Writing IEP's for

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Writing IEP's for

• Gifted Students
• This presentation is the property of Lynn Howard
  and Tara Strang,
• Hamilton County Department of Education.
• Permission is granted to use this presentation
• in conjunction with proper credit given to the
  authors.

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Gifted Definition Tennessee State Department of
Education

• Intellectually Gifted means a child whose
  intellectual abilities and potential for
  achievement are so outstanding the childs
  educational performance is adversely affected.
  Adverse affect means the general curriculum
  alone is inadequate to appropriately meet the
  students educational needs.

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GIFTED HAS A SPECIFIC MEANING

• In educational terms, 'Gifted' means that the
  child has an educational need in one or more
  subject areas. Giftedness is not a good thing, a
  nice thing, or related to doing well in a regular
  education class. Gifted is not any other type of
  "thing" in particular. The term identifies a
  need. For the purposes of education law in
  Pennsylvania the term "gifted" applies to a child
  who learns differently enough from most other
  children to require measures and methods beyond
  those used in the normal grade-level taken in the
  classroom.
• http//www.hoagiesgifted.org/unofficial_guide
  .htm

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GIFTED ELIGIBILITY IN TENNESSEE A TWO PRONG
PROCESS

• Eligibility for services as a gifted student
  is based on evaluation in each of the following
  component areas Educational Performance,
  Creativity/Characteristics of Intellectual
  Giftedness, and Cognition/Intelligence
• The student must meet Criteria of the TN K-12
  Intellectually Gifted Assessment.
• The team must agree that the general curriculum
  alone is not adequate to meet the students
  educational needs.

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Determining Adverse Affect

• The rigor available to a student in the general
  program is a critical factor in determining if
  Adverse Affect exists.
• The team must compare the students assessment
  results, which give present levels of
  performance, with the general classrooms
  requirements.
• Are the general classrooms requirements within
  the students zone of proximal development?

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Vygotskys Zone of Proximal Development
Making Meaning A student makes meaning of new
learning in his/her own brain based upon previous
experiences and the language attached to those
experiences. The richer a childs experiences,
the more meaning he/she can make of new
information. Tools for Cognitive Development
Scaffolding gives a support to help the student
reach a level that would otherwise be beyond
his/her reach. Mediated learning The Zone of
Proximal Development ___a student can
___________________a student cannot____ do
without help do even with help
The ZPD falls between these two points on the
continuum.
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Evaluating Rigor and Enrichment Available in the
Regular Program.

• School median test scores
• Grouping practices of the school
• Specific information about school curricula
• Acceleration opportunities
• Classroom observations
• Work samples
• Collaboration with classroom teacher or grade
  level
• Enrichment opportunities available in the school
  program

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The Student is an Eligible Gifted Student
Design Appropriate Services And Write an IEP
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Gifted is NOT a Program.

• It IS
• appropriately designed services which meet the
  educational needs of the student based on
  identified strengths and interests, as well as
  social/emotional needs.

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Using Assessment Results

• Use descriptive/narrative information from any or
  all of the following, including but not limited
  to
• Tennessee Teacher Observation Checklist
• Tennessee Creative Thinking Checklist
• Tennessee Parent Information Form
• Parent Interview
• Psychological Report
• Classroom Observations
• Teacher Interviews
• Gifted Evaluation Scale 2 (GES2)

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Using Assessment Results

• In addition to descriptive/narrative information,
  scores may provide additional data valuable to
  the team.
• Psychological Report
• TCAP percentiles (Not Advanced, Proficient,
  etc.)
• PLAN, EXPLORE, SAT, ACT, etc.
• Grades, Report Cards, GPA, etc.

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Writing Present Levels of Performancefor the
Intellectually Gifted Student

• Write a descriptor of those areas where the
  student performs at an advanced level, to include
  more than a standardized test score.
• If needed, write a descriptor of those areas of
  weakness which may impact the students ability
  to achieve at their optimal potential, to include
  more than a standardized test score.

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Writing Present Levels of Performancefor the
Intellectually Gifted Student

• Present levels of performance should also address
  the students interests and educational and
  career goals.
• Specific social and/or emotional needs may need
  to be addressed. Further information may be
  found at www.sengifted.org.

