Description
Book SynopsisDevelop 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, GATrade ReviewA 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
Table of ContentsAcknowledgments About the Authors 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 Index
