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GIFTED EDUCATION 101 Boot Camp Day 1

Agenda/Review of Handouts Chapter 16 Documents Screening and Evaluation GIEP Planning

Agenda Chapter 16 Screening and Evaluation GIEP Development and Planning

Chapter 16 How well do you know Chapter 16? SorUQ/s320/quizzical_housewife_web.png

Quick Break

Agenda Chapter 16 Screening and Evaluation GIEP Development and Planning

Screening - Then How do we “find” children who may be in need…. Image courtesy of:

Screening - Now Casting the net has become so much easier… Image courtesy of:

Question?? What is the single biggest factor that determines what instructional goals a child will be held accountable to?

Children have three ages… Chronological – based on birth Emotional – based on maturity Intellectual – based on the ability to apply knowledge and skills

Screening and Evaluation School Districts must adopt and use a system for identifying all students within the district who are thought to be gifted. School Districts must adopt and use a system for identifying all students within the district who are thought to be gifted. Public awareness activities must be designed to reach parents of students in the public schools and the parents of school-age children not enrolled in the public schools. Public awareness activities must be designed to reach parents of students in the public schools and the parents of school-age children not enrolled in the public schools. § (a)

Screening and Evaluation (cont.) Awareness activities shall be conducted annually Awareness activities shall be conducted annually Information should be provided in local newspapers, other media, student handbooks, and on the school district website Information should be provided in local newspapers, other media, student handbooks, and on the school district website § (a)

An Effective System… finds the child has an assessment plan that is prescriptive has defined targets has a clear link to curriculum and instruction (Standards)

Evaluation for Gifted

GWR Parents contribute to the report Parents are part of the decision Chapter 16 does not explicitly state a “meeting” must be held to review the GWR…but it must be presented to the parents.  How do you get their input on the decisions?  Is “sending the report home without an explanation” serving our parents and our students?

GWR  Achievement test scores -  Goal Areas - What level of instruction are they functioning at now (mastery level).  Goal areas/STLO’s/SDI – Do they require acceleration, enrichment, or a combination of both?  Acquisition and retention rates  Goals - How quickly do they learn new information?  Goals/SDI - Does pace need to be adjusted?  Demonstrated achievement, performance or expertise in one or more academic areas – Use this to determine where the specially designed instruction will be needed.  Goal Areas– Reading, Writing, Math, science?  Short Term Learning Outcomes – Incorporate Social Studies, Science,  Higher level thinking skills, academic creativity, leadership skills, academic interest areas, communication skills, foreign language aptitude or technology expertise  Alignment is in the Short Term Learning Outcomes and Specially Designed Instruction

Agenda Chapter 16 Screening and Evaluation GIEP Development and Planning

Guiding Ideas Current (within last year) Indicate present mastery level Help us measure growth Establish strength areas Not a standard list Report progress on goals (maintenance) Tanya Morret and Cheryl Everett PAGE 2011

GIEP Development and Planning PLEPS Invitation to Participate in Gifted Team Meeting GIEP Timelines

Answer these questions….  Does this child need enrichment?  Does this child need acceleration?  Does this child need a combination of both? What are we really trying to do?

PLEPS Academic/Cognitive Strengths Achievement Results Progress on Goals Aptitudes/interests/specialized skills/products Grades/Classroom Performance

Goals/STLO’s/SDI All SDI that support STLO and Goal’s are kept together. May use as many goal sheets as GIEP determines appropriate SDI may need to be repeated for multiple goals

Meet Matt….. Current 7 th Grader Strength/Passion in Writing March of his seventh grade year GIEP Planning for 8 th Grade Working at an 8 th grade level in some of his writing skills (conventions are superior), but the development of his style and content is still a work in progress. Earns good grades with minimal effort. Enjoys both informative and narrative writing.

Condition-Name-Behavior-Criteria Given an opportunity to choose a topic, Matt will enrich and expand his writing to a proficient or higher level using criteria from the 8 th grade level standards or as pre-determined on a learning contract. Acceleration/Enrichment or both

STL OutcomeObjective CriteriaAssess ProceduresTimelines 1. Write an Argument, Informative/ Explanatory Text, and/or Narrative Proficient on rubric aligned to eighth grade expectations Self assessment, summative assessment done by gifted support and general education teacher, Percentage will represent average of summative assessments and be reported each marking period. Minimum twice per marking period as part of English Class Minimum once per marking period as part of another content area 2. Publish a piece of writing i.e. short story, essay, or book Proficient on rubric aligned to eighth grade expectations Self and peer formative assessment, summative assessment done by gifted support and general education teacher Contract will be re- evaluated regularly (minimum of once a month) to maintain progress Short Term Learning Outcomes - Enrichment

SDIStart Date Frequency LocationDuration Independent or alternative writing assignment/ contract Within three weeks of the start of the year As often as student demonstrates understanding of grade level concepts in pre- assessment General education classroom or Gifted support classroom, if available During explicit instruction for rest of the class As stipulated in Matt’s contract Alternative Rubrics to emphasize multiple 21 Century Skills Within three weeks of the start of school Every time student task differs from classroom task General education classroom Length of classroom assignment or learning contract Technology access Within three weeks of the start of the year During alternate learning contract, minimum once per day General education, gifted support, or library classroom Approx. one period a day when working on an independnet learning contract Specially Designed Instruction - Enrichment

Goals/ Short Term Learning Outcomes/ Specially Designed Instruction

Support Services Support Service Projected Date for Initiation Anticipated Frequency Location Anticipated Duration Service Provider Collaboration between general education and gifted support teacher Within one week of GIEP Implementation Date Once per cycle Team room, via One yearContent teachers: Social Studies, Science, and English) and Gifted Support teacher

??Questions??