1. GIEP’s Accommodate for Gifted Shirley Curl Special Education Advisor Bureau of Special Education scurl@state.pa.us Linda J. Deal Gabrielle C. Sereni, Esq. Teacher of the GiftedLaw Office of Gabrielle Millersville University C. Sereni, Esquire, P.C. linda.deal@gmail.comlinda.deal@gmail.com gsereni39@comcast.netgsereni39@comcast.net

2. Linda Deal, all rights reserved2 Weighing… District Philosophy and State Mandates District Resources and Program Costs Educational Benefit and Perfect Ed. Class Needs and Individual Need

3. Linda Deal, all rights reserved3 It is a legal agreement Issues, district resources cannot limit services. Based on the recommendations of the GMDT, you are accountable for what is recorded in the document. Scheduling and time cannot limit services S Based on Chapter 16: http://www.pacode.com/secure/data/022/chapter16/chap16toc.html http://www.pacode.com/secure/data/022/chapter16/chap16toc.html

4. Linda Deal, all rights reserved4 Keep in mind as we work… This information is guidance and not yet tested through due process Rely on your district legal resources Due process cases have not yet determined final interpretations S

5. Linda Deal, all rights reserved5 Revisions to Chapter 16 Strategic Plans (16.4) Compliance Monitoring (16.6) Dually Exceptional Children (16.7) GIEP’s (16.32) Case Load (16.41) Due Process (16.63) S

6. Linda Deal, all rights reserved6 New Forms! Evaluation Forms (Permission to Evaluate, Permission to Re-evaluate) GWR – Recommendations for GIEP – “Gifted but not in need of SDI” option GIEP – Increased structure for PLEP – Stronger links between sections - parallel construction – Specifies duration, frequency of services and location for all SDI L

7. Linda Deal, all rights reserved7 The GIEP It is a plan and not a program for student progress It modifies regular education curriculum and allows for pull out options Addresses student instructional needs in all classes as indicated by PLEP’s Should be a true team effort: regular education, specialists, support staff and parents L

8. Linda Deal, all rights reserved8 Parts of a GIEP Student Information Participants PLEPs – Academic – Interests – Strengths – NEEDS? Annual Goals Short Term Outcomes – Assessment – Time Line Specially Designed Instruction Support Services Dates

9. Student Information

10. Linda Deal, all rights reserved10 Minimum Attendees At least one Parent LEA ( Local Educational Administrator – the person who has authority to designate district money and staff ) At least one regular education teacher Teacher of the Gifted

11. Linda Deal, all rights reserved11 Gifted Traits and Educational Impact a summary of their relationship handout

12. Linda Deal, all rights reserved12 Sections of the PLEP Ability and Assessment scores Group and individual achievement measures Grades Progress on previous goals Instructional levels Aptitude, interest, skills, products and evidence of effectiveness in other academic areas Strengths

13. Linda Deal, all rights reserved13 Sample GIEP from PDE and PDE guidelines will not always be upheld in court. Meaningful educational benefit will be the main objective Chapter 16 regulations should be incorporated in the GIEP Gifted Documents

14. Linda Deal, all rights reserved14 PRESENT LEVELS OF EDUCATIONAL PERFORMANCE Goals of this section: Identify current functioning levels: both strengths and instructional needs (504 plans?) Do areas of strength warrant acceleration or is enrichment, modification, adaptation of current curriculum adequate? Establish the basis for the rest of the GIEP (annual goals, Short Term Learning Outcomes, Specially Designed Instruction, and support services) Information provided should be a team effort from the teacher, parents, student, appropriate assessments and other tools. Handout on PLEP

15. Linda Deal, all rights reserved15 What information does the District already have available? Nationally Normed Summative Assessments Local Curriculum Assessments Achievement Tests PSSA School and College Ability Tests or School Tests of Educational Placement Psychological Assessments Renzulli, Hartman or other scales Report cards End of Year Assessments Benchmark Assessments IRI, DRA, DIBELS, 4SIGHT, Aimsweb, Study Island, et al. Classroom Performance/Formative Assessments Special Products Behavioral/learning traits

16. Linda Deal, all rights reserved16 Advantages and Disadvantages of Assessment Measures Concerns Which ones provide the information that you need for this student? How can you update the information? Which ones will measure progress? Handout on assessments

17. Linda Deal, all rights reserved17 Other Ways to gather information Classroom Teacher Survey Parent Survey » Student Survey Assessments (summative, formative, benchmarks, diagnostic) Sample forms, on-line district info

18. Linda Deal, all rights reserved18 A. Ability and assessment test scores: These assessments should establish areas of thinking ability strengths compared to a larger population of students Nationally normed or standardized assessments Data Examples: OLSAT, SCAT, STEP, select data from IQ testing (NOT IQ SCORE), TOMAGS, Benchmark Assessments in and out of level, 4 Sight, Study Island, AIMSWEB, some curriculum based assessments NCLB requires repeated benchmark assessments. These may not ceiling the gifted child’s skills so most districts are using these alternative assessments.

