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
 
Acknowledgments
 
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

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

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