Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education Chapter 16 1 CHAPTER 16 OVERVIEW AND DEVELOPMENT OF GIEPS Dr. Shirley

Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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


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)


Chapter 16

Strategic PlanningUpdate

• 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


Chapter 16

Strategic PlanningUpdate (cont.)

• Provide PDE with reports of students, personnel and program elements


Chapter 16

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.


Chapter 16

Dual ExceptionalitiesUpdate

• A 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.


Chapter 16

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.

• An IQ of 130 or higher – (may not be based on IQ alone)


Chapter 16

Definition of Mentally Gifted (cont.)

• 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


Chapter 16

Definition of Mentally Gifted (cont.)

Update• Evidence 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 education


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


Chapter 16

Screening and Evaluation

• 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.


Chapter 16

Screening and Evaluation (cont.)

• Awareness activities shall be conducted annually

• Information must be provided in local newspapers, other media, student handbooks, and on the school district website

• District calendars and public meetings


Chapter 16

GMDE Update

• 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 days


Chapter 16

GMDEUpdate

• 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.


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.

• GWR requires names and positions but not signatures


Chapter 16

GWRUpdate

• The Gifted Multidisciplinary Team is required to include the recommendations

for each student's educational services

in the Gifted Written Report


Chapter 16

GMDE – ReevaluationsUpdate

• Required before changing educational placement or upon recommendation by GIEP team.

• Must be completed within 60 calendar days


Chapter 16

GIEP TeamUpdate

• One or both of the student's parents.• 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.

• One or more of the student's current teachers.• Other individuals at the discretion of either the

parents or the district.• A teacher of the gifted


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 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 meeting


Chapter 16

GIEP (cont.)

Update• Short-term learning outcomes are measurable and should

lead to annual goal

• Include 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 gifted

• Signatures are not required


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 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.


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


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


Chapter 16

Student Information


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


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


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


Chapter 16

28

Advantages and Disadvantages of Assessment Measures

ConcernsWhich 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


Chapter 16

29

Other Ways to gather information• Classroom Teacher Survey

• Parent Survey

• Student Survey

• Assessments (summative, formative,

benchmarks, diagnostic)

• Interest InventorySample forms, on-line district info


Chapter 16

30

A. Ability and assessment test scores: These assessments should establish areas of thinking ability strengths compared to a larger population of

studentsNationally 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.


Chapter 16

31

Other assessments can include Behavioral Assessments, Performance Assessments, and advancement on Mastery Learning StepsCurriculum 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 actuallyguide instructional practices


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.


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.


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.


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.


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


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.


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”


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.


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


Chapter 16

41

Interests and Special Abilities• Competitions• Awards• Sports• Instruments• Theater• Books• Technology Skills• Community Activities• Extra-curricular Involvement


Chapter 16

42

Two sites offer tests that can establish base line skills for critical thinking: http://www.criticalthinking.org/assessment//machine_test.cfm

https://my.wsu.edu/portal/page?_pageid=177,276578&_dad=portal&_schema=PORTAL

What other measures do you already use?

http://www.criticalthinking.org/assessment/machine_test.cfm

http://www.criticalthinking.org/assessment/machine_test.cfm




Chapter 16

43

Sample PLEPsEvaluate:

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


Chapter 16

Goals


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


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


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?


Chapter 16

SECONDARY GOAL EXAMPLE• Handout


Chapter 16

Sample Annual GoalsEvaluate:

Is the target behavior clear?

Is the level of achievement

measurable?

Your Annual Goals


Chapter 16

Points to ConsiderWhat 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


Chapter 16

Short Term LearningOutcomes


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


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


Chapter 16

54

New Format for STLOSTL outcomes Objective

CriteriaAssess

ProceduresTimelines

1. Behavior LEVEL OFACHIEVMENT

EVALUATION PROCEDURE

WHEN THISWILL 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.


Chapter 16

55

Relate Outcomes to:

•Proces

s • Product

• Content

Handout on adaptations


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


Chapter 16

57

Suggestion for Monitoring of Progress

Add an additional column to the STLO

STL Outcomes

Criteria Assessment Timeline Progress on

OutcomeFill 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.


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


Chapter 16

Gifted Education• Specially 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


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


Chapter 16

61

Sample SDISDI Start

DateFrequency Location Duration

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

3/12/11 Once per cycle Gifted Room

On-going until the third grade curriculum is completed 6/1/11


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


Chapter 16

Please reference Chapter 16http://www.pacode.com/secure/data/022/chapter16/chap16toc.html

For any definitions

Or clarification of information provided.

63



Documents

Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education Chapter 16 1 CHAPTER 16 OVERVIEW AND DEVELOPMENT OF GIEPS Dr. Shirley