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GIFTED EDUCATION 101

Boot Camp Day 1

Agenda/Review of Handouts

Chapter 16 DocumentsScreening and EvaluationGIEP Planning

Agenda

Chapter 16Screening and EvaluationGIEP Development and Planning

Chapter 16

How well do you know Chapter 16?

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Quick Break

Agenda

Chapter 16Screening and EvaluationGIEP Development and Planning

Screening - Then

How do we “find” children who may be in need….

Image courtesy of: http://blog.vendavo.com

Screening - Now

Casting the net has become so much easier…

Image courtesy of: http://www.fishermensnet.org

Question??

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

Birthdate!!

Children have three ages…

Chronological – based on birthEmotional – based on maturityIntellectual – 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.

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.

§16.21. (a)

Screening and Evaluation (cont.)

Awareness activities shall be conducted annually

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

§16.21. (a)

An Effective System…

finds the childhas an assessment plan that is prescriptivehas defined targetshas a clear link to curriculum and instruction

(Standards)

Evaluation (GMDE)

Evaluation for Gifted

Who – students who meet gifted screening “cuts” or referred by parents or teachers

When – Within 60 calendar days from signed Permission to Evaluate

How: Through a systematic process that uses all assessment types and includes input from the GMDE Team

Perm. To Evaluate/ Notice of Parental Rights

GWR

Parents contribute to the reportParents are part of the decisionChapter 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?

Gifted Written Report/Invitation to Participate in Gifted Team Meeting

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

GWR…

GIEP…

Agenda

Chapter 16Screening and EvaluationGIEP Development and Planning

Guiding Ideas

Current (within last year)Indicate present mastery levelHelp us measure growthEstablish strength areasNot a standard listReport progress on goals (maintenance)

Tanya Morret and Cheryl Everett PAGE 2011

GIEP Development and Planning

PLEPS Invitation to Participate in Gifted Team

MeetingGIEPTimelines

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?

Enrichment

Acceleration

Enrichment/Acceleration

PLEPS

Academic/Cognitive StrengthsAchievement ResultsProgress on GoalsAptitudes/interests/specialized skills/productsGrades/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 7th GraderStrength/Passion in WritingMarch of his seventh grade yearGIEP Planning for 8th GradeWorking at an 8th 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 8th grade level standards or as

pre-determined on a learning contract.

Acceleration/Enrichment or both

Condition Name

Behavior Criteria

Criteria

Criteria

STL Outcome Objective Criteria

Assess Procedures

Timelines

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

SDI Start Date Frequency Location Duration

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 classAs 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 email

One year Content teachers: Social Studies, Science, and English) and Gifted Support teacher

??Questions??

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