Keeping Parents in the Loop - Downingtown Area Gifted Education

Keeping Parents
in the Loop
Downingtown PAGE Session
December 2, 2013
The Acronym
G
gifted
I
individualized
E
education
P
plan
Prepared by Cheryl Everett- CCIU
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Chapter 16.31
“ A GIEP is a written plan
describing the education to be
provided to a gifted student.”
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Reason for GIEP in
Chapter 16
“Gifted”
and
“in need of specially designed
instruction”
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When must a GIEP be written
 Within 30 calendar days after initial identification
by GMDT
 *At least annually
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16.32- GIEP Team
Each GIEP team must include persons who meet the following
qualifications:
•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.
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Let’s take a
closer look at
the GIEP form.
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What are we really trying to
do?
 Collect information to answer these
questions….
 Does the child need enrichment?
 Does the child need acceleration?
 Does the child need a combination of
both?
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Enrichment is…..
“a process of systematically organizing, relating and
generalizing a given subject matter around selected
concepts, often interdisciplinary, yielding maximum
subject matter clarification, transfer, and general
knowledge integration potential.”
Nature of Enrichment for Gifted Students- Lessinger, Leon and Seagoe, May V, The Journal of
Educational Research, vol.57,no.3,November 1963.
The extension of the curriculum; asking students to
apply content knowledge and skills to a task that
requires higher order thinking.
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Acceleration is……
“progress through an educational program at
rates faster or at ages younger than
conventional”(Pressey, 1949).
In a position paper, the National Association for
Gifted Children added nuances to the
definition of acceleration:
“…allowing a student to move through
traditional educational organizations more
rapidly, based on readiness and motivation”
(NAGC, 2004).
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Acceleration options…
Early admittance to school
Taking special fast paced classes during
the summer or academic year
Grade skipping- for students advanced
in all subjects or those who just missed
the cutoff age for school entrance
Telescoping curriculum- complete 1 year
course in 1 semester for example
Entering college early with or without hs
diploma
Compressing or compacting curriculum
Credit by exam
Entering a college early entrance
program
AP courses at earlier grade level than
usual
International Baccalaureate Program
Content acceleration
Individual tutoring in advanced subject
matter
Dual enrollment
Mentorships
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Guiding Ideas for PLEP
Data/information:
 is current (within last year)
 indicates present mastery level
 helps us measure growth
Blog.frannet.com
 establishes academic strength areas
 Is not a standard list
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Present levels of educational
performance categories
 Academic/Cognitive Strengths
 Achievement Results
 Progress on Goals
 Aptitudes/interests/specialized
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skills/products
 Grades/Classroom Performance
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Academic/Cognitive
Strengths
•
How would you characterize the student as a learner
and a thinker?
•
What have you observed in or out of the classroom that
has enhanced or prohibited this child’s learning?
•
How to gather this information:
 Anecdotal Teacher Report
 Anecdotal Student Report
 Anecdotal Parent Report
 Gifted Checklists/Scales
•
Narrative
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Some examples
Academic/Cognitive Strengths
–
The student has a passion for any items topics, books,
documentaries, etc. related to the Civil War.
–
He is most successful when assignments are chunked with clear
intermediate deadlines. He is more likely to learn information
from visual or auditory means, rather than solely relying on text.
He has a keen short and long term memory and often requires
only one or two presentations of information before he is
independently questioning and expanding his understanding.
–
The student does well with graphic organizers. He likes to repeat
information out loud to assure he understands concepts. He
prefers to work independently, but will work in groups where he
feels his expertise/creativity is recognized and appreciated. He
can easily synthesize information across content areas and
contexts.
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Achievement Results
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 Assessment results that indicate
instructional levels to direct curriculum
placement and goal development
 National, state, and/or local assessments
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Some examples
Achievement Results
–
In the spring of third grade, _____took the PSSA assessments
and scored Advanced (1681) in Reading and Advanced (1487)
in Math.
–
In the fall of fourth grade, ___read 170 words per minute on the
DIBELs oral reading fluency assessment. He read 169 words
per minute on this assessment in January.
–
On the district math assessments, ________scored Advanced
(28) in the first quarter and Proficient (26) in the second
quarter.
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Progress on Goals
Progress on Goals
–
Failure to make progress on previous goals may
indicate further investigation is needed to determine
the underlying cause. Here is where a GIEP team
may refer an underachieving student for a reevaluation.
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An example

