KS Effpract Manual

“Children are the living messages we send to a time we will not see.” Unknown

Kansas Department of Education Printed August 2001

Effective Practices for

GiftedEducationin Kansas

(This page intentionally left blank.)

July 9, 2001

Dear Colleagues:

It is with great pleasure that the Kansas State Department of Education, Student Support Services Team, offers the Effective Practices for Gifted Education in Kansas. This guide includes information helpful to you, as an educator to guide you in the work you do everyday to ensure all students’ receive the supports and services they need to achieve their highest standards.

This guidebook was written by a very dedicated, committed group of individuals to provide you with direction, guidance, and resources. The individuals who contributed to this handbook deserve our thanks and appreciation. Please extend your gratitude to the dedicated task force listed on the following page.

Gifted children in Kansas are served through special education, as they are identified in state statute and regulations as exceptional. Accordingly, this resource book provides legal requirements, as well as sample forms, processes, and checklists. Please be aware that any forms or checklists included are offered in response to the many requests received for sample models. However, none of the forms are required, or necessarily recommended. If they are used, you should review, adapt, and/or revise them to fit your specific demographic and procedural needs.

We hope this guide is helpful to you. Thank you for your commitment and dedication to supporting and enhancing the education of all of our students.

Sincerely,

Alexa Pochowski, Ph. D.Assistant Commissioner of EducationKansas State Department of Education

ap/cc

Acknowledgements

Acknowledgements

The Kansas State Department of Education gratefully acknowledges the time and effort of each committee member. Without their commitment to the project and research on effective practice and current trends, these guidelines would not have been written.

Ann Adrian...............................................Newton School DistrictSue Amos................................................Gardner/Edgerton School DistrictPam Chandler..........................................Blue Valley School DistrictLois Gjovig...............................................Olathe School DistrictDiane Hansen..........................................Shawnee Mission School DistrictSue Hansen.............................................Dodge City School DistrictJudith Lacey.............................................Lawrence School DistrictJennifer Ohmes........................................Dodge City School DistrictCarol Thiel................................................Northwest Kansas Educational Service Center

The committee gratefully acknowledges those who provided assistance and feedback regarding the content and use of this document. A special thank you to Dr. Alexa Pochowski, Carol Dermyer, and Joan Miller at the Kansas State Department of Education; Dr. Peggy Dettmer, Dr. Reva Friedman, and Dr. Sheri Nowak, university professors; and Jaime Ibarra of Garden City for his information on identification of culturally and diverse students.

iJuly, 2001

Acknowledgements

iiJuly, 2001


Table of Contents

TABLE OF CONTENTSPage

Letter from the Assistant Commissioner of KSDE, Alexa Pochowski, Ph. D.Acknowledgements ............................................................................................................................................... iTable of Contents ...........................................................................................................................................iii – v

Introduction to Gifted Education in KansasIntroduction .........................................................................................................................................................viiProcess for Assessing and Meeting the Needs of High Ability Students ............................................................ixGifted Education in Kansas ..................................................................................................................................xEqual Educational Opportunity .....................................................................................................................xi – xiiPurpose of Gifted Services in Kansas ................................................................................................................xii

CHAPTER 1General Education Interventions, Curriculum, and Instruction

Level One Problem Solving Assessment Model ..................................................................................................1Introduction ..........................................................................................................................................................3A. Characteristics of Giftedness ..................................................................................................................3 – 4B. General Education Interventions ..........................................................................................................4 – 13C. Individualizing the Curriculum for Gifted Learners ..............................................................................14 – 19D. Assessment of the Curriculum ............................................................................................................20 – 24E. Gifted Education Staff Development Training..............................................................................................25

CHAPTER 2Team Problem Solving Process

Level Two Problem Solving Assessment Model ..................................................................................................1A. Introduction and History ................................................................................................................................3B. Student Improvement Team ...................................................................................................................3 – 4C. Student Improvement Team Area of Focus ..................................................................................................4D. Problem-Solving Framework .........................................................................................................................5E. Special Considerations for Gifted Students ..........................................................................................6 – 12

CHAPTER 3Initial Evaluation for Giftedness

Level Three Problem Solving Assessment Model ...............................................................................................1Introduction ..........................................................................................................................................................3A. Referrals for Initial Evaluation .......................................................................................................................4B. Timelines for Initial Evaluation ......................................................................................................................4C. Procedures for Conducting the Initial Evaluation ....................................................................................5 – 7D. Determining Eligibility ............................................................................................................................8 – 10E. Writing the Evaluation / Eligibility Report ....................................................................................................11F. Providing Prior Written Notice for Identification & Requesting Parent Consent ..........................................11G. Independent Educational Evaluations ........................................................................................................12H. Functional Behavioral Assessment .....................................................................................................12 – 13I. Gifted Student Identification ................................................................................................................13 – 14J. Identification of Culturally and Economically Diverse Students ..................................................................15K. From One to Many (Graphic of Multiple Forms of Assessment) .................................................................16L. Relationship of Characteristics, Learning Needs, and Curriculum for High Ability Students.......................17M. Questions and Answers about Initial Evaluation and Eligibility............................................................18 - 19

CHAPTER 4 PageGifted Individualized Education Plan Development

Level Four Problem Solving Assessment Model .................................................................................................1Introduction ....................................................................................................................................................3 – 4

iiiJuly, 2001

Table of Contents

A. IEP Team ................................................................................................................................................5 – 7B. Parent Participation ...............................................................................................................................7 – 11C. The Initial IEP Meeting ................................................................................................................................11D. When an IEP Must be in Effect ...................................................................................................................11E. IEP Content .........................................................................................................................................11 – 19F. IEP Team Considerations ...................................................................................................................19 – 21G. Educational Placement and Least Restrictive Environment ...............................................................22 – 23H. Meeting to review and revise the IEP .........................................................................................................23I. Additional IEP Writing Guidelines for Gifted Students ........................................................................23 – 28Questions and Answers about the IEP .......................................................................................................29 - 31

CHAPTER 5Services and Delivery Model

Introduction ..........................................................................................................................................................1A. Gifted Services Design ...........................................................................................................................1 – 9B. Developing, Implementing, and Managing Services ...........................................................................10 - 12

CHAPTER 6Evaluating Gifted Services

A, Evaluating Effective Services for Gifted Education .......................................................................................1B. Purposes and Overview of Evaluation Services .....................................................................................1 – 2C. Planning the Evaluation ..........................................................................................................................2 – 3D. Steps in conducting an Evaluation ..........................................................................................................3 - 6

ivJuly, 2001

Table of Contents

CHAPTER 7Appendix

Note Page.............................................................................................................................................................1Gifted General Education Intervention Referral ...................................................................................................2Gifted General Education Intervention Strategies ................................................................................................3Acceleration Checklist ..........................................................................................................................................4General Education Intervention Information ........................................................................................................5Classroom Teacher’s Screening Observation Inventory Gifted Program ............................................................6Teachers Evaluation of High Ability Performance ................................................................................................7Functioning with in the Curriculum .......................................................................................................................8Talent Pool ...........................................................................................................................................................9Evaluation of Need for Special Education ..........................................................................................................10Student Interview ...............................................................................................................................................11Student Interview Elementary Gifted General Education Intervention Information ....................................12 – 13Student Interview Secondary Gifted General Education Intervention Information .....................................14 – 15Student Services Triennial Re-evaluation Feedback Form (Student Interview) ................................................16Student Services Triennial Re-evaluation Feedback Form (Teacher) ...............................................................17Student Services Triennial Re-evaluation Feedback Form (Parent) ..................................................................18Parent Questionaire (High Ability) ......................................................................................................................19Personal and Social ...........................................................................................................................................20Evidence of Academic Achievement / Ability .....................................................................................................21Indentification Matrix Gifted Education ..............................................................................................................22General Educaiton Intervention Matrix Gifted ....................................................................................................23Initial Evaluation Matrix ......................................................................................................................................24IEP (Individualized Education Program) ....................................................................................................25 – 30SMSD – Individualized Education Program for Gifted Students ................................................................31 – 34IEP (Individualized Education Program) Progress Report .................................................................................35IEP Planning Form Team Report Page .............................................................................................................36Creative Thinking Skills Evaluation RUBRIC .....................................................................................................37Goal Setting Evaluation RUBRIC .......................................................................................................................38Deductive Reasoning Evaluation RUBRIC ........................................................................................................39Higher Order Thinking Skills Evaluation RUBRIC ..............................................................................................40Divergent Thinking Evaluation RUBRIC ............................................................................................................41Gifted Product Evaluation ..........................................................................................................................42 – 43Early Interventions .............................................................................................................................................44School Situation .................................................................................................................................................45

CHAPTER 8Educator Resources

Journals ................................................................................................................................................................1Catalog List ....................................................................................................................................................1 – 5Web Sites .......................................................................................................................................................5 – 8Academic Competitions .................................................................................................................................8 – 9References - NRC G/T Research Based Resources Booklet.............................................................................10

vJuly, 2001

Table of Contents

viJuly, 2001


Educationin in Kansas

Introductionto Gifted

d

“If we want children to think and read, wemust show them thoughtful people eager totake in new information.If we want them to be brave and resourceful,let them see us risking a new idea or findinga way.If we want them to be loyal, patriotic andresponsible let us show that we can be true toour deepest principles.If we want new and better schools, we willhave to be new andbetter people…

and wasn’t that what we always wanted?”

Marilyn Ferguson,Toward a Quantum MindVancouver, BC May 1986

Introduction to Gifted Education in Kansas

INTRODUCTION

During the past decade, research has indicated that challenging teaching and learning is critical for all children. Although most people agree that students differ in ability, there is a growing concern that we are not maximizing potential in our advanced students. It is our hope that the research-based concepts presented in this manual can set the stage to allow children in Kansas to demonstrate their gifted behaviors.

This Effective Practices for Gifted Education in Kansas Manual has been written to provide direction, guidance, resources for classroom teachers, gifted facilitators, related services staff, and administrators. The manual is a complement to the Kansas Special Education Process Handbook (July, 2000). Together, the handbook and the manual on gifted practices offer information and assistance, which can be used to ensure that students demonstrating giftedness receive appropriate services in our state.

The information in the manual has been compiled to follow the steps of serving students with giftedness using the Problem Solving Assessment Model adopted for use in all Kansas schools during the 2000-2001 school year. This process begins with general education interventions and continues through initial evaluation, developing an effective IEP and determining services and delivery model to meet the student's documented needs.

Gifted children in Kansas are served through Special Education and identified in state regulations as “Exceptional.” The manual will refer to legal references compiled to answer questions about Kansas' implementation of the 1997 Amendments to the Individuals with Disabilities Education Act. We hope that you will find the manual reader-friendly in a format that follows the flowchart: Processes for Assessing and Meeting the Needs of High Ability Students. As the reader progresses through each chapter, a portion of the flowchart will be highlighted to show information discussed in the following narrative of the chapter topic. Following the flowchart the Standards for Gifted Education produced by the National Association for Gifted Children in 1998 are reprinted to support the information given in each chapter. The Appendix includes relevant forms used in the process; and the Educator Resources are current sources gathered to use from local, state, and national information.

Parents of gifted learners in Kansas have a right to expect that schools will fulfill the promise made that children will have consistent and daily opportunities for challenging learning experiences and will demonstrate continuous forward progress in their learning. This manual is an effort to help schools design educational opportunities for advanced learners that will keep that promise.

viiJuly, 2001


viiiJuly, 2001



GIFTED EDUCATION IN KANSAS

Historical Perspective

ixJuly, 2001

The following flowchart describes the Problem Solving Assessment process currently being used in Kansas schools as building teams work to identify students using general education interventions to determine educational needs of students.

Interest Centers,

IndependentStudy,

Simulations, & Technology

General Education

Intervention (Ongoing)

Compacting Test Out, Acceleration,

Intervention Effectiveness

TieredAssignments &

Products

Continue Interventions

as appropriate

Review effectiveness of

interventions

Interview student, Observe

demonstration of talents

Survey parents and classroom teachers

Review assessment

data qualitative/ quantitative

Due process begins with

Parent consent

Review student portfolio

information gathered at Level 1 & 2

PSAM

Obtain additional

assessments if needed

Determine student

needs and eligibility

Student Improvement

Plan developed by general education

Team Problem Solving

IEP Development For student

Identified Gifted

PROCESS FORASSESSING AND

MEETING THE NEEDSOF HIGH ABILITY

STUDENTS

Initial Evaluation for Gifted

Awareness of gifted

characteristics

RESPONSIBLE:Building staff,

Resource staff, Parents

Goals and Benchmarks developed

Determining Academic, &

Affective needs

Services & Delivery

Model Determined

StudentNot

Identified Gifted

RESPONSIBLE:Classroom Teacher(s)

Resource staff


Kansas has been a quiet, but effective, leader in the education of gifted students. In 1949, the Kansas legislature authorized special education for exceptional children. The legislature listed ten specific types of exceptionality, including “intellectually superior” children. School districts were encouraged to modify school curriculum and instruction for meeting the needs of gifted students. The Kansas State Board of Education in the fiscal year 1961 passed the first formal guidelines for gifted programs.

In 1969, services were state mandated for the disabled/handicapped and in 1971 for the learning disabled. Guidelines for these mandates contained regulations that required comprehensive planning in all areas of exceptionality, including giftedness.

During the 1974 legislative session, services for all program areas of exceptionality were mandated (Special Education for Exceptional Children Act, KSA 71-966); and a state plan was formulated outlining implementation procedures. The Kansas State Board of Education in fiscal year 1975 adopted this state plan, with gifted education identified as one area of service to exceptional children.

After much planning, discussion, and written proposals, the 1978 legislature mandated the implementation of Gifted Education Services in the state of Kansas, effective July 1980. These services were to provide special education for all students identified as gifted at the elementary and secondary levels.

For more than 40 years, the Kansas State Board of Education has recognized the importance of gifted education and has established guidelines for identifying students with giftedness and for licensing personnel who provide services to meet the individualized needs of these identified students. In 1977, the State Department developed a list of competencies that were to be met by those certified in education for the gifted. Several hundred teachers have been prepared through university programs to meet the special needs of these students. Inservice and staff development for those teachers have been provided primarily through universities and local education agency personnel specializing in the education of gifted students. As of 2000, approximately 425 specialists in Kansas served approximately 15,000 students identified as “gifted.”

Giftedness Defined

In the 2000 Kansas Special Education Regulations (91-40-1), “Gifted” is defined as “performing or demonstrating the potential for performing at significantly higher levels of accomplishment when compared to others of similar age, experience and environment.” This level of accomplishment may be demonstrated by exceptional performance due to general intellectual ability or by excellence in one or more specific academic fields.

One misunderstanding regarding the quality identified as "giftedness" is the belief that an individual's innate ability is indestructible and is not influenced by the environment. Research and practice have shown this not to be true. "Giftedness" either progresses or regresses and can be stifled in an educational environment that does not enhance individual growth. Talents develop when the environment challenges and stimulates the innate ability of the person. Such conditions must continue throughout the person's lifetime for high levels of self-actualization to occur. Feelings of frustration, boredom, and discouragement result when limits are placed upon an individual's intellectual and educational growth. The unique intellectual and academic needs of gifted students may not always be fully met through general education. Once identified as a student with giftedness, special services may be required to meet these exceptional students' needs.

EQUAL EDUCATIONAL OPPORTUNITY

The concept of equal educational opportunity should extend to all children, including those identified as gifted, and provisions should be made to enable each child to reach his/her highest potential. Equal educational

xJuly, 2001

"There is nothing more unequal than the equal treatment of unequal people."

- - Thomas Jefferson


opportunity does not mean providing the same education for every child but providing the opportunities through which every child can maximize his or her individual potential. True equality is providing equal opportunity to benefit from education according to ability. To use the same methods and materials for all children is not providing equal educational opportunity. Setting expectations too high may frustrate some students and create an environment for failure. The same is true of a student with high ability who will not reach his/her potential if required to perform at exactly the same level as all other students.

In the present social, political, and educational systems based upon democratic principles, the refusal to provide gifted children the right to an educational opportunity appropriate to their level of development is not acceptable. To assume that one level of educational opportunity meets the needs of all students is unfair. A variety of learning opportunities at many different levels must be provided for all children.

When entering the educational system, many gifted children have already developed the basic skills other students have yet to be taught. Their ideas and interests may be very different from that of their age peers, and they may begin to develop a sense of isolation or feel different from others. Because their educational needs are being ignored, many students with giftedness fail to achieve their potential, set low goals for themselves, and achieve at levels significantly lower than their intellectual capability. Without access to special resources and intensive instruction early in their educational experience, the highly gifted are most at risk for under achievement.

Gifted and talented students develop a sense of competence and self-confidence when they are provided services designated to meet their unique needs. Students with giftedness who receive special services tend to make significant gains in achievement. They learn to work more effectively and efficiently and develop strong problem-solving skills. These students absorb a vast amount of information and utilize this knowledge to produce a variety of possible solutions. They become producers of knowledge and ideas instead of just consumers.

Loss of talent through educational neglect can be a tragic waste for both the individual and in turn for society. Students who are gifted and talented have much to contribute to society and in turn can benefit society by solving a range of complex problems facing humanity today. Society needs these gifted individuals and needs to expect much from them. As adults, today's gifted students are needed to play more demanding and innovative roles as humanity faces future complex problems. Leaders, problem solvers, and complex thinkers are vital for society's progress in this millennium. The United States Congress recognized the value of these talented individuals in a declaration made in 1972 (P.L.l 95-561, Title IX, Part A, Section 901):

"The Nation's greatest resource for solving critical national problems inareas of national concern is its gifted and talented children. Unless thespecial abilities of gifted and talented children are developed during theirelementary and secondary school years, their special potential for assisting the Nation may be lost. Furthermore, gifted and talented children fromeconomically disadvantaged families and areas are often not afforded theopportunity to fulfill their special and valuable potential, due to inadequate or inappropriate educational services."

Because many students with giftedness do not continue to achieve without attention to their unique educational needs, the losses of individual potential and the benefits of gifted services are difficult to calculate. As James Gallagher wrote in 1978,"…failure to help the gifted child reach his potential is a societal tragedy, the extent of which is difficult to measure but which is surely great. How can we measure the sonata unwritten, the curative drug undiscovered, the absence of political insight? They are the difference between what we are and what we could be as a society."

PURPOSE OF GIFTED SERVICES IN KANSAS

Goals and objectives developed by the Kansas State Department of Education specify that all Kansas children and youth, including those classified as exceptional, have a right to an education that is appropriate to their needs. Education for children and youth with giftedness is focused upon providing curriculum that facilitates

xiJuly, 2001


advanced achievement and development of individual potential. Special services for students with giftedness should be regarded as one part of the continuum in the total educational system.

The defining characteristics and curricular needs of identified students should guide a school's gifted services. The students should not be molded into an already existing or conveniently pre-arranged program. Options must be determined by student capabilities, and not by the structure of existing curriculum units. No student should be compelled to engage regularly in activities that present concepts already mastered. Enrichment must consist of richer depth and complexity of explorations, not an increased load of similar or previously learned material. Furthermore, the gifted student should participate in the planning and evaluation of his/her differentiated learning experiences.

Most students will require a combination of instruction from both classroom teachers and certified teachers of gifted in order to fulfill their potential for intellectual and academic achievement. However, not all students will want or need services beyond that which is available through the general education curriculum. For these students, suitable services can be provided within the framework of general education.

Individual learning alternatives and adaptation of the general education curriculum often are required for students in gifted education. Effective curriculum planning for students with giftedness requires careful management of the learning experience in order to provide appropriate level, pace, styles and subjects for their unique learning needs. School personnel will be challenged by these needs to develop a functional plan that will be viable not only philosophically but also realistically. Although gifted services can be structured to each school's particular circumstances, the curriculum plan must emanate from the needs of the students for whom they are designed.

xiiJuly, 2001

GeneralEducationInterventions

, Curriculum,and and Instruction

“Being fair to everyonemeans everyone gettingwhat they need topersonallyexcel or succeed…and this should be thefocusof teaching.”

Robert Schultz

General Education Interventions, Curriculum and Instruction

Chap. 1 – Pg. 1July, 2001

CompactingTest Out,

Acceleration, Intervention Effectiveness

TieredAssignments &

Products

Interest Centers,Independent Study,

Simulations, and Technology

ContinueInterventions

as appropriate

Level OneProblem Solving

Assessment Model

Awareness ofgifted

characteristics

PROCESS FOR ASSESSINGAND MEETING THE NEEDS

OF HIGH ABILITYSTUDENTS

RESPONSIBLE:Classroom, Teacher(s),

Resource Staff

General Education Intervention (Ongoing)


INTRODUCTION

Services for the gifted must be compatible with, as well as reinforce and provide support to, the general education program. Special education personnel for gifted services are to think of themselves a part of, not separate from, general education. Special education services should be coordinated with social, rehabilitative, physical, and mental health services that may be provided to meet the needs of exceptional children. Cooperative efforts with the school community and home environments will also greatly strengthen the educational services for students identified as gifted and in need of gifted services.

Developing a plan for meeting the needs of students who are gifted that is sufficiently rigorous, challenging, and coherent is a challenging task. Appropriately differentiated curriculum produces well-educated, knowledgeable students who have worked hard, mastered a substantial body of knowledge, and can think clearly and critically about that knowledge.

A. CHARACTERISTICS OF GIFTEDNESS

Giftedness is a cultural definition. Each society defines "giftedness" to suit its own needs. In early cultures, the talents of the hunter, the warrior, or the healer were important to the survival and progress of early civilizations. In ancient Greece, the orator and artist were honored. In the ancient Roman cultures, characteristics shown in the most talented soldier or leader were considered "gifts."

How is "giftedness" defined in the 21st century? And why should society care about the future of gifted children? The answer to these questions has far-reaching implications. How these children manage in our society and in our educational system will strongly influence the quality of our future as a society.

Today's society has a more complex view of talent. Those who demonstrate strengths in intellectual ability, academic aptitude, creative or productive thinking, leadership ability, psychomotor skills or artistic talent are viewed as "gifted." These key leaders, creators or problem solvers of our time earn our recognition through the productive use of their "gifts" toward the good of our society. We must nurture those talents.

The characteristics of giftedness are addressed throughout this manual as they apply to the different needs of students in related areas, e.g. curriculum differentiation and social and emotional needs. In Kansas, the definition of gifted has been limited to educational needs and does not include “talents” in the broader sense. However, affective and creative talents can often be addressed through the general curriculum, (i.e. music and math are compatible, as are drama and reading, art and music, math, and history).



