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 Student Information Participants in Process Participants in Process PLEPs: Present Levels of Educational Performance PLEPs: Present Levels of Educational Performance Academic Academic Interests Interests Strengths Strengths NEEDS NEEDS

Parts of a GIEP (continued) Annual Goals Annual Goals Short Term Outcomes Short Term Outcomes Assessment Assessment Time Line Time Line Specially Designed Instruction Specially Designed Instruction Support Services Support Services Critical Dates Critical Dates Forms are available at: /default.asp /default.asp /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 … 1 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

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

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

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

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

Identification of STRENGTHS! Content Areas Creativity Leadership Skills Sense of Humor Rate of Acquisition Critical Thinking Skills TalentsMotivations Authentic Assessment And Performance CommunicationRelationshipsOthers?? ty

Interests and Special Abilities District is not required to include goals for talent areas

Consider Student’s Interests and Accomplishments Awards Awards Academic / Athletic Competition Academic / Athletic Competition Sports Sports Animation Animation Theater Theater Books Books Computer Skills Computer Skills Digital Design Skills Digital Design Skills Instruments Studied Instruments Studied Others? Others? District is not required to include goals for nonacademic areas

Needs Identification of Student Needs are the BASIS of GIEP Identification of Student Needs are the BASIS of GIEP Each need must be addressed by: Each need must be addressed by: A long term goal A long term goal short term outcomes short term outcomes specially designed instruction specially designed instruction Social and Emotional Needs included as appropriate 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 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 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 Provisions for learning preferences, personality characteristics, or interests

Evaluate PLEPs Evaluate PLEPs Are statements precise or vague? Are statements precise or vague? Is there a basis for measurable goals? Is there a basis for measurable goals?

Annual Goal: Overview for Year Reflects the current level of performance and giftedness Reflects the current level of performance and giftedness Identifies a focus area for learning Identifies a focus area for learning

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

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

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

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

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

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

Examples of Support Services (provided as appropriate) Career Counseling Career Counseling Counseling Counseling Transportation Transportation Technology Education 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 GMDE completed within 45 school days GWR must be written within 10 school days after GMDE GWR must be written within 10 school days after GMDE GWR must be given to parents within 5 school days GWR must be given to parents within 5 school days Total 60 days Total 60 days

GIEP Timelines Invitation to GIEP meeting must be sent 10 calendar days before GIEP Meeting Invitation to GIEP meeting must be sent 10 calendar days before GIEP Meeting GIEP completed within 30 calendar days of issuance of GWR GIEP completed within 30 calendar days of issuance of GWR NORA presented at GIEP Meeting or sent by certified mail within 5 calendar days 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) 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 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… The GIEP must be implemented no more than 10 school days after it is signed… OR 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. 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 Addresses Appeal Panel Decisions Appeal Panel Decisions Click “Dispute Resolution” Click “Dispute Resolution” Gifted Education Gifted Education Click “K-12” Click “K-12” “Curriculum & Instruction” OR “Special Education” OR “Student Services” “Curriculum & Instruction” OR “Special Education” OR “Student Services” “Gifted Education” “Gifted Education”

Questions ? Thank You Thank You