Gifted Liaison Meeting N  E  I  U  19

1. Gifted Liaison MeetingN E  I U 19

2. Writing GIEPs is a Balancing Act! Balancing… District Philosophy and State Mandates District Resources and Program Costs Free Appropriate Public Education (FAPE) and Perfect Education Class Needs and Individual Needs

3. Parts of a GIEP • Student Information • Participants in Process • PLEPs: Present Levels of Educational Performance • Academic • Interests • Strengths • NEEDS

4. Parts of a GIEP (continued) • Annual Goals • Short Term Outcomes • Assessment • Time Line • Specially Designed Instruction • Support Services • Critical Dates Forms are available at: http://www.pde.state.pa.us/gifted_ed/site/default.asp * All forms included in today’s handouts *

5. Now Here’s a Thought.. We measure what we treasure!

6. Present Levels of Educational Performance In order to write clear and measurable goals you must first establish clear and measurable present levels of educational performance (PLEP).

7. Present Levels of Educational Performance should… 1) Be data driven (measurable and observable) 2) Identify strengths and prioritize needs 3) Provide a starting point for development of goals 4) Guide development of other areas of the GIEP

8. Data Driven • Current assessment information must be the foundation for writing PLEPs! • Curriculum based assessment • Evaluations • Permanent products • Teacher/parent/student input • Observations • Interviews • Anecdotal records • PLEP quantify student skill levels in both academic and nonacademic areas • Provides “actionable information”

9. What data is available within your district?

10. Nationally Normed Assessments Achievement Tests PSSA SCAT or STEP Psychological Assessments Renzulli Hartman Scale Others?? Local Curriculum Assessments Report cards End of Year Assessments IRI, DRA Classroom Performance Special Products Behavioral and Learning Scales What information does the District already have available?

11. What other measures might be implemented? • National or Local? • Who is responsible? • What changes should be made to curriculum • Acceleration • Enrichment • Modifications • Adaptations

12. Identifying Strengths and Prioritize Needs • Address Academic and Nonacademic Performance • Include Instructional Strategies and Best Practices • Include Motivators for Student Participation and Learning

13. Identification of STRENGTHS! ty

14. Interests and Special Abilities

15. Consider Student’s Interests and Accomplishments • Awards • Academic and Athletic Competition • Sports • Instruments Studied • Theater • Books • Computer Skills • Digital Design Skills • Animation • Others?

16. Needs • Identification of Student Needs are the BASIS of GIEP • Each need must be addressed by: • A long term goal • short term outcomes • specially designed instruction • Social and Emotional Needs included as appropriate

17. Sample PLEPs • Evaluate PLEPs: • Are statements precise or vague? • Is there a basis for measurable goals? • Share

18. Annual Goal: Overview for Year • Reflects the present level of performance and giftedness • Identifies a focus area for learning

19. Sample Annual Goals Evaluate Share Annual Goals established on your GIEPs?

20. Short-Term Outcomes • Plan steps for reaching annual goals • Provide mechanisms by which progress will be measured • Establish at least one short-term outcome for each annual goal • State outcome • Include objective criteria for achievement • Indicate assessment procedures and timelines

21. Measurable Outcomes Formula • Student will • Be able to: action/behavior • How well: criteria/level of achievement • Assessment: evaluation • How often: when will action/behavior be assessed?

22. Meaningful Assessments • Performance criteria should reflect the type of measurement that is meaningful for the skill

23. % of time # out of # of times With % of accuracy With no more than # of errors Independently With a grade of “X” or higher “X” or better on a rubric or rating scale With “X” out of “X’ points on list Criteria Examples

24. Structured Interviews or Surveys Observations Teacher Developed and Standardized Tests Rating Scales/ Assessment Checklists Student Generated Artifacts Behavioral Observations Portfolio Assessment Curriculum Based Assessments Anecdotal Records Rubrics Evaluation Tools

25. Sample Short Term Outcomes: • Evaluate • Share

26. Specially Designed Instruction • Adapting content, methodology, product or delivery instruction to meet the unique needs of the student: • Acceleration and Enrichment • Compacting • Tiered Assignments • Independent Projects and Activities • Pull-out programs, small group work and one-on-one • Mentor and Apprentice Programs • Distance Learning

27. Examples of Support Services (provided as appropriate) • Career Counseling • Counseling • Transportation • Technology Education

28. Who is responsible for the implementation of the GIEP? • Gifted Support Staff and • Regular Education Teachers

29. GWR Timelines • GMDE completed within 45 school days • GWR must be written within 10 school days after GMDE • GWR must be given to parents within 5 school days (total 60 days)

30. GIEP Timelines • Invitation to GIEP meeting must be sent 10 calendar days before GIEP Meeting • GIEP completed within 30 calendar days of issuance of GWR • NORA presented at GIEP Meeting or sent by certified mail within 5 calendar days • Parents have 10 calendar days to respond (5 calendar days if sent by mail) • GIEP is reviewed at least yearly at a GIEP Meeting

31. GIEP Implementation • The GIEP must be implemented no more than 10 school days after it is signed… • Or at the start of the next school year if the GIEP was developed less than 30 days before the last school day of school.

32. Web Addresses • Appeal Panel Decisions • www.pattan.net • Click “Dispute Resolution” • Gifted Education • www.pde.state.pa.us • Click “K-12” • “Curriculum & Instruction” OR “Special Education” OR “Student Services” • “Gifted Education”

33. Questions ? Thank You 