Gifted children may exhibit many, but not necessarily all, of these characteristics:

Has an outstanding memory; possesses a broader base of knowledge than peers

May be an early reader Has an advanced vocabulary for chronological

age Learns rapidly, easily, and efficiently Enjoys learning Thrives on complexity Has the ability to concentrate for long periods

of time May be impatient and intolerant Self-initiates learning Asks thoughtful or penetrating questions Is curious about many and different things Has diverse interests Is intense; gets totally absorbed in activities

and thoughts Is comfortable with abstract thinking Is an analytical thinker; perceives subtle cause-

and-effect relationships May be able to attend to two or more things

simultaneously Has strong feelings and opinions; advanced

sense of justice and fairness

Cares about ethical or humanitarian issues at an early age

Sets high standards for him/herself as well as others

Is persistent and highly motivated Has a sophisticated sense of humor; loves to

play with words Transfers concepts and learning to new

situations Sees connections between apparently

unconnected ideas and activities May prefer the company of older children or

adults Works well independently Exhibits leadership ability in peer group Displays original ideas; flexibility in problem

solving situations Sees endless possibilities for various situations

or uses for objects Has an outstanding sense of humor; loves to

play with words and ideas Is passionately interested in some topic or field

of endeavor Is able to elaborate on ideas

B. GENERAL EDUCATION INTERVENTIONS

Purpose

In order to meet the needs of all students in a heterogeneous classroom, teachers must be able to clearly identify ability levels of students who demonstrate capabilities beyond the general education curriculum. Classroom teachers who have an understanding of the characteristics of giftedness and general education interventions will better meet the needs of students with diverse skill levels and learning styles. When teachers implement differentiated curriculum, they maximize learning opportunities for all students. Differentiation of curriculum is a continuous educational process for all students and especially for those students who are gifted.

The following standards for curriculum and instruction for the teaching of students with giftedness were developed by the National Association for Gifted Children in 1998. These standards include the guiding principles to which Kansas educators of the gifted should subscribe.


To assist gifted educators in determining whether additional intervention is needed, the chart on the following pages can be used by general educators to determine the strategies they already use in differentiating the curriculum for individual students. The results indicate the need for additional differentiation.

"A great coach never achieves greatness for himself or his team by working to make all his players alike. To be great, and to make his players great, he must make each player the best that he or she possibly can be…Every player plays from his or her competencies."

(Carol Tomlinson, 1999)

NAGC STANDARDS FOR CURRICULUM AND INSTRUCTION

Description: Gifted education services must include curricular and instructional opportunities directed to the unique needs of the gifted child.

Guiding Principles:Differentiated curriculum for the gifted learner must span

grades pre K-12.Regular classroom curricula and instruction must be adapted,

modified, or replaced to meet the unique needs of gifted learners.

Instructional pace must be flexible to allow for the accelerated learning of gifted learners as appropriate.

Educational opportunities for subject and grade skipping must be provided to gifted learners.

Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches, and resource materials.

(NAGC, 1998)


GIFTED GENERAL EDUCATION INTERVENTION STRATEGIES

What strategies have you used to differentiate curriculum for this student? A minimum of five interventions needs to be implemented for general education intervention purposes. The effectiveness of the strategies used with individual students will be discussed by the general education intervention team.

DateInitiated

Degreeof Effec-tivenessIndicate

1-3

These Add’lOppor-tunities

Need To Be Continued

3 = Highly Effective2 = Moderately Effective1 = Ineffective* = Preferred Strategies for Gifted

ORGANIZATIONAL STRATEGIESSet time expectations for assignments, short term, and long termOrganize a notebook or folder to help organize workDevelop a contract for student responsibilities*

BEHAVIORAL STRATEGIESShare talents with peers and younger studentsProvide opportunities to develop leadership skills*

PRESENTATION STRATEGIESGive both oral and visual instructions for assignmentsVary the method of lesson presentation: a) lecture, b) small group, c) use audio-visual materials, d) demonstrations, e) experiments, and/or f) gamesArrange for a mentor to work with the student in his/her own interest area or area of greatest strength*Utilize additional library and multimedia resources for independent research*

CURRICULUM STRATEGIESDetermine whether materials are appropriate to the student's current interest and functioning levelsReassign student to appropriate academic groupExpand vocabulary skillsProvide fewer drill and practice activities when the material is learned*Use alternative activities/materials to enrich district curriculum (Ex: Extension activities from teacher's editions)*Provide appropriate instruction/materials related to student’s preferred learning styleProvide opportunities for development of creativityGive a pre-test and, if the student knows the material, proceed to the next level*Provide independent learning activitiesAssign higher level questions: Minimize recall questions and emphasize application, analysis, synthesis, and evaluation questions*Provide instruction in research skills needed to conduct an independent study in student's interest areaProvide text written at a higher level*Provide problem-solving along with computation in math classAdvanced Studies (Math, Math Counts, Pre-Algebra, Science Olympiad, Honors, AP, IB)*Enrich the curriculum “horizontally” with materials and activities which extend a topic*Alternate assignments in place of what rest of class is doing*Plan with student alternate activities*Other______________________________________________________________________________________________________________________________________

Differentiated Curriculum


Differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy. As such, it is based on the following set of beliefs: Students who are the same age differ in their readiness to learn, their interests, their styles of learning, their

experiences, and their life circumstances. The differences in students are significant enough to make a major impact on what students need to learn,

the pace at which they need to learn, and the support they need from teachers and others to learn it well. Students will learn best when supportive adults push them slightly beyond where they can work without

assistance. Students will learn best when they can make a connection between the curriculum and their interests and

life experiences. Students will learn best when learning opportunities are natural. Students are more effective learners when classrooms and schools create a sense of community in which

students feel significant and respected.

Differentiation must be a refinement of, not a substitute for, high quality curriculum and instruction. Expert or distinguished teaching focuses on the understanding and skills of a discipline, causes students to wrestle with profound ideas, helps students organize and make sense of ideas and information, and aids students in connecting the classroom with a wider world (Brandt, 1998; Danielson, 1996).

Differentiation - one facet of expert teaching - reminds us that these things are unlikely to happen for the full range of students unless curriculum and instruction fit each individual, unless students have choices about what they learn and how, unless students take part in setting learning goals, and unless the classroom connects with the experiences and interests of the individual (Tomlinson, 1995 and 1999). Differentiation states what must be done, builds on core teaching and learning practices that are solid, and refines them for maximum individual growth.

Principles of a differentiated curriculum for high-ability learners include some or all of the following:

Presenting content that is related to broad-based issues, themes, or problems. Integrating multiple disciplines into the area of study. Presenting comprehensive, related, and mutually reinforcing experience within an area of study. Allowing for the in-depth learning of a self-selected topic within the area of study. Developing independent or self-directed study skills. Developing productive, complex, abstract, and/or higher level thinking skills. Focusing on open-ended tasks. Developing research skills and methods. Integrating basic skills and higher-level thinking skills into the curriculum. Encouraging the development of products that challenge existing ideas and produce “new” ideas. Encouraging the development of products that use new techniques, materials, and forms. Encouraging the development of self-understanding, i.e., recognizing and using one’s abilities,

becoming self-directed, and appreciating similarities and differences between oneself and others. Evaluating student outcomes by using appropriate and specific criteria through self-appraisal, criterion-

referenced and/or standardized instruments.

A general education teacher should differentiate curriculum in response to the learner’s needs, guided by the following general principles of differentiation.


Respectful Tasks: A classroom teacher ensures that students’ learning is respected. The teacher does this by assessing the readiness level of each student by evaluating competency in the skills and concepts included in the local curriculum standards, expecting and supporting continual growth in all students by providing challenging curriculum, offering all students the opportunity to explore skills and understanding at appropriate degrees of difficulty, offering all students tasks that are equally interesting, important, and engaging.

Flexible Grouping: Teachers link learners with essential understandings and skills at appropriate levels of challenge and interest. This could mean that students are working in-groups on a variety of tasks at the appropriate depth, complexity, and speed for those involved.

Ongoing Assessment and Adjustment: Throughout units, teachers use assessments to yield an emerging picture of those students who understand key ideas and can perform targeted skills. The teacher then shapes the next lesson to fit again the needs of the individual students. Assessments need not be formal “tests” but may come from activities such as group discussions, journal or portfolio entries, skill inventories, homework assignments, or interest surveys.

In a differentiated classroom, teachers differentiate content, process and product according to student’s readiness, interest, and learning profile. Content – what the teacher wants the students to learn and the materials or resources through which that is

accomplished Process – activities designed to ensure that students use key skills to make sense out of essential ideas

and information Products – vehicles through which students demonstrate and extend what they have learned Readiness – a student’s entry point relative to a particular understanding or skill Interest – a child’s curiosity or passion for a particular topic or skill Learning profile – how individual students learn

In differentiated classrooms, students demonstrating a need for instruction beyond that of the general education curriculum should be offered a range of instructional and management opportunities such as: Compacting – students are allowed to demonstrate proficiency in curriculum outcomes, units, or courses

and progress to more appropriate/challenging instruction. This reduces redundancy and allows for advanced programming.

Enrichment Clusters – students are grouped according to ability for instructional purposes. Enrichment clusters stress student choice and students as producers of useful products.

Interest Centers – a center within the classroom that links curriculum topics to areas of student talent and interest in depth or breadth.

Tiered Assignments – assignments designed for varying ability levels. More complex assignments better meet the needs of high-achieving students.

Tiered Products – products specifically designed to demonstrate understanding of topic in a more in-depth manner.

Graduated Rubrics – the standard and level of student proficiency and accomplishments designed for students and teachers to measure learning outcomes. Graduated rubrics offer clear expectations for quality and levels of excellence encouraged among high-ability learners.

Independent Study – topics selected by students for in-depth study including a statement of student objective, research, and planned presentation. Students design products to demonstrate their understanding of a topic. Independent study encourages student autonomy in planning and problem solving.

Alternative Assessments – students are offered opportunities to demonstrate their understanding of material learned in “real-world” ways.


There Are Lots of Ways to Differentiate . . .

Low Preparation Differentiation High Preparation DifferentiationChoice of Books Tiered ActivitiesHomework Options Tiered ProductsUse of Reading Buddies Independent StudyVarious Journal Prompts Multiple TextsVaried Pacing with anchor options Multiple Testing OptionsStudent/Teacher Goal Setting Alternative AssessmentsWork Alone or Together 4-MATFlexible Seating Course CompactingVaried Computer Programs Spelling by ReadinessDesign-A-Day Varying OrganizersVaried Supplemental Materials Community MentorshipsOptions for Varied Modes of Expression Tiered CentersVaried Scaffolding Interest CentersComputer Mentors StationsThink-Pair-Share by Readiness, Interest, Learning Profile

Group Investigations

Open-Ended Activities Choice BoardsExplorations by Interest Think-Tac-ToeOptions for Competition SimulationsFlexible-Learning Groups by Readiness, Interest, Learning Profile

Students are Assessed in Multiple Ways


Chap. 1 – Pg. 11July, 2001


Differentiation of Instruction

CONTENT PROCESS PRODUCT

READINESS INTEREST LEARNING PROFILE

There are numerous strategies general-education teachers can use to differentiate the curriculum for students. The chart on the next two pages summarizes some of the major strategies used and includes a description of the strategy, rationale for its use, and general guidelines for each strategy.

Is a teacher’s response to learners’ needs

Guided by general principles of differentiation

respectful on-going assessmenttasks and adjustment

flexible groupingetc.

teachers can differentiate

According to students’

Through a range of instructional and management strategies.

(e.g.)


Instructional and Management Strategiesfor Differentiated, Mixed-Ability Classrooms

Carol Ann TomlinsonStrategies Description of Strategy Rationale for Use Guidelines for Use

Compacting A 3-step process that (1) assesses what a student knows about material to be studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Recognizes large reservoir of knowledge in some learners.

Satisfies hunger to learn more about some topics than school often allows.

Encourages independence, eliminates boredom and lethargy resulting from unnecessary drill and practice.

Explain the process and its benefits to students and parents.

Press learner’s knowledge and documents findings.

Allow student much choice in use of time “bought” through previous mastery.

Use written plans and timelines for accelerated or enrichment study.

Use group compacting for several students

Independent Projects

Process through which student and teacher identify problems or topics of interest to the student.

Both student and teacher plan a method of investigating the problem or topic and identify the type of product the student will develop.

This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic.

Builds on student interest.

Satisfies curiosity.

Teaches planning and research skills at advanced levels.

Encourages independence.

Allows work with complex and abstract ideas.

Allows long term and in-depth work on topics of interest.

Taps into high motivation.

Build on student interest.

Allow the student maximum freedom to plan, based on student readiness for freedom.

Teacher provides guidance and structure to supplement student capacity to plan and to ensure high standards of production.

Use preset timelines to zap procrastination.

Use process logs to document the process involved throughout the study.

Establish criteria for success

Interest Centers or Interest Groups

Interest centers (often used with younger learners) and interest groups (often used with older learners) can provide enrichment for students who demonstrate mastery/competence with required work and can be a vehicle for providing these students with meaningful study when required assignments are completed.

Also, all learners enjoy and need the opportunity to work with interest centers/ groups in order to pursue areas of special interest to them. These centers/groups can be differentiated by level of complexity and independence required, and/or by student interest to make them accessible and appropriately challenging.

Allows student choice.Taps into student interest motivating.Satisfies curiosity-explores how’s and why’s.Allows study of topics not in the regular curriculum.Can allow for study in greater breadth and depth.Can be modified for student readiness.Can encourage students to make connections between fields of study or between study and life.

Build on student interest.Encourage students to help you develop interest-based tasks.Adjust for student readiness.Allow students of like interests to work together.Develop clear (differentiated) criteria for success.For advanced learners, allow long blocks of time for work, change centers less often to allow for depth of study, and make certain tasks are challenging.

Varying Questions

In class discussions and on tests, teachers vary the sorts of questions posed to learners, based on their readiness, interests, and learning styles.

All students need to be accountable for information and thinking at high levels.Some students will be challenged by a more basic thought question.Others will be challenged by a question that requires speed of response, large leaps of insight, or making remote connections.Teachers can “try out” students with varied sorts of questions as one means of assessing student progress and readiness.Varying questions appropriately helps nurture motivation through success.In oral settings, all students can hear and learn from a wide range of responses

Target some questions to particular students and “open the floor” to others.Use open-ended questions where possible.Use wait time before taking answers.When appropriate, give students a chance to talk with thinking partners before giving answers.Encourage students to explain and defend their answers.Adjust the complexity, abstractness, degree of mental leap required, time constraints, connections required between topics, etc., based on learning profile of the student being asked a question.

Chap. 1 – Pg. 13July, 2001

Strategies Description of Strategy Rationale for Use Guidelines for Use

Tiered Assignments

In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas.

Blends assessment and instruction.Allows students to begin learning where they are.Allows students to work with appropriately challenging tasks.Allows for reinforcement or extension of concepts and principles based on student readiness.Allows for reinforcement or extension of concepts and principles based on student readiness.Allows modification of working conditions based on learning style.Avoids work that is anxiety-producing (too hard) or boredom-producing (too easy).Promotes success, therefore motivating.

Be sure the task is focused on a key concept or generalization essential to the study.Use a variety of resource materials at differing levels of complexity and associated with different learning modes.Adjust the task by complexity, abstractness, and number of steps, concreteness, and independence to ensure appropriate challenge.Be certain there are clear criteria for quality and success.

Learning Centers

Learning centers can be “stations” or collections of materials learners use to explore topics or practice skills. Teachers can adjust learning center tasks to readiness levels or learning styles of different students.

Allows matching task with learner’s skills level.Encourages continuous development of student skills.Allows matching task with student learning style.Enables students to work at appropriate pace.Allows teacher to break class into practice and direct instruction groups at a given time.Helps develop student independence.

Match task to learner readiness, interest, and learning style.Avoid having all learners do all of the work at all centers.Teach students to record their own progress at centers.Monitor what students do and what they understand at centers.Have clear directions and clear criteria for success at centers.

Mentorship/ Apprentice ships

Students work with a resource teacher, media specialist, parent volunteer, older student, or community member who can guide their growth in a particular area. Some mentorships may focus on design and execution of advanced projects, some on exploration of particular work settings, some on effective development, and some on combinations of goals.

Mentorships extend learning beyond the classroom.Mentorships make learning a partnership.Mentorships can help students expand awareness of future options and how to attain them.Mentorships allow teachers to tap into student interest, strengths, and needs.Mentorships have a low teacher-to-learner ratio (often one-to-one).

Match the mentor with the student’s needs (interests, strengths, culture, and gender).Be clear in your own mind about the goals of the collaboration.Make sure roles of mentor, teacher, and parent are written and agreed upon.Provide appropriate preparation and instruction for mentors, including key information about the student.Monitor the progress of the mentorship regularly and help problem solve if snags occur.Connect what is learned in the mentorship to what goes on in class whenever feasible.

Contracts Contracts take a number of forms that begin with an agreement between student and teacher. The teacher grants certain freedoms and choices about how a student will complete tasks, and the student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Can blend skill- and content-based learning matched to student’s need.Eliminates unnecessary skill practice for students.Allows students to work at appropriate pace.Helps students learn planning and decision-making skills important for independence as learners.Allows teachers time to work with individuals and small groups.Can encourage extended study on topics of interest.

Can foster research, critical and creative thinking, application of skills, and integrated learning.

Blend both skill- and content-based learning in the contract.Match skills to readiness of the learner.Match content to readiness, interests, and learning style of student.Allow student choice, especially in content-based portions of the contract.Establish clear and challenging standards for success from the outset.Provide rules for the contract in writing.When possible, focus the contract on concepts, themes, or problems, and integrate appropriate skills into required projects or products.Vary levels of student independence and time span of the contract to match student readiness.

Note: From How to Differentiate Instruction in Mixed-Ability Classrooms, (Appendix), by Tomlinson, C. (1995), Alexandria, VA: Association for


Supervision and Curriculum Development. Permission to print in progress.

Chap. 1 – Pg. 15July, 2001

This page intentionally left blank

C. INDIVIDUALIZING THE CURRICULUM FOR GIFTED LEARNERS

Goals for students who are gifted or may be gifted should provide opportunities to master the knowledge and skills of the general curriculum. In addition, areas of giftedness should be developed and extended in a conducive learning environment. This includes having differentiated learning alternatives that emphasize and expand thinking abilities, expand independent learning skills, expand understanding and acceptance of self and others, and assists students in solving real-life problems, developing products, and sharing information with others.

The student outcomes that will result from working toward these goals include: Increased academic learning. Increased self-directed learning behaviors. Enhanced talent development. Increased intrinsic motivation for learning.

The strategies that assist students in attaining the goals listed above include: Strength & Preference Assessment – Observe and survey students to identify their interests, learning styles,

strength areas, past accomplishments, goals for the future, and product preferences. Curriculum Modification – Analyze and modify existing curriculum units. Differentiation – Anticipate differences among students by planning instruction that accommodates a variety

of levels and styles. Enrichment – Plan options that stretch the curriculum and challenge students to explore related areas and

interests.

Individualizing the General Curriculum

When individualizing the general curriculum for students who are gifted a focus must be on curriculum design; i.e., a focus on the content, instruction, and assessment. In addition it must be determined if the curriculum is being modified or differentiated.

Curriculum modification involves the analysis, evaluation, and improvement of existing curriculum units and lesson plans. Modified units increase challenge, authenticity, and active learning to improve learning and achievement.

Curriculum differentiation is a process teachers use to enhance learning to improve the match between the learner’s unique characteristics and various curriculum components. Differentiation involves making changes to the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, varied pedagogy, pre-testing, flexible small groups, access to support personnel, and the availability of appropriate resources.

The plan to be used to assist students in achieving the goals and outcomes in the general curriculum must include a focus on three areas: content, process and product. The learning environment is also a factor in developing an effective program plan.


Modifying Content, Process, and Product

Content for gifted learners must be enhanced through depth, complexity, novelty, and acceleration. Depth will include the language of the discipline, understanding of the rules that govern the discipline, and understanding the generalizations, theory, and principles of the information. Complexity will include seeing information over time or from another point of view, seeing it from different perspectives, and seeing it in an interdisciplinary way. Novelty includes research, real problems, and primary sources. Acceleration means individual pacing, adjustment in time, and more advanced resources and experiences for the gifted learner.

Process is cognitive and affective thinking skills, learning how to learn, research and reference skills, and written, oral, and visual communication skills.

Products are the results of the content and process. Products and performances should be assessed for student learning.

Content

Content consists of ideas, concepts, descriptive information, and facts, rules and principles that are presented to learners. Content modification includes the use of: Acceleration – Providing the opportunity for students to move more rapidly through a particular curricular

sequence without regard to age or setting. Compacting – Adapting the regular curriculum by either eliminating work that has already been mastered or

streamlining work that may be mastered at a quicker pace. Variety – Ideas and content areas should be extensions of the regular curriculum. Reorganization – Selecting new arrangements of content e.g., functional similarities, categorical groups,

descriptive similarities, in place of the typical chronological organization. Flexible pacing – Allowing for individual characteristics to determine the pace. Use of more advanced or complex concepts, and materials – Posing more challenging questions or

situations that force the learner to deal with the intricacies of the content. Using novel and sophisticated content.

Use of abstractions – Going beyond the facts and the obvious to the conceptual framework, underlying ideas, symbolism, and hidden meanings of the content.

Additional suggestions: When possible, students should be encouraged to move through content areas at their own pace. If they

master a particular unit, they need to be provided with more advanced learning activities, not more of the same activity. Thematic, broad-based and integrated content, rather than single-subject areas in isolation best serve their learning characteristics. In addition, such concept-based instruction expands opportunities to generalize and to integrate and apply ideas.

Middle and secondary schools are generally organized to meet student needs within content areas. Providing an interdisciplinary approach is another way of modifying curriculum. Jacobs and Borland (1986) found that high-ability learners benefit greatly from curriculum experiences that cross or go beyond traditional content areas, particularly when they are encouraged to acquire an integrated understanding of knowledge and the structure of the disciplines.

Testing out and compacting of required curriculum. (KAR 91-40-3(g)) Dual credit can also be given for college courses taken at the high school level. (KAR 91-40-3 (h))

Chap. 1 – Pg. 17July, 2001

Process

Process is the presentation of content, including the learning activities for students, the questions that are asked, as well as the teaching methods and thinking skills used. Process modification includes the use of:

Higher levels of thinking – Emphasizing questions that enable the learner to analyze, synthesize, or evaluate.

Open-endedness – Asking questions that promote critical and creative thinking. Inquiry and discovery – Providing opportunities for the learner to arrive at self-drawn conclusions or

generalizations. Active exploration – Providing opportunities for movement and learner-driven exploration. Inductive and deductive reasoning – Asking the learner to cite the sources, clues given, and logic used in

drawing conclusions. Freedom of choice – Providing opportunities for self-directed activities such as independent study. Group interactions/simulations – Using structured simulations for group problem solving. Variety – Encouraging a variety of teaching strategies. Pacing – The rapidity with which content is presented; the extension of time and deadlines so that further

integration of ideas may take place; and/or flexibility in time allowance.

