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IEPs for ELs
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IEPs for ELs
And Other Diverse Learners



April 2017 | 232 pages | Corwin

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

 
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

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

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ISBN: 9781506328188
$35.95