Matt succeeded in developing his writing to a
proficient or higher level using criteria from the 9th
and 10th grade level PACC- ELA.
–
1. Write an Argument – Averaged 98%
(Advanced)
–
2. Informative/ Explanatory Texts – Averaged
95% (Advanced)
–
3. Draw evidence from literary/ informational
texts –Averages 93% (Proficient)
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Aptitudes,………
•
Aptitudes, interests, specialized skills, products and
evidence of effectiveness in other academic areas:
–
Content Competitions, Technology Skills, Portfolio
reviews, Extra-Curricular Activities
–
Samples of things that might fall into this category:
America Math Competition (AMC), Mathcounts;
Odyssey of Mind, FPS (Future Problem Solving; Art,
Music, Writing Awards; Learning Style assessment;
Multiple Intelligence tests; Torrance Creativity
Assessments; Creativity Assessment Packet ,
TOMAGS
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Some examples
–
_______’s mother reported that _______is very friendly
and caring. He studies and loves to read. He enjoys
learning new information. In addition, he is creative and
able to advocate for himself. ______academic interests
are reading, social studies, and science. He enjoys art
and attends classes at GoggleWorks. He is interested in
reptiles and likes being outside. He plays tennis and
swims. He is in band this year.
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Grades/Classroom
Performance
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 The scale of evaluation should be
included. We should be able to understand
where the child falls in the over-all
evaluation picture.
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Some examples
•
The student earned an 85% average in Mathematics for
the last four marking periods. (please note, this may span
more than one academic school year)
•
The student scored outstanding (highest rating out of
three) in math problem solving.
•
The student received an B+ in algebra I for the first
semester of this school year.
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Goals
 Should be based on areas of academic strength as
indicated by PLEP
 *Do not need to be measurable, but the student
should show at least 1 year’s growth (if completed)
 Individualized
www.sjsu.edu
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An example
Using resources appropriate to grade 2, John
will apply grade level phonics and word
analysis skills in decoding words.
as described in the PACC for ELA to a
proficient or advanced level using 2nd grade
curriculum based assessments.
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Short Term Learning Outcomes
(STLO’s)
How can we break down the goal?
Short Term
Objective
Objective Criteria Assessment
Procedures
Timeline
Decode two-syllable
words with long vowels
and words with common
prefixes and suffixes.
based on grade 2 reading
and content, choosing
flexibly from an array of
strategies
Proficient or advanced on
grade 2 language
assessments
Teacher will evaluate.
On-going but at least 1X
per week
Read high-frequency sight
words and words with
inconsistent but common
spelling-sound
correspondences
based on grade 2 reading
and content
Proficient or advanced on
grade 2 language
assessments
Teacher will evaluate.
On-going but at least 1X
per week
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What about the Specially
Designed Instruction(SDI)?
SDI
Projected
Date for
Initiation
Anticipated Location
Frequency
Anticipated
Duration
Access to 2nd
grade language
arts texts and
content
Curriculum
compacting of
grade 1 language
arts curriculum
Beginning of
school year
On-going
Regular
education
clasroom
Entire school year
Beginning of
school year
On-going
Regular
education
classroom
Entire school year
Cluster group of
gifted students
who are using 2nd
grade language
arts curriculum
Beginning of
school year
On-going
Gifted education
pull-out program
Entire school year
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Support Services
Support
Service
Projected
Date for
Initiation
Anticipated
Frequency
Location
Anticipated
Duration
Service
Provider
Collaboration
Implementation
between regular of GIEP
education and
gifted education
teacher
1-2 X’s per week Regular
education
classroom
August 2012June 2013
School district
Access to a
guidance
counselor and
gifted support
teacher to
provide
assistance with
issues that may
arise from
acceleration in
ELA
As needed
On-going
Guidance
counselor and
gifted support
teacher
Implementation
of GIEP
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Guidance office,
gifted support
classroom
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Other important “stuff ”
 GIEP must be implemented no later than 10 school
days after it is signed or at the beginning of the new
school year*
 Parents are to receive a copy of the GIEP**
 Parent response to The Notice of Recommended
Assignment (NORA)

10 days if sent by mail

5 days if presented in person at GIEP conference***
 NORA must be signed by the superintendent
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Teacher Evaluation in PA
 All teaching professionals will be evaluated using The
Danielson framework for teaching and school
performance data.
 4 Domains
 Planning and Preparation
 Classroom Environment
 Instruction
 Professional Responsibilities
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Implications for GST’s
 Development of GIEP
 PLEP information
 Appropriate instruction and services for academic growth
 Support for regular education teacher
 Communication with students and parents of gifted
students
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Any Questions?
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Contact: Cheryl Everett, Gifted Liaison, Chester County Intermediate Unit
cheryle@cciu.org
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