Although instructional strategies depend on the age of the students and the nature of the disciplines involved, the goal is always to encourage students to think about subjects in more abstract and complex ways. Activity selection should be based on student interests, and activities should be developed in ways that encourage self-directed learning. Bloom’s Taxonomy of Educational Objectives (1956) offers the most common approach to process modification.

Products

Products are the outcomes of instruction that consolidate learning and communicate ideas. Modifications in products should:

Possess characteristics that are professional in nature. Address real problems, audiences, and concerns. Synthesize rather than summarize information. Include a self-evaluation component.


The following chart provides examples of activities that elicit sophisticated products.

Create a model Write and produce a play Make a game Create a slide show Write a book Create a filmstrip Paint a picture Draw a diagram Do a puppet show Create an advertisement Give a speech Have a panel discussion Make a photo album Draw a set of blueprints Collect pictures Make a relief map Make a tape recording Make a video tape Make a map Make a chart Make a mural Write a letter Make a piece of art Take a survey Design an experiment Produce a film Make a slide/tape presentation Make a lithograph Write a computer program Design a needlework Make an etching Create a dance Teach a lesson Design a wall hanging Build a planetarium Give a demonstration Create a political cartoon Make a travel poster Write a poem Draw a graph Compile a booklet

Chap. 1 – Pg. 19July, 2001

Most Likelyto Yield

Sophisticated Products

Less Likely to Elicit High Level

Performance

Make a diorama Keep a diary Make a calendar Make a collage Draft and circulate a petition Conduct an interview Make a list Create a word-play game Make a transparency Invite a speaker Create a recipe Make a puzzle Make a mobile Make a collection of . . . Make an ammonia imprint Create a slogan or bumper

sticker Make a time line Be a mentor Prepare and serve ethnic food Demonstrate preparation of

food Do a pantomime Collect and analyze water

samples Develop and use a

questionnaire

Create a radio program Create a bulletin board Make a discovery Write a new law Write a song Write an autobiography Design and construct a new

product Make a learning center Compile a newspaper Make a dictionary Plan a journey Compile a portfolio of

sketches Write an opinion article Submit items to a magazine Write an essay Present a mock trial Develop a display Make a simulation game Design and make costumes Formulate a scientific

theory Make an animated movie Write & tape a conversation Prepare a TV program Create a musical

instrument Hold a press conference Write a story Illustrate a story Make a videotape Conduct a debate Conduct a training session Write a news report Write a biography Write a letter to the editor

Listed below are some ideas for product modification offering learning experiences in all the multiple intelligence areas. Modifications should also include increased depth and complexity for the gifted. (Taken from If the Shoe Fits by Carolyn Chapman based on Gardner’s Multiple Intelligence’s)

Verbal/Linguistic – magazines, lab work, field trips, collections, dramatic reading, speeches, mnemonics, problem-solving centers, manipulatives, graphic organizers, games, films.

Musical/Rhythmic – curriculum songs, raps, cheers, jingles, poems, choral reading; rhythmic sounds and patterns; moving to the beat; using music.

Logical/Mathematical – puzzles, calculators, games, patterns and their relationships, research, mathematical operations, challenge tasks, categorizing facts and information, analogies, mnemonics, time lines, outlines, Venn diagrams and matrices, computers.

Visual/Spatial – camera, variety of art material, creative explorations of manipulatives, analogies, posters, charts, graphics, illustrations, demonstrations.

Bodily/Kinesthetic – centers, simulations, interviews, projects, creating things, making collections. Intrapersonal – problem solving, setting goals, journals, centers, independent learning, reflection. Interpersonal – video, film, filmstrip, jigsaw, electronic mail, group mobiles, collages, comic strips, songs,

poems, graphic organizers such as the web and Venn Diagram. Naturalist—observing, collecting data or objects from the natural world, experiments, classifying information

about plants and animals, using microscopes or telescopes, wildlife protection projects.

Learning EnvironmentThe learning environment is the physical and psychological setting in which instruction takes place. High-ability students need to be placed in an environment that challenges them, but does not “punish them” for being rapid learners. This student-centered environment should foster complexity and independence by encouraging open discussion and student mobility. A differentiated learning environment supports the cognitive, affective, and social development of the high-ability learner. Grouping practices should be flexible, fitting the instruction and the needs of the student.

Transitional Curriculum/ Career PlanningKansas regulations require that transition services be discussed beginning at age 14 for all students on IEPs, and a plan be developed at age 16. An appropriate transition plan for gifted students would be career exploration. This exploration could begin much earlier than age 14, based on the individual needs of the student. The following informational resources emphasize the need for early career planning for gifted students.

Career Planning for Gifted and Talented Youth(ERIC EC Digest #E492 By Barbara Kerr, 1990, ED 321497)

Gifted students may have many (career) choices available because of multiple gifts or a particular talent and a career choice in one of those areas seems inevitable. Unfortunately, evidence is mounting that youthful brilliance in one or more areas does not always translate into adult satisfaction and accomplishment in working life. (Studies) have shown that the path from education to career is not always smooth, and it may be complicated by social-emotional problems and needs of gifted students that differ from those of more typical students.


MultipotentialityMultipotentiality is the ability to select and develop any number of career options because of a wide variety of interests, aptitudes, and abilities. The broad range of opportunities available tends to increase the complexity of decision making and goal setting, and it may actually delay career selection. Multipotentiality is most commonly a concern of students with moderately high IQ (120-140), those who are academically talented, and those who have two or more outstanding but very different abilities.

Early EmergenceEarly emergers (Marshall, 1981) are children who have extremely focused career interests. A passion for an idea and an early commitment to a career area are common childhood characteristics of eminent individuals in a wide variety of professions (Bloom, 1985; Kerr 1985) thus early emergence should not be thought of as a problem of career development but rather as an opportunity that may be acted upon, neglected, or, unfortunately, sometimes destroyed. Acting upon early emergence means noticing an unusually strong talent, providing resources, and keeping an open mind about the future of the talent or interest. Neglecting early emergence means overlooking talent or interest or failing to provide education and resources.

The multipotential students seem unfocused, delaying and indecisive, whereas the early emerger is focused, driven, and almost too decisive. Both types carry with them dangers and opportunities. Skillful career education and guidance can help ensure that neither multipotentiality nor early emergence leads to difficulty in career planning and development.

Minority Gifted StudentsMinority gifted students have special career planning needs as well as needs related to multipotentiality or early emergence. Therefore, career counseling for these students may be most effective when it focuses on raising career aspirations and emphasizes out-of-class accomplishments as indicators of possible career directions. Career planning must also go hand in hand with building a strong ethnic identity if a later conflict between ethnic identity and achievement in majority society is to be avoided.

Considerations for Gifted Young WomenIn order to ensure that bright young women have the greatest possible chance to fulfill their potential, career planning should emphasize rigorous academic preparation, particularly in mathematics and science; maintaining high career aspirations; and identifying both internal and external barriers to the achievement of career goals.

Additional information on career planning for gifted students can be found in the following ERIC articles:

Developing Leadership in Gifted Youth. ERIC Digest #E485College Planning for Gifted and Talented Youth. ERIC Digest #E490Fostering the Post-secondary Aspirations of Gifted Urban Minority

Students. ERIC Digest #E493Individualized Career Plan Models. ERIC Digest #71Five Processes of Career Planning. ERIC DigestBuilding Blocks of Computer-Based Planning Systems. ERIC DigestIssues and Trends in Career Planning and Placement. ERIC CAPS

DigestPersonal Computers Help Gifted Students Work Smart. ERIC Digest

#E483

Chap. 1 – Pg. 21July, 2001

D. ASSESSMENT OF THE CURRICULUM

Assessment is the fundamental tool for educational reform. Assessment of the curriculum includes accountability of services for gifted students and the standards, which provide a basis for instruction, and student learning and should drive any educational reform efforts. Assessment is a major aspect of educational reform. For educating students with identified special needs, including gifted requires assessment of all students. IDEA requires that all students participate in state and district testing programs. Assessment of the curriculum for gifted students must also be included and used to help provide more and better education for the gifted learner. Performance assessment must play a more prominent role in assessment as students’ ability to apply knowledge in real-world situations becomes more valued as a goal of gifted education, and we are better able to assess that ability.

Assessment is the process of gathering evidence of what a student can do.

Evaluation is the process of interpreting the evidence and making judgments and decisions based on it.

What we now know about learning indicates that assessment and learning are closely and ultimately tied. Curriculum standards, sometimes referred to as program standards, are best described as the goals of instruction. Content standards, also known as discipline standards, comprise the knowledge and skills specific to a given discipline. Formative assessments are conducted continually throughout the year. They are used to monitor students’ ongoing progress and provide meaningful and immediate feedback that will guide instruction and improve student performance. Summative assessment occurs at the end of a unit, activity, course, term or program. It is used with formative evaluation to determine student achievement and curriculum effectiveness.

The educational approach concerning assessment and evaluation of curriculum for gifted students asks that:

We see what children are doing rather than what they are not doing. We understand children learn and progress developmentally and uniquely, not by grade level. Assessment and evaluation match instruction, with the teacher and student as the primary evaluators. The progress of a child is documented over time and based upon a variety of evidence rather than on a test. We find other ways to show growth rather than rely on numerical summaries.

The basic characteristics of an effective curriculum include:

Meaningful objectives Advance organizers (mapping, outlines, webbing, Venn diagrams) Introductory experiences (connecting prior knowledge) Representative topics Challenging and active learning activities Authentic resources and product Assessment tied to the expected outcomes of learning Choice of assessment tool matched to the type of outcomes being assessed

Similarly, curriculum goals for gifted students must differ qualitatively and quantitatively from the general education curriculum. Gifted students differ from most of their age peers in that they generally have a wealth of or are able to call upon prior knowledge; possess skill expertise; have greater cognitive ability; learn at a faster rate; employ multiple learning styles; have product development preferences; have a wide range of interests; and/or exhibit great effort and self-efficacy.


Criteria for Choosing Objectives

Criteria teachers should use to choose objectives for teaching and learning include consideration of the following questions: Do the objectives represent new learning for the gifted students? Will meeting the objectives equip students to use these skills in this discipline and across disciplines? Which objectives have relevance to the world of work? for professional performance? Are the objectives important for high-ability students to achieve? Which objectives are a priority of the school system, the state, and the nation? Which objectives allow for complexity of thought, depth of learning, and transformation of knowledge?

Using Rubrics To Guide Evaluation

A rubric is a scoring guide that describes the requirements for various levels of proficiency when students respond to a learning task, open-ended question, or stated criteria. The purpose is to answer the question, “What are the conditions of success and to what degree are those conditions met by the student involved in the task?” Thus, a rubric enables teachers to clarify to students what is expected in a learning experience and what to do to reach higher levels of achievement.

Characteristics of Rubrics

Effective Rubrics: Reflect the most significant elements related to success in a learning task. Enable students and teachers to accurately and consistently identify the level of competency or stage of

development. Help teachers grade students’ work more accurately and fairly. Encourage students’ self-evaluation and higher expectations. Are shared with students prior to beginning the task so they know the characteristics of quality work. Provide more information than just a narrow checklist of skills and attributes.

Chap. 1 – Pg. 23July, 2001

Guidelines for Tasks and Scoring Rubrics for Gifted Students The task and rubric should provide the opportunity and even demand that students transform and apply

knowledge, skills, and dispositions. They must not just apply knowledge and skills as demonstrated or regurgitate information from class or

resources. The task and rubric should require more sophisticated and abstract thinking than might be required of

average or struggling learners. Does the task require the student to move beyond a specific incidence,to see beyond concrete examples and illustrations?--Concepts, principles, and generalizations should reflect the highest level of understanding and application

possible for these students. The product required should reflect greater complexity.

--The product should reflect the use of more complex resources (in terms of the type of resource andinformation provided).

--It should reflect thinking about more complex issues.--It should present more complex issues (more facets and more complexly related).

The task and rubric should call for integration of many ideas. The task and rubric should reflect the integration of concepts and skills across disciplines.

--It should also be multifaceted. The task and rubric should require gifted student to make greater leaps in their thinking.

--The products should reflect the students’ success in making less obvious connections between ideas.--The task should lead them to see relationships between concepts within and across disciplines.--The products should encourage the students to translate and transfer ideas from one situation to another.

The tasks should present ‘fuzzier’ problems with the process of solution open to determination by the student.

The tasks should give the students greater independence in planning, designing, monitoring, and evaluation of the product.

Scoring rubrics should evaluate the students’ ability to design, monitor, and evaluate. The tasks for gifted students should be more open-ended, allowing the students more freedom in

formulation of the problem.--The tasks should provide more opportunity to develop criteria for appropriate solution or resolution.--The tasks should give greater decision-making, planning, and implementation freedom. --The tasks should encourage multiple approaches to the solution.

How to Develop Your Own Rubric1. Locate as Much Information as Possible about the Process Skill.2. Identify a Model - Choose the model, which will create an understanding of the process for the students.

After researching, you may discover that no one model is best. If that occurs, you may take components of many models and create your own procedure for developing the process skill.

3. Determine the Competency “Levels” - Decide the number of “levels” of competency and what each level means or represents.

4. Label the Matrix - Label the components of the model down the left side and the “level” of competencies across the top.

5. Collect and Review Research on Model - Gather as much research as possible on the model chosen. Locate research, which would thoroughly explain each component of the model.

6. Determine Attribute(s) of each Component of the Model - Decide what identifying attributes comprise each of the components.

7. Organize the Attribute(s) - Determine how the student’s use of the attribute(s) would be reflected under each of the competency “levels.” Do this for each of the components of the model.

8. Reflect and Revise Rubric - After the student uses the rubric, terminology may need to be adapted. The identifying attributes should not be eliminated in order to create a more simplistic rubric rather the terminology should be adapted to the chosen audience.

(The following is one example of a rubric for deductive reasoning. Please refer to the appendix for other examples).


RUBRIC FOR DEDUCTIVE REASONING EVALUATION

LEVEL ONE LEVEL TWO LEVEL THREE

GENERALIZATION Identifies at least one generalization which relates to the situation with assistance

Identifies at least one generalization which relates to the situation when given enough time

Easily identifies more than one generalization and may relate these to multiple situations

CONDITIONS Identifies at least one condition that relates to the generalization with assistance

Identifies two or more conditions that relate to the generalizations

Easily identifies many conditions that relate to the generalizations in a holistic manner

SUPPORT Identifies data that support the generalization with assistance

Identifies data that support the generalization(s) of cases, data, or evidence

Easily identifies data that support the generalization(s) with unique or implied data

VALUE Assesses the value of data presented with assistance

Assesses the value of data presented on his own

Easily assesses the value of data presented and makes connections to the generalization and other situations

INFERENCE Draws conclusions using the data with assistance

Conclusions drawn are simple

Conclusions drawn are accurate and show depth of thought

Chap. 1 – Pg. 25July, 2001

Gifted Education Professional Development

Meeting the needs of gifted and highly capable learners requires that school personnel acknowledge the special abilities and diverse interests of these students. School personnel must apply methods and utilize materials needed to maximize learning and develop competencies. This is best attained when the gifted facilitator works with classroom teachers, administrators, support personnel, and other stakeholders to coordinate alternative curriculum experiences, set learning options, and design exploratory opportunities to challenge students.

The level of knowledge and extent of skills possessed by any given faculty will vary greatly. Therefore, it is difficult to set up a manual for staff development. However, there are certain aspects of differentiated learning that staff developers can consistently expect to appear, as staff development needs. It is helpful to consider the following typical components of gifted education programs so that all staff members will possess knowledge, understanding of terminology, and comprehension of individualized needs.

Each of the components on the Gifted Education Staff Development Training chart on the following page initiate specific questions regarding local gifted programs. The crucial details for meeting the needs and providing differentiated educational experiences for gifted and high ability students must include, but not be limited to, challenging curricula, flexible pacing, and alternative grouping. Gifted programming for each individual student requires decision making by school personnel. These decisions will necessitate staff development created to refine skills of staff members working with students.

NAGC STANDARDS FOR PROFESSIONAL DEVELOPMENT

Description: Gifted learners are entitled to be served by professionals who have specialized preparation in gifted education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits.

Guiding principles:A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners.Only qualified personnel should be involved in the education of gifted learners.School personnel require support for their specific efforts related to the education of gifted learners.The educational staff must be provided with time and other support for the preparation and development of the differentiated education plans, materials, and curriculum.

(NAGC, 1998)

Gifted Education Staff Development Training

Constituents (target audience)

TRAINING CATEGORIES & TOPICS


Unde

rgra

duat

e Te

ache

r Tra

inin

g

Gen

eral

Edu

catio

n Te

ache

rs

Gift

ed E

duca

tion

Teac

hers

High

er E

duca

tion

Pers

onne

l

Scho

ol P

sych

s, C

ouns

elor

s, &

Soc

ial W

orke

rs

Oth

er A

ncilla

ry &

Sup

port

Pers

onne

l

Adm

inist

ratio

n &

Supe

rviso

rs

Scho

ol B

oard

Mem

bers

Pare

nts

of H

igh

Abilit

y St

uden

ts

High

Abi

lity S

tude

nts

Polic

y M

aker

s

Serv

ice &

Com

mun

ity G

roup

s

Characteristics & Identification of Gifted/High-Ability Students * * Etiology of Gifted/High-Ability Learners x x x x x x * x x Instructional Needs x x x x x x x x x Affective (Social/Emotional) Needs x x x x x x x Twice Exceptional/Culturally Diverse/Minority x x x x Strategies for Identification x x x x x * Acceleration & Enrichment Options * * * * Flexible Grouping x x x x * * x Independent Study/Projects x x x x x * x x x * Shadowing, Mentorships & Internships * x x x * x x * Honors, IB, AP Courses, Credit by Exam * x x x x x Facilitation x x x x x x x x * Talent Pools/Interest Groups * * x x x * x Flexible Pacing x x x x Learning Centers x x x x * Acceleration Models * * x x Enrichment Models * * x x Special Programs/Competitions * x x * * * x * x *Curricular & Instructional Strategies for Differentiation * * * * * * Curriculum Compacting x x x x x Contracted Learning x x x x x Differentiating Assignments & Assessments x x x x x x * * Management Skills for Differentiated Instruction x x x x x Higher Order Thinking Skills/Infusion x x x x Problem Solving * x x * x Leadership Training * * x * x Cultivating Talent & Creativity * x x x x x x Accommodating Diverse Learning Styles & Interests x x x x Technology for Effective Teaching/Learning x x x x x x x Appropriate Uses of Coop Learning & Peer Teaching w/ H.A. & Gifted x x x x x x

Questioning & Discussion Techniques x x x x x Effective Instruction x x x x x Collaborative Teaching/Interactions * * * Consultation Skills x x x x Collaborative Teaching/Planning x x x General Content Information x x x x x x Problem Solving/Negotiating/Conferencing x x x x Team Building x x x Team Planning x x x Other Student Advocacy * x x x x x x x x x x * Time/Resource Management * x x x * x * Visions for the Future * x x x x x x

*=overview x=in depth

Chap. 1 – Pg. 27July, 2001

Gifted Individualized Education Plan Development

Chap. 1 – Pg. 28July, 2001


Team Problem Solving Process

“Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it’s the only thing that ever has.” Margaret Mead



Interview student,Observe

Demonstration of talents

TeamProblemSolving

PROCESS FOR ASSESSINGAND MEETING THE NEEDS

OF HIGH ABILITYSTUDENTS

RESPONSIBLE:Building staff, Resource

staff, Parents

Revieweffectiveness of

interventions

Survey parents andClassroom teachers

Review assessmentdata

Quantitative / Qualitative

Level TwoProblem Solving

Assessment Model

Awareness ofGifted

Characteristics


INTRODUCTION

A. INTRODUCTION AND HISTORY

Educators, parents and community leaders have concerns about students experiencing learning and behavior problems – students with or without exceptionalities. Although classroom teachers can meet the needs of many students, there are situations where teachers need assistance. The goal of buildings using the team problem-solving process is to expand the use of various resources and expertise in the schools and communities to address student needs.

Since 1993 educators in Kansas schools have been given the opportunity to take advantage of staff development on problem-solving training. Training has been developed to assist teams with varying backgrounds and expertise, which are dedicated to providing support to professionals who work with exceptional children. The process can provide the necessary information and vision, critical issues to address, and time for teams to work together to create a process individually tailored for their school.

In July 2000, revised state special education regulations required Kansas school systems to use the general education intervention process to address the needs of all students. The identification of giftedness and needs of students who exhibited these characteristics should be addressed through a team problem-solving process beginning with general education interventions to define an exceptional student's needs in an educational setting.

B. THE STUDENT IMPROVEMENT TEAM

PURPOSE – To incorporate a systemic safety net to assist students, K-12, who are experiencing significant academic or behavioral problems. It creates a multi-disciplinary, problem-solving process that involves everyone in the building. The process encourages:

Policy review and development Coordinated services Individualized student academic/behavioral interventions School /parent joint efforts Greater access to school/community resources Community/school partnerships Behavioral and academic standards of excellence Continuous improvement efforts Research-based application

IMPACT – A Student Improvement Team provides a problem solving process that involves and impacts every one in the building. The process enhances:

Coordinated support for individual students


BELIEF STATEMENT

Educators, community leaders, and parents can generate much higher levels of student achievement – can virtually eliminate school failure – by connecting with students and coordinating the resources they need to succeed. It is a partnership of like-minded people moving in a single direction.


The use of individualized instructional strategies, which are timely and appropriate Planning and resource development Policy review and development Partnership development Appropriate referrals to special education services Coordination of staff development efforts Academic and behavioral performance Organizational self assessment

C. STUDENT IMPROVEMENT TEAM AREA OF FOCUS

STUDENT IMPROVEMENT TEAM – Counselor, School Psychologist, Nurse, Social Worker, Building Improvement Team Member, Principal, Special Educators

Individual Student Partnership Organizational/Systemic

Assessment * Counseling * Policy

Intervention * Mentorship * Discipline

* Support Groups * School climate

* Staff development



D. PROBLEM-SOLVING FRAMEWORK


AM

OU

NT

OF

RE

SO

UR

CE

SN

EE

DE

D T

O S

OL

VE

PR

OB

LE

M

INTENSITY OF PROBLEM

Level IProblem Solving between

Teachers and Parents

Level IVDue Process, Multi-disciplinary Team

Level IIProblem Solving with

Other Resources

Level IIIProblem Solving with

Student Improvement Team


E. SPECIAL CONSIDERATIONS FOR GIFTED STUDENTS

Gifted children often have an uneven development in their cognitive, social/emotional, and physical abilities. This uneven development combined with a heightened intensity creates inner experiences and awareness that are different from the norm. This uniqueness of the gifted makes them particularly vulnerable and requires modifications in parenting, teaching, and counseling.

