Gifted Liaison Gifted Liaison MeetingMeeting

N N E E I I U U 1919

Writing GIEPs is a Writing GIEPs is a Balancing Act! Balancing Act! Balancing…Balancing…District Philosophy and State District Philosophy and State

MandatesMandates

District Resources and Program District Resources and Program CostsCosts

Free Appropriate Public Education Free Appropriate Public Education (FAPE) and Perfect Education(FAPE) and Perfect Education

Class Needs and Individual NeedsClass Needs and Individual Needs

Parts of a GIEPParts of a GIEP

Student InformationStudent Information Participants in ProcessParticipants in Process PLEPs: Present Levels of PLEPs: Present Levels of

Educational PerformanceEducational Performance AcademicAcademic InterestsInterests StrengthsStrengths NEEDSNEEDS

Parts of a GIEP Parts of a GIEP (continued)(continued)

Annual GoalsAnnual Goals Short Term OutcomesShort Term Outcomes

AssessmentAssessment Time LineTime Line

Specially Designed InstructionSpecially Designed Instruction Support ServicesSupport Services Critical DatesCritical DatesForms are available at: Forms are available at:

http://www.pde.state.pa.us/gifted_ed/http://www.pde.state.pa.us/gifted_ed/site/default.aspsite/default.asp

* All forms included in today’s * All forms included in today’s handouts *handouts *

Now Here’s a Thought..Now Here’s a Thought..

We measure what we treasure!

Present Levels of Present Levels of Educational Educational PerformancePerformance

In order to write clear and In order to write clear and measurable goals you must first measurable goals you must first establish establish clearclear and and measurable measurable present levels of educational present levels of educational performance (PLEP).performance (PLEP).

Present Levels of Present Levels of Educational Performance Educational Performance shouldshould……

1) Be data driven (measurable 1) Be data driven (measurable and observable)and observable)

2) Identify strengths and 2) Identify strengths and prioritize needsprioritize needs

3) Provide a starting point for 3) Provide a starting point for development of goalsdevelopment of goals

4) Guide development of 4) Guide development of other areas of the GIEP other areas of the GIEP

CurrentCurrent assessment assessment information must be the information must be the foundation for writing PLEPs!foundation for writing PLEPs! Curriculum based assessment Curriculum based assessment EvaluationsEvaluations Permanent productsPermanent products Teacher/parent/student inputTeacher/parent/student input ObservationsObservations InterviewsInterviews Anecdotal recordsAnecdotal records

PLEP quantify student skill PLEP quantify student skill levels in both academic and levels in both academic and nonacademic areasnonacademic areas Provides “Provides “actionableactionable

information”information”

Data DrivenData Driven

What data is available What data is available within your district?within your district?

What information does the District What information does the District already have available?already have available?

Nationally Nationally Normed Normed AssessmentsAssessments Achievement Achievement

TestsTests PSSAPSSA SCAT or STEPSCAT or STEP Psychological Psychological

AssessmentsAssessments Renzulli Hartman Renzulli Hartman

ScaleScale Others??Others??

Local Curriculum Local Curriculum AssessmentsAssessments Report cardsReport cards End of Year End of Year

AssessmentsAssessments IRI, DRAIRI, DRA Classroom Classroom

PerformancePerformance Special ProductsSpecial Products Behavioral and Behavioral and

Learning ScalesLearning Scales

What other measures What other measures might be implemented?might be implemented? National or Local?National or Local? Who is responsible?Who is responsible?

What changes should be made What changes should be made to curriculumto curriculum AccelerationAcceleration EnrichmentEnrichment ModificationsModifications AdaptationsAdaptations

Identifying Strengths Identifying Strengths and and Prioritize NeedsPrioritize Needs Address Academic and Address Academic and

Nonacademic PerformanceNonacademic Performance Include Instructional Include Instructional

Strategies and Best Strategies and Best PracticesPractices

Include Motivators for Include Motivators for Student Participation and Student Participation and Learning Learning

Identification of Identification of STRENGTHS!STRENGTHS!

Content Content AreasAreas CreativityCreativity Leadership Leadership

SkillsSkillsSense of Sense of HumorHumor

Rate of Rate of AcquisitionAcquisition

Critical Critical Thinking Thinking SkillsSkills

TalentsTalents MotivationMotivationss

Authentic Authentic AssessmenAssessment t

AndAnd

PerformancPerformancee

CommunicatiCommunication on

RelationshiRelationshipsps Others??Others??

Interests and Special Interests and Special AbilitiesAbilities

Consider Student’s Consider Student’s Interests and Interests and AccomplishmentsAccomplishments AwardsAwards Academic and Athletic Academic and Athletic

CompetitionCompetition SportsSports Instruments StudiedInstruments Studied TheaterTheater BooksBooks Computer SkillsComputer Skills Digital Design Skills Digital Design Skills AnimationAnimation Others?Others?

NeedsNeeds

Identification of Student Identification of Student Needs are the BASIS of GIEPNeeds are the BASIS of GIEP

Each Each needneed must be must be addressed by:addressed by: A long term goal A long term goal short term outcomes short term outcomes specially designed instructionspecially designed instruction

Social and Emotional Needs Social and Emotional Needs included as appropriateincluded as appropriate

Evaluate PLEPs:Evaluate PLEPs:Are statements precise or Are statements precise or

vague?vague? Is there a basis for Is there a basis for

measurable goals?measurable goals? ShareShare

Sample PLEPsSample PLEPs

Annual Goal: Overview for Annual Goal: Overview for YearYear

Reflects the present level of Reflects the present level of performance and giftednessperformance and giftedness

Identifies a focus area for Identifies a focus area for learninglearning

Sample Annual GoalsSample Annual GoalsEvaluateEvaluate

ShareShare

Annual Goals established on your GIEPs?

