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• Title:IEPs for ELs : and other diverse learners / John J. Hoover, James R. Patton.
  
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• Variant Title:Individualized education programs for English language learners
  
• Author/Creator:Hoover, John J., author.
  
• Other Contributors/Collections:Patton, James R., author.
  
• Published/Created:Thousand Oaks, California : Corwin, [2017]
  ©2017
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LC4019 .H66 2017
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Individualized education programs.
  English language--Study and teaching--Foreign speakers.
  Learning disabled children--Education--Curricula.
  
• Description:xv, 207 pages ; 28 cm
  
• Additional formats:Also available in electronic format.
  
• Notes:Includes bibliographical references (pages 194-200) and index.
  
• ISBN:9781506328188 pbk. alk. paper
  1506328180 pbk. alk. paper
  9781506393452 EPUB
  1506393454 EPUB
  
• Contents:Machine generated contents note: Underlying Assumptions of the IEP Development Stage
  Topical Areas and Terminology
  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
  Practitioner's Perspective
  Required Components of IEPs per IDEA
  Present Performance Levels
  Measurable Annual Goals/Short-Term Instructional Objectives
  Assessment Procedures
  Specialized and Related Services/ Supplemental Aids and Services
  General Education Access and Participation
  Accommodations
  Transition Services
  Other Mandated IEP Considerations per IDEA
  Parental/ Guardian Input and Written Permission
  Language Acquisition Considerations
  Consideration of Special Factors
  IEP Team: Essential Members for Diversity
  Culturally and Linguistically Responsive IEP Application
  IEP Variations of Structure and Content
  Conclusion
  Practitioner's Perspective / Donna Sacco
  Academic Language Vignette / Donna Sacco
  Academic Language Historical Perspective / Donna Sacco
  Academic Language Processes / Donna Sacco
  Learning as a Sociocultural Process / Donna Sacco
  Learning as a Developmental Process / Donna Sacco
  Learning as an Academic Process / Donna Sacco
  Learning as a Cognitive Process / Donna Sacco
  Inclusion of Academic Language Proficiency in WP Development / Donna Sacco
  IEPs and WIDA/ Second Language Acquisition Skill Sets / Donna Sacco
  Conclusion / Donna Sacco
  Websites / Donna Sacco
  Practitioner's Perspective / Le M. Tran / James R. Patton
  What Are PLAAFP and Why Are They Important? / Le M. Tran / James R. Patton
  Creating Meaningful PLAAFP Statements Using the CRISEN Principles / Le M. Tran / James R. Patton
  Culturally and Linguistically Responsive / Le M. Tran / James R. Patton
  Reflect Current Performance / Le M. Tran / James R. Patton
  Instructionally Meaningful Assessment / Le M. Tran / James R. Patton
  Sufficient Detail / Le M. Tran / James R. Patton
  Educationally Relevant / Le M. Tran / James R. Patton
  Needs and Accomplishments / Le M. Tran / James R. Patton
  Examples of Meaningful and Instructionally Relevant PLAAFP Statements / Le M. Tran / James R. Patton
  Personal Interests and Supports / Le M. Tran / James R. Patton
  Academic / Le M. Tran / James R. Patton
  Reading / Le M. Tran / James R. Patton
  Writing / Le M. Tran / James R. Patton
  Mathematics / Le M. Tran / James R. Patton
  Language Proficiency / Le M. Tran / James R. Patton
  Behavioral / Le M. Tran / James R. Patton
  Social / Le M. Tran / James R. Patton
  Functional / Le M. Tran / James R. Patton
  Developing Responsive and Defensible PLAAFP / Le M. Tran / James R. Patton
  Conclusion / Le M. Tran / James R. Patton
  Practitioner's Perspective / Molly Betty
  Introductory Considerations / Molly Betty
  What Is a SMART Goal? / Molly Betty
  Specific / Molly Betty
  Measurable / Molly Betty
  Attainable / Molly Betty
  Relevant / Molly Betty
  Time-Bound / Molly Betty
  Examples of SMART Goals / Molly Betty
  Developing SMART Goals / Molly Betty
  Examining Present Levels of Academic Achievement and Functional Performance / Molly Betty
  Generating a SMART Goal / Molly Betty
  Making SMART Goals Culturally and Linguistically Responsive / Molly Betty
  Accessibility / Molly Betty
  Meaningful Family Involvement / Molly Betty
  Conclusion / Molly Betty
  Practitioner's Perspective / Molly Betty
  English Language Development and IEP Implementation / Molly Betty
  ELD and IEPs / Molly Betty
  Addressing Language and Content During Instruction for English Learners / Molly Betty
  Implementing the TEP / Molly Betty
  Service Delivery Settings to Operationalize IEP Goals (Push-In, Pull-Out) / Molly Betty
  Pull-Out Concerns / Molly Betty
  Pull-Out Strengths / Molly Betty
  Push-In Concerns / Molly Betty
  Push-In Strengths / Molly Betty
  Aligning Learner Strengths With Evidence-Based Intervention Selection / Molly Betty
  Selecting and Using Curricular Materials (General and Specialized Curricula) / Molly Betty
  Special Education and Related Services / Molly Betty
  Supplemental Aids and Services / Molly Betty
  Conclusion / Molly Betty
  Practitioner's Perspective / Le M. Tran / James R. Patton / John J. Hoover
  Supplemental Aids/Services for Diverse Learners / Le M. Tran / James R. Patton / John J. Hoover
  Translation / Le M. Tran / James R. Patton / John J. Hoover