19. Linda Deal, all rights reserved19 B.Group and individual achievement measures: These measures provide information about current levels of working ability They can help indicate discrepancies between demonstrated ability, achievement and district grades. Data Examples: SAT-10, Terra Nova, WIAT, WJ-III, PSSA, KeyMath School districts are required to give repeated assessments each year and current data can be obtained by using competition data, outstanding accomplishments at school, home or other settings

20. Linda Deal, all rights reserved20 C. Grades: Report card grades do not establish grade level specific instructional information. They only present information based on that teacher’s grading scale and the content presented. Grades include items like homework, responsibility, effort, and neatness. This does not necessarily reflect ability in the content areas. Include the most recent grades from the student’s CUM folder.

21. Linda Deal, all rights reserved21 Other assessments can include Behavioral Assessments, Performance Assessments, and advancement on Mastery Learning Steps Curriculum Based Assessments are effective for diagnostic information on specific skills. This will transfer directly to the district standards, goals and instruction and help to establish useful user-friendly objectives. These are also favored by hearing officer decisions because they actually guide instructional practices

22. Linda Deal, all rights reserved22 D. Progress on goals: For an initial GIEP, there will be no information on “progress on goals” because none had been established prior to this document. Recommendation in this section: Re-state goals from previous GIEP. For each Goal/STLO, report specific student progress, accomplishments, and results.

23. Linda Deal, all rights reserved23 E.Instructional levels: A suggestion: Divide this section into academic or skill areas. This will make follow through (parallel construction) with goals and short term learning objectives easier later in the document. This section establishes the baseline for instruction and progress during the next year.

24. Linda Deal, all rights reserved24 Use of above level assessments is critical because of the ceiling effect. Above level assessments provide information about curriculum that is mastered and areas that are in need of instruction. Compare performance on assessments with the District curriculum (clarify the meaning of the tests, clarify what is measured) Standardized Tests reported in Sections 1 and 2 can help determine the student’s current level of ability functioning against the district curriculum.

25. Linda Deal, all rights reserved25 Data Examples: Iowa Acceleration Scales; Purdue Academic Rating Scale for Science, TOWL-4 Consider breadth and depth of mastery. Other data can include classroom performance, formative assessment, observable and measurable rubric information, portfolio data, a list of modifications and adaptations that have been made within the classroom setting to accommodate this student’s ability. * * Explain the difference to parents between “grade equivalent scores” and “age equivalent scores”

26. Linda Deal, all rights reserved26 F. Aptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas: This information often comes from classroom teachers, parents, and students themselves. Include rates of retention and acquisition in this section.

27. Linda Deal, all rights reserved27 Measurements and data from other areas of talent can be included here: Data examples: Renzulli/Hartman; GATES- MaGinitie; Learning Styles Inventory; Creative skills and assessments; Multiple Intelligence Survey; Raven; Naglieri; Process Skills Rating Scales. art music physical abilities leadership scouts 4-H research ability problem solving creativity learning styles community info other talent Higher Order Thinking Skills

28. Linda Deal, all rights reserved 28 Interests and Special Abilities Competitions Awards Sports Instruments Theater Books Technology Skills Community Activities Extra-curricular Involvement

29. Linda Deal, all rights reserved29 Two sites offer tests that can establish base line skills for critical thinking: http://www.criticalthinking.org/assessment// machine_test.cfm http://www.criticalthinking.org/assessment// machine_test.cfm https://my.wsu.edu/portal/page?_pageid=177,276578&_dad=portal&_schema=PORTAL What other measures do you already use?

30. Linda Deal, all rights reserved30 STRENGTHS Content Areas Creativity Leadership Sense of Humor Rate of Acquisition Thinking Skills TalentsMotivation Products Communi- cation RelationshipsSelf-Directed ty How do you make these areas measurable?

31. Linda Deal, all rights reserved31 Needs? This is not included in the new model but objectives may be in other areas as necessary Social and Emotional Needs are difficult to include when writing measurable goals May be related to specific skill development or talent and added to content in other goals On-going challenges (good or bad) in different learning environments Any special accommodations for student (multi- lingual, structure of assignments, etc.)

