1. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 1 CHAPTER 16 OVERVIEW AND DEVELOPMENT OF GIEPS Dr. Shirley Curl Tom Wolf, Governor Pedro Rivera, Secretary of Education

2. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 2 Revisions to Chapter 16 Strategic Plans (§16.4) Compliance Monitoring (§16.6) Dually Exceptional Children (§16.7) GIEPs (§16.32) Case Load (§16.41) Due Process (§16.63)

3. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Strategic Planning Update Address the process for identifying children who are gifted and in need of specially designed instruction Outline the gifted education services offered by the school district

4. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Strategic Planning Update (cont.) Provide PDE with reports of students, personnel and program elements

5. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Monitoring Procedures Monitoring Procedures Update The Pennsylvania Department of Education (PDE) will conduct onsite monitoring of school entities to ensure compliance with Chapter 16. PDE will also establish a formal complaint procedure for parents to file complaints and school districts to respond.

6. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Dual Exceptionalities Update A single IEP will be developed for students with dual exceptionalitiesA single IEP will be developed for students with dual exceptionalities –(i.e., a student with a disability who also meets the criteria for gifted services). Follow Chapter 14 requirements to develop an IEP that addresses both exceptionalities.Follow Chapter 14 requirements to develop an IEP that addresses both exceptionalities.

7. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 of Mentally Gifted Definition of Mentally Gifted Outstanding intellectual and creative ability which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.Outstanding intellectual and creative ability which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program. An IQ of 130 or higherAn IQ of 130 or higher –(may not be based on IQ alone)

8. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 of Mentally Gifted (cont.) Definition of Mentally Gifted (cont.) Multiple criteria include:Multiple criteria include: –Achievement test scores –Acquisition and retention rates –Demonstrated achievement, performance or expertise in one or more academic areas –Higher level thinking skills, academic creativity, leadership skills, academic interest areas, communication skills, foreign language aptitude or technology expertise

9. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 of Mentally Gifted (cont.) Update Definition of Mentally Gifted (cont.) Update Evidence that intervening factors are masking gifted abilitiesEvidence that intervening factors are masking gifted abilities Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted educationDeficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted education

10. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 10 New Forms! Evaluation Forms (Permission to Evaluate, Permission to Re-evaluate) GWR –Recommendations for GIEP –“Gifted but not in need of SDI” option GIEP –Increased structure for PLEP –Stronger links between sections - parallel construction –Specifies duration, frequency of services and location for all SDI

11. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 and Evaluation 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.

12. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Screening and (cont.) Screening and Evaluation (cont.) Awareness activities shall be conducted annuallyAwareness activities shall be conducted annually Information must be provided in local newspapers, other media, student handbooks, and on the school district websiteInformation must be provided in local newspapers, other media, student handbooks, and on the school district website District calendars and public meetingsDistrict calendars and public meetings

13. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GMDE Update Parental requests for evaluation must be in writing and are limited to one per school term.Parental requests for evaluation must be in writing and are limited to one per school term. If a request is made orally, the district must provide a permission to evaluate form within 10 calendar daysIf a request is made orally, the district must provide a permission to evaluate form within 10 calendar days

14. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GMDE Update GMDE Team includes parent(s), current teacher(s), school psychologist, persons familiar with student’s educational performance and/or cultural background, and persons familiar with evaluation techniques.GMDE Team includes parent(s), current teacher(s), school psychologist, persons familiar with student’s educational performance and/or cultural background, and persons familiar with evaluation techniques. Referrals can be made by parent(s) or teachers.Referrals can be made by parent(s) or teachers.

15. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GMDE (cont.) Update The initial student evaluation must be completed within 60 calendar days after the school receives written parental consent for the evaluation or an order of a court or hearing officer.The initial student evaluation must be completed within 60 calendar days after the school receives written parental consent for the evaluation or an order of a court or hearing officer. GWR requires names and positions but not signaturesGWR requires names and positions but not signatures

16. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GWR Update The Gifted Multidisciplinary Team is required to include the recommendationsThe Gifted Multidisciplinary Team is required to include the recommendations for each student's educational services for each student's educational services in the Gifted Written Report in the Gifted Written Report

17. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GMDE – Reevaluations Update Required before changing educational placement or upon recommendation by GIEP team.Required before changing educational placement or upon recommendation by GIEP team. Must be completed within 60 calendar daysMust be completed within 60 calendar days

18. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GIEP Team Update One or both of the student's parents.One or both of the student's parents. The student if the parents choose to have the student participate.The student if the parents choose to have the student participate. A representative of the district, who will serve as the chairperson of the GIEP team, who is knowledgeable about the availability of resources of the district, and who is authorized by the district to commit those resources.A representative of the district, who will serve as the chairperson of the GIEP team, who is knowledgeable about the availability of resources of the district, and who is authorized by the district to commit those resources. One or more of the student's current teachers.One or more of the student's current teachers. Other individuals at the discretion of either the parents or the district.Other individuals at the discretion of either the parents or the district. A teacher of the giftedA teacher of the gifted

19. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GIEP (cont.) Notification to parents and others for attendance at GIEP meeting must be at least 10 calendar days in advance of the meetingNotification to parents and others for attendance at GIEP meeting must be at least 10 calendar days in advance of the meeting The school district shall establish and implement procedures designed to ensure that the parents of the gifted student are offered the opportunity to be present at each GIEP team meetingThe school district shall establish and implement procedures designed to ensure that the parents of the gifted student are offered the opportunity to be present at each GIEP team meeting

20. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 (cont.) Update GIEP (cont.) Update Short-term learning outcomes are measurable and should lead to annual goalShort-term learning outcomes are measurable and should lead to annual goal Include the anticipated frequency, and location of educational services in the GIEPInclude the anticipated frequency, and location of educational services in the GIEP Require the school to notify teachers of their responsibilities to each of their students who are identified as giftedRequire the school to notify teachers of their responsibilities to each of their students who are identified as gifted Signatures are not requiredSignatures are not required

21. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 GIEP - Implementation Within 10 school days or at start of school year if it was developed less than 30 calendar days before the last day of scheduled classesWithin 10 school days or at start of school year if it was developed less than 30 calendar days before the last day of scheduled classes If parents give consent by signing the Notice Of Recommended Assignment [NORA] in person at the GIEP meeting, the GIEP cannot be implemented for at least 5 calendar days. This allows the parents the opportunity to revoke consent if they change their minds.If parents give consent by signing the Notice Of Recommended Assignment [NORA] in person at the GIEP meeting, the GIEP cannot be implemented for at least 5 calendar days. This allows the parents the opportunity to revoke consent if they change their minds.

22. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 22 The GIEP is a legal agreement District resources cannot limit services. Based on the recommendations of the Gifted Multidisciplinary Team (GMDT), the GIEP team is accountable for what is recorded in the document. Scheduling and time cannot limit services Based on Chapter 16: http://www.pacode.com/secure/data/022/chapter16/chap16toc.html http://www.pacode.com/secure/data/022/chapter16/chap16toc.html

23. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 23 The GIEP It is a plan and not a program for student progress It modifies regular education curriculum (for example: acceleration, mentoring) and allows for pull out options Addresses student instructional needs, strengths, and interests in all classes as indicated by PLEPs Should be a true team effort: regular education, specialists, support staff and parents

24. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Student Information

25. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 25 Sections of the PLEP Include ability/intelligence levels from assessment information Group and individual achievement measures Grades Progress on previous goals Instructional levels Aptitude, interest, skills, products and evidence of effectiveness in other academic areas Strengths

26. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 26 PRESENT LEVELS OF EDUCATIONAL PERFORMANCE Goals of this section: Identify current functioning levels: both strengths and instructional needs (504 plans?) Do areas of strength warrant acceleration or is enrichment, modification, adaptation of current curriculum adequate? Establish the basis for the rest of the GIEP (annual goals, Short Term Learning Outcomes, Specially Designed Instruction, and support services) Information provided should be a team effort from the teacher, parents, student, appropriate assessments and other tools. Handout on PLEP

27. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 27 What information does the District already have available? Nationally Normed Summative Assessments Local Curriculum Assessments Achievement Tests PSSA (state normed) School and College Ability Tests or Tests of Educational Placement (like the Kauffman Test of Educational Ability or the Weschler Individual Achievement Test) Psychological Assessments Renzulli, Hartman or other scales Report cards End of year assessments Benchmark assessments IRI, DRA, DIBELS, 4SIGHT, Aimsweb, Study Island, et al. Classroom performance/formative assessments Special products, portfolio information Behavioral/learning traits

28. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 28 Advantages and Disadvantages of Assessment Measures Concerns Which ones provide the information that you need for this student? How can you update the information? Which ones will measure progress or provide a baseline? Handout on assessments

29. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 29 Other Ways to gather information Classroom Teacher Survey Parent Survey Student Survey Assessments (summative, formative, benchmarks, diagnostic) Interest Inventory Sample forms, on-line district info

30. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 30 A. Ability and assessment test scores: These assessments should establish areas of thinking ability strengths compared to a larger population of students Nationally normed or standardized assessments Data Examples: OLSAT, SCAT, STEP, EXPLORE, select data from IQ testing (NOT IQ SCORE), TOMAGS, benchmark assessments in and out of level, 4 Sight, Study Island, AIMSWEB, and/or curriculum based assessments NCLB requires repeated benchmark assessments. These may not take the gifted child’s skills to the ceiling of ability so most districts are using these alternative assessments.

31. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 31 Other assessments can include Behavioral Assessments, Performance Assessments, and advancement on Mastery Learning Steps Curriculum Based Assessments are effective for diagnostic information on specific skills. This will transfer directly to the district standards, goals and instruction and help to establish useful user-friendly objectives. These are also favored by hearing officer decisions because they actually guide instructional practices

32. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 32 B.Group and individual achievement measures: These measures provide information about current levels of working ability They can help indicate discrepancies between demonstrated ability, achievement and district grades. Data Examples: SAT-10, Terra Nova, WIAT, WJ-III, PSSA, School districts are required to give repeated assessments each year and current data can be obtained by using competition data, outstanding accomplishments at school, home or other settings.

33. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 33 C. Grades: Report card grades do not establish grade level specific instructional information. They only present information based on that teacher’s grading scale and the content presented. Grades include items like homework, responsibility, effort, and neatness. These do not necessarily reflect ability in the content areas. Include the most recent grades from the student’s CUM folder.

34. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 34 D. Progress on goals: For an initial GIEP, there will be no information on “progress on goals” because none had been established prior to this document. Information from progress in the regular classroom can be included. Recommendation in this section: Re-state goals from previous GIEP. For each Goal/STLO, report specific student progress, accomplishments, and results.

35. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 35 E.Instructional levels: A suggestion: Divide this section into academic or skill areas. This will make follow through (parallel construction) with goals and short term learning outcomes easier later in the document. This section establishes the baseline for instruction and progress during the next year.

36. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Compare and Check Normed Information with District Placement Compare performance on assessments with the District curriculum (clarify the meaning of the tests, clarify what is measured) Standardized Tests reported in Sections 1 and 2 can help determine the student’s current level of ability functioning against the district curriculum. 36

37. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 37 Use of above level assessments is critical because of the ceiling effect. Above level assessments provide information about curriculum that is mastered and areas that are in need of instruction. If a student is achieving at a level above 85% consistently in a content area, continue with the next (grade/unit) level of work pre-assessment until a frustration level is indicated (below 60%). This will help provide a clear understanding of how far advanced a student is for appropriate instruction. With a fast rate of acquisition, analysis of missed items may be compacted and taught.

38. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 38 Data Examples: Iowa Acceleration Scales; Purdue Academic Rating Scale for Science, TOWL-4 Consider breadth and depth of mastery. Other data can include classroom performance, formative assessment, observable and measurable rubric information, portfolio data, a list of modifications and adaptations that have been made within the classroom setting to accommodate this student’s ability. * * Explain the difference to parents between “grade equivalent scores” and “age equivalent scores”

39. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 39 F. Aptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas: This information often comes from classroom teachers, parents, and students themselves. Include rates of retention and acquisition in this section.

40. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 40 Measurements and data from other areas of talent can be included here: Data examples: Renzulli/Hartman; GATES- MaGinitie; Learning Styles Inventory; Creative skills and assessments; Multiple Intelligence Survey; Raven; Naglieri; Process Skills Rating Scales. art music physical abilities leadership higher order thinking skills scouts 4-H research ability problem solving creativity learning styles community info other talent

41. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 41 Interests and Special Abilities Competitions Awards Sports Instruments Theater Books Technology Skills Community Activities Extra-curricular Involvement

42. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 42 Two sites offer tests that can establish base line skills for critical thinking: http://www.criticalthinking.org/assessment//m achine_test.cfmhttp://www.criticalthinking.org/assessment//m achine_test.cfm https://my.wsu.edu/portal/page?_pageid=177,2 76578&_dad=portal&_schema=PORTALhttps://my.wsu.edu/portal/page?_pageid=177,2 76578&_dad=portal&_schema=PORTAL What other measures do you already use?

43. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 43 Sample PLEPs Evaluate: Is the information precise or vague? Does it provide a basis for measurable goals? Does the PLEP indicate programming options? Your PLEPs – Evaluate and Share

44. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Goals

45. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 45 Goals should propose academic growth in areas that are identified by assessment data in the Present Levels The goals should show meaningful educational benefit based on the present level of performance and the student’s giftedness Include general education curriculum, pull-out options, dual enrollment or other considerations Have a measurable end-point for performance one year from now Acceleration and/or enrichment must be provided if indicated by competency levels. Note: if a goal is met mid-year, new goals should be/can be established. Annual Goal: Overview for Year

46. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 46 Measurable Goal Formula (this has not changed from before but it is now presented in chart form) Student will: (be able to do what)behavior (how well) performance criteria or level of achievement

47. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 47 Criteria Examples % of time # out of # of times With % of accuracy With no more than # of errors Independently or With support With a grade of “X” or higher “X” or better on a rubric or rating scale With “X” out of “Y’ points on list What other criteria measures do you use?

48. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 SECONDARY GOAL EXAMPLE Handout

49. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Sample Annual Goals Evaluate: Is the target behavior clear? Is the level of achievement measurable? Your Annual Goals

50. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Points to Consider What will have to happen in the regular classroom or in the SDI in order for the student to accomplish this? What is it about the student's giftedness that makes achieving this knowledge or skill possible? Why does this student need an GIEP for this as compared to other regular ed. students? How will I know if the student succeeds at doing this? 50

51. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Short Term Learning Outcomes

52. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 52 Short-Term Outcomes Plan the steps toward reaching the annual goal Provide ways to measure progress or lack of progress toward meeting the goal There must be at least one outcome for each annual goal Must be stated in measurable terms Must contain performance criteria for achievement Must indicate how the evaluation will occur

53. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 53 From Chapter 16 before: Measurable Outcomes Formula Student will: (be able to do what) behavior (how well) performance criteria/ level of achievement (how it will evaluation be measured) procedure

54. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 54 New Format for STLO STL outcomesObjective Criteria Assess Procedures Timelines 1.BehaviorLEVEL OF ACHIEVMENT EVALUATION PROCEDURE WHEN THIS WILL HAPPEN 2.Sean will compact and learn sections 4D, 7G, 8 A-H, and 12 B of the third grade curriculum He will achieve at least an 80% in all sections Text book post- assessments for each section By June 8 of second grade Same information as before but a different format design.

55. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 55 Relate Outcomes to: Process Product Content Handout on adaptations

56. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Sample Short Term Outcomes Questions to help evaluate STLO: Is there one or more short term outcome(s) for each annual goal? Is the level of achievement measurable? Does it state how/when progress will be evaluated? How often will services be provided? With the new format, these areas are hard to skip. Look at your Annual Goals

57. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 57 Suggestion for Monitoring of Progress Add an additional column to the STLO STL Outcomes CriteriaAssessmentTimelineProgress on Outcome Fill in dates as completed This documentation can be used both as a report card and provide data for the next GIEP for rate of acquisition and progress.

58. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 58 Evaluation Techniques Curriculum Based Assessments (CBA) Performance Based Assessment Rubrics (must be observable/measurable) % Success Rating Scales 9 out of 10 times Work Samples Behavioral observations that are counted and documented Many assessment procedures used are not assessments at all: Student will participate Complete a paper, project or presentation (these can be evaluated to be measurable: rubric?) Teacher/student conference Student self-evaluation if metacognition is a goal or outcome on the GIEP Student/teacher reflection

59. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Education Gifted Education Specially Designed Instruction (SDI) to meet the needs of a gifted student that isSpecially Designed Instruction (SDI) to meet the needs of a gifted student that is –Conducted in an instructional setting –Provided in an instructional or skill area –Provided at no cost to the parents –Provided under the authority of a School District –Provided by an agency –Individualized –Reasonably calculated to yield meaningful educational benefit and progress –Provided in conformity with a GIEP

60. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 60 Specially Designed Instruction Clarifies Who is responsible for the STLO and Where the STLO will happen Any instruction that does not occur in the normal curricular process Acceleration/ Enrichment/ Compacting Tiered Assignments Independent Projects and Activities Pull-out, small group work and one-on-one Mentorships and Apprenticeships Distance Learning, extra text books, other on-line opportunities, library research and support Dual Enrollment

61. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 61 Sample SDI SDIStart Date FrequencyLocationDuration 1. The teacher of the Gifted will provide instruction on packets aligned with each section of the 3rd grade book identified in the PLEP section 3/12/11Once per cycleGifted Room On-going until the third grade curriculum is completed 6/1/11

62. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 62 Support Services Special Exceptions (speech, hearing, vision, LD, ED) Then the GIEP becomes an IEP Counseling and/or Career Counseling Transportation Technology Education Affective Education Collaboration between gifted teacher and regular education teacher

63. Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Educationwww.education.state.pa.us Chapter 16 Please reference Chapter 16 http://www.pacode.com/secure/data/02 2/chapter16/chap16toc.html For any definitions Or clarification of information provided. 63