The differing rates of development in the child’s physical, social/emotional, and cognitive growth are often manifested in a lack of fit between the school curriculum and the child’s needs. This may be demonstrated by a lack of conformity to cultural expectations based upon the chronological age of the child, problems relating to age peers, and preference for older companions.

Several intellectual personality attributes characterize gifted children and should be noted at the outset. These characteristics may be strengths, but potential problems also may be associated with them (Clark, 1992; Seagoe, 1974).


NAGC STANDARDS FOR SOCIO-EMOTIONAL GUIDANCE AND COUNSELING

Description: Gifted learners must be assessed to determine appropriate educational services.

Guiding PrinciplesA comprehensive and cohesive process for student nomination

must be coordinated in order to determine eligibility for gifted education services.

Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate any strengths.

A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention.

All student identification procedures and instruments must be based on current theory and research.

Written procedures for student identification must include at the very least provisions for informed consent, student retention, student reassessment, student exiting and appeals procedures.

(NAGC, 1998)


Possible Problems That May be Associated withCharacteristic Strengths of Gifted Children

Strengths Possible Problems

Acquires/retains information quickly Impatient with others, dislikes basic routineInquisitive, searches for significance Asks embarrassing questions, excessive

interests

Intrinsic motivation Strong-willed, resists direction

Enjoys problem solving; able to conceptualize, Resists routine practice; questions teachingabstract, synthesize procedures

Seeks cause-effect relations Dislikes unclear/illogical areas (e.g., traditionsor feelings)

Emphasizes truth, equity, and fair play Worries about humanitarian concerns

Seeks to organize things and people Constructs complicated rules; often seen as bossy

Large vocabulary and advanced broad May use words to manipulate; bored withinformation school and age-peers

High expectations of self and others Intolerant, perfectionist, may become depressed

Creative, inventive; likes new ways of doing May be seen as disruptive and “out of step” things

Intense concentration; long attention span; Neglects duties or people during periods of persistence in areas of interest high focus; resists interruption; stubbornness

Sensitivity, empathy, desire to be accepted Sensitivity to criticism or peer rejectionby others

High energy, alertness, eagerness Frustration with inactivity; may be seen as hyperactive

Independent, prefers individualized work; May reject parent or peer input; reliant on self nonconformity

Diverse interests and abilities; versatility May appear disorganized or scattered; frustrated over lack of time

Strong sense of humor Peers may misunderstand humor, may become “class clown” for attention



Stress and the Gifted Learner

Gifted students suffer from stress just like anyone else. As a matter of fact, they probably endure more than most. They have stress from the pressure to excel, feeling different, self-doubt, need to prove their giftedness; and they even sometimes secretly fear they will not be successful. Busy-work and tasks that are boring and monotonous are stressful to those who prefer reasoning and thinking activities. Sometimes, boredom can result in anger, resentment, and setting personal goals that are much higher than those of parents and school can. There are times when conflicts arise between being like peers and using extraordinary abilities. Gifted learners think that “giftedness” is equal to instant learning, comprehension, and mastery; and that outstanding achievement follows naturally. When work becomes more difficult, they think they are no longer gifted and their self-esteem suffers. Many times, these students have to make some very difficult choices, which means having to say “no” to some attractive alternatives. It is imperative that they understand themselves, their values, and goals so that they can make the proper decisions. To them, it is very difficult to think of compromise and ‘give and take.’ Thus, even decision-making can be stressful.

Some do’s and don’ts for students to cope with stress include:


Healthy ways tocope with Stress

Kaplan

Change thesource of the

stress

Shiftperspective

Take time out for enjoyable activities

Confront the source of the

stress

Talk about thesource of

stress

Learn skills & attitudes that make

tasks easier and more successful

Get regular exercise & practice

sound nutrition

Ignore the source of the stress

UnhealthlyWays to cope

with stressKaplan

Procrastination

Selecting strategies to avoid failure

Overscheduling daily life

Aiming too low

Escaping through alcohol, drugs, frequent illness, sleep, overeating, or starving


Students can suffer burnout. It is very important that parents and teachers watch for signs and make note of any changes in the student.

If gifted students are to grow up into productive adults, their needs must be addressed. Kaplan suggests that the following needs be addressed to keep stress at a minimum:

the need to understand the ways in which they are alike and different from others; the need to accept their abilities, talents, and limitations; the need to develop social skills; the need to develop an understanding of the distinction between “pursuit of excellence” and “pursuit of

perfection”; and / or the need to feel understood and accepted by others.

Van Tassel-Baska (1990) and Delisle (1996) have suggested some of the following ways to help students meet these needs:

accept and reward their efforts and the process of working on tasks; help them learn empathy, teamwork, and tolerance; help students develop a realistic and accurate self concept; recognize and understand their emotions; state expectations and limits and give examples as they aren’t mind readers; let them enjoy the process of creating new ideas; show patience and help them develop patience with themselves; encourage flexibility and appropriate behavior; let them live their own lives; help them become a whole person; show acceptance and encouragement; teach them when and how to use their novel perceptions, creativity, and independent thoughts; be available for guidance and advice; and / or provide loving concern and guidance.

According to Silverman (1993), stress can be magnified in the gifted because they experience everything so intensely. The following are ways to help children cope with stress:

allow the child to express his/her feelings; offer consolation and tenderness (shoulder and neck rubs help a lot!); go for a walk together and let the child talk it out; validate the child’s perceptions of the situation; say something like, “Let’s see if we can make this better”; brainstorm together some alternatives for dealing with the situation. (Make some of them silly.); ask if the plan worked. (If not, make a new plan.); for generalized stress, do relaxation exercises together, play soft music at bedtime, visualize peaceful

scenes, read or play a quiet game, see a funny video, or do massage; and / or if stress seems out of control, consult a therapist.



Perfectionism

Perfectionist students are not satisfied with merely doing well or even with doing better than their peers do. Fear of failure can be destructive to achievement motivation, especially if it is powerful and persistent. Many students become alienated underachievers. Perfectionists are more concerned about avoiding mistakes than with learning.

Chap. 2 – Pg. 10July, 2001

Characteristicsof

Perfectionists

Performance standards that are

impossibly high and unnecessarily

rigid

Motivation more from fear of

failure than from pursuit of success

Measurement of one’s own worth entirely in terms of productivity & accomplishment

All-or-nothing evaluations that label anything

other than perfection as

failure

Difficulty in taking credit or pleasure even

when success is achieved,

because such achievement is merely what is

expected

Procrastination in getting

started on work that will be

judged

Long delays in completing

assignments, or repeatedly

starting over because the work must be

perfect

Unwillingness to volunteer to respond to questions

Overly emotional

“Catastrophic reactions to

minor failures”

Low productivity due to

procrastination

Brophy, J. Workegw/Perfectionist Students VA: ERIC Clearinghouse on Disabled & Gifted Education


Benefits of Cluster Grouping

Studies have shown that gifted students benefit from learning together and need to be placed with students who have similar areas of strength. Cluster grouping of gifted students allows them to learn together. They can better understand and accept their learning differences if there are others just like them in the class. Gifted learners need consistent opportunity to learn new material and to develop the behaviors that allow them to cope with the challenge and struggle of new learning. They need consistent opportunities to learn at their challenge level. When they work in their own cooperative learning groups, they are more likely to develop positive attitudes about cooperative learning. Gifted students need time to be together when they can just “be themselves.” They also feel more comfortable when there are other students with similar needs in the class. Studies clearly document the benefits of keeping gifted students together in their areas of greatest strength for at least part of the day. If cluster groups are not allowed to be formed, gifted students may find their achievement and learning motivation waning in a relatively short period of time. (Winebrenner, Devlin 1996)

Gender Issues

Much has been researched and written about helping gifted girls reach their potential. Silverman (1993) has discovered several essential ingredients, which facilitate the development of girls’ potential.

A study was done where they discovered that gifted girls don’t value or believe others value their abilities and feelings. They want to be the best more often and yet perceive their accomplishments and their efforts with less personal acceptance. They often endorse higher standards for themselves but feel they are falling short of those standards. It is very important for each gifted female to be told about her abilities, talents, and gifts. She already knows she is different, therefore she needs to know why and in what ways she is different. Then she will understand her place in society.

Gifted boys have their share of problems as well. They experience many of the same problems as the girls but also deal with fierce competition in athletics and in the dating game. Society doesn’t allow boys to show emotion, which just adds to their stress level. Lack of awareness of the problems for gifted boys’ places them among the most neglected of all student populations.

Chap. 2 – Pg. 11July, 2001


Self-Concept

Assouline and Colangelo (1994) conducted a study of gifted students’ self-concepts using the Piers-Harris Children’s Self-Concept Scale. This scale measures behavior, intellectual and school status, physical appearance and attributes, anxiety, popularity, happiness, and satisfaction. This study revealed that elementary students start out with very high self-concepts; but in the high-school years, it was lower. The lowest areas were in self-satisfaction and interpersonal relations with peers. It has been widely discussed that gifted students have some difficulties with their peers, which was corroborated in this study. Gifted students have a tendency to be more reflective about themselves and their lives, making them more prone to dissatisfaction.

Chap. 2 – Pg. 12July, 2001

Positive Self Concept

OptimisticOutlook

SelfAcceptance

RealisticSelf Knowledge

Positive Interpersonal Relationships

Self SatisfactionSetting goals

that can be met with some effort

“Creativity, by its nature, is never satisfied, never content…Creativity by its very nature grows out of discontent with

something.Very few creative ideas arrive in final, polished form. They usually come out half baked, or even

Quarter baked!!”

Phil Neches, Senior Vice President,Chief Scientist NCR Corp.

InitialEvaluation

for Giftednes

Initial Evaluation for Giftedness


Initial Evaluation for

Gifted

Reviewstudentportfolio

informationgathered at

Levels 1 & 2 PSAM

Due Processbegins with

Parent consent

Obtainadditional

assessmentsif needed

PROCESS FOR ASSESSING AND

MEETING THE NEEDS OF HIGH

ABILITY STUDENTS

Level ThreeProblem Solving

Assessment Model

RESPONSIBLE:Building Staff, Resource

Staff, Parents

Determinestudents

needs and eligibility


INTRODUCTION

The use of a problem-solving process during screening or general education intervention assists teams in making decisions about referrals for initial evaluation by: (1) documenting a description of the presenting behavior concern; (2) collecting data related to the presenting concern; (3) documenting the formation and implementation of interventions designed to address the behavior concern; and (4) documenting the effectiveness of the interventions. An appraisal of the effectiveness of the interventions, including the interventions that worked for the child, and the degree to which the interventions require substantial resources are important to consider when deciding whether a child should be referred for possible special education services, and are essential in planning and conducting the initial evaluation after a referral has been made.

The initial evaluation is also based on the use of a problem-solving model, and this chapter addresses initial evaluation from that perspective. An initial evaluation involves the use of a variety of assessment tools and strategies to gather relevant functional and developmental information to assist in determining if the child is eligible for special education, which is twofold: (1) to determine if the child has an exceptionality (disability or giftedness); and (2) by reason thereof, has a need for special education and related services. The use of a problem-solving model to accomplish this shifts the focus of the initial evaluation to providing a solution (not just access to services) by assessing the concern identified to determine if the child is eligible and to develop an educational plan whether the child is found eligible or not. New laws and regulations focus the school's attention on what the student needs to enable him or her to learn effectively and to participate and progress in the general curriculum.

This chapter includes information on the required elements of the process to conduct an initial evaluation and determine eligibility, and also suggests ways to synthesize the team process at the building level. The initial evaluation process begins when a referral for initial evaluation is made. The following topics related to initial evaluation are discussed:

A. Referrals for Initial EvaluationB. Timelines for Initial EvaluationC. Procedures for Conducting the Initial EvaluationD. Determining EligibilityE. Writing the Evaluation/Eligibility ReportF. Providing Prior Written Notice for Identification and Obtaining Consent for PlacementG. Independent Educational EvaluationsH. Functional Behavioral Assessment



A. REFERRALS FOR INITIAL EVALUATION

Each school must have procedures for conducting an initial evaluation. Referrals are made under the following conditions, which require the following actions from school personnel who conduct initial evaluations:

1. Referral Following General Education Interventions:

Following general education interventions with school-aged students, if the General Education Intervention Team concludes one or more of the following:

(a) The interventions and strategies, including instructional or environmental modifications, are inadequate to address the child's areas of concern;

(b) The interventions require an intense and sustained amount of resources; and/or (c) The team suspects the student is a student with exceptionality.

Actions required of school personnel responsible for initiating evaluations: provide parents with a copy of the Parent Rights document; review existing data from general education interventions; provide Prior Written Notice of intent to conduct an initial evaluation, or refusal to conduct an initial

evaluation; and obtain informed written consent for the proposed action.

2. Referral from Parents: Parents have requested an evaluation in writing.

Actions required of school personnel responsible for initiating evaluations: provide parents with a copy of the Parent Rights document; review any existing data; provide Prior Written Notice of intent to conduct an initial evaluation, or refusal to conduct an initial

evaluation; and obtain informed written consent or refusal for the proposed action.

B. TIMELINES FOR INITIAL EVALUATION

There is no longer a specified timeline for the initial evaluation itself, however, state regulations specify that from the date parental consent is given for an evaluation to the implementation of services, if appropriate, must be completed within 60 school days unless an agency can justify the need for a longer period of time or has obtained written parent consent for an extension of time. The 60-school-day timeline begins when the agency receives informed written parent consent, continues through gathering the evaluation data and determining eligibility, and ends when IEP services are implemented (should the student be found eligible for special education).



C. PROCEDURES FOR CONDUCTING THE INITIAL EVALUATION

1. Determining the Evaluation Team

After receiving a referral for initial evaluation, membership of the evaluation team should be determined. Members of the team are the same as those who would serve (should the child be found eligible) on the child's IEP Team, including the parents. Other qualified professionals may be included, as appropriate.Thus, team members include:

The parents of the child; At least one general education teacher of the child (if the child does not have a general education

teacher, a general education classroom teacher qualified to teach a child of his or her age; or for a child of less than school age, an individual qualified to teach a child of the same age);

At least one special education teacher or one special education provider of the child; A representative of the public agency who is (1) qualified to provide, or supervise the provision of,

specially designed instruction to meet the unique needs of children with exceptionalities; (2) knowledgeable about the general curriculum; and (3) knowledgeable about the availability of resources of the public agency;

An individual who can interpret the instructional implications of evaluation results (may be qualified to conduct individual diagnostic examinations of the child, such as a school psychologist, speech-language pathologist, or remedial reading teacher);

At the discretion of the parents or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate;

Other qualified professionals, as appropriate; and If appropriate, the child.

2. Reviewing Existing Data

The preliminary step to conducting the initial evaluation is for the evaluation team, including the parents; to review existing data to determine what additional data may be needed to determine:

a. Whether the child is a child with an exceptionality;b. The present levels of performance and educational needs of the child; andc. Whether the child needs special education and related services.

The review of existing data may be conducted without parent consent and without a meeting. The data reviewed must include information provided by the parents, current classroom-based assessments and/or observations, and teacher and related services providers' observations. Information from screening and general education interventions also constitutes existing data that must be reviewed. For school age children, the evaluation team should review the work of the general education intervention team and use the existing data (student response to interventions, rate of change, extensiveness of educational resources needed, observations, and similar information) to clearly define the problem to be investigated in the evaluation. The team then should engage in problem analysis to generate hypotheses regarding possible causes of the problem within the curriculum, instruction, and environment, as well as the student. It is this critical discussion that will assist the team in determining the specific data to be collected during the evaluation to examine the hypotheses generated. In determining what additional data may be needed, the team should consider that the evaluation is to be sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the suspected exceptionality of the child. After determining what additional data are needed, the team should also determine what evaluation data each member of the evaluation team is responsible for collecting.3. Prior Written Notice and Consent to Conduct the Initial Evaluation

After the review of existing data, the school district must give the parents Prior Written Notice for initial evaluation of its proposal to conduct an initial evaluation, including a description of any additional assessments the school district proposes to conduct. Informed written parent consent must be obtained prior to conducting the initial



evaluation. A copy of the Parent Rights document is required to be provided to the parents with the Prior Written Notice for initial evaluation.

If the school district does not propose to administer any additional assessments to determine whether the child is a child with an exceptionality, the school district must include in the Prior Written Notice to the child’s parents:

a. A statement of this fact and the reasons for it; andb. A statement of the right of the parents to request additional assessment to determine whether the

child is a child with an exceptionality.

The school district is not required to conduct any assessment of a child to determine if the child is a child with exceptionality unless requested to do so by the parents. In addition, if the parents request an assessment of their child, the school district may refuse to do so, but it must provide the parents with Prior Written Notice of the refusal to conduct the assessment and the reasons for the refusal. The parents may request mediation or due process if they want the assessment conducted.

4. Conducting the Initial Evaluation

After obtaining informed written consent to conduct the initial evaluation, members of the evaluation team begin the process of collecting the data needed to examine the hypotheses generated during the problem identification and problem analysis at the review of existing data. Evaluation team members must utilize a variety of assessment tools and strategies to gather relevant functional and developmental information about the child, including information from the parents, and information related to enabling the child to be involved, and progress, in the general curriculum. The tools and strategies must yield relevant information that directly assists in determining the educational needs of the child.

In general, the initial evaluation includes all procedures that are necessary to determine whether a student is a student with exceptionality and the educational needs of the student. Teams should gather as much information as they can from various sources. Local assessments may be particularly helpful because they are based on local district standards. The data collected is critical not only for the purpose of determining whether a child is eligible for special education, but also to assist in the development of educational plans whether the student is found eligible or not.

Collecting relevant functional and developmental information related to enabling the child to be involved, and progress, in the general curriculum requires that data be collected not only about the student, but about the curriculum, instruction, and environment as well.



Data must be gathered from the following five sources:

G eneral education interventions :Includes records of interventions attempted and data collected during planning, implementing, monitoring and evaluating the child’s response to interventions.

R ecord Review :Includes evaluations and information provided by the parents, current classroom-based assessments, health/medical records, records from previous evaluations, vision and hearing screening results, reports from other agencies, portfolios, cumulative file information, curriculum guides, and other records.

I nterviews: Includes interviews with parents, teachers, related services personnel, and other caregivers as well as with the student, if appropriate. The information gathered during the interview process may include instructional history, social history, additional medical information, learning preferences, and other data from interviews.

O bservations :Includes structured observations, rating scales, ecological instruments (e.g., EBASS, TIES-II), behavioral interventions, functional analysis of behavior and instruction, anecdotal, and other observations (conducted by parents, teachers, related services personnel, and others).

T ests :Includes individual and group measures of ability or aptitude, performance-based assessments, norm-referenced or criterion-referenced achievement measures (national, state, or local), adaptive behavior scales, measures of motor function, speech and language, and other tests.

Although it is not necessary to assess a child in all developmental areas, the areas related to a suspected exceptionality must be assessed. The initial evaluation must be comprehensive enough to identify the special education and related services needed by the child including: health, vision, hearing, social and emotional status, general intelligence and academic performance.

When selecting assessment tools to assist in gathering the evaluation data across the five sources of data, those conducting the evaluation must also ensure the following requirements are met:

Technically sound instruments to assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors;

Tests and other evaluation materials that are not discriminatory on a racial or cultural basis; Assessments in the student’s native language or other mode of communication, unless it is clearly not

feasible to do so; Materials and procedures to assess a child with limited English proficiency that measure the extent to

which the child has a exceptionality and needs special education, rather than measure the child's English language skills;

Tests and other evaluation materials to assess specific areas of educational need and not merely those designed to provide a single general intelligence quotient;

Standardized tests validated for the specific purpose for which they are used; Standardized tests administered by trained and knowledgeable personnel; and Standardized tests administered in accordance with instructions provided by the producer of such tests. In addition, if an assessment is not conducted under standard conditions, a description of the extent to

which it varied from standard conditions (e.g., the qualifications of the person administering the test or the method of test administration) must be included in the evaluation report. For students with sensory, motor, or speaking impairments, test results must accurately reflect the student's aptitude or achievement level or whatever factors the test purports to measure, rather than reflecting impaired communication skills (unless those skills are the factors that the test purports to measure).

The school's evaluation team must conduct the initial evaluation to meet the requirements of the Kansas State Laws and Regulations for Special Education.



D. DETERMINING ELIGIBILITYAfter gathering all the evaluation data, the school district must convene a meeting of the evaluation team, including the parents and other qualified professionals, to review the results of the initial evaluation and to determine:

(1) Whether the child is a child with an exceptionality as defined in Federal or State regulations;(2) The present levels of performance and educational needs of the child; and(3) Whether the child needs special education and related services.

1. Considering Evaluation Results

To assist in the interpretation of the evaluation data, members of the evaluation team must compile the data collected and examine the hypotheses generated during the review of existing data. One way to facilitate this is to organize the data according to behaviors associated with the problem across data sources. The data points (amount, frequency, duration, or intensity of behavior or skill), compiled, are then assessed by asking the following:

a. What did we learn from the data points about the problem and our hypotheses?

b. How do the data points support or not support indicators of exceptionality and need for special education services. The team looks for convergence of the data. Convergent validation for an indicator is substantiated if supporting data is found across sources of data. Not all the data, but preponderance, must agree. There will be times when the data does not yield a simple yes or no regarding alignment with indicators. To determine the preponderance, the team must carefully examine the data to identify and weigh the commonalties against the contradictions.

c. Are the indicators supported by each of the five data sources?

If indicators are not supported, the team must decide if additional data are needed. If additional data are needed, the team should make a plan to collect the data and then reconvene to consider it. If enough data are available, but indicators are not supported, the child is not a child with an exceptionality and the team should develop an appropriate intervention plan (e.g., Student Improvement Plan, Section 504 Plan) for the student. If indicators are supported, the team then seeks to determine whether or not the indicators support answering the four eligibility questions listed in the next section.

2. Making the Eligibility DeterminationThe eligibility team, using professional judgment informed by the indicators and the convergence or preponderance of data from multiple sources, must determine if a child is eligible for special education by answering the following four questions:

Question 1: Does the response of the presenting concern to general education interventions indicate the need for intense or sustained resources?

The team has considered: Student's strengths Specific area(s) of concern What the general education expectations are What has been tried What has worked and not worked General direction for the next steps

This information may be provided through the general education intervention process, or from additional data collected during the evaluation. The team should have a clear understanding of the presenting concern and use the evaluation data and indicators to describe the child’s educational needs as well as the intensity of the resources required to address the needs.



