GIEP
January 2007
Writing GIEPs is a Balancing
Act! Balancing…
District Philosophy and State Regulations
District Resources and Program Costs
Free Appropriate Public Education (FAPE)
and Perfect Education
Class Needs and Individual Needs
Parts of a GIEP
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Student Information
Participants in Process
PLEPs: Present Levels of
Educational Performance
Academic
 Interests
 Strengths
 NEEDS
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Parts of a GIEP (continued)
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Annual Goals

Short Term Outcomes

Assessment

Time Line

Specially Designed Instruction

Support Services

Critical Dates
Forms are available at:
http://www.pde.state.pa.us/gifted_ed/site
/default.asp
Now Here’s a Thought..
We measure what we treasure!
Present Levels of
Educational Performance
In order to write clear and measurable
goals you must first establish clear and
measurable current present levels of
educational performance (PLEP).
Present Levels of
Educational Performance
should…
1) Be data driven (measurable
and observable)
2) Identify strengths and
prioritize needs
3) Provide a starting point for
development of goals
4) Guide development of other
areas of the GIEP
Data Driven

Current assessment information
must be the foundation for writing
PLEPs!
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Curriculum based assessment
Evaluations
Permanent products
Teacher/parent/student input
Observations
Interviews
Anecdotal records
PLEP quantify student skill levels in
both academic and nonacademic
areas

Provides “actionable information”
What information does the
District already have available?
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Nationally Normed
Assessments
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Achievement Tests
PSSA
SCAT or STEP
Psychological
Assessments
Renzulli Hartman
Scale
Others??
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Local Curriculum
Assessments
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Report cards
End of Year
Assessments
IRI, DRA
Classroom
Performance
Special Products
Behavioral and
Learning Scales
What other measures
might be implemented?
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National or Local?
Who is responsible?
What changes should be made to
curriculum
 Acceleration
 Enrichment
 Modifications
 Adaptations
Identifying Strengths and
Prioritize Needs
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Address Academic Performance
Include Instructional Strategies and
Best Practices
Include Motivators for Student
Participation and Learning
Identification of STRENGTHS!
Content
Areas
Creativity
Leadership
Skills
Sense of
Humor
Rate of
Acquisition
Critical Thinking
Talents
Skills
Authentic
Assessment
And
Performance
Communication Relationships Others??
Motivations
Interests and Special Abilities
District is not required
to include goals for
talent areas
Consider Student’s Interests
and Accomplishments

Awards
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Academic / Athletic Competition
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Sports
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Animation
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Theater
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Books
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Computer Skills
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Digital Design Skills
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Instruments Studied
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Others?
District is not required
to include goals for
nonacademic areas
Needs

Identification of Student Needs are
the BASIS of GIEP
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Each need must be addressed by:
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A long term goal

short term outcomes

specially designed instruction
Social and Emotional Needs included
as appropriate
Needs may also include
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Actions that are needed to remediate any relative
weakness or closing the gap due to acceleration

Provisions to help the student with
psychological/social issues so student has insight
into his giftedness, maintains a positive outlook,
and remains motivated to learn
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Provisions for learning preferences, personality
characteristics, or interests
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Evaluate PLEPs
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Are statements precise or
vague?
Is there a basis for measurable
goals?
Annual Goal: Overview for Year
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Reflects the current level of
performance and giftedness
Identifies a focus area for
learning
Short-Term Outcomes
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Plan steps for reaching annual goals
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Provide mechanisms by which progress
will be measured
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Establish at least one short-term
outcome for each annual goal
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State outcome
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Include objective criteria for
achievement
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Indicate assessment procedures and
timelines
Measurable Outcomes Formula
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Student will
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Be able to: action/behavior
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How well: criteria/level of
achievement
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Assessment: evaluation
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How often: when will
action/behavior be assessed?
Meaningful Assessments
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Performance criteria should
reflect the type of measurement
that is meaningful for the skill
Criteria Examples
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% of time
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# out of # of
times
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With % of
accuracy
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With no more
than # of errors
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Independently
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With a grade of
“□” or higher
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“□” or better on a
rubric or rating
scale
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With “_” out of
“_” points on list
Evaluation Tools
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Structured
Interviews or
Surveys
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Behavioral
Observations
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Portfolio
Assessment
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Curriculum Based
Assessments
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Anecdotal Records
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Rubrics
Observations
Teacher Developed
and Standardized
Tests
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Rating Scales/
Assessment
Checklists
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Student Generated
Artifacts
Specially Designed Instruction
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Adapting content, methodology, product or
delivery instruction to meet the unique needs
of the student:
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Acceleration and Enrichment
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Compacting
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Tiered Assignments
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Independent Projects and Activities
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Pull-out programs, small group work and one-onone
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Mentor and Apprentice Programs
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Distance Learning
Examples of Support Services
(provided as appropriate)
Career Counseling
 Counseling
 Transportation
 Technology Education
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Who is responsible for the
implementation of the GIEP?
Gifted Support Staff
and
Regular Education Teachers
GWR Timelines
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GMDE completed within 45 school
days
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GWR must be written within 10
school days after GMDE
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GWR must be given to parents within
5 school days
Total 60 days
GIEP Timelines
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Invitation to GIEP meeting must be sent 10 calendar
days before GIEP Meeting
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GIEP completed within 30 calendar days of issuance
of GWR
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NORA presented at GIEP Meeting or sent by
certified mail within 5 calendar days
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Parents have 10 calendar days to respond (5 calendar
days if sent by mail)
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GIEP is reviewed at least yearly at a GIEP Meeting
GIEP Implementation
•
The GIEP must be implemented no
more than 10 school days after it is
signed…
OR
•
at the start of the next school year if
the GIEP was developed less than 30
days before the last school day of
school.
Web Addresses
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Appeal Panel Decisions
 www.odr.pattan.net
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Click “Dispute Resolution”
Gifted Education
 www.pagiftededucation.info
 www.pde.state.pa.us
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Click “K-12”
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“Curriculum & Instruction” OR “Special
Education” OR “Student Services”
“Gifted Education”
Questions ?
Thank You 