Gifted IEP IEP Training for Kansas Schools Kansas State Department of Education TASN - Technical Assistance System Network Rev. August 2015 IEPs for Gifted Students

Gifted IEP Gifted Education in Kansas Included within State Special Education Statue & Regulations Provides protections for students Requirements for staff Eligibility criteria Outlines and defines individual services

Gifted IEP Eligibility Exceptionality (Giftedness) + Need (for specially designed instruction) = Eligibility

Gifted IEP Considerations that must be Documented Strengths of Child Concerns of the Parents for Enhancing the Education of Their Child Most recent Evaluation/Reevaluation Academic, Developmental & Functional Needs of the Child, including positive behavioral supports if needed Limited English Proficiency Special Communication Needs Placement Determination Potential Harmful Effects

Gifted IEP IEP Process Referral Measurable Annual Goals Prioritize Needs and How Needs Will be Addressed Evaluation (and Eligibility) Present Levels of Academic Achievement & Functional Performance Services Progress Reporting Exit

Gifted IEP PLAAFPs Present Levels of Academic Achievement & Functional Performance (PLAAFPs): a)are the way you identify and prioritize needs and b)establish baseline performance in order to develop an individualized and meaningful plan. c)identify degree of match between skills & environment

Gifted IEP (AND other performance skills) 1)CURRENT PERFORMANCE PLAAFPs Must

Gifted IEP Examples Learning StrengthsStrengths and Weaknesses Standardized AssessmentsVocational/Career Interests Instructional PreferencesSkills related to Interests Learning RateSocial/Emotional Issues 1)CURRENT PERFORMANCE

Gifted IEP Transition? Transition is not part of the IEP for students identified as gifted only

Gifted IEP PLAAFPs Must 2) IMPACT OF EXCEPTIONALITY

Gifted IEP Examples 2) IMPACT OF EXCEPTIONALITY Instructional LevelCurriculum-based Assessments Reading Level District Assessment State AssessmentRate of Learning Performance within State StandardsClassroom Performance Social/emotional needsAppropriate curriculum

Gifted IEP Access or Progress Access: the student is involved in the appropriate curriculum Progress: the student is able to make progress in the appropriate curriculum

Gifted IEP PLAAFPs Must 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED

Gifted IEP Examples 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Correctly Answered Questions Error Analysis Correct ResponsesPercent Correct Number of Times Behavior OccursRubric Ratings Formative AssessmentsChecklists Criterion Referenced TestsObservations

Gifted IEP IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED PLAAFPs Must CURRENT PERFORMANCE IN GENERAL CURRICULUM

Gifted IEP Evaluating PLAAFPs

Gifted IEP IEP Process Referral Measurable Annual Goals Prioritize Needs and How Needs Will be Addressed Evaluation (and Eligibility) Present Levels of Academic Achievement & Functional Performance Services Progress Reporting Exit

Gifted IEP There are many ways within the IEP to address needs identified in the PLAAFPS Non-Special Education Supports Acceleration (grade- or subject-level) Program Modifications Supports for School Personnel Related Services Supplementary Aids & Services (accommodations) Measurable Annual Goals for specially designed instruction

Gifted IEP IEP Process Referral Measurable Annual Goals Prioritize Needs and How Needs Will be Addressed Evaluation (and Eligibility) Present Levels of Academic Achievement & Functional Performance Services Progress Reporting Exit

Gifted IEP Measurable Annual Goals Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive.

Gifted IEP Measurable Annual Goals Characteristic #1 Based on data contained in the PLAAFP

Gifted IEP Measurable Annual Goals Characteristic #2 Has 4 Components: a.Behavior b.Condition c.Criteria d.Timeframe

Gifted IEP Measurable Annual Goal Characteristic #3 Can pass the “Stranger Test”

Gifted IEP Goals Are Not About Participation Attendance Activities Products Teacher Behavior Opportunities Events

Gifted IEP Goals Are About PROGRESS the student makes as a result of specially designed instruction

Gifted IEP Measurable Annual Goals Development Step 1 Identify and select a need from the PLAAFP.

Gifted IEP Measurable Annual Goal Development Step 2 Consider the general education standards and curriculum for the student’s grade level and the level of the student’s current learning needs.

Gifted IEP Measurable Annual Goals Development Step 3 Identify the performance to be measured. (Behavior)

Gifted IEP Behaviors Examples Solve Write Answer Score Initiate an interaction Non-Examples Improve Increase

Gifted IEP Measurable Annual Goals Development Step 4 Specify how the progress toward the goal will be measured. (Condition)

Gifted IEP Condition Examples 5 th grade text English Class writing assignment Given a scientific experiment Given a small group instruction setting Non-Examples Given instruction The student will learn Student will apply Through extension of the curriculum Will demonstrate After studying Gather information

Gifted IEP Measurable Annual Goals Development Step 5 Determine to what level the behavior must occur. (Criteria)

Gifted IEP Measurable Annual Goals Development Step 6 Specify amount of time that will be required for the student to attain the criterion. (Timeframe)

Gifted IEP Identifying Components of a Measurable Annual Goal

Gifted IEP Goal: By May 20xx, given accelerated/compacted coursework in mathematics, the student will successfully complete all required assignments in each course to receive the remaining 5 credits needed to graduate. Behavior? Conditions? Criteria? Timeframe?