Question 2: Are the resources needed to support the student to participate and progress in the general education curriculum beyond those available through general education or other resources?

Data needed to answer this question include: Specific needs related to progressing in the general education curriculum, or related to participating

in appropriate activities (for preschool children); Resources needed to improve or maintain learning; and Intervention strategies

Again, this information may be provided through the general education intervention process, or from additional data collected during the initial evaluation. The team should use the evaluation data and indicators to specifically describe the resources needed to support the student in participating and progressing in the general education curriculum or, for preschool children, to participate in appropriate activities, and the extent to which those resources are beyond (or not beyond) those available through general education or other available resources.

Question 3: Is there evidence of a severe discrepancy between the performance of the student and his/her peers or evidence of a severe discrepancy between the student’s ability and performance in the area(s) of concern?

Information from the general education intervention process as well as data collected during the initial evaluation is considered by the team to answer this question and to clearly describe the severity of any discrepancy found. The team must be familiar with what other students of the same age are doing (peer reference group) and compare the student’s current level of educational performance in the area(s) of concern to determine if it is significantly below or significantly above that of his/her peers. The team should consider the existence of the discrepancy in relation to needed modifications of instruction, curriculum, and environment to determine the level of severity. Depending on the student and the presenting concern, the team may also need to examine whether there is evidence of a severe discrepancy between the student’s ability and performance (within child discrepancy). The team should be able to clearly describe the severity of the discrepancy between the performance of the student and his/her peers and/or the severity of the discrepancy between the student’s own ability and performance in the area(s) of concern.

Question 4: Is the presence of an exceptionality substantiated by convergent data from multiple sources?

To answer this question, the team reviews everything they have in the answers to the three previous questions. They review the data (general education interventions, records, interviews, observations, and tests) to see if they are convergent. Parents can participate meaningfully in this process by noting when their child's actions are the same or different at home and in school. Parent input usually supports the convergent data reported by other team members. A preponderance of the data should indicate that the child does, or does not, meet the definition of an exceptionality. If the team is unable to confidently make a determination of whether the child is a child with an exceptionality, the team decides whether or not additional data should be collected. The team should be able to describe the data that supports (or does not support) the presence of an exceptionality.

3. Other Important Eligibility Considerations

The problem-solving process as a method to determine eligibility relies on the evaluation team's professional judgment (informed by the indicators and the convergence and/or preponderance of data from multiple sources). The team must be confident that they are making the right decision, not determining a child to be eligible when s/he is not, and providing services to a child whom is indeed eligible. This can be very difficult, as committed educators want to provide support so that all students may be successful. Special education eligibility, however,



must be determined with both prongs of the two-prong test: (1) The child is a child with an exceptionality as defined in Federal and State regulations; and (2) by reason thereof, needs special education and related services.

The following questions provide additional guidance for teams as they make eligibility determinations: Are the sources of data consistent and go in the same direction? Are the answers to the previous four

questions all "yes"? If not, why not? Instead of dismissing results that "don't fit" as being anomalies or rationalizing them in some way, the team should seek to understand the data. After all, this evidence is what supports (or does not support) the student's entitlement to special education and related services.

If the team is not confident enough to make the eligibility determination, what is the reason? Is the information not sufficient? Is it not the right kind of information? Do conflicting data need to be explored further? Are there other interventions the team wants to try in general education?

A synthesis of the data sources addressing the four eligibility questions should provide the evidence the team needs to confidently determine:

a. Whether the child is a child with an exceptionality as defined in Federal or State regulations;b. The present levels of performance and educational needs of the child; andc. Whether the child needs special education and related services.

The document entitled, "General Education Interventions, Initial Evaluation, Eligibility and the IEP," KSDE, (1999), provides detailed indicator tables for each area of exceptionality, with examples of each of the four eligibility questions and can provide additional guidance to the evaluation team in the process of answering the questions. If all four eligibility questions are answered in the affirmative, the child is eligible for special education. If not, the team must conclude that the child is not eligible. In either case, the team should have ample evidence to document the eligibility determination and be able to develop an individualized educational program for the child.

In summary, the evaluation team identifies a student as eligible when s/he demonstrates a need for special education and/or related services and meets the definition for gifted according to State definitions.

"Gifted" means performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience, and environment.

Chap. 3 – Pg. 10July, 2001


E. WRITING THE EVALUATION / ELIGIBILITY REPORT

When the initial evaluation and eligibility determination are completed, the team of qualified professionals including the parents must prepare a written evaluation report. According to KAR 91-40-10(a)(b), all members of the team must certify that the report reflects their conclusions. If any member of the team does not agree with the conclusion, s/he may submit a statement to that effect. This report must be provided to the parents. The report must include not only the evaluation results, but also the documentation of the eligibility determination. This report must include a statement of the following:

1. Whether the student has an exceptionality as defined in Federal and State statutes and regulations;

2. The basis for making the determination;3. The relevant behavior noted during the observation of the student;4. The relationship of that behavior to the student's academic functioning;5. The educationally relevant medical findings, if any;6. Whether, if the student was evaluated for a specific learning disability, there is a severe

discrepancy between achievement and ability that is not correctable without special education and related services;

7. The determination of the team concerning the effects of environmental, cultural, or economic disadvantage; and

8. Each team member must certify in writing whether the report reflects his or her conclusions. If it does not reflect his or her conclusions, the team member may submit a separate statement presenting his or her conclusions.

State regulations require that parents receive an evaluation/eligibility report at no cost to the parents. Even though no specific timeline is identified in State regulations, it seems appropriate that the report would be provided to the parents as soon as possible, as it is important to the development of the IEP if the child is eligible, or another type of plan (e.g., Student Improvement Plan) if the child is not eligible. The Student Support Services Team recommends that schools show a good faith effort to provide this report without undue delay. In general, when educational records are requested by the child's parents, such records are to be provided within "a reasonable period of time," according to regulations (30 CFR 99.10(b)). This regulation defines "reasonable" as "not longer than 45 [calendar] days".

F. PROVIDING PRIOR WRITTEN NOTICE FOR IDENTIFICATION AND REQUESTING PARENT CONSENT

After the eligibility determination is made, the school is required to provide Prior Written Notice to the parents that the school proposes to initially identify the student as a student with exceptionality and requires special education and related services. Likewise, school personnel must give Prior Written Notice to the parents if they determine that a student is not eligible for special education or related services. The school has 60 school days from the date of a signed consent to evaluate to complete and implement the IEP.

Chap. 3 – Pg. 11July, 2001


G. INDEPENDENT EDUCATIONAL EVALUATIONS

After an initial evaluation is completed, if the parents disagree with the school's evaluation, they have the right to ask for an independent educational evaluation. The school must either:

1. File for a due process hearing to show that the school's evaluation was appropriate, or2. Ensure that the evaluation is provided at public expense, unless the special education due process

hearing officer determines that the independent educational evaluation did not meet agency criteria.

A due process hearing would determine who pays for the independent educational evaluation, the school or the parents. In making that determination, KAR 91-40-12 must be followed. If the school’s evaluation is found to be appropriate and the parents still want an independent educational evaluation, the expense is the responsibility of the parents. When an independent educational evaluation is conducted, the school or a special education due process hearing officer, or both, in decisions made with respect to a free appropriate public education, must consider the results of the independent educational evaluation.

If an independent educational evaluation is provided at public expense, the criteria under which the evaluation is obtained must be the same as the criteria that the school uses when it initiates an evaluation. These criteria include the location of the evaluation and the qualifications of the examiner. The credentials of the independent evaluator or evaluators must be comparable to the school’s evaluators. The school may set limitations on the costs it will be responsible for. The school may exceed those costs if necessary to ensure that the independent educational evaluation meets the student’s unique needs.

If a special education due process hearing officer requests an independent educational evaluation, the evaluation is provided at public expense. (The school either pays the full cost of the evaluation, or ensures that the evaluation is otherwise provided at no cost to the parents).

H. FUNCTIONAL BEHAVIORAL ASSESSMENT

The focus of the initial evaluation is to collect relevant functional and developmental information about the child regardless of the area of the presenting concern (e.g., health, vision, hearing, social and emotional status, general intelligence and academic performance). As part of the general education intervention or initial evaluation process, if it is learned that the student's behavior impedes his or her learning or that of others, the team should consider, if appropriate, strategies, including positive behavioral interventions and supports needed to address that behavior. Typically, students whose suspected exceptionality is emotional disturbance would have a functional behavioral assessment (FBA) as part of the initial evaluation process. However, students whose primary concerns are in other areas may also have behavioral concerns that should be addressed in this manner. If the child is determined to be eligible and an IEP is developed, the behavioral intervention plan (BIP) becomes part of the IEP, either addressed within the IEP or attached to the IEP. Federal and State provisions require that schools include these new evaluation and IEP components. These procedures must be followed regardless of any discipline procedures following weapons or drugs violations.

In conducting a functional behavioral assessment (FBA), the team first identifies and clearly defines the behavior. They must observe the student in the environment where the behavior occurred, if possible, and talk to the people involved in the situation. Having the general education teacher as part of the team is invaluable in this process. The team may brainstorm about what strategies or supports could be used to address the student’s behavior.

Some possible suggestions are:

Chap. 3 – Pg. 12July, 2001


Teaching new skills -- The team decides what skills the student needs to learn, and how they can best be learned.

Using positive behavioral supports -- In the assessment process, the team identifies what the student views as a reward, which then would be used when the student’s behavior is appropriate.

Changing environments -- The team discovers what happens between incidents and what happens when they occur. The environment should be organized to influence the student’s chances for success.

Changing systems -- The team reviews the system of services to see if it meets the student’s individual needs. Teachers may need time to plan together. Conferences with the parents may also be needed to ensure continuity.

To be effective, teams must monitor the behavior and check to see that the strategies they developed are working. If not, they may need to meet again and design a new approach.

See the appendix for examples of many forms that can be used for information gathering during the Gifted Initial Evaluation information gathering process.

I. GIFTED STUDENT IDENTIFICATION

The identification of gifted students in Kansas requires the use of the procedures outlined previously with a few modifications.

Chap. 3 – Pg. 13July, 2001

NAGC STANDARDS FOR STUDENT IDENTIFICATION

Description: Gifted learners must be assessed to determine appropriate educational services.

Guiding PrinciplesA comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted education services.Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate any strengths.A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention.All student identification procedures and instruments must be based on current theory and research.Written procedures for student identification must include at the very least provisions for informed consent, student retention, student reassessment, student exiting, and appeals procedures.

(NAGC, 1998)


It also should consider the following factors:

1. A comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted education services. School district should provide information annually regarding the process for referring students for gifted

education programming. In Kansas referral for initial evaluation students participate in the General Education Intervention

Process. Based on data collected during GE1, the intervention team determines whether a student should be referred for initial evaluation.

The referral process should be ongoing and screening of any student should be allowed to occur at any time.

2. Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate any strengths. Assessments should be responsive to students’ economic conditions, home language, gender,

developmental differences, exceptionalities, and other factors that mitigate against non-discriminatory assessment practices.

Students identified in all designated areas of giftedness within a school district should be assessed consistently across grade levels.

3. A student assessment profile of individual strengths and needs may be developed to plan appropriate intervention. A portfolio may be developed that will reflect the gifted learner’s unique learning characteristics,

potential and performance levels, interests, learning style, and educational needs.

4. All student identification procedures and instruments must be based on current theory and research. Student assessment data should come from multiple sources (caregivers/families, teachers, students,

peers and others with significant knowledge of the student). Student assessment data should include multiple assessment methods (e.g., observations,

performances, products, portfolios, and interviews). Student assessment data should represent an appropriate balance of reliable and valid quantitative and

qualitative measures. (E.g., standardized intelligence, achievement and creativity measures, state and local assessments).

Student assessment data should reflect understanding of cultural diversity, linguistic diversity and socioeconomic disadvantages on test data.

5. Written procedures for student identification must include at the very least provisions for informed consent, student retention, student reassessment, student exiting, and appeals procedures. Student placement data should be collected using an appropriate balance of quantitative and qualitative

measures with adequate evidence of reliability and validity for the purposes of identification. District guidelines and procedures should be reviewed and revised as necessary.

Graphic of Multiple Forms of AssessmentThe graphic on page 18 illustrates the use of many forms of assessment when identifying student needs.

Relationship of Characteristics, Learning Needs, And CurriculumThe chart on page 19 relates learning needs and curriculum inferences to specific characteristics of high ability students.J. IDENTIFICATION OF CULTURALLY AND ECONOMICALLY DIVERSE STUDENTS

The diversity of cultural and economic differences among diverse populations in the United States is immense. Finding ways to identify giftedness in these populations may be a challenge.

Chap. 3 – Pg. 14July, 2001


A multidimensional approach can be adapted and used to identify culturally diverse gifted students. Two criteria include: The use of alternative assessment to identify verbal and nonverbal giftedness in minority students' culture

and language The identification of enrichment support provided by the family to develop emotional, cultural, and linguistic

Giftedness.

Alternative forms of assessment that have proven to be successful for identification of these students include: The Raven Progressive Matrices Test Bilingual Verbal Abilities Test Universal Nonverbal Intelligence Test The Comprehensive-Toni

These tests do not give an accurate measure of the student's verbal abilities but they do give a fairly accurate measure of the student's nonverbal abilities. When using multiple criteria assessment it is suggested that schools set their eligibility criteria lower than the current criteria when all other data supports identification.

Chap. 3 – Pg. 15July, 2001


FROM ONE TO MANY

Chap. 3 – Pg. 16July, 2001

K.


L. Relationship of Characteristics, Learning Needs, and Curriculum for High AbilityStudents

A student with one or more of the following Characteristics may indicate Learning Needs that could be addressed in special education. Use the appropriate Curriculum Inferences to help design IEP goals and benchmarks specific to these needs.

Characteristic Learning Need Curriculum Inference

Ability to handle abstractions.

Presentation of symbol systems at higher levels of abstraction.

Reorganize basic skills curriculum.Introduction of new symbol systems (computers, foreign language, statistics) at earlier stages of development.

Power of concentration. Longer time frame that allows for focused in-depth work in a given area of interest and challenge.

Diversified scheduling of curriculum work.“Chunks” of time for special project work and small group efforts.

Ability to make connections and establish relationships among disparate data.

Exposure to multiple perspectives and domains of inquiry.

Interdisciplinary curriculum opportunities (special concept units, humanities, and the interrelated arts).

Ability to memorize and learn rapidly.

Rapid movement through basic skills and concepts in traditional areas and organization of new areas of learning more economically.

Restructured learning frames to accommodate capacities of these learners (speed up and reduce reinforcement activities).New curriculum organized according to its underlying structure.

Multiple interests, wide information base.

Opportunity to choose areas of interest in schoolwork and go into greater depth within chosen area.

Learning center areas in the school for extended time use.Self-directed learning packets. Individual learning contracts.

Need for justice, fair play.

Understanding of the complexity of issues associated with justice.

A course study curriculum of humankind.Study of court cases (judicial opinion).Bill of Rights/Constitution as sources of understanding.

Evidence of altruism. Opportunities to help others matched with understanding needs of family and personal needs.

Work with younger gifted children.Study of the role of religion in televangelism from newspaper and presidential campaigns.Study of Puritans and early American religion.

Chap. 3 – Pg. 17July, 2001


M. QUESTIONS AND ANSWERS ABOUT INITIAL EVALUATION AND ELIGIBILITY

1. How do you demonstrate need for a student who is gifted?

Both parts of the eligibility requirement must be present to qualify for services. First, students must meet the definition of giftedness; and, second, they must have a need for special education services. To address the area of need, the team considers what the student needs to ensure continuing progress at the student's appropriate instructional level. Perhaps the best source of data to consider when addressing the issue of need is data collected during the general education intervention process. The team should examine what modifications in instruction, curriculum, and the learning environment were needed to assure the student’s participation and continued progress in the general education curriculum. The team should then consider whether or not the resources needed to support those modifications are beyond those resources available through general education. This consideration and discussion assists the team in determining whether or not the student’s needs may be met in general education.

2. Is the school still required to conduct a comprehensive evaluation?

The term "comprehensive evaluation" is no longer used in Federal law or regulations. Instead, the terms are "initial evaluation" for the first time the individual is evaluated for an exceptionality, and "reevaluation" for each evaluation thereafter. Kansas law requires that the evaluation be "sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified".

3. How can school staff ensure that evaluation materials and procedures used to assess racially and culturally diverse students are appropriate?

It is important that professionals conducting evaluations be aware of the potential bias that exists in all areas of assessment and seek to choose techniques and tools that reduce bias to the largest extent possible. This may involve being more aware of the growing body of research literature on this topic, developing a deeper understanding of the cultural and linguistic diversity represented in the school, purchasing evaluation materials that have been developed to reduce bias, and utilizing trained bilingual examiners. Further, professionals conducting the evaluation must document the extent that an assessment was not conducted under standard conditions (e.g., giving a standardized test in a language other than the one it was originally developed for). Teams should carefully consider the presence of bias and interpret the results of that evaluation accordingly.

4. What are the qualifications of the people doing the assessment?

Each assessment must be given and interpreted by a licensed or certified professional in the area being assessed (e.g., speech and language, motor, behavior, or other area). Public school psychological evaluations must be given and interpreted by school psychologists or psychologists licensed by the Kansas Behavioral Sciences Regulatory Board. Certain test developers/suppliers also have specific requirements with regard to training and qualifications that must be considered. Assessments during initial evaluations encompass much more than test administration, however. When planning to collect the data for an evaluation, teams should determine which individuals have the most appropriate skills to obtain whatever data is needed.

5. May an initial evaluation consist only of existing data?

Yes. Existing data should be reviewed as a part of any initial evaluation. This would include evaluations and information provided by the parents, current classroom-based assessments and observations, and observations from teachers and related service providers. For an initial evaluation, such data would help the team to decide if more information is needed to determine eligibility--both the presence of an exceptionality and the determination of the student's educational need. If the team has enough information from all five required sources of data (General Education Interventions or Screening, Record Review, Interviews,

Chap. 3 – Pg. 18July, 2001


Observations, Tests), the team may conclude that no additional data are needed and eligibility may be determined based upon existing data. The Prior Written Notice would include (1) a statement of this fact and the reasons for it; and (2) a statement of the right of the parents to request additional assessment to determine whether the child is a child with an exceptionality. Parent consent to conduct the initial evaluation is required, whether or not additional data are needed.

6. What responsibility does the school have when an outside medical practitioner writes a prescription requiring the school to conduct specific tests?

The team is obligated to consider this request, but is not required to conduct specific tests. Such a request would be discussed as part of the evaluation process as input from the parents (KAR 91-40-9(a)(1)(B)(3)).

7. What if the eligibility team cannot come to consensus regarding the student's eligibility? Who makes the final decision?

Consensus is not determined by majority vote. The team should continue to discuss the rationale for why the student is or is not believed to be eligible for special education services. If the information from the evaluation is not convergent, the team may need to gather more data and reconvene to discuss the new data. Ideally, the team would be able to come to consensus after sufficient discussion. The General Counsel for KSDE has determined that the ultimate decision for determining eligibility is the Administrative Representative from the school on the team. However, other members of the team may certify that they do not agree with the conclusions of the team, according to KAR 91-40-10(a)(2):

School representative: The dissenting team member from the school staff may write a separate section of the eligibility report.Parents: If the team is divided between the qualified professionals and the parents, the parents have two options: they may request mediation, or they may file for due process.

8. Once eligibility is determined for a child with an exceptionality, must a student "qualify" for all special education services?

No. After eligibility is determined, the team decides what special education and related services are needed. For example, if a student meets the eligibility criteria under the category of gifted but there are also behavioral concerns, the IEP Team should address these concerns and decide what services or supports are needed. Information in the present levels of educational performance will substantiate the need for services. The team is not required to establish eligibility in the other area. However, there must be information from the initial evaluation to support the need for services.

9. When is the evaluation/eligibility report to be provided to the parents?

No timeline is provided in Federal or State regulations. After eligibility is determined, the report must be developed. The Student Support Services Team recommends that this report be provided to the parents as soon as possible. If the parents request educational records of any kind, both IDEA-97 and FERPA regulations specify that the school must provide these records to the parents within a "reasonable period of time," which is defined as "not longer than 45 [calendar] days".

Chap. 3 – Pg. 19July, 2001


Chap. 3 – Pg. 20July, 2001


GiftedIndividualizedEducation PlanDevelopment

“The essence of our effort to seethat every child has a chance,must be to assure each an equalopportunity, not to becomeequal, but to become different - -to realize whatever uniquepotential of body, mind, andspirit he or she possesses.”

Unknown



IEP Development for Student

Identified Gifted

Goals andBenchmarksdeveloped

DeterminingAcademic, &

Affective needs

PROCESS FOR ASSESSING AND

MEETING THE NEEDS OF HIGH

ABILITY STUDENTS

Level FourProblem Solving

Assessment Model

Services & Delivery

Model Determined


INTRODUCTIONEvery child identified as a child with giftedness, and who is determined to be in need of special education services in Kansas, must have an individualized education plan (IEP) developed to meet his/her individualized needs. The following guidelines from the state Special Education Process Handbook provide comprehensive information on writing IEPs.

The Individualized Education Program (IEP) is defined as a written statement for each student with an exceptionality, which describes that student’s educational program and is developed, reviewed, and revised in accordance with Kansas regulations. Each IEP is a vital document that indicates the special education and related services each student will receive, among other things. The team that develops the IEP includes parents, school professionals, the student (when appropriate), and personnel from other agencies as appropriate (when addressing transition). Each IEP should be developed with careful consideration of each student's capabilities, strengths, needs, and interests. The IEP should direct the student toward high expectations and toward becoming a successful member of his or her community and the workforce. It should function as the tool that directs and guides the development of meaningful educational experiences, thereby helping the student achieve his or her goals. In short, it should assist the student in meeting the goals and challenging standards of our educational system as well as identified post-school outcomes.

The IEP model is based on the following six foundations:

1. IEP development is a collaborative process;

2. The IEP is a product which documents that the student is receiving a Free Appropriate Public Education (FAPE), consistent with all Federal and State requirements;

3. The IEP reflects the student’s and family's vision for the future;

4. The IEP, to the maximum extent appropriate, provides that a student requiring special education services is educated with peers who do not require special education;

5. The IEP Team develops a student's IEP, based on the student’s needs to go beyond the general curriculum; and

6. The IEP involves the ongoing process of evaluating and decision-making. Decision-making is solution-focused, based on student needs, and used to improve student results.

The IEP is an important part of the special education process for everyone: students, parents, teachers, related service personnel, general education staff, and administrators. The IEP helps guide services for each student on an individual basis. Such a guide also assists teachers and other staff to have very specific, well-defined measurable annual goals and benchmarks or short-term objectives for each eligible student. All persons involved should have high expectations for students, and work from a strength perspective in developing educational programs.

