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IEPs for ELs : and other diverse learners / John J. Hoover, James R. Patton.
Bibliographic Record Display
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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
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Author/Creator:Hoover, John J., author.
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Other Contributors/Collections:Patton, James R., author.
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Published/Created:Thousand Oaks, California : Corwin, [2017]
©2017
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Holdings
Holdings Record Display
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Location:EDUCATION LIBRARY stacksWhere is this?
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Call Number: LC4019 .H66 2017
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Number of Items:1
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Status:Available
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Location:EDUCATION LIBRARY stacksWhere is this?
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Library of Congress Subjects:Individualized education programs.
English language--Study and teaching--Foreign speakers.
Learning disabled children--Education--Curricula.
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Description:xv, 207 pages ; 28 cm
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Additional formats:Also available in electronic format.
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Notes:Includes bibliographical references (pages 194-200) and index.
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ISBN:9781506328188 pbk. alk. paper
1506328180 pbk. alk. paper
9781506393452 EPUB
1506393454 EPUB
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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.