Gifted IEP IEP Training for Kansas Schools Kansas State Department of Education TASN - Technical...
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Transcript of Gifted IEP IEP Training for Kansas Schools Kansas State Department of Education TASN - Technical...
Gifted IEP
IEP Training for Kansas Schools
Kansas State Department of Education TASN - Technical Assistance System Network
2013-14
IEPs for Gifted Students
Gifted IEP
Gifted Educationin Kansas
• Included within State Special Education Statue & Regulations
• Provides protections for students
• Requirements for staff
• Eligibility criteria
• Outlines and defines individual services
Gifted IEP
Eligibility
Exceptionality (Giftedness)
+ Need (for specially designed instruction)
= Eligibility
Gifted IEP
Considerations that mustbe Documented
• Strengths of Child • Concerns of the Parents for Enhancing the
Education of Their Child • Most recent Evaluation/Reevaluation• Academic, Developmental & Functional Needs
of the Child, including positive behavioral supports if needed
• Limited English Proficiency • Special Communication Needs• Placement Determination• Potential Harmful Effects
Gifted IEP
IEP Process
Referral
Measurable Annual Goals
Prioritize Needs and How Needs
Will be Addressed
Evaluation (and Eligibility)
Present Levels of Academic Achievement & Functional Performance
Services
Progress Reporting
Exit
Gifted IEP
PLAAFPs
Present Levels of Academic Achievement & Functional Performance (PLAAFPs):a) are the way you identify and prioritize
needs andb) establish baseline performance in
order to develop an individualized and meaningful plan.
c) identify degree of match between skills & environment
Gifted IEP
(AND other performance skills)
1)CURRENT PERFORMANCE
PLAAFPs Must
Gifted IEP
Examples
Learning Strengths Strengths and Weaknesses
Standardized Assessments Vocational/Career Interests
Instructional Preferences Skills related to Interests
Learning Rate Independent Living Skills
Social/Emotional Issues
1)CURRENT PERFORMANCE
Gifted IEP
Transition?
Transition is not part of the IEP
for students identified as gifted only
Gifted IEP
PLAAFPs Must
2) IMPACT OF EXCEPTIONALITY
Gifted IEP
Examples
2) IMPACT OF EXCEPTIONALITYInstructional Level Curriculum-based Assessments
Reading Level District Assessment
State Assessment Rate of Learning
Performance within State StandardsClassroom Performance
Social/emotional needs Appropriate curriculum
Gifted IEP
Access or ProgressAccess:
the student is involved in the appropriate curriculum
Progress:
the student is able to make progress in the appropriate curriculum
Gifted IEP
PLAAFPs Must
3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED
Gifted IEP
Examples
3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED
Correctly Answered Questions Error Analysis
Correct Responses Percent Correct
Number of Times Behavior Occurs Rubric Ratings
Formative Assessments Checklists
Criterion Referenced Tests Observations
Gifted IEP
IMPACT OF EXCEPTIONALITY
BASELINE DATA FOR IDENTIFIED NEED
PLAAFPs Must
CURRENT PERFORMANCE IN GENERAL CURRICULUM
Gifted IEP
Evaluating PLAAFPs
Gifted IEP
IEP Process
Referral
Measurable Annual Goals
Prioritize Needs and How Needs
Will be Addressed
Evaluation (and Eligibility)
Present Levels of Academic Achievement & Functional
Performance
Services
Progress Reporting
Exit
Gifted IEP
There are many ways within the IEP to address needs identified in the PLAAFPS
— Non-Special Education Supports— Acceleration — Program Modifications— Supports for School Personnel— Positive Behavioral Supports— Related Services — Measurable Annual Goals for
specially designed instruction
Gifted IEP
IEP Process
Referral
Measurable Annual Goals
Prioritize Needs and How Needs
Will be Addressed
Evaluation (and Eligibility)
Present Levels of Academic Achievement & Functional
Performance
Services
Progress Reporting
Exit
Gifted IEP
Measurable Annual Goals
Measurable Annual Goals describe the anticipated progress that will result from specially designed instruction the student will receive.
Gifted IEP
Measurable Annual GoalsCharacteristic #1
Based on data contained in the PLAAFP
Gifted IEP
Measurable Annual GoalsCharacteristic #2
Has 4 Components:
a.Behavior
b.Condition
c.Criteria
d.Timeframe
Gifted IEP
Measurable Annual GoalCharacteristic #3
Can pass the “Stranger Test”
Gifted IEP
Goals Are Not About
• Participation
• Attendance
• Activities
• Products
• Teacher Behavior
• Opportunities
• Events
Gifted IEP
Goals Are About
PROGRESS
the student makes as a result of specially
designed instruction
Gifted IEP
Measurable Annual GoalsDevelopment Step 1
Identify and select a need from the PLAAFP.
Gifted IEP
Measurable Annual GoalDevelopment Step 2
Consider the general education standards and curriculum for the student’s grade level and
the level of the student’s current learning needs.
Gifted IEP
Measurable Annual GoalsDevelopment Step 3
Identify the performance to be measured.
(Behavior)
Gifted IEP
Behaviors
Examples• Solve• Write• Answer• Score• Initiate an interaction
Non-Examples• Improve• Increase
Gifted IEP
Measurable Annual GoalsDevelopment Step 4
Specify how the progress toward the goal will be measured.
(Condition)
Gifted IEP
Condition
Examples• 5th grade text• English Class writing
assignment• Given a scientific
experiment• Given a small group
instruction setting
Non-Examples• Given instruction• The student will learn• Student will apply • Through extension of
the curriculum• Will demonstrate• After studying• Gather information
Gifted IEP
Measurable Annual GoalsDevelopment Step 5
Determine to what level the behavior must occur.