Kansas State statutes and regulations regarding IEPs include students identified as gifted. Definitions of terms used in this section are as follows:


Kansas Regulation:KAR 91-40-1. Definitions

(x) “Exceptional children” means children with disabilities and gifted children.

(hh) “Individualized education program” or “IEP” means a written statement for each exceptional child that meets the following criteria:(1) Describes the unique educational needs of the child and the manner in which those needs are to be

met; and(2) Is developed, reviewed, and revised in accordance with applicable laws and regulations.

(jjj) “Special education” means the following:(1) Specially designed instruction, at no cost to the parents, to meet the unique needs of an exceptional

child, including the following:(A) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other

settings; and(B) Instruction in physical education;

(2) paraeducator services, speech-language pathology services, and any other related service, if it consists of specially designed instruction to meet the unique needs of a child with a disability;

(3) occupational or physical therapy and interpreter services for deaf children if, without any of these services, a child would have to be educated in a more restrictive environment;

(4) travel training; and(5) vocational education.

(kkk) “Specially designed instruction” means adapting, as appropriate to the needs of each exceptional child, the content, methodology, or delivery of instruction for the following purposes:

(1) To address the unique needs of the child that result from the child’s exceptionality; and(2) To ensure access of any child with a disability to the general curriculum, so that the child can meet the

educational standards within the jurisdiction of the agency that apply to all children.


This chapter addresses the following topics:

A. IEP TeamB. Parent ParticipationC. The Initial IEP MeetingD. When IEP Must Be in EffectE. IEP ContentF. IEP Team ConsiderationsG. Educational Placement and Least Restrictive EnvironmentH. Meeting to Review and Revise the IEP



A. IEP TEAM The IEP Team is a group of people who come together at an IEP meeting in order to develop, review, and revise a student's IEP. Development of the IEP is a collaborative process. Collaboration among IEP Team members is essential to ensure that each student’s educational experience is a success. All members of the IEP Team are equal partners in IEP discussions. The opinions of all team members are valued and encouraged. Participants offer suggestions, listen carefully, encourage others, and ask questions. Equality and respect are extended to all team members. Because of their long-term perspective and unique relationship, parents bring a valuable understanding of their child to the table. Students also can express their own needs, strengths, and interests. Educators, on the other hand, bring an educational focus to the meeting; an understanding of the curriculum, the challenging educational standards for the student, and the relationship to the general education environment. With this in mind, educators must continue to recognize their responsibility to maintain and enhance partnerships with parents and students throughout the school year in order to create a collaborative environment at each IEP Team meeting.

The IEP Team should work toward consensus, but the school has ultimate responsibility to ensure that the IEP includes the services that the student needs in order to receive a Free Appropriate Public Education (FAPE). It is not appropriate for an IEP Team to make IEP decisions based upon a majority vote. If an IEP Team, for any reason, is not able to reach consensus on one or more issues, the team should note those issues on which the team does agree. Following the meeting, the school should provide the parents Prior Written Notice of the school’s proposal for services regarding the student’s educational program and placement. If the parents give written consent to some or all of the services contained in the proposal, those portions of the IEP for which consent was given are implemented. If the parents do not consent to all of the services proposed by the school, the school may request mediation or initiate due process. Likewise, the parents also have the option of requesting mediation or initiating due process if agreement cannot be reached with the school.

The law allows for individuals to represent more than one of the following membership roles on the IEP Team. If a person is representing more than one role, s/he must meet the individual qualifications for each role at the IEP Team meeting. Individuals assuming more than one role at an IEP Team meeting should document their roles on the signature page of the IEP. Although there is no legal minimum number of participants at IEP Team meetings, the number of participants should be reasonable and appropriate to address the needs of the student and to carry out the intent of the law. It would not be possible for only one member of the school staff to adequately represent every required membership role at an IEP Team meeting.

The members of the IEP Team are specifically identified and described in the law. In addition to the following listed members of the IEP Team, if parents need a sign language interpreter or foreign language translator, the school must provide that service.

The student should attend, if appropriate. Beginning no later than age 14, the IEP Team must provide Notice of the IEP meeting to the student and invite him/her to attend. If it is not appropriate for the student to attend or if the student elects not to participate, the IEP Team should document why s/he is not participating. The IEP Team must take other steps to ensure that the child’s preferences and interests are considered in developing the IEP.

The parents must be invited to the IEP meeting. The parents are equal partners and play an active role in providing critical information about their child's abilities, interests, performance, and history. They are involved in the decision-making process throughout the development of the IEP.

The special education teacher(s) who is or will be working with the student must be invited.

The general education teacher(s) who is or will be working with the student to ensure success in the general curriculum and implement portions of the IEP must be invited to the IEP meeting. Kansas regulations require the general education teacher to be involved to the extent appropriate in the development, review, and revision of the IEP for the student. General education teachers also assist in determining appropriate positive behavioral interventions, strategies, supplementary aids, and services, program modifications and supports to enable them to work with the student. In most cases, general education teachers have a central role in the education of students with exceptionalities and have important expertise regarding the general education curriculum and the general education environment. For this reason, their role during the IEP Team meeting is not passive, but is to be actively involved. The emphasis on involvement and



progress in the general curriculum has given general education teachers an increasingly critical role in implementing, together with special education and related services personnel, a free appropriate public education for the student.

If the child has many general education teachers, only one must attend the IEP meeting. However, it may be appropriate for more to attend. The school may designate which teacher or teachers will serve as IEP Team member(s), taking into account the best interests of the child. The general education teacher who serves as a member of the child’s IEP Team should be one who is, or may be, responsible for implementing a portion of the IEP. The school is strongly encouraged to seek input from the teachers who will not be attending the IEP Team meeting. All general education teachers of the child are to be informed of their specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP. The child’s IEP must be accessible to each general education teacher who is responsible for its implementation.

The School Representative or designee must attend the IEP meeting. There are three requirements following for the school representative or designee

Is qualified to provide or supervise provision of special education services;

Has knowledge of the general education curriculum; and

Is knowledgeable about the availability of the school’s resources.

The primary responsibility of the school representative or designee must be to commit school resources and ensure that services written in the IEP will be provided. All of these requirements do not necessarily have to be filled by one person; other members of the school team may meet one or any of these requirements for the school representative.

A person who can interpret instructional implications of any new evaluation or assessment results must also attend the IEP meeting. This may include individuals who participated on the evaluation team. Certainly, a special education teacher, general education teacher, speech/language pathologist, or other related service provider might have evaluation results that need to be interpreted and to provide instructional implications. These individuals should also be available at the IEP meeting. A school psychologist acting in this role at an IEP Team meeting is not precluded from also acting as the school representative, provided that s/he meets all the qualifications necessary for both roles.

Others at the discretion of the parents or the school include individuals who have knowledge or special expertise regarding the student including related services personnel.

The determination of the knowledge or special expertise of any individual invited to the IEP meeting is made by the party (parents or school district) who invited the individual to be a member of the IEP Team. Parents can invite others who have knowledge of the needs of their child to the IEP meeting. Likewise, the school can invite individuals they feel are appropriate at that meeting to help address the individual education needs of a student with an exceptionality. Although not required to do so, the school may ask the parents to inform them of the individuals they are bringing. The person who contacts the parents may wish to ask them if they intend to bring other people to be sure that the room is adequate for the number of participants.

Other team members may also be added, based on the student’s individual needs. For example, for a student who attends classes in another grade level or school, the teacher of that class may be required at this meeting. In other circumstances, the school counselor should attend.

However, “other individuals at the IEP meeting” does not necessarily mean an attorney should attend the IEP meeting if s/he does not have knowledge about the student and his/her educational needs. The presence of an attorney is strongly discouraged as it often sets an adversarial tone for the meeting.

Representatives of any other agencies that are likely to be responsible for providing or paying for transition services for students ages 16 and older must be invited (e.g., someone from the local SRS Rehabilitation Services office, community college, or independent living center). If an agency is invited to send a representative to a meeting and does not do so, the school must take other steps to obtain participation of the other agency in the planning of any transition services.

B. PARENT PARTICIPATION



The parents of a student with an exceptionality are expected to be equal participants along with school personnel in developing, reviewing, and revising the IEP for their child. This is an active role in which the parents:

provide critical information regarding the strengths of their child and express their concerns for enhancing the education of their child;

participate in discussions about their child’s need for special education and related services and supplementary aids and services; and join with the other participants in deciding how their child will be involved and progress in the general curriculum, participate in State and district-wide assessments, and what services the school will provide to the child and in what setting. The concerns of parents and the information they provide regarding their child must be considered in developing and reviewing their child’s IEP.

Additionally, the requirement for keeping parents informed about the educational progress of their child, particularly as it relates to progress in the general curriculum, has been strengthened. The IEP must contain a statement of how the child’s parents will be regularly informed (including means such as periodic report cards and parent-teacher conferences), at least as often as parents are informed of their nonexceptional children’s progress, their child’s progress toward the annual goals and the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year (KSA 72-987(b)(8)). The statutes and regulations make clear that a written report is sufficient to report progress, although in some instances, a school may decide that a meeting with the parents (which does not have to be an IEP Team meeting) would be a more effective means of communication. If progress is reported in a parent meeting, the meeting date and whether the child’s progress is sufficient to achieve his/her annual goals by the end of the year should be documented.

1. Notification of IEP MeetingThe school shall take steps to ensure that one or both parents are present at each IEP meeting or are afforded the opportunity to participate in the IEP meeting. The school must provide Notice of an IEP meeting to the parents for the initial IEP meeting and any subsequent IEP meetings. This Notice is to be provided early enough to ensure that they will have an opportunity to attend the meeting. The meeting is to be scheduled at a mutually agreed upon time and place.

The Notice must be provided at least 10 calendar days prior to the meeting and must be accompanied by the Parent Rights document. Parent Rights are to be provided in advance of the meeting in order to allow the parents an opportunity to thoroughly read and understand what their rights are before the IEP meeting. If the parents are having difficulty understanding their rights, they have an opportunity to request advice or assistance. In order to facilitate the parents’ ability to seek assistance in understanding their rights, it may be necessary to send two copies of the notice; one copy written in language understandable to the general public, and another written in the native language of the parents or other mode of communication used by the parents, unless it is clearly not feasible to do so. If the native language or other mode of communication of the parents is not a written language, the public school must take steps to ensure that the Notice is translated orally or by other means to the parent in his or her native language or other mode of communication (KAR 91-40-17 and Section 504 of the Rehabilitation Act of 1973).

Beginning no later than age 14 (or younger), the student should also receive his/her own Notice of the IEP meeting and be invited to attend and participate in the IEP meeting, if their attendance would be appropriate. The parents’ copy of the Notice must notify the parents that their child is invited to attend the IEP meeting.

In the case of students who are age 18 or older and rights have transferred to them, all Notices are to go to the students. The school or the student may invite the parents as persons with knowledge about the student.

The Notice of the IEP meeting must go to all team members who are invited to attend the IEP meeting.

2. Content of Notice of IEP MeetingAccording to KAR 91-40-17(b), the written Notice must:

Indicate the purpose, date, time, and location of the meeting, and the titles or positions of the persons who will attend on behalf of the school, including, if appropriate, any other agency invited to send a representative to discuss needed transition services;



If a purpose is to consider transition services, indicate that the school must invite the parents’ child to attend; and

Inform the parents of their right to invite to the IEP meeting individuals whom the parents believe to have knowledge or special expertise about their child.

The determination of who has knowledge or special expertise regarding the child is made by the party (parents or school) who invited the individual to be a member of the IEP Team. Other parties may not bring into question the expertise of an individual invited to be a member of the IEP Team and may not exclude another team member’s expertise based on the amount or quality of their expertise.

For a student with an exceptionality age 14, or younger if appropriate, the Notice shall indicate that a purpose of the meeting will be the development of a statement of the transition services needs of the student and indicate that the student will be invited to attend. For a student with an exceptionality age 16 or younger if appropriate, the Notice must:

Indicate that a purpose of the meeting is the consideration of needed transition services;

Indicate that the school will invite the student; and

Identify any other agency that will be invited to send a representative.

3. Methods to Ensure Parent ParticipationIf neither parent is able to physically attend the IEP meeting, the school must take steps to ensure parent participation, including individual or conference telephone calls. The school must take whatever action is necessary to ensure that the parents understand the proceedings at the IEP meeting, including arranging for an interpreter for parents who are deaf or whose native language is other than English (KAR 91-40-17(c)(d)).

If the parents are unable to meet prior to the expiration date of the annual IEP and request that the current IEP be extended for a short period of time until they can be involved in the meeting, the school may honor their request and document why the IEP has not been reviewed and when the IEP will be reviewed and revised.

4. Conducting the IEP Team Meeting Without a ParentA school may conduct an IEP meeting without the parent(s) in attendance if the school, despite repeated attempts, has been unable to contact the parents to arrange for a mutually agreed upon time or to convince the parents that they should participate (KAR 91-40-17(e)(1)). The school must have a record of its attempts to arrange a mutually agreed upon time and place.

According to KAR 91-40-17(e)(2), the school district is required to have a "record of attempts" that the agency made to contact the parents to provide them notice of the meeting and to secure the parents’ participation. The record shall include at least two of the following:

Detailed records of telephone calls made or attempted, including the date, time, person making the calls, and the results of those calls;

Detailed records of visits made to the parents’ home or homes, including the date, time, person making the visit, and the results of the visits;

Copies of correspondence sent to the parents and any responses received; and Detailed records of any other method attempting to contact the parents and the results of that attempt.

Districts are encouraged to use their judgment about what constitutes a good-faith effort in making repeated attempts to involve each family in the IEP process. KSDE recommends that at a minimum, school districts make three attempts, using at least two methods, to involve the parents in the IEP Team meeting.

5. Parent Consent to Implement or Change the IEPIf the parents fail to respond to repeated attempts by the school to obtain their participation, and the IEP Team meeting must be conducted without the parents' participation, it may become necessary during the meeting for the IEP Team to consider making changes to the student’s IEP without the parents' participation. For any change to an IEP to occur, the



school must hold an IEP Team meeting. Subsequent to the meeting, the school must provide the parents a Prior Written Notice of Proposed Action before any change is implemented. This allows the parents an opportunity to consent to the proposed change if their consent must be sought, or object to the change even if their consent is not required. The need to seek parental consent depends upon whether it is an initial IEP or the nature of the proposed change to the IEP.

For changes on the IEP that do not impact the student’s services (including service time) or placement, parent consent is not required. But, as previously stated, the school must still follow all required steps to attempt to obtain the parents' participation in the IEP Team meeting and, subsequent to the meeting, provide the parents a Prior Written Notice of Proposed Action, allowing them an opportunity to object to the school’s proposal before any change may be implemented. This type of proposed change might include changes in criteria for a measurable annual goal, short-term objectives, benchmarks, or a change in interventions or strategies on the behavioral intervention plan (BIP).

Parent consent is required for the following actions related to the IEP:

Request to initial provision of services on the IEP; Request to make a substantial change in placement (more than 25% of the child’s school day); Request to make a material change in services (25% or more of any one service); and Request to add a new service, or to delete a service completely (100%).

KSA 72-988(b)(6) and KAR 91-40-27(e) discuss very specific circumstances under which a substantial change in placement or a material change in services may be made without obtaining written parent consent. According to Kansas statute, the school must be able to “demonstrate that it has taken reasonable measures to obtain parental consent to a substantial change in placement or material change in services and the student’s parent has failed to respond. If the parent fails to respond to the request for parental consent to a substantial change in placement or a material change in services, the school must maintain detailed records of written and verbal contacts with the parent and the response, if any, are received from the parent.” Kansas regulation further states that the school “shall not be required to obtain consent for a reevaluation or a proposed change in services or placement of the child if the agency has made attempts, as described in KAR 91-40-17(e)(2), to obtain consent but the parents have failed to respond.”

In practice, this means that a substantial change in placement or a material change in services may only be made without parent consent if:

The school has sought the parents' participation in the IEP Team meeting by making at least two attempts (KSDE recommends three or more attempts) using at least two different methods to give the parents written Notice of the IEP Team meeting at least 10 calendar days in advance of the proposed meeting date; AND

During the subsequent IEP Team meeting held without the parent, appropriate changes were documented on the Prior Written Notice and the school has attempted to provide this Prior Written Notice to the parents at least two times (KSDE recommends three or more attempts), and there was no response by the parent.

Each parent must be provided a final copy of the IEP at no cost. Additional IEP requirements are included in State regulations.

6. Draft IEPsIn order to ensure parent participation in the development of the IEP, the IEP may not be completed before the IEP Team meeting. Members of the IEP Team may come with evaluation findings and recommended IEP components, but should make it clear to the parents that these are only suggestions and that the parents' input is required in making any final recommendations. If school personnel bring drafts of some or all of the IEP content to the IEP meeting, there is to be a full discussion with the IEP Team, including the parents, before the student’s IEP is finalized, regarding content and the student’s needs and the services to be provided to meet those needs. Parents have the right to bring questions, concerns, and recommendations to an IEP meeting for discussion.

7. Interim IEPAn Interim IEP may be developed for a student who has been determined to be a child with an exceptionality, but more



information is needed to determine the appropriate services. Kansas regulations address the implementation of an Interim IEP to assist in determining the appropriate placement for a student. An Interim IEP may also be appropriate when a student transfers into a school district and the student has been receiving special education or related services, but the IEP has not been received by the school district. An Interim IEP would enable the student to continue to receive services until the school either receives the current IEP or has time to determine the appropriate services for the student.

The Interim IEP:

sets out the specific conditions and establishes a timeline for the interim educational placement;

specifies a date no more than 30 calendar days from initiation of the Interim IEP to complete the evaluation and make a final placement decision;

ensures that the parents agree to the interim placement prior to carrying it out and that they are involved throughout the process of developing, reviewing, and revising the Interim IEP; and

provides for an IEP meeting at the end of the evaluation period in order to finalize the student’s IEP.

8. Parent Rights DocumentEach time the school notifies the parents of an IEP meeting, the school is also responsible for providing a copy of the Parent Rights document (procedural safeguards). As stated, the Parent Rights are to be provided to the parents with the Notice of the IEP meeting, which may mean that if the school sends the Notice through the mail, the Parent Rights must also be mailed with it. It is not to be provided to the parents for the first time at the IEP meeting. The Parent Rights document must include a full explanation of all of the procedural safeguards available and the State complaint procedures. The Parent Rights document includes the names of persons or organizations that can be contacted for further information.

C. THE INITIAL IEP MEETINGOnce there has been a determination that a child is a child with an exceptionality and in need of special education and related services, an IEP must be developed within 30 calendar days of the determination of eligibility (KAR 91-40-8(i)). The IEP must then be implemented within 10 school days after written parent consent is granted for the services in the IEP (KAR 91-40-16(b)(2)). These timelines run concurrently with the requirement that the IEP be developed and implemented within 60 school days of the date the school receives written parent consent for evaluation (KAR 91-40-8(h)). These timelines can be extended if the school can reasonably justify the need for a longer period of time or has obtained written parent consent to an extension of time (KAR 91-40-8(h) and 91-40-16(b)(2)).

At the IEP meeting, the IEP Team develops a plan for the delivery of a free appropriate public education (FAPE) to a child requiring special education services. The IEP defines the educational services, activities, and linkages necessary for the child’s success. It also describes the services the child needs to participate in the general curriculum, progress in the general curriculum, and receive educational benefit. The IEP is a working document that must meet legal requirements and provide guidance for day-to-day instruction. IEPs are not lesson plans and generally should not contain specific educational methodology. They serve, as a concise summary of a child's needs, goals, supports, and services. The IEP Team must ensure that all components of the specially designed plan are linked and implemented as described.

D. WHEN AN IEP MUST BE IN EFFECTAn IEP must be in effect before special education and related services are provided to a child with an exceptionality and must be implemented within 10 school days after written parent consent is granted for the services in the IEP unless reasonable justification for a delay can be shown. In addition, the school is required to ensure that an IEP is in effect at the beginning of each school year for each child with an exceptionality.

E. IEP CONTENT

Chap. 4 – Pg. 10July, 2001


1. Standards-Based IEPAn IEP that promotes challenging expectations and ensures participation and progress in the general education curriculum is one that focuses primarily on local curricular content standards and related assessments. Thus, statements of Present Levels of Educational Performance (PLEPs), special education and related services provided, and the ongoing monitoring and evaluation of IEPs should relate to State and local standards. It is also important that the IEP meet each of the child’s other educational needs that result directly from the child’s exceptionality. For example, measurable annual goals for higher level math may be appropriate for students who are accelerated in math, even though that level of math is not included in the general education curriculum for the student’s grade level. Annual goals in academic content areas will be drawn from the general education curriculum. Other annual goals may be based on standards that are appropriate to meet the child’s unique needs that result from the exceptionality and that allow the child to participate and progress in the general curriculum.

A standards framework provides a way to develop IEPs that align IEP goals and objectives to classroom curriculum considered important for all children. It also gives the IEP a more long-term focus because content standards are generally written in terms of the knowledge and skills that an individual needs to become a successful and productive citizen. This kind of information can be helpful to the IEP Team to chart IEP goals and activities across the educational years toward a productive transition to work and adult life.Kansas has developed curriculum standards in each of the academic areas for all children. Extended standards have been developed for children who may not be able to participate in the general curriculum. Local curriculum standards should be aligned with the State standards. IEP Teams should utilize these standards as they develop measurable annual goals, benchmarks, or short-term objectives for children to participate and progress in the general curriculum.

2. Present Levels of Educational Performance (PLEP)The present levels of educational performance (PLEPs) summarize the child’s current achievement in the areas of need as determined by an evaluation. They specifically address how the giftedness affects the child’s involvement and progress in the general curriculum. The PLEPs contain current, specific, measurable, objective baseline information for each area of need resulting from the child’s exceptionality. In addition, they link the evaluation results, the expectations of the general curriculum, and the goals for the child. For children ages 14 and older (or younger if appropriate), the PLEPs also address the child's transition needs in the areas of instruction, employment, post-school adult living, community services, and related services.

The purpose of the PLEPs is to identify and prioritize the specific needs of a child and establish a baseline from which to develop meaningful and measurable goals. The PLEPs should:

be stated in terms that are specific, measurable, and objective;

describe current performance, not past performance;

describe the child's performance in the general curriculum;

prioritize and identify needs that will be written as goals; and

provide baseline information for each need.

The PLEPs are to contain baseline data from which measurable annual goals are developed. Baseline data in the PLEPs are derived from locally developed or adopted assessments that align with the general education curriculum. Measurable annual goals describe the child’s performance anticipated within one year and are directly related to the PLEPs. The PLEPs may also contain general information that describes the child and communicates a more global understanding of the child, but will not be used to develop measurable annual goals. This information might include the results of nationally normed assessments of general intelligence or academic achievement.

