Writing the IEP with Gifted Accommodations/Modifications

Linda DealGifted Consultant

lindajdeal@gmail.com

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A child cannot be readily divided up into his gifted aspects and his disability aspects.  Sometimes they are one in the same.   For example:

A child who demonstrates perfectionistic tendencies may suffer from a Mental Health Disorder Obsessive Compulsive Disorder

  Or, the fact that teachers cannot believe someone could be able to immediately understand a circuit diagram, but fail to make inferences when reading a text

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Two documents?Teachers may think that 2E students should meet gifted expectations, since they do not understand the scattered profile.  So, for the child with these profiles,  creating two documents typically means no one considers the whole child at the same time.  This does not, however, indicate that a two document policy is not legally defendable.  It probably is... or so the HO's have ruled... When a child qualifies for a section 504 plan, it can be implemented in all school situations, including gifted pull outs, the accelerated classes, etc. 

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Chapter 16 and 14, both require One Document

An IEP

2e & Chapter 16Chapter 16: §16.7 Special Education

(b) If a student is determined to be both gifted & eligible for special education, the procedures in Chapter 14 take precedence. For these students identified with dual exceptionalities, the needs established under gifted status in this chapter shall be fully addressed in the procedures required in Chapter 14.

Chapter 14: http://www.pacode.com/secure/data/022/chapter14/chap14toc.html

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The IEP with Gifted on TopThe following items are based on the model IEP from the PaTTAN site

Each section of the IEP will be addressed with comments about where and how to add gifted information

Although advanced content may be considered both within the classroom and in pull-out settings, appropriate supports must also be consistent in both arenas of exceptionality

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•Check the appropriate boxes for the Chapter 14 area of concern

•Inside the Other (specify) box add Mentally Gifted and in need of specially designed instruction

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II. Present Levels of Achievement and Performance

Make sure that data includes the four types of assessment: Summative, Benchmark, Diagnostic and Formative information

Include multi-criteria: Achievement; Acquisition and Retention by content area where exceptional need or gift is indicated; higher order thinking skills; academic interests; aptitudes in specific content

Take the child to the ceiling of ability while providing Chapter 14 support to get a “true” picture of ability

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Present LevelsInclude information from the sections of the GIEP Present Level section hereAcademic and Cognitive STRENGTHS and Passions

AchievementProgress on GoalsAptitudes, interests (and passions), specialized skills, products, evidence of effectiveness in academic areas

Grades/Classroom Performance

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Note on Progress on GoalsGifted students may be able to “mask” learning disabilities through early grades through compensation

Failure to make progress on previous goals may indicated need for further investigation (diagnosis) 1. Is there/are there additional learning

disability(s)?2. Is there a need to teach study skills? (fast rate

of acquisition can lead to “skipping” skills)3. Are there social/emotional/family issues

involved?Acknowledge progress may not be consistent depending on exceptionality(s)

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Present Levels should Answer:What special accommodations have been used to successfully measure student ability?

Does this child need enrichment?Does this child need acceleration?

Does this child need a combination of both with Chapter 14 help to achieve meaningful benefit?

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For gifted accommodations, these services may be necessary if the student is accelerated in a content area

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A 2E student is allowed to have any accommodations permitted for by the Chapter 14 exceptionality that has

been identified.

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Quote from the PaTTAN form:Short term learning outcomes are

required for students who are gifted. The short term learning outcomes

related to the student’s gifted program may be listed under Goals or Short Term

Objectives.

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Notes about “gifted program”This terminology has been changed in Chapter 16 to “gifted educational plan” – not a program.

Gifted goals should include any necessary accommodations for the Chapter 14 needs

Gifted goals can be generally stated but the STLO must be measurable. *

The new GIEP form (passed 8/12) aligns more accurately with this approach to writing goals and objectives

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Notes: Goals and ObjectivesThe information required on the IEP for goals may overlap with the information located under the learning outcomes on the GIEP

The “chart” approach for the learning outcomes may be cut and pasted within the short term objectives section for the IEP

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B. Short Term Learning Outcomes

Short Term Objective

ObjectiveCriteria

AssessmentProcedures

Timeline

Where services fall….

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Acceleration

Enrichment/Addeleration

Enrichment

Remediation/ Support

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Placement of information for SDIThis section on the IEP is handled as an overall accommodation for educational instruction. On the GIEP it is inserted with each goal since goals may be content specific and related to specific academic strengths.

Placement for the SDI for gifted goals should be with each goal AND include information for the Chapter 14 modifications to instruction necessary for that goal to be achieved

Formatting on the IEP might require that the SDI be handled separately rather than in conjunction with the goal but state in the SDI which goal it supports

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SDI• These sections of Chapter 14 IEP’s and Chapter 16 GIEP’s have different placement of information.

• GIEP’s have SDI’s listed under each goal; IEP’s list SDI’s under section VI. Special Education/Related Services/Supplimentary Aids/Program Modifications

• See the next slide for a visual representation of these forms

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GIEP

IEP

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Support Services/Related ServicesThe gifted support plan should be listed under Section VI. (D.) Gifted Support Services

Support Services are listed separately on the GIEP as Roman Numeral III and can be transferred directly to VI. (C.) on the IEP

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GIEP IEP – VI. SPECIAL ED RELATED SERVICES

These support services may be goal specific: ie. Transportation for an advanced math class; computer access for independent or advanced course work-there is no place to indicate which goal a support service supports – in fact – they are NOT goal specific and now the district needs to identify the service provider.

If a child needs services beyond the regular educational setting to support a gifted goal – it should be in the SDI. If a student needs general support services across all areas – it should be listed here and the service provider(s) listed as general education teacher and gifted support if appropriate.

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Discussion of Gifted PlacementsAcceleration

Students may be placed in general education in a higher grade level class. This is a regular educational placement and would need no comment in this area.

Students who are accelerated and working independently (via a computer class or specially designed instruction) will not be participating in a regular education setting and will need an explanation in this area of the IEP.

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Dual EnrollmentChapter 16 does not support/require or prohibit dual enrollment for gifted purposes. There is no expectation that a district will pay for this.

The following dual enrollment slides 72 - 74 are only presented for discussion purposes if this option is open to a district or indicated by Chapter 14 guidelines.

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Dual Enrollment (see slide 71)Dual enrollment: where a student is enrolled in both a private/nonpublic school and the student’s school district of residence for the purpose of receiving a service from the school district or attending a school district class or program.Student does not need to be identified as having a disability/ability

Arises from 24 P.S. 5-502.Private school/Dual Enrollment

Some focus on 2E learners specificallyOthers may offer a level of instruction that is individualized enough to meet a 2E learner’s unique needs

Opportunity for 2E learner to be in an environment with 2E peers

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Dual Enrollment cont. (see slide 71)Homeschooling: allows program to be tailored to fit a child’s unique needs as a 2E learner. Pace, location, and means of instruction can be adjusted to child’s needs

Can sometimes enroll a child in classes for certain subjects and home school for others

Qualifying secondary students may concurrently enroll in post-secondary courses and receive both secondary and post-secondary credit for their coursework.

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Supplemental Programming (see slide 71)

C-MITES (www.cmu.edu/cmites)Summer and weekend workshopsAssessment testing

Center for Talented Youth at Johns Hopkins (cty.jhu.edu)Summer programsOnline coursesAssessment testing

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Thank youTo Dr. Shirley Curl and Tanya Morrett for input on this presentation.

To Tanya for designing slide #22