32. Linda Deal, all rights reserved32 Sample PLEPs Evaluate: Precise or Vague? Basis for Measurable Goals? Do they have programming options? Your PLEPs – Evaluate and Share

33. Goals

34. Linda Deal, all rights reserved34 Goals should propose academic growth in areas that are identified by assessment data in the Present Levels The goals should show meaningful educational benefit based on the present level of performance and the student’s giftedness Include both general education curriculum, pull-out options, dual enrollment or other considerations Have a measurable end-point for performance one year from now Acceleration and/or enrichment must be provided if indicated by competency levels. Note: if a goal is met mid-year, new goals should be/can be established. Annual Goal: Overview for Year

35. Linda Deal, all rights reserved35 Measurable Goal Formula (this has not changed from before but it is presented in chart form) Student will: (be able to do what)behavior (how well) performance criteria or level of achievement

36. Linda Deal, all rights reserved36 Criteria Examples % of time # out of # of times With % of accuracy With no more than # of errors Independently or With support With a grade of “X” or higher “X” or better on a rubric or rating scale With “X” out of “Y’ points on list What other criteria measures do you use?

37. Sean is in second grade: Sean will complete the third grade math curriculum with at least an 80% average.

38. Sample Annual Goals Evaluate: Is the target behavior clear? Is the level of achievement measurable? Your Annual Goals

39. Short Term Learning Objectives

40. Linda Deal, all rights reserved40 Short-Term Objectives Plan the steps toward reaching the annual goal Provide ways to measure progress or lack of progress toward meeting the goal There must be at least one objective for each annual goal Must be stated in measurable terms Must contain performance criteria for achievement Must indicate how the evaluation will occur

41. Linda Deal, all rights reserved41 From Chapter 16 before: Measurable Objective Formula Student will: (be able to do what) behavior (how well) performance criteria/ level of achievement (how it will evaluation be measured) procedure

42. Linda Deal, all rights reserved42 New Format for STLO STL objectivesObjective Criteria Assess Procedures Timelines 1.BehaviorLEVEL OF ACHIEVMENT EVALUATION PROCEDURE WHEN THIS WILL HAPPEN 2.Sean will compact and learn sections 4D, 7G, 8 A-H, and 12 B of the third grade curriculum He will achieve at least an 80% in all sections Text book post- assessments for each section By June 8 of second grade Same information as before but a different format design.

43. Linda Deal, all rights reserved43 Relate Objectives to: Process Product Content Handout on adaptations

44. Sample Short Term Objectives Evaluate: Is there one short term goal for each annual goal? Is the level of achievement measurable? Does it state how/when progress will be evaluated? How often will services be provided? With the new format, these areas are hard to skip. L Look at your Annual Goals

45. Linda Deal, all rights reserved45 Suggestion for Progress Monitoring Add an additional column to the STLO STL Objectives CriteriaAssess- ment TimelineProgress on Outcome Fill in dates as completed This documentation can be used both as a report card and provide data for the next GIEP for rate of acquisition and progress.

46. Linda Deal, all rights reserved46 Evaluation Techniques Curriculum Based Assessments (CBA) Performance Based Assessment Rubrics (must be observable/measurable) % Success Rating Scales 9 out of 10 times Work Samples Behavioral observations that are counted and documented Many assessment procedures used are not assessments at all: student will participate complete a paper, project or presentation (these can be evaluated to be measurable: rubric?) teacher/student conference student self-evaluation student/teacher reflection

47. Linda Deal, all rights reserved47 Specially Designed Instruction Clarifies Who is responsible for the STLO and Where the STLO will happen Any instruction that does not occur in the normal curricular process Acceleration/ Enrichment/ Compacting Tiered Assignments Independent Projects and Activities Pull-out, small group work and one-on-one Mentorships and Apprenticeships Distance Learning, extra text books, other on-line opportunities Dual Enrollment

48. Linda Deal, all rights reserved48 Sample SDI SDIStart Date FrequencyLocationDuration 1. The teacher of the Gifted will provide instruction on packets aligned with each section of the 3rd grade book identified in the PLEP section 3/12/11Once per cycleGifted Room On-going until the third grade curriculum is completed 6/1/11

49. Linda Deal, all rights reserved49 Support Services Special Exceptions (speech, hearing, vision, LD, ED) Then GIEP becomes an IEP Counseling and/or Career Counseling Transportation Technology Education Affective Education Flexible Grouping Library/research support

50. Linda Deal, all rights reserved50 Support Services Support Service Start Date FrequencyLocationDuration Sean will be provided with access to a computer in the classroom to practice third grade math skills on-line 3/12/11At least 2 times per cycle during regular math class Regular Classroom Until the third grade curriculum is done – 6/1/11

51. Dates Required one year anniversary although it may be re-opened at any time (may be questioned since services are not offered over the summer months….)

52. Linda Deal, all rights reserved52 Weighing… District Philosophy and State Mandates District Resources and Program Costs Meaningful Benefit and Perfect Ed. Class Needs and Individual Need

53. Questions and Comments

54. Due Process Information Court Case Summaries Progress Monitoring Procedures

55. Places and Contacts for Help PA Association for Gifted Education http://www.giftedpage.org/ Millersville University Educator’s Listserv http://listserv.millersville.edu/archives/gift ed-atmu.html Indiana University of PA Center for Gifted Education http://www.coe.iup.edu/gifted/