The IEP Team should consider the following questions when writing the PLEPs:

In areas of concern, what is the child's present level of performance in relationship to district standards and benchmarks in the general education curriculum?

Are there areas of concern not reflected in the general education curriculum (e.g. social skills)?

Chap. 4 – Pg. 11July, 2001


What strengths of the child are relevant to address the identified concerns?

What educational supports and interventions demonstrate the ability to enhance educational success?

What areas of concern require special education in the coming year?

What areas are of greatest importance to the child?

Do district standards or benchmarks in the general education curriculum describe a reasonable annual goal? If yes, can the district standard or benchmark be written to goal specifications?

Example of PLEPStephanie, a 3rd-grader, when given a 6th-grade-level mixed math operations probe, is able to correctly solve 87% of all problems presented. In addition, Stephanie is able to correctly solve 82% of all 6th-grade-level math story problems presented. This means that Stephanie is approximately 3 years ahead of her typical 3rd-grade peers in these areas. When presented with 3rd-grade-level calculation or math story problems, Stephanie completes her work well within the time allotted in the general education classroom, but then disrupts other students by talking, leaving her seat without permission, and playing with objects on her desk.

3. General Education CurriculumThe purpose of special education is to ensure access of the child to the general education curriculum, so that he or she can meet the educational standards that apply to all children within the school's jurisdiction. The IEP must include a statement of the child's present levels of educational performance, including how the child's exceptionality affects the child's involvement and progress in the general curriculum. The IEP Team must consider the general education as it relates to the child’s individual needs. The IEP must have a statement of the special education and related services including supplementary aids and services to be provided to that child or on behalf of that child. This will assist the child to obtain his/her education as appropriate by accessing the general education curriculum.

Participating in the general curriculum does not mean that children must be educated entirely within the general education classroom if that placement is not appropriate. It means that they are working toward meeting the same standards as all other children and learning the same skills expected of all children. That does not necessarily mean that it is appropriate for children who are the same age as 5th-graders to be doing exactly the same thing that the 5th-grade class is doing. Children may have accommodations or be participating in a modification of the 5th-grade curriculum. Or, if they have not attained the prerequisite 5th-grade skills or have surpassed the 5th-grade skills, he or she may be proceeding through the general curriculum at a different level (e.g., may be working on skills in the 8th-grade curriculum).

Consider, for example, a 5th-grade student who is gifted. The general education classroom may be currently involved in a 5th-grade science unit on chemistry. The challenge and opportunities for growth presented by this unit without modification may be inadequate to meet the needs of the student. In this case, the special and general education teachers collaborate to modify the instructional unit to meet the needs of the student who is gifted. Topical areas such as chemistry, magnets, ancient civilizations, elements of literature and so on, can be presented at any instructional level (from elementary grade level to graduate school) to challenge and assure progress for students who are gifted. Such students may need to be provided opportunities to progress at advanced levels and at an increased instructional pace in content areas of the general curriculum. They may also need opportunities to pursue individual interests and expertise throughout the general curricular areas and in areas such as creativity and leadership.

The IEP should also include a statement of the program modifications or supports for school personnel that need to be provided for each child to enable him/her to advance appropriately toward attaining those measurable annual goals and to be involved and progress in the general education curriculum. These supports may include staff development (e.g., how to differentiate curriculum, learn a software program the child will use), consultation by a special teacher, or materials or modifications to the environment.

a. Modification and Accommodation in the General Education Classroom (Not the State Assessments)

Chap. 4 – Pg. 12July, 2001


A general education classroom is filled with students representing a wide range of abilities, achievement, and learning styles. The expected range of achievement for students without exceptionalities in a general education class may be two or more grade levels behind to two or more grade levels ahead. For classes with students who are identified as gifted or disabled, the range of achievement may be even broader. Despite the diversity of students in any particular classroom, the general education teacher’s mission is to help ensure that all students learn. This often requires that teachers make accommodations, modifications, and/or adapt their teaching styles to reach all of their students. Meeting the needs of individual students using accommodations and/or modifications is part of effective instructional practice for teachers. Students do not have to be disabled or have an IEP to receive accommodations or modifications in the general education classroom.

When defining the difference between accommodations and modifications, it is important to first specify the situation. In formal testing situations where normed assessments are being administered using standardized test protocols and procedures (e.g., WISC, WJ-R, State Assessments), the administration manual for the test will specify allowable accommodations. Modifying the administration of these tests is generally not permitted since modification changes their construct so that they no longer validly measure what they were designed to measure.

In contrast, the informal testing that occurs in the general education classroom is not normed and does not require standardized test protocols and administration procedures to be valid. The purpose of general education classroom tests is for teachers to determine what their students have learned as the result of instruction. In a general education classroom setting, in order to determine whether an individualized testing process is an accommodation or modification, the focus is on the curricular content to be learned. How a student demonstrates what they have learned may vary from student to student.

b. Accommodated General Education Classroom Curriculum and/or Tests

A student with giftedness should have the opportunity to demonstrate mastery of the curricular content at any time. Pre-testing is an accommodation that allows a student to demonstrate mastery through prior knowledge. Pre-testing frees up time during general education for students with giftedness to have opportunities to progress at an advanced level and pace of instruction in content area(s) of the student's individual interest and expertise throughout the general curriculum areas and in areas such as creativity, leadership, and social/emotional.

c. Modified General Education Classroom Curriculum and/or Tests

Again, the focus is on the curricular content to be learned. If the student is expected to learn and demonstrate mastery of more or different curricular content than students without exceptionalities, the course has been modified. Program modifications must be designed to allow children with exceptionalities to participate with nonidentified peers to the maximum extent appropriate in direct instruction, learning activities, collaborative work groups, large-group discussions, and other events occurring in their general education classroom. This could require the coordination of appropriate instructional level materials for students with exceptionalities with the topic or theme being studied in the general education classroom. It could also require the modification of assignments, tests, worksheets, and other materials provided in the classroom.

Necessary accommodations and modifications for students with exceptionalities must be documented on the student’s IEP. Everything documented on a student’s IEP must be fully implemented by special and general education teachers who are working with the student.

4. Measurable Annual GoalsMeasurable annual goals are descriptions of what a child can reasonably be expected to accomplish within a 12-month period with the provision of special education (specially designed instruction) and related services. When selecting areas of need to address through annual goals, the IEP Team’s focus should be on selecting goals from the standards and benchmarks of the local district. To accomplish this, it is necessary that the child's performance be measured against the district standards and benchmarks. As districts develop assessments to measure their standards and benchmarks, all children need to be included.

Measurable annual goals must be related to meeting the child’s needs that result from the child’s exceptionality, to enable the child to be involved and progress in the general or advanced curriculum. In addition, they must meet each of

Chap. 4 – Pg. 13July, 2001


the child’s other educational needs that result from the child’s exceptionality. Annual goals are not required for areas of the general curriculum in which the child’s exceptionality does not affect the ability to be involved and progress in the general curriculum. The annual goals included in each student’s IEP should be individually selected to meet the unique needs of the individual child. The goals should not be determined based on the category of the child’s exceptionality or on commonly exhibited traits of children in a category of exceptionality.

There is a direct relationship between the measurable annual goal and the needs identified in the PLEPs. Because the PLEPs are baseline data for the development of measurable annual goals, the same criteria used in establishing the PLEPs must also be used in setting the annual goal.

Four critical components of a well-written goal are:

Timeframe is usually specified in the number of weeks or a certain date for completion.In 36 instructional weeks…By November 19, 2000…By the end of the 1999-2000 school year…

Conditions specify the manner in which progress toward the goal is measured. Conditions are dependent on the behavior being measured and involve the application of skills or knowledge.

when presented with 2nd-grade-level text…given a mixed, 4th-grade-level math calculation probe…given a story prompt and 30 minutes to write…

Behavior clearly identifies the performance that is being monitored, usually reflects an action or can be directly observed, and is measurable.

Sarah will read…Claude will correctly solve…Mary will score…

Criterion identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been reached. The goal criterion specifies the amount of growth the child is expected to make by the end of the annual goal period.

96 words per minute with 5 or fewer errors.85% or more correct for all problems presented.4 or better when graded according to the 6-trait writing rubric.

Well-written measurable annual goals will pass the “Stranger Test.” This test involves evaluating the goal to determine if it is written so that a teacher who does not know the student could use it to develop appropriate instructional plans and assess the student’s progress. The number of goals addressed in the IEP depends on the child's needs. Prerequisite skills, immediate needs, and general applicability are all factors to consider when establishing priorities. Parents, general education teachers, and children are also essential sources of information when setting priorities. Each IEP must have at least one measurable annual goal. Each measurable annual goal must have benchmarks, short-term objectives, or a combination of both. The purpose of both is to enable a child’s teacher(s), parents, and others involved in developing and implementing the child’s IEP to gauge, at intermediate times during the year, how well the child is progressing toward achievement of the annual goal.

a. Benchmarks (Milestones or Major Milestones)

Benchmarks are major milestones that describe content to be learned or skills to be performed in sequential order. They establish expected performance levels that coincide with progress reporting periods for the purpose of gauging whether a child’s progress is sufficient to achieve the annual goal.Riddle: When is a benchmark not a benchmark?

It is important to note that the term “benchmark,” as it is used in the IEP, should not be confused with the term “benchmark” as it is used in general education curriculum and school improvement. In the general education curriculum, benchmarks are outcomes. Indicators are listed in hierarchical order to gauge progress toward accomplishment of the benchmark.

In the context of Kansas regulations and IEPs, measurable annual goals are the desired outcome. Benchmarks or short-term objectives are listed in hierarchical order to gauge progress toward achievement of the annual goals.

Chap. 4 – Pg. 14July, 2001


Within the local curriculum, the IEP Team should identify the skills and performance levels the child will master as he/she progresses toward the annual goal and select those for possible benchmarks in the IEP.

EXAMPLE PLEP, BENCHMARKS, AND ANNUAL GOAL

Jake is able to complete class projects that meet the teachers expectations for content. He tends to follow the same pattern when creating class projects and his teachers have requested that he be more “creative”. Jake would like to know more about ways to be creative in his class work.

Benchmark 1: In 9 instructional weeks, given teacher instruction in the cognitive and affective creative thinking skills, Jake will name and define them with at least 90% accuracy on a written test.

Benchmark 2: In 18 instructional weeks, upon request, Jake will share his application of at least two creative thinking skills to a short-term class project.

Benchmark 3: In 27 instructional weeks, upon request, Jake will share his application of at least five creative thinking skills to a long-term class project

Measurable Annual Goal: In 36 instructional weeks, Jake will be able to name the four affective and four cognitive creative thinking skills. He will be demonstrate how he has used them in one short term and two long-term class projects.

b. Short-Term Objectives (Intermediate Steps)

Short-term objectives are measurable, intermediate steps between a child's present level of educational performance and the annual goal, with the conditions under which the skill is to be performed, the behavior to be observed, and the criteria for success. Their development is based on a logical breakdown of the major components of the annual goals and they measure progress toward meeting the annual goal. They set the general direction to be taken by those who will implement the IEP and are the basis for developing a detailed instructional plan for the child.

EXAMPLE PLEP, SHORT-TERM OBJECTIVES, AND ANNUAL GOAL

PLEP: Given 4th-grade-level math curriculum, Jeff is currently able to solve 100% of all problems presented with 98% accuracy. Jeff completes all class work quickly and accurately and often works ahead with no teacher instruction. He is a self-motivated independent worker.

Short-Term Objective 1: In 12 instructional weeks, Jeff will pre-test the first 1/3 of the math curriculum. He will work with the class in areas that he does not show mastery and will be given extension activities when he shows mastery of the general education curriculum. He will show 90% mastery of all work.

Short-Term Objective 2: In 24 instructional weeks, Jeff will pre-test the second 1/3 of the math curriculum. He will work with the class in areas that he does not show mastery and will be given extension activities when he shows mastery of the general education curriculum. He will show 90% mastery of all work

Measurable Annual Goal: In 36 instructional weeks, Jeff will pre-test the 4th grade math curriculum. He will work with the class in areas that he does not show mastery and will be given extension activities when he shows mastery of the general education curriculum. He will show 90% mastery of all work.

c. Measuring and Reporting Progress on Annual Goals

Once the IEP Team has developed measurable annual goals for a child, the team must develop either major milestones (benchmarks) or measurable, intermediate steps (short-term objectives) that will enable parents, children, and educators to monitor progress during the year, and, if appropriate, to revise the IEP consistent with the child’s instructional needs. The strong emphasis is to enable each child to be involved and progress in the general curriculum.

Chap. 4 – Pg. 15July, 2001


Further, parents must be informed about their child’s educational progress as regularly as parents of children without exceptionalities are informed of their child’s progress. The manner in which this requirement is implemented is left to the discretion of each IEP Team. It is dependent on how and when reporting is provided within the district. The reporting may be carried out in writing or through a meeting with the parents (including documentation of information shared at the meeting), whichever would be a more effective means of communication. Whatever method, or combination of methods, is decided at the IEP meeting, it must provide sufficient information to enable parents to be informed of (1) their child’s progress toward the annual goals, and (2) the extent to which that progress is sufficient to enable the child to achieve the IEP goals by the end of the year.

Frequent monitoring of student progress is encouraged. Frequent monitoring is beneficial in several ways:

It gives the teacher time to implement interventions and new strategies if student progress is inadequate toward reaching the benchmark or short-term objective,

It maximizes the child’s time and opportunity to learn and ensures effective instructional practices,

It prevents unpleasant surprises for parents when progress reports go home or at parent-teacher conferences, and

It documents “good faith” on the part of the teacher implementing the IEP.

If data collection over time indicates inadequate student progress despite the implementation of interventions and strategies, the IEP Team may need to meet and reevaluate the appropriateness of one or more annual goals. The IEP must be revised as appropriate to address any lack of expected progress toward the annual goals or progress in the general curriculum. Likewise, for students who are gifted, reevaluating the appropriateness the IEP and revision of one or more goals may be necessary to address leaps in progress that result in the child's achieving the goal(s) before the IEP annual review date.

When appropriate, a portion of the IEP may be revised. As with any change made on an IEP, there must be an IEP Team meeting. The Notice for the IEP Team meeting would indicate what part of the IEP the team is reviewing. Upon completion of the review, the parents will receive a Prior Written Notice of Proposed Action. Parent consent for the revision may or may not be required depending on whether the change constitutes a substantial change in placement or a material change in services. When reviewing only a portion of the IEP, the annual review date does not change. The annual review date should only change if the entire IEP is reviewed for appropriateness and revised as necessary.

5. Accountability for the IEPKansas regulations make it clear that the IEP is not a performance contract and does not constitute a guarantee by the public school and the teacher that a child will progress at a specified rate. Despite this, schools and teachers have continuing obligations to make good-faith efforts to assist the child in achieving the goals and objectives or benchmarks listed in the IEP, including those related to transition services. In addition, teachers and other personnel who carry out portions of the child’s IEP must be informed about the content of the IEP and their responsibility regarding its implementation.

The law does not limit the parents' right to ask for revisions of the child’s IEP or to invoke due process procedures if the parents feel that these efforts are not being made.

6. Special Education and Related ServicesEach IEP Team makes decisions about the special education instruction and related services, as well as supplementary aids and services required to meet the needs of a child with an exceptionality. All services outlined on the IEP indicate the projected date for the beginning of the services and the modifications for each. It is possible that service dates may vary throughout the year and should be indicated as such on the IEP.

The decision about what services, the amount of services, and the setting of services needed to assist in the implementation of the IEP is based on a variety of factors. The IEP Team must identify the child's present levels of educational performance (PLEPs) and describe the annual goals and benchmarks/short-term objectives. Once the

Chap. 4 – Pg. 16July, 2001


needs, goals, and benchmarks/objectives are established, the IEP Team decides what services are to be provided, where the services are to be provided, and the amount of time the child will spend in general education settings, special educational settings, or in a combination of settings. All special education and related services must be individually determined in light of each child’s unique abilities and needs to reasonably promote the child’s educational success.

The amount of services to be provided must be stated in the IEP so that the level of the school’s commitment of resources will be clear to parents and other IEP Team members. The amount of time to be committed to each of the various services to be provided must be (1) appropriate to the specific service, and (2) stated in the IEP in a manner that is clear to all who are involved in both the development and implementation of the IEP.

The amount of special education and related service to be provided to a child may be stated in the IEP as a range (e.g., speech therapy to be provided three times per week for 30-45 minutes per session) only if the IEP Team determines that stating the amount of services as a range is necessary to meet the unique needs of the child. It may also be determined that a particular service is needed only under specific circumstances, such as the occurrence of a seizure or of a particular behavior. A range may not be used because of personnel shortages or uncertainty regarding the availability of staff (Federal Appendix A, Question #35, Figure 4-1, p. 12479).

The Kansas data reporting Management Information System (MIS) requires that the amount of time of the services to be provided must be listed by minutes per day. The amount of minutes reported on the MIS data form may be estimated as close as possible to the amount of time indicated on the IEP. It is important to note that it is the IEP that creates the obligation on the part of the school for the frequency, location, and duration of services to be provided to the child, not the MIS data collection form that is submitted to the State. The MIS data form is merely a projection of anticipated services. The MIS data form is not part of the IEP or the student's file.

7. Participation in General State Assessments and District-Wide AssessmentsThe IEP Team is to make a decision about the child's participation in State assessments and district-wide assessments. If the IEP Team determines that the child should not participate in a district-wide assessment because it is not at an appropriate level, the IEP Team must explain why the assessment is inappropriate and specify how the child will be assessed. With regard to Kansas State assessments, situations where it would not be appropriate for a child to participate are extremely rare. This is because the Kansas State assessments are structured to offer varying levels of participation designed to meet the needs of all Kansas students. These levels include the General State Assessment, the General State Assessment with accommodations, and the State Alternate Assessment. A student may participate in any combination of the State assessments with the exception of the State Alternate Assessment. If the IEP Team determines that the student will participate in the State Alternate Assessment, the student is not eligible to participate in any other State assessment. The intent is that all children will be assessed and will be part of the State and district accountability systems. All accommodations and/or modifications that are necessary in order for the child to participate in State or district-wide assessments must be documented on the IEP.

8. Transition ServicesBeginning at age 14, and updated annually, the IEP must contain a statement of the transition service needs of the gifted child that focuses on the child’s course of study, such as participation in advanced-placement courses or a vocational education program. At age 16, or earlier if determined appropriate by the IEP Team, the IEP must contain a statement of needed transition services. The transition requirements at age 16 take on a broader focus on coordination of services across, and linkages between, agencies beyond the school. It is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment, continuing and adult education, or community participation. In addition, transition services are:

1. Based on the individual student’s needs, taking into account the student’s preferences and interests; and

2. Include; instruction; related services; community experiences; development of employment and post-school adult living objectives; and if appropriate

Chap. 4 – Pg. 17July, 2001


acquisition of daily living skills and functional vocational evaluation.

9. GraduationIssues relating to providing special education services to students beyond age 18, dates of graduation, and the awarding of diplomas must be addressed in the student’s IEP. The school district’s principal focus in determining the projected date of graduation should not be on graduating the student with his/her peers, rather it should be on providing an appropriate education as determined by the student’s IEP.

It is recommended that IEPs contain the following information:

The projected date of graduation and awarding of a diploma;

The appropriate transition services to be provided by the school;

The duration of the services to be provided by the school, including whether such services will be provided after the student becomes eligible for graduation;

The individualized criteria or goals that should be achieved prior to graduation, including those that are in addition to or different from the completion of the required number of Carnegie units; and

The projected date of participation in commencement exercises, if different from the date of graduation.

When a child with an exceptionality enters high school, progress toward graduation must be monitored annually and recorded on an official transcript of credits. Students are eligible for graduation from high school upon successful completion of State and local board requirements and must receive the same graduation recognition and diploma that

10. Age of MajorityBeginning at age 17, the IEP Team must inform the student and the parents that at the age of majority under State law (age 18 in Kansas), rights will transfer to the student. The school must provide documentation in the IEP that the student has been informed at least one year before the student is 18.

F. IEP TEAM CONSIDERATIONS Kansas statutes include several special factors that the IEP Team must consider in the development of the IEP:

1. Strengths of the Child and the Concerns of the ParentsThe IEP Team should be aware of the strengths of the child, and utilize those strengths during the development of the IEP to assist in addressing the child’s needs where possible. In addition, parents should have the opportunity to express their concerns for their child’s education during the IEP meeting, and those concerns are to be reflected in the IEP.

2. Results of the Initial Evaluation or Most Recent ReevaluationIn developing each child’s IEP, the IEP Team must consider the results of the initial or most recent reevaluation of the child and, as appropriate, the results of the child’s performance on any general State or district-wide assessments. This must include a review of valid evaluation data and the observed needs of the child resulting from the evaluation process. Because the relationship between the IEP and evaluation process has been strengthened by Kansas regulations, it is expected that this consideration will usually occur through examination of existing evaluation data.

3. Behavioral ConcernsThe IEP Team must consider whether the child’s behavior impedes his or her learning or that of others. If it does, the child’s IEP must include strategies, including positive behavioral interventions, strategies, and supports to address that behavior. The focus of behavioral strategies in the IEP is prevention of the behavior, not just provision for consequences subsequent to the behavior. This means that the team will need to attempt to identify the function of the behavior,

Chap. 4 – Pg. 18July, 2001


usually through a functional behavioral assessment, and develop strategies to prevent the behavior from occurring again in the future. These strategies could be implemented through the IEP annual goals, program modifications, or a behavioral intervention plan (BIP). These strategies are designed to foster increased participation of children with disabilities in general education environments or other less restrictive environments, not to serve as a basis for placing children with disabilities in more restrictive settings.

Whether the behavioral interventions, strategies, and supports are addressed through the IEP goals, program modifications, or a behavioral intervention plan, no interventions that would deny the child a free appropriate public education (FAPE) should be utilized. That is, no child should be denied access to special education services and the opportunity to progress in the general curriculum. If a behavioral intervention plan is used, it becomes part of the IEP and any changes to it would require a meeting of the IEP Team to consider the changes and to rewrite the plan.

The general education teacher, as a member of the IEP Team, is to participate in developing the child’s IEP, including the determination of appropriate positive behavioral interventions and strategies and the determination of supplementary aids and services, program modifications, and supports for school personnel.

4. Limited English ProficiencyThe IEP Team must consider the language needs of the child who has limited English proficiency. The language needs of the child as they relate to the IEP must be addressed in the provision of services for a child with limited English proficiency.

