71. Should we be making IEPs on these students so the classroom teacher knows exactly what modifications to make?
Individual Education Plans, or IEPs, are usually prepared for students who continue to receive instruction in a regular classroom because their parents refuse to allow their placement in Special Education classes, for example. ALL students MUST receive instruction that meets their needs, that allows them to succeed academically. Students who need special or modified-- instruction to meet their special needs, are to receive that modified instruction regardless of their placement. In a Special Education class, the instructional modifications are provided on a regular basis. If the parent denies placement in Special Education classes, then the services and modifications MUST still be provided, no matter in which classroom the student is placed in the school.
Parents may also refuse, for example, to allow their children to be placed in any program where the needs of their children are met on a regular basis. Parents may refuse to allow a child to be placed in an ESL (English As A Second Language) class, or in a bilingual program where the student can be helped through the native language to continue to grow academically on grade level while the student masters English language skills. In these cases, Individual Education Plans or IEPsare written to help the regular classroom teacher modify (h)is/er instruction to meet the specific needs of English Learners. These modifications are recommended by a committee composed of: (1) the regular classroom teacher, (2) the ESL teacher, (3) the ESL or bilingual program coordinator, (4) any other teacher(s) or counselors, and (5) the principal. These plans are revised yearly and parents are notified yearly, too. Parents may attend the committee meetings or be consulted on a regular basis by committee members or the principal.
Among the essential modifications that IEPs should include are:
- Emphasis on the development of the academic language in English
- Active learning
- Assessment / tapping prior knowledge (formally and informally, and through primary or native language, if necessary)
- Evidence of building new knowledge at the end of each lesson
- Participation in collaborative problem-solving groups
- Participation in cooperative and other instructional groupings
- Cultural affirmation through classroom displays and activities
- Predominant Teaching Strategy: Demonstration / Modeling
- Participation in guided expressive writing
- All instruction provided at grade level or grade appropriate
- Vocabulary building through graphic organizers
- Emphasis on the development of Higher Order Thinking Skills
- Integration of Observing, Listening, Speaking, Reading, Writing across the curriculum
- Providing a multicultural perspective to every lesson
- Extensive use of questioning techniques to increase participation
- Providing reading scaffolds to build reading comprehension
- Role of teacher: Facilitator of Learning
- Instruction interconnected, integrated through THEMES
- Use of technology and other visual and auditory technology
- Extensive use of verbal and non-verbal cues by teacher to increase understanding
- Extensive use of visual aids and manipulatives.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605