  Interpreters / Le M. Tran / James R. Patton / John J. Hoover
  Accommodations and Modifications / Le M. Tran / James R. Patton / John J. Hoover
  Accommodations / Le M. Tran / James R. Patton / John J. Hoover
  Modifications / Le M. Tran / James R. Patton / John J. Hoover
  Distinguishing Between Modifications and Accommodations / Le M. Tran / James R. Patton / John J. Hoover
  Assistive Technology and Services / Le M. Tran / James R. Patton / John J. Hoover
  What the Law Requires / Le M. Tran / James R. Patton / John J. Hoover
  AT Considerations for Diverse Learners / Le M. Tran / James R. Patton / John J. Hoover
  Functional Behavioral Assessment and Behavioral Intervention Plans / Le M. Tran / James R. Patton / John J. Hoover
  Behavioral Intervention Plans and the Law / Le M. Tran / James R. Patton / John J. Hoover
  Key Components / Le M. Tran / James R. Patton / John J. Hoover
  Considerations for Diverse Learners / Le M. Tran / James R. Patton / John J. Hoover
  High Stakes Assessment, Diversity, and IRPs / Le M. Tran / James R. Patton / John J. Hoover
  What the Law Requires / Le M. Tran / James R. Patton / John J. Hoover
  Considerations for Diverse Students / Le M. Tran / James R. Patton / John J. Hoover
  Conclusion / Le M. Tran / James R. Patton / John J. Hoover
  BIP-3: Functional Behavioral Assessment (Sample) / John J. Hoover / Le M. Tran / James R. Patton
  BIP-3: Behavioral Intervention Plan (Sample) / Le M. Tran / James R. Patton / John J. Hoover
  Practitioner's Perspective / Le M. Tran / James R. Patton / John J. Hoover
  Progress Monitoring Defined and Overview / Le M. Tran / James R. Patton / John J. Hoover
  Culturally Responsive Monitoring Competencies / Le M. Tran / James R. Patton / John J. Hoover
  Progress-Monitoring Practices / Le M. Tran / James R. Patton / John J. Hoover
  Data Collection / Le M. Tran / James R. Patton / John J. Hoover
  Progress Monitoring Using Curriculum-Based Measurement / Le M. Tran / James R. Patton / John J. Hoover
  Testing Skills That You Teach and Teaching Skills That You Test / Le M. Tran / James R. Patton / John J. Hoover
  CBM Strengths and Procedures / Le M. Tran / James R. Patton / John J. Hoover
  Progress-Monitoring Interpretation for Diverse Learners: Special Considerations / Le M. Tran / James R. Patton / John J. Hoover
  Conclusion / Le M. Tran / James R. Patton / John J. Hoover
  Practitioner's Perspective / Le M. Tran / James R. Patton / John J. Hoover
  Successful Adult Functioning / Le M. Tran / James R. Patton / John J. Hoover
  Basic Concepts Associated With Transition Planning and Services / Le M. Tran / James R. Patton / John J. Hoover
  Rationale for Implementing Transition Services / Le M. Tran / James R. Patton / John J. Hoover
  Definition of Transition Services and Implications for Practice / Le M. Tran / James R. Patton / John J. Hoover
  Transition Planning for Culturally and Linguistically Diverse Students / Le M. Tran / James R. Patton / John J. Hoover
  Transition Feature 1: Cultural and Linguistic Responsiveness / Le M. Tran / James R. Patton / John J. Hoover
  Transition Feature 2: Parent/Family Participation / Le M. Tran / James R. Patton / John J. Hoover
  Transition Feature 3: Preferences, Interests, Strengths / Le M. Tran / James R. Patton / John J. Hoover
  Transition Feature 4: Diversity and Responsive Assessment Qualities / Le M. Tran / James R. Patton / John J. Hoover
  Transition Feature 5: Documentation of Transition Plan / Le M. Tran / James R. Patton / John J. Hoover
  Conclusion / Le M. Tran / James R. Patton / John J. Hoover
  Practitioner's Perspective / Leah Teeters
  Importance of Funds of Knowledge in Education / Leah Teeters
  Funds of Knowledge Perspective / Leah Teeters
  Effects on Learners / Leah Teeters
  Pre-Meeting Suggestions / Leah Teeters
  Begin With Self-Reflection / Leah Teeters
  Learn About the Family / Leah Teeters
  Language Considerations / Leah Teeters
  Student / Leah Teeters
  Establishing an Interdisciplinary Team / Leah Teeters
  During-IEP Meeting Suggestions / Leah Teeters
  Generating a Learning Profile: PLAAFP / Leah Teeters
  Creating an Achievable Plan: Annual Goals / Leah Teeters
  Advocating for the Student / Leah Teeters
  Post-Meeting Suggestions / Leah Teeters
  Post-Meeting Implementation / Leah Teeters
  Progress Monitoring / Leah Teeters
  Continued Family Engagement / Leah Teeters
  Conclusion / Leah Teeters
  Summary of IEP Skill Sets for English Language and Other Diverse Learners / Leah Teeters
  Academic Language Proficiency / Leah Teeters
  Contents note continued: Present Levels of Academic Achievement and Functional Performance / Leah Teeters
  Measurable Annual Goals/Short-Term Objectives / Leah Teeters
  Progress Monitoring / Leah Teeters
  Specialized and Related Services / Leah Teeters
  General Classroom Participation / Leah Teeters
  Assessment and Instructional Accommodations / Leah Teeters
  Parental/ Guardian Input and Permission / Leah Teeters
  Special Factors / Leah Teeters
  Transition Services / Leah Teeters
  Integrated IEP for Diverse Learners / Leah Teeters
  Conclusion / Leah Teeters
  Commercially Available Instruments for Determining Present Levels of Performance / Leah Teeters
  Elementary Individualized Education Program (Sample) / Leah Teeters
  Secondary Individualized Education Program (Sample) / Leah Teeters.