Short-Term OutcomesShort-Term Outcomes

Plan steps for reaching annual Plan steps for reaching annual goalsgoals

Provide mechanisms by which Provide mechanisms by which progress will be measuredprogress will be measured

Establish Establish at leastat least one short-term one short-term outcome for each annual goaloutcome for each annual goal

State outcomeState outcome Include objective criteria for Include objective criteria for

achievementachievement Indicate assessment procedures Indicate assessment procedures

and timelinesand timelines

Measurable Outcomes FormulaMeasurable Outcomes Formula

Student willStudent will Be able to: action/behaviorBe able to: action/behavior How well: criteria/level of How well: criteria/level of

achievementachievement Assessment: evaluation Assessment: evaluation How often: when will How often: when will

action/behavior be assessed?action/behavior be assessed?

Meaningful Meaningful AssessmentsAssessments

Performance criteria Performance criteria should reflect the type of should reflect the type of measurement that is measurement that is meaningful for the skillmeaningful for the skill

Criteria ExamplesCriteria Examples

% of time% of time # out of # of # out of # of

timestimes With % of With % of

accuracyaccuracy With no more With no more

than # of than # of errorserrors

IndependentlyIndependently

With a grade With a grade of “X” or of “X” or higherhigher

““X” or better X” or better on a rubric or on a rubric or rating scalerating scale

With “X” out With “X” out of “X’ points of “X’ points on liston list

Evaluation ToolsEvaluation Tools

Structured Structured Interviews or Interviews or SurveysSurveys

ObservationsObservations Teacher Teacher

Developed and Developed and Standardized Standardized TestsTests

Rating Scales/ Rating Scales/ Assessment Assessment ChecklistsChecklists

Student Student Generated Generated ArtifactsArtifacts

Behavioral Behavioral Observations Observations

Portfolio Portfolio Assessment Assessment

Curriculum Curriculum Based Based AssessmentsAssessments

Anecdotal Anecdotal RecordsRecords

Rubrics Rubrics

Sample Short Term Sample Short Term Outcomes:Outcomes:

EvaluateEvaluate

ShareShare

Specially Designed Specially Designed InstructionInstruction Adapting content, methodology, Adapting content, methodology,

product or delivery instruction to product or delivery instruction to meet the unique needs of the meet the unique needs of the student:student: Acceleration and EnrichmentAcceleration and Enrichment CompactingCompacting Tiered AssignmentsTiered Assignments Independent Projects and ActivitiesIndependent Projects and Activities Pull-out programs, small group Pull-out programs, small group

work and one-on-onework and one-on-one Mentor and Apprentice ProgramsMentor and Apprentice Programs Distance LearningDistance Learning

Examples of Support Examples of Support Services (provided as Services (provided as appropriate)appropriate) Career CounselingCareer Counseling CounselingCounseling TransportationTransportation Technology EducationTechnology Education

Who is responsible for the Who is responsible for the implementation of the implementation of the GIEP?GIEP?

Gifted Support Staff Gifted Support Staff

andand Regular Education Regular Education

TeachersTeachers

GWR TimelinesGWR Timelines

GMDE completed within 45 GMDE completed within 45 school daysschool days

GWR must be written within GWR must be written within 10 school days after GMDE10 school days after GMDE

GWR must be given to GWR must be given to parents within 5 school days parents within 5 school days

(total 60 days)(total 60 days)

GIEP TimelinesGIEP Timelines

Invitation to GIEP meeting must be sent Invitation to GIEP meeting must be sent 10 calendar days before GIEP Meeting10 calendar days before GIEP Meeting

GIEP completed within 30 calendar days GIEP completed within 30 calendar days of issuance of GWRof issuance of GWR

NORA presented at GIEP Meeting or sent NORA presented at GIEP Meeting or sent by certified mail within 5 calendar daysby certified mail within 5 calendar days

Parents have 10 calendar days to Parents have 10 calendar days to respond (5 calendar days if sent by mail)respond (5 calendar days if sent by mail)

GIEP is reviewed at least yearly at a GIEP is reviewed at least yearly at a GIEP MeetingGIEP Meeting

GIEP ImplementationGIEP Implementation

• The GIEP must be The GIEP must be implemented no more than implemented no more than 10 school days after it is 10 school days after it is signed…signed…

• Or at the start of the next Or at the start of the next school year if the GIEP was school year if the GIEP was developed less than 30 days developed less than 30 days before the last school day of before the last school day of school.school.

Web AddressesWeb Addresses

Appeal Panel DecisionsAppeal Panel Decisionswww.pattan.net

Click “Dispute Resolution”Click “Dispute Resolution”

Gifted EducationGifted Education

www.pde.state.pa.us Click “K-12” Click “K-12”

““Curriculum & Instruction” Curriculum & Instruction” OROR “Special Education” “Special Education” OROR “Student “Student Services” Services”

““Gifted Education” Gifted Education”

Questions ?Questions ?

Thank You Thank You