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)