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Base Goals on Present Levels of Performance
Goals should not be written because that is your
program. Many gifted students may have similar
needs, but goals must be individualized even if
students are in the same service delivery group
and working on the same activity.
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The Goals agreed upon by the IEP Team
will determine the level of service the student
needs.
As with all special education students, a
continuum of services should be available for
eligible Intellectually Gifted Students.
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IEP Scenarios
This section of the presentation is designed to
be interactive we encourage
questions, comments, and other participation.
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As with any special education student, the gifted
students individual profile will exhibit a range
of interests and passions, strengths and
weaknesses, which should be considered by the IEP
team.
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The following slides are examples which should
not limit the IEP teams creativity and
imagination in designing the IEP.The team may
find The Gifted Intervention Manual (Hawthorne
Educational Services, Inc.) a useful tool.
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Student One

• Present Level
• Student One writes descriptively, including the
  use of above grade level vocabulary, syntax, and
  semantic skills. She has won several creative
  writing contests. TCAP Scores at the 96ile
  reflect this advanced ability in writing.
• Goal
• Student One will write in a variety of genres.
• Objective
• Student One will use prose and poetic models to
  write essays, narratives, and poems.

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Student Two

• Present Level of Performance
• Student Two can mentally add and subtract 3 digit
  numbers with accuracy. She knows all addition,
  subtraction, and multiplication facts through 12.
  She is still working on mastery of division
  facts. Current TCAP scores at the 85ile do not
  accurately reflect classroom performance.
• Goal
• Student Two will be accelerated one grade level
  for math instruction.
• Objective
• Student Two will complete all homework,
  classwork, quizzes, and tests in the 4th grade
  math curriculum.

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Student Three

• Present Levels of Performance
• Student Three is disorganized and frequently does
  not turn in homework and classroom assignments.
  His TCAP scores in the 90ile range in all areas
  indicate that he continues to meet grade level
  benchmarks and standards even though he does not
  turn in work.
• Goals
• Student Three will complete homework and class
  assignments.
• Objectives
• For skills where Student Three has not shown
  mastery, he will complete 90 homework, and class
  assignments.
• Accommodations
• Compacting, including pretesting, and alternate
  assignments, for skills which are mastered.

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Student Four

• Present Level of Performance
• Student Four shows excellent leadership skills
  through her involvement in student government,
  clubs, and extra-curricular activities. This
  aligns with her desire to work in the political
  arena.
• Goal
• Student Four will apply the attributes of
  leadership based on the Lincoln on Leadership
  book.
• Objective
• After reading and discussing the chapters on
  people, character, endeavor, and communication
  Student Four will practice implementing the
  strategy and discuss the results in a class
  seminar with others who are also studying this
  text.

Lincoln on Leadership
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Student Five

• Present Level of Performance
• Student Five has an advanced ability to reason
  and figure out solutions using novel information
  (fluid ability). He tested out of ESL services
  two years ago. Currently his vocabulary is low
  relative to measured cognitive ability.
• Goal
• Student Five will increase his expressive and
  receptive vocabulary.
• Objective
• In consultation with his teachers, Student Five
  will read 3 books per grading period, based on
  interest and curriculum units, with increasingly
  difficult vocabulary.

Literature circle, vocabulary tests, vocabulary
exploration through discussion groups.
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Student Six

• Present Level of Performance
• Student Six has verbal skills within the very
  superior range. Her verbal comprehension,
  abstract verbal reasoning, and expressive
  vocabulary skills are at or above the 98thile.
  Her processing speed is at the 37thile. Teachers
  report trouble with work completion, particularly
  in math.
• Goal
• Student Six will improve her work completion.
• Objective
• With the accommodations listed, Student Six will
  complete all math assignments 100 of the time.
• Accommodation
• Extended time for testing, classwork may be
  completed at home, abbreviated assignments.

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Student Seven

• Present Level of Performance
• Student Seven has strong visual-spatial ability
  and good long-term retrieval skills. He has a
  weak vocabulary, poor written language skills,
  and poor fine motor functioning. He also has low
  motivation. He has a keen interest in science
  fiction.
• Goal
• Student Seven will improve his written language
  skills.
• Objective
• Student Seven will write science fiction stories
  as alternate assignments at least 4 times per
  grading period, when agreed upon by the teacher.
  The teacher will provide a rubric for grading.
• Accommodation
• Written work will be completed on a computer or
  alpha-smart

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Student Eight

• Present Level of Performance
• Student Eight has a strong interest and ability
  in math and science. He was an outstanding
  student in AP Biology and scored a 4 on the AP
  Biology Exam. He wishes to pursue a career in the
  medical field.
• Goal
• Student Eight will investigate career choices in
  the medical and science field.
• Objective
• Student Eight will complete 2 job shadowing
  experiences of his choice.
• Accommodations
• Absences for job shadowing experiences will be
  considered excused at the school.

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STUDENT NEEDS DRIVE THE IEP DECISIONS
BE FLEXIBLE BE CREATIVE