(Criteria)
Gifted IEP
Measurable Annual GoalsDevelopment Step 6
Specify amount of time that will be required for the student to attain the criterion.
(Timeframe)
Gifted IEP
Identifying Components of a Measurable Annual Goal
Gifted IEP
Goal: By May 20xx, given accelerated/compacted coursework in
mathematics, the student will successfully complete all required assignments in each course to receive the remaining 5 credits
needed to graduate.Behavior?Conditions?Criteria?Timeframe?
Gifted IEP
Goal: By May 28, 20xx, given accelerated/compacted coursework in mathematics, the student will
successfully complete all required assignments in each course to receive the remaining 3 credits
needed to graduate.
Behavior: Complete all required assignments for creditConditions: Given accelerated/compacted coursework in mathematicsCriteria: 3 credits Timeframe: by May 28, 20xx
Gifted IEP
What’s Missing?
Gifted IEP
What’s Missing?
When given a 8th grade level passage, Deb will correctly answer 10 inferential-type
comprehension questions about the passage with 95% accuracy.
Gifted IEP
What’s Missing?When given a 8th grade level passage, Deb will correctly answer 10 inferential-type
comprehension questions about the passage with 95% accuracy.
Answer: Timeframe
Gifted IEP
IEP Process
Referral
Measurable Annual Goals
Prioritize Needs and How Needs
Will be Addressed
Evaluation (and Eligibility)
Services andplacement
Progress Reporting
Exit
Present Levels of Academic Achievement & Functional Performance
Gifted IEP
PLAAFP Measurable Annual Goals
Services
Gifted IEP
SERVICES
Special Education
Related Services
Program Modifications
Supports for School Personnel
Gifted IEP
Services Documentation Requirements
• Special Education • Related Services• Program Modifications• Supports for School Personnel• Extent student will NOT participate in
Regular Education• Potential Harmful Effects of Placement
Gifted IEP
A Reminder
• Even if the IEP team decides that a particular type of service is not needed, it must be documented on the IEP that the team considered that service and determined it was not needed.
Gifted IEP
Special Education
Special Education is specially designed instruction that addresses the unique needs of a student that results from the student’s exceptionality and that is provided in order for the student to advance toward attaining the annual goals.
Gifted IEP
Related Services
Related Services are:developmental, corrective, and supportive services that are required for a student with an exceptionality to benefit from special education services.
Gifted IEP
Gifted Students Are Not Eligible For All Related Services:
– Assistive Technology– Art Therapy– Audiology– Counseling Services*– Dance Movement
Therapy– Early Identification and
Assessment– Interpreting Services– Music Therapy– Occupational Therapy– Orientation and Mobility
Services
– Parent Counseling*– Physical Therapy– Recreation (including
Recreation Therapy)– Rehabilitation
Counseling Services– School Health Services– School Nurse Services– School Psychological
Services*– School Social Work
Services*– Transportation*
Gifted IEP
Supports for School Personnel
Supports for school personnel are professional development or training for staff members that is beyond what is provided to all staff. •consultation with an itinerant teacher, •learning about the social/emotional needs of students identified as gifted,•materials, and •modifications to the environment.
Gifted IEP
Accommodations
Accommodations are small changes in procedures that do NOT change what is being taught or measured.
The frequency, location, and duration of each accommodation must be documented on the IEP.
49
Gifted IEP
Program Modifications
Program Modifications are alterations in procedures that change what is being taught or measured.
Gifted IEP
Testing Out
Each gifted child shall be permitted to test out of, or work at an individual rate, and receive credit for required or prerequisite courses, or both, at all grade levels, if so specified in that child’s individualized education program. (K.A.R. 91-40-3(g))
Gifted IEP
Credit for College Course
Any gifted child may receive credit for college study at the college or high school level, or both. If a gifted child chooses to receive college credit, however, the student shall be responsible for the college tuition costs. (K.A.R. 91-40-3(h))
Gifted IEP
The law mandates that a student’s IEP MUST have the:FrequencyLocationDurationExtent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular classProjected date for beginning of service
For all:1)Special Education Services,2)Related Services, 3)Supports for School Personnel4)Accommodations, and5)Program Modifications
Frequency, Duration, and Location
Gifted IEP
Identifying Frequency, Location & Duration
Gifted IEP
Johnny will receive accelerated instruction in algebra at the middle school during the
first period of each day. He will not be participating with his peers in the 5th grade
class for art/music/PE during this time period since he will be receiving advanced instruction in the seventh grade math class
in another building.
Gifted IEP
IEP Process
Referral
Measurable Annual Goals
Prioritize Needs and How Needs
Will be Addressed
Evaluation (and Eligibility)
Services andplacement
Progress Reporting
Exit
Present Levels of Academic Achievement & Functional Performance
Gifted IEP
Progress ReportsTo judge the intermediate progress of
the child toward achieving his/her measurable annual goal(s)
To inform the parents of their child’s progress toward the measurable annual goals
Gifted IEP
Progress ReportCharacteristic #1
• Uses the same measurementmethod as used in the
PLAAFP and measurable annual goal
Gifted IEP
Progress ReportCharacteristic #2
• Indicates the progress of the child toward achieving his/her
measurable annual goal.
Gifted IEP
Progress ReportCharacteristic #3
• Provides baseline data fornext year’s IEP.
Gifted IEP
Progress ReportDocumentation Requirements
1. Description of how the child’s progress toward meeting the annual goals will be measured. (on the IEP)
2. When periodic reports on the progress the child is making will be provided. (on the IEP)
3. Progress Toward Goal (on Report)