Meaningful PLAAFP Statements Using the CRISEN Principles
- Examples of Meaningful and Instructionally Relevant PLAAFP Statements
- Developing Responsive and Defensible PLAAFP
- Conclusion
- Chapter 5: IEPs and the Development of Measurable Annual Goals Using SMART Principles
- Practitioner’s Perspective
- Introductory Considerations
- What Is a SMART Goal?
- Examples of SMART Goals
- Developing SMART Goals
- Making SMART Goals Culturally and Linguistically Responsive
- Conclusion
- Chapter 6: Delivering Appropriate IEP Services
- Practitioner’s Perspective
- English Language Development and IEP Implementation
- Addressing Language and Content During Instruction for English Learners
- Implementing the IEP
- Conclusion
- Chapter 7: Special Considerations and Diversity
- Practitioner’s Perspective
- Supplemental Aids/Services for Diverse Learners
- Accommodations and Modifications
- Assistive Technology and Services
- Functional Behavioral Assessment and Behavioral Intervention Plans
- High Stakes Assessment, Diversity, and IEPs
- Conclusion
- BIP-3: Functional Behavioral Assessment (Sample)
- BIP-3: Behavioral Intervention Plan (Sample)
- Chapter 8: IEP Progress Monitoring and Diverse Needs
- Practitioner’s Perspective
- Progress Monitoring Defined and Overview
- Culturally Responsive Monitoring Competencies
- Progress-Monitoring Practices
- Progress-Monitoring Interpretation for Diverse Learners: Special Considerations
- Conclusion
- Chapter 9: Culturally and Linguistically Responsive Transition Planning and Services
- Practitioner’s Perspective
- Successful Adult Functioning
- Basic Concepts Associated With Transition Planning and Services
- Transition Planning for Culturally and Linguistically Diverse Students
- Conclusion
- Chapter 10: Guidelines for Successful IEP Meetings for Diverse Learners
- Practitioner’s Perspective
- Importance of Funds of Knowledge in Education
- Pre-Meeting Suggestions
- During–IEP Meeting Suggestions
- Post-Meeting Suggestions
- Conclusion
- Chapter 11: Putting the IEP Pieces Together
- Summary of IEP Skill Sets for English Language and Other Diverse Learners
- The Integrated IEP for Diverse Learners
- Conclusion
- Appendix
- Commercially Available Instruments for Determining Present Levels of Performance
- Elementary Individualized Education Program (Sample)
- Secondary Individualized Education Program (Sample)
- References
- Index
Recent Product Reviews:
A major strength for this book is its unique tie to English Learners, while providing a dual focus on IEP writing. The material can be used with any student who has learning difficulties, and the book addresses multiple scenarios that are relatable to the real world of teaching. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans.
Renee Bernhardt, Supervisor, Special Education, Cherokee County School District