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Transcript of Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education Chapter 16 1 CHAPTER 16 OVERVIEW AND...
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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)
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
Strategic PlanningUpdate (cont.)
• Provide PDE with reports of students, personnel and program elements
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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)
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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.
• GWR requires names and positions but not signatures
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
GWRUpdate
• The Gifted Multidisciplinary Team is required to include the recommendations
for each student's educational services
in the Gifted Written Report
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
GMDE – ReevaluationsUpdate
• Required before changing educational placement or upon recommendation by GIEP team.
• Must be completed within 60 calendar days
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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 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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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 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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
Student Information
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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 InventorySample forms, on-line district info
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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.
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Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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”
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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Interests and Special Abilities• Competitions• Awards• Sports• Instruments• Theater• Books• Technology Skills• Community Activities• Extra-curricular Involvement
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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?
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
Goals
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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• 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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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?
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
SECONDARY GOAL EXAMPLE• Handout
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
Sample Annual GoalsEvaluate:
Is the target behavior clear?
Is the level of achievement
measurable?
Your Annual Goals
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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?
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Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
Short Term LearningOutcomes
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
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Relate Outcomes to:
•Proces
s • Product
• Content
Handout on adaptations
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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.
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.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
Tom Wolf, Governor ▪ Pedro Rivera, Secretary of Education www.education.state.pa.us
Chapter 16
Please reference Chapter 16http://www.pacode.com/secure/data/022/chapter16/chap16toc.html
For any definitions
Or clarification of information provided.
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