Gifted IEP Goal: By May 28, 20xx, given accelerated/compacted coursework in mathematics, the student will successfully complete all required assignments in each course to receive the remaining 3 credits needed to graduate. Behavior: Complete all required assignments for credit Conditions: Given accelerated/compacted coursework in mathematics Criteria: 3 credits Timeframe: by May 28, 20xx

Gifted IEP What’s Missing?

Gifted IEP What’s Missing? When given a 8 th grade level passage, Deb will correctly answer 10 inferential-type comprehension questions about the passage with 95% accuracy.

Gifted IEP What’s Missing? When given a 8 th grade level passage, Deb will correctly answer 10 inferential-type comprehension questions about the passage with 95% accuracy. Answer: Timeframe

Gifted IEP IEP Process Referral Measurable Annual Goals Prioritize Needs and How Needs Will be Addressed Evaluation (and Eligibility) Services Progress Reporting Exit Present Levels of Academic Achievement & Functional Performance

Gifted IEP PLAAFP Measurable Annual Goals Services

Gifted IEP SERVICES Special Education Related Services Program Modifications Supports for School Personnel IEP Services: Supplementary Aids & Services (Accommodations)

Gifted IEP Services Documentation Requirements Must be documented even if no services are needed at this time. Special Education Related Services Supplementary Aids & Services (Accommodations) Program Modifications Supports for School Personnel Also Document Extent student will NOT participate in Regular Education

Gifted IEP A Reminder Even if the IEP team decides that a particular type of service is not needed, it must be documented on the IEP that the team considered that service and determined it was not needed.

Gifted IEP Special Education Special Education is specially designed instruction that addresses the unique needs of a student that results from the student’s exceptionality and that is provided in order for the student to advance toward attaining the annual goals.

Gifted IEP Related Services Related Services are: developmental, corrective, and supportive services that are required for a student with an exceptionality to benefit from special education services.

Gifted IEP Gifted Students Are Not Eligible For All Related Services: –Assistive Technology –Art Therapy –Audiology –Counseling Services* –Dance Movement Therapy –Early Identification and Assessment –Interpreting Services –Music Therapy –Occupational Therapy –Orientation and Mobility Services –Parent Counseling* –Physical Therapy –Recreation (including Recreation Therapy) –Rehabilitation Counseling Services –School Health Services –School Nurse Services –School Psychological Services* –School Social Work Services* –Transportation*. The 5 services with an asterisk will not generate an MIS verification for a Gifted only IEP.

Gifted IEP Supports for School Personnel Supports for school personnel are professional development or training for staff members that is beyond what is provided to all staff. consultation with an itinerant teacher, learning about the social/emotional needs of students identified as gifted, materials, and modifications to the environment.

Gifted IEP Accommodations are small changes in procedures that do NOT change what is being taught or measured. The frequency, location, and duration of each accommodation must be documented on the IEP.

Gifted IEP Program Modifications Program Modifications are alterations in procedures that change what is being taught or measured.

Gifted IEP Testing Out Each gifted child shall be permitted to test out of, or work at an individual rate, and receive credit for required or prerequisite courses, or both, at all grade levels, if so specified in that child’s individualized education program. (K.A.R (g))

Gifted IEP Credit for College Course Any gifted child may receive credit for college study at the college or high school level, or both. If a gifted child chooses to receive college credit, however, the student shall be responsible for the college tuition costs. (K.A.R (h))

Gifted IEP The law mandates that a student’s IEP MUST have the: Frequency Location Duration Extent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular classExtent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular class Projected date for beginning of service For all/each: Special Education Services Related Services Supports for School Personnel Supplementary Aids & Services (Accommodations) Program Modifications Frequency, Duration, and Location Even if the team decides that particular types of services are not needed, it must be documented on the IEP that student’s IEP team considered those services and none were needed.

Gifted IEP Identifying Frequency, Location & Duration

Gifted IEP Johnny will receive accelerated instruction in algebra at the middle school during the first period of each day. He will not be participating with his peers in the 5 th grade class for art/music/PE during this time period since he will be receiving advanced instruction in the seventh grade math class in another building.

Gifted IEP IEP Process Referral Measurable Annual Goals Prioritize Needs and How Needs Will be Addressed Evaluation (and Eligibility) Services Progress Reporting Exit Present Levels of Academic Achievement & Functional Performance

Gifted IEP Progress Reports 1.To judge the intermediate progress of the child toward achieving his/her measurable annual goal(s) 2.To inform the parents of their child’s progress toward the measurable annual goals

Gifted IEP Progress Report Characteristic #1 Uses the same measurement method as used in the PLAAFP & measurable annual goal

Gifted IEP Progress Report Characteristic #2 Indicates the progress of the child toward achieving his/her measurable annual goal.

Gifted IEP Progress Report Characteristic #3 Provides baseline data for next year’s IEP.

Gifted IEP Progress Report Documentation Requirements 1.Description of how the child’s progress toward meeting the annual goals will be measured. (on the IEP) 2.When periodic reports on the progress the child is making will be provided. (on the IEP) 3.Progress Toward Goal (on Report)

Gifted IEP For More Information KSDE website - Diana Stanfill, KSDE Education Program Consultant, or