GIEP

January 2007

Writing GIEPs is a Balancing Act! Balancing…

District Philosophy and State Regulations

District Resources and Program Costs

Free Appropriate Public Education (FAPE) and Perfect Education

Class Needs and Individual Needs

Parts of a GIEP

Student Information Participants in Process PLEPs: Present Levels of

Educational Performance Academic Interests StrengthsNEEDS

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

Now Here’s a Thought..

We measure what we treasure!

Present Levels of Educational Performance

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

Present Levels of Educational Performance should…

11) 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

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”

Data Driven

What information does the District already have available? Nationally

Normed Assessments Achievement Achievement

TestsTests PSSAPSSA SCAT or STEPSCAT or STEP Psychological Psychological

AssessmentsAssessments Renzulli Hartman Renzulli Hartman

ScaleScale Others??Others??

Local Curriculum Assessments 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 might be implemented? National or Local? Who is responsible?

What changes should be made to curriculumAccelerationEnrichmentModificationsAdaptations

Identifying Strengths and Prioritize Needs

Address Academic Performance

Include Instructional Strategies and Best Practices

Include Motivators for Student Participation and Learning

Identification of STRENGTHS!

Content Areas

CreativityLeadership Skills

Sense of Humor

Rate of Acquisition

Critical Thinking Skills

TalentsMotivations

Authentic Assessment AndPerformance

Communication

Relationships

Others??

Interests and Special Abilities

District is not required to include goals for talent areas

Consider Student’s Interests and Accomplishments Awards

Academic / Athletic Competition

Sports

Animation

Theater

Books

Computer Skills

Digital Design Skills

Instruments Studied

Others?

District is not required to include goals for nonacademic areas

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

Needs may also include

Actions that are needed to remediate any relative

weakness or closing the gap due to acceleration

Provisions to help the student with

psychological/social issues so student has insight

into his giftedness, maintains a positive outlook,

and remains motivated to learn

Provisions for learning preferences, personality

characteristics, or interests

Evaluate PLEPsEvaluate PLEPs

Are statements precise or vague?

Is there a basis for measurable goals?

Annual Goal: Overview for Year

Reflects the current level of performance and giftedness

Identifies a focus area for learning

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

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?

Meaningful Assessments

Performance criteria should

reflect the type of measurement

that is meaningful for the skill

Criteria 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 errorsthan # of errors

IndependentlyIndependently

With a grade of With a grade of “□” or higher“□” or higher

“□” “□” or better on a or better on a rubric or rating rubric or rating scalescale

With “_” out of With “_” out of “_” points on list“_” points on list

Evaluation Tools

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

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

Examples of Support Services (provided as appropriate)

Career Counseling Counseling Transportation Technology Education

Who is responsible for the implementation of the GIEP?

Gifted Support Staff and

Regular Education Teachers

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

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

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.

Web AddressesWeb Addresses Appeal Panel DecisionsAppeal Panel Decisions

www.odr.pattan.netwww.odr.pattan.net Click “Dispute Resolution”Click “Dispute Resolution”

Gifted EducationGifted Educationwww.pagiftededucation.iwww.pagiftededucation.i

nfonfowww.pde.state.pa.uswww.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