5. Braille (dual exceptionality)For a child who is blind or visually impaired, the IEP Team must consider instruction in Braille. The use of Braille should be provided unless the IEP Team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child. If Braille is to be taught as a method of accessing printed material, it is to be indicated in the IEP.

6. Communication Needs (dual exceptionality)

a. All Children

It is important that the IEP Team consider the communication needs of each child. This consideration must include the unique communication needs of all children in order to help them achieve their educational goals.

b. Deaf/Hard of Hearing

For the child who is deaf or hard of hearing, the IEP Team must consider the child’s communication needs, including the opportunity for direct communication with peers and professional personnel in the child’s language and communication mode, as well as academic level, and full range of needs including opportunities for direct instruction in the child’s language and communication mode. It is important that the school recognize that this consideration is not an administrative decision for only one particular type of sign language interpreting to be available, nor is it a parental decision based on parental choice. Instead, the unique communication needs of each child must be the determining factors. The school must provide the communication services that each child requires.

G. EDUCATIONAL PLACEMENT AND LEAST RESTRICTIVE ENVIRONMENTThe IEP Team must determine the educational placement for each child with an exceptionality on an annual basis. As part of this determination, the IEP Team must give consideration to any potential harmful effects the placement may

Chap. 4 – Pg. 19July, 2001


have on the child or on the quality of services that the child needs. The child’s placement must be based on his/her IEP and be as close as possible to his/her home.

1. Children Identified as GiftedAlthough placement in the LRE is not legally required for children identified as gifted, the provision of FAPE still requires that the IEP Team make an individualized placement determination for the child. A child who is gifted should be afforded a continuum of placement options for the implementation of the services on the IEP. The consideration of the location of the services should be based on the individual needs of the child, not on the category of exceptionality or convenience of the staff.

As part of determining the most appropriate placement for a child who is gifted, the IEP Team must document any potential harmful effects of the placement (educational and social consequences) on the child or the quality of the services the child needs. In addition, it is important that the IEP for a child who is gifted contain an explanation of the extent to which the child will not participate with nonidentified children in the general education class, and in extracurricular and nonacademic activities. For most gifted children, the need to provide special education services in a “pull-out” setting outweighs the potential negative social and educational consequences of missing general education classroom activities, discussions, instruction, and social interaction with classmates. Research indicates that LRE for a gifted student is not necessarily the general education classroom (Archambeault et al, 1994).

2. Extracurricular and Nonacademic ActivitiesThe IEP must include an explanation of the extent to which the child will participate with children in the general education class, including extracurricular and other nonacademic activities. The school is to take steps to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with exceptionalities an equal opportunity for participation in those services and activities.

Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the public school, employment of students, and similar services.

For example, the IEP Team might consider if the child could attend an after-school activity, a club, or group meetings that other students would participate in. Examples could be math clubs, chess clubs, or enriched science activities.

H. MEETING TO REVIEW AND REVISE THE IEPThe IEP is to be reviewed periodically, but at least once every 12 months, to determine whether the annual goals for the child are being achieved and to revise the IEP as appropriate. The IEP must be in effect at the beginning of the school year, and the IEP Team must consider the placement of the child at least annually. Although the school is responsible for determining when it is necessary to conduct an IEP meeting, the parents of a child with an exceptionality have the right to request an IEP meeting at any time. As well, the child’s teacher or other school staff may also propose an IEP meeting at any time they feel the IEP has become inappropriate for the child and revision should be considered.Specific day-to-day adjustments in instructional methods and approaches that are made by either a general or special education teacher to assist a child with an exceptionality to achieve his or her annual goals would not normally require action by the child’s IEP Team. However, if changes are contemplated in the child’s measurable annual goals, benchmarks, short-term objectives, any of the services or program modifications, or other components described in the child’s IEP, the school must ensure that the child’s IEP Team is reconvened in a timely manner to address those changes. The school must conduct an IEP meeting even if the proposed change in the IEP does not require parent consent, such as a change of less than 25% of a service or placement, changes in criteria for a measurable annual goal, short-term objectives, benchmarks, or a change in interventions or strategies on the behavioral intervention plan (BIP).

Each time an IEP meeting is proposed, the school must provide written Notice of the meeting to the parents and other IEP Team members as described earlier in this chapter, along with a copy of the Parent Rights.

Chap. 4 – Pg. 20July, 2001


I. ADDITIONAL IEP WRITING GUIDELINES FOR GIFTED STUDENTS

1. Present Level of Educational Performance (PLEP)The purpose of the PLEP is to describe and identify the strengths, and/or possible weaknesses, of the student from which individualized, meaningful and measurable goals will be written. The PLEP may include current relevant information in the areas of general intelligence, academic performance and social/emotional data and must include data relevant to the student’s performance in the general curriculum. The purpose of the PLEP is to identify (to diagnose) how a student’s exceptionality impacts the student’s involvement or progress in the general curriculum—how the student’s “giftedness” impacts his/her “needs”.

The PLEP should be a short description of general education performance. This could include test scores, grades, student self-evaluation information, rubrics, observational data, inventories, portfolio/product evaluations. Baseline data should be given when appropriate. The same criteria must be used to measure achievement in the PLEP as is used to measure progress in the goal.

The PLEP should: be stated in specific, measurable and objective terms

describe the student’s current performance in relation to the general curriculum along with background information which gives a more complete picture of the child

prioritize and identify the needs that will be written as goals

provide baseline information for each needThe PLEP and IEP goals are directly related so that each area of need identified in the PLEP must be addressed in the IEP. The PLEP is used as baseline data for the development of measurable goals with “specially designed instruction” and accountability to measure progress. Pre-testing gives you information by which measurable goals can be written. Post-testing provides evidence of progress.

Sources of PLEP from which IEP needs can be identified: the most recent evaluation of the child

input from the general education teacher

input from the teacher for gifted education such as student performance, student products, narrative information based upon teacher observation

input from parents

input from the student

locally developed or adopted assessments aligned with the general curriculum

State and district assessments may be used for “background information” under PLEP but not for writing goals unless the assessment is given to that student every year. For example, if a student is assessed in writing for two or more years consecutively, then the assessment may be used to create a goal in writing and to measure progress in writing.If the writing assessment is only given in grades 5, 8 and 11, the assessment scores can give good background information on the student, but cannot be used to write a goal because during grades 6, 7, 9, and 10, no assessment is given to measure progress.

Individual standardized ability test scores and standardized achievement test scores may also be given as background information but should not be used to write goals if they are not aligned with the general curriculum of the district.

Information which might be collected from the above sources: evidence of the quality of the student’s performance

evidence of the quality of products produced by the student

grades

Chap. 4 – Pg. 21July, 2001


a portfolio of the student’s work

rubric rating scores

observations by the teachers and other educational staff

student interviews/questionnaires

rating scales or evaluations of the student’s performance or products which were completed by the teacher/s or by the student

data on the student’s completion of previous IEP goals

narrative information from the student, parent, teachers

evidence of the student’s academic and intellectual strengths which equate a “need”

test scores on chapters or units of study in specific subject areas

pretests/post test scores

The PLEP and measurable goals must be directly related to one another.

2. Using Rubrics to Establish PLEPRubrics and resulting scores that may be attached to the rubrics, can be used to establish a baseline with the score written as part of the PLEP (“a mean rubric score of 4”). The rubric itself must match the goal. A copy of the beginning rubric score should be placed in the IEP and a copy shared with the student and the parent. The same rubric should be used after the student has completed the goal to measure improvement and placed in the IEP file with the IEP.

Writing a rubric is a specific skill that with training, can be created by knowledgeable professionals. Most writers of rubrics create an even ranking of 4 or 6 so that students do not fall in the midrange. A 3-point rubric is usually too short and 10 is too long.

If you decide to create your own rubric, consider writing a generic or global rubric, which can be applied in several content areas. Think of focus areas, which are needed by most students in gifted education such as problem solving, critical thinking or writing (creative, technical, reading and writing).

3. Writing Measurable GoalsAn IEP must contain at least one goal. Each goal must have at least 2 benchmarks or objectives to measure progress. A goal defines what a student knows now and what you want them to know when the goal is accomplished. Measurable goals must include four elements: time frame, conditions, behavior and criteria.

Time frame specifies the amount of time in the goal period.“in 36 weeks,” “at the end of the first quarter,” “by March 24, 2000”

Conditions specifies the manner in which the progress toward the goal is measured and involves the application of skills or knowledge.“given 6th grade math story problems,” “given the curriculum for French I,” “

The Behavior clearly identifies the performance which can be directly observed andmonitored.“the student will solve all assigned daily problems”“the student will compact the curriculum for French I” “the student will write and edit”

The Criterion identifies how much, how often or what standards of behavior must occurin order to demonstrate that the goal has been achieved.

Chap. 4 – Pg. 22July, 2001


“with a 90% average each 9 weeks” “from a rubric score of 1 to a rubric score of at least a 4 on a 5 point scale”

Some gifted IEP goals may continue for a full school year because they are linked to progress in the general education curriculum. Other goals, which enrich or extend the curriculum or are related to a specific need of an individual gifted student, may be completed in a limited number of weeks.

The primary focus in the development of IEP goals is the student’s participation and progress in the general education curriculum.

The IEP team should consider writing goals for students who are in primarily three categories.

A goal which extends or enriches the general education curriculum in a specific subject.

A goal which accelerates the general education curriculum in a specific subject. (testing-out or compacting options fit here)

A goal which is related to a very individualized, specific need not contained in the general curriculum. (study of the Russian language or Braille, physics for a 4th grader, etc.)

4. Objectives or BenchmarksObjectives measure the same behavior, or series of behaviors, over time.

reading fluency, addition facts articulation of the letter “r” memorization of facts like chemistry elements or states and capitals.

Reading probes, CBM, and pre-tests give baseline for objectives. Objectives are written for students working on basic skills like vocabulary, or compacting a course, or moving ahead in the general curriculum such as accelerating in math or in a foreign language in which fluency and accuracy of the basic skills of the subject are the focus.

An objective applies criteria to measure performance of a single behavior, or series of behaviors, over time. Dates (time) are included in the objective statements.Benchmarks measure different behaviors, each of which builds upon one another and must be completed in sequence before the student moves on to the next benchmark.

written language math problem solving reading comprehension.

When a student must accomplish a series of different behaviors, each of which builds upon the other in developmental order, benchmarks are written. Since it's not know how long each step will take, but it is known that each step must be completed in order, benchmarks with target dates are used to check for progress and for completion. This accountability documents that the student met the benchmarks through the use of a portfolio, notes, or other information. When measuring a behavior cannot be done precisely the use of benchmarks is appropriate.

Since benchmarks monitor progress for each general education-reporting period, 3 benchmarks are sufficient for a goal, which spans the school year. Benchmark 1 checks progress at the end of first quarter; benchmark 2 marks the end of second quarter; benchmark 3 is for the end of the third quarter. Each benchmark builds upon learning in the previous one and builds in levels of difficulty. At the end of the fourth quarter, the goal is completed so a 4th benchmark is equal to the goal.

When writing a goal, which will be completed in less than a school year, the task (the goal) to establish the steps (benchmarks) and dates are determined when each step will be completed.

Chap. 4 – Pg. 23July, 2001

Schwegler Elementary, 01/03/-1,


The task (goal) is analyzed to establish steps (benchmarks). Many goals in gifted education require benchmarks instead of objectives because the tasks are complex and progress is based upon the accomplishment of a series of different behaviors that build upon one another in sequential order. Other goals will require objectives, benchmarks or a combination of both.

Goals for gifted students may be written for a full year; others may be accomplished in a semester or in one grading period. What is important is that the IEP addresses a full school year and that one or more of the goals are in effect until the next IEP date.

5. Goals versus Program ModificationsGoals must involve “specially designed, direct instruction.” In comparison, program modifications occur when the student already has the skills and an opportunity is provided for the student to apply these skills. Program modifications include those activities in which no direct instruction by a teacher is necessary such as completing an independent research project, participating in field trips or attending special lectures or seminars. A mentorship situation may need to be looked at carefully to determine if specially designed, direct instruction is involved, or if this is a program modification.

In comparison, program modifications occur when the student already has the skills and an opportunity is provided for the student to apply these skills. The student is self-directed and checks in with the teacher for monitoring of progress.

Acceleration does require specially designed, direct instruction and so a goal needs to be written. Taking classes at a higher grade level or at a college/university requires a goal even though direct instruction is provided by the teacher or professor of the course and not by the gifted education facilitator.

The IEP is a complete document. An activity identified as program modification still has value and still must be accomplished. Someone must be named to implement the modification and monitor the student’s progress. However, the IEP must contain at least one goal. If modifications are all the student needs, then the student does not need gifted services. Program modifications alone do not make an IEP.

Chap. 4 – Pg. 24July, 2001


6. Examples of Measurable Goals

Technology

Goal: In 18 weeks, Jeff will demonstrate his knowledge of technology by learning to access information on at least 5 web sites and create a 10 card Hyperstudio or PowerPoint presentation of a selected topic for presentation to his class with a score of at least 4 on a 5 point rubric.

Baseline: Jeff said he is very interested in technology and spends about 90 minutes everyday at home playing computer games. His parents support this. Jeff said he does not know how to use PowerPoint and hasn’t used Inspiration software or used web sites to research information. His teachers and parents would like to encourage his interest in technology.

Benchmarks:1. Using at least 5 approved web sites; Jeff will gather information about his topic with the appropriate citation.2. Jeff will analyze the information he has collected and organize it using Inspiration software to develop a

web of the ideas.3. Jeff will create and present his program to an authentic audience for a competency score of at least a 4 on

a 5-point scale.

Science, the Scientific Process

Goal: By the end of the second 9 weeks of the 2000-2001 school year, the student will learn the steps of the scientific process and apply these steps to complete a scientific experiment with a mean rubric score of at least a 4 on a 1 to 5 scale.

Baseline: When asked to list the five steps of the scientific process and explain the meaning of each, the student stated that she knew she would conduct an experiment but she was unable to explain how to begin or how to proceed.

Benchmarks:1. The student will identify and state the problem in one sentence.2. The student will formulate an hypothesis in a written paragraph of no less than 5 sentences.3. The student will conduct the experiment and record the results.4. After analyzing the hypothesis and results, the student will write a paragraph of a minimum of 5 sentences

discussing the conclusion she reached.

Math, Using Manipulatives

Goal: During the next 36 weeks, Ben, a 4th grader, will solve at least 70 problems at the 5th grade level using unifix cubes, pattern blocks, pentominos, tangrams and other manipulative with an average score of 95-100%

Baseline: When given a pretest of 2 problems from each of the above categories at the 5th grade level, Ben scored an average of 35%.

Benchmarks/Objectives Combo:1. Ben will be able to solve 21 fifth grade problems using unifix cubes with an average score of 95-100%.2. Ben will be able to solve 16 pattern block problems and 5 problems using 3 dimensional manipulatives at

the 5th grade level with an average score of 95-100%.3. Ben will solve 20 fifth grade level pentomino problems with an average score of 95-100%.4. Ben will solve 10 fifth grade problems using tangrams with an average score of 95-100%.

(Benchmarks are steps that build in complexity; objectives have measurable criteria.)

National History Day, Secondary Level, Analysis of the Characteristics of a Frontier

Chap. 4 – Pg. 25July, 2001


Goal: From August 22, 2000, through March 3, 2001, (given the National History Day guidelines), the student will apply the characteristics of a frontier to produce a 10 minute documentary and a 500 word processed paper including an annotated bibliography for a rating of a 3 on a 1 to 3 scale.

Baseline: This is an extension of the junior high social studies curriculum. When asked to define a “frontier,” the student said, “a wild area.” He was also unable to list the characteristics of a frontier.

Benchmarks:1. The student will analyze the characteristics of a frontier from August 22 until September 30th.2. The student will define a frontier and apply the characteristics to a frontier of people, places or ideas from

September 30 to November 30.3. The student will synthesize the information into a 10-minute documentary and a 500-word paper to be

completed by March 3, 200__.(National History Day is not the content but only the vehicle by which the student investigates and analyzes the characteristics of a frontier.)

Extension of Social Studies American History Curriculum, Native American Myths

Goal: During the first semester, as an extension of the 5th grade social studies curriculum and after studying the characters and themes common to the genre of Native American mythology and the oral tradition of the Native American culture, Yoshika will analyze these elements and synthesize her knowledge to create 5 story pyramids, 5 character webs, “an animal skin” petroglyph and an original myth told to an audience.

Baseline: Yoshika read Greek and Roman myths last year. She expressed an interest in learning more about the culture and mythology of other countries. Using a rating system from 1 to 4 (1 being least known), Yoshika rated her knowledge and understanding of Native American myths and culture as a 1 or 2. This goal extends and enriches the 5th grade social studies curriculum. Yoshika is capable of analyzing information and drawing comparisons, said her teacher and parents.

Benchmarks:1. After reading 5 Native American myths, listening to Native American music and stories presented in class,

Yoshika will analyze common themes and reoccurring characters in Native American mythology by drawing a character web and a story pyramid for the 5 myths she read with a rubric score of 4 on a 1 to 4 scale.

2. Yoshika will apply her knowledge of the elements of Native American mythology by retelling a myth through Native American petroglyphs on “animal skin” paper with a rubric score of a 4.

3. Yoshika will apply her understanding of Native American mythology by writing an original myth, creating character masks and telling her story to an audience with a rubric score of a 4.

Math AccelerationGoal: During the 2000-2001 school year, given the district’s math curriculum for Transition Math at the 7th grade

level with daily assignments and scheduled tests, Matthias, a 6th grader, will demonstrate mastery of the course outcomes by scoring an average of 90-100% for each 9 week grading period.

Baseline: As a 5th grader, Mathias met the district outcomes for 6th grade math last year with an “A” average for each 9 weeks.

Benchmarks:1. Matthias will meet the district’s curriculum outcomes for the first quarter of Transition Math by completing all

assignments and tests with 90-100% accuracy as evaluated by the classroom teacher and recorded on Matthias’ grade card.

2. Matthias will meet the district’s curriculum outcomes for the second quarter of Transition Math by completing all assignments and tests with 90-100% accuracy as evaluated by the classroom teacher and recorded on his grade card.

3. Matthias will meet the district’s curriculum outcomes for the third quarter of Transition Math by completing all assignments and tests with 90-100% accuracy as evaluated by the classroom teacher and recorded on his grade card.

(At the end of the 4th quarter the goal will be completed.)Secondary Level, Compacting of Spanish I

Goal: During the first semester of the 2000-2001 school year, and given the

Chap. 4 – Pg. 26July, 2001


district curriculum for Spanish II which covers 2 semesters, the student will compact the curriculum by completing assignments and tests with an average score of at least 85% as evaluated by criteria established for the course by the district.

Baseline: In the 1999-2000 school year, the student successfully completed the curriculum outcomes for Spanish I and scored 90-100% on all daily assignments and tests for a final grade of “A.”

Benchmarks:1. The student will meet the district’s curriculum outcomes for the first semester of Spanish II by completing

the given assignments and tests with an average of at least 85% by the end of the first grading period.2. The student will meet the district’s curriculum outcomes for the second semester of Spanish II by

completing the given assignments and tests with an average of at least 85% by the end of the second grading period.

Problem Solving, Using the Genre of the Mystery Story

Goal: By the end of the first semester, after studying the characteristics of the genre of the mystery story, Yoshika will utilize inductive/deductive reasoning to solve 7 short mysteries, 5 visual mysteries and 2 Sherlock Holmes mysteries at the 7th grade level with an average score of 90-100%.

Baseline: Yoshika doesn’t know the characteristics of a mystery story because this information has never been introduced to her. Yoshika’s parents and teachers gave narrative evidence of her high ability to reason and to problem solve with accuracy. Yoshika says she likes mysteries, analyzing clues and figuring out solutions. At home, she makes up mysteries and hides clues around the house for her sisters to find and use to solve her mysteries. Yoshika was given an introductory level problem with a time limit to establish a baseline. She was unable to reach a solution.

Benchmarks:1. Using the genre of the mystery story, Yoshika will increase her inductive/deductive thinking skills by solving

7 mysteries at the 7th grade level with an average score of no less than 90-100%.2. Given 5 visual mysteries at the 7th grade level, Yoshika will increase her visual problem solving skills by

analyzing the visual items in the pictures and evaluating the clues to reach a solution of at least an average of 90-100% correct.

3. Given the 2 mysteries about Sherlock Holmes at the 7th grade level with a written narrative and with visual and audio clues, Yoshika will demonstrate an ability to analyze and synthesize this information into a solution she can reasonably justify that is at least 90-100% correct and supported by evidence from the mysteries.

Chap. 4 – Pg. 27July, 2001


QUESTIONS AND ANSWERS ABOUT THE IEP

1. Can an IEP be written with no measurable annual goals?IEPs should have at least one measurable annual goal. Measurable annual goals document the student’s anticipated progress as the result of special education. Special education is defined in KAR 91-40-1(jjj) as “specially designed instruction to meet the unique needs of an exceptional child...” If no measurable annual goals are necessary and no specially designed instruction is necessary, the student’s continued need for special education and related services should be reconsidered. If only modifications, accommodations, consultation, or services that don’t require specially designed instruction or a measurable annual goal are necessary, the student’s needs may be met through an individual development plan on some other locally developed plan to meet students individual needs.

2. When using short-term objectives, can they be demonstrated through the use of graphs, or by simply stating the criteria for progress reporting periods without restating the entire goal multiple times?No specific format for short-term objectives is prescribed by law. So long as the short-term objectives are measurable intermediate steps that “enable a child’s teacher(s), parents, and others involved in developing and implementing the child’s IEP to gauge, at intermediate times during the year, how well the child is progressing toward achievement of the annual goal,” they are legally compliant.

3. How do you determine if an assessment is appropriate to use for the PLEP and measurable annualgoal?The PLEP is revised annually and must establish objective baseline data for the development of measurable annual goals. For this reason, assessments used to establish baseline data for the PLEP and measurable annual goals should be able to accurately measure student progress on at least an annual basis. The most valued assessments are those that are aligned with local curriculum and instruction. Nationally normed, criterion-referenced assessments of ability and achievement (such as the WISC and Woodcock-Johnson) cannot be used because they cannot be given on an annual basis to measure progress. In addition, they have no relationship to the general education curriculum.

4. Can I develop my own assessments, including rubrics and informal probes, as criteria for the measurable annual goals?Yes, so long as the assessment contains specific, objective, measurable criteria that are aligned with local curriculum and instruction. Personal opinions and other subjective measures are not appropriate. If a teacher-made assessment is developed to establish baseline data in the PLEP and the measurable annual goal, it should be attached to the IEP so that anyone who may become involved in implementing the IEP can use it to develop appropriate instructional plans and assess student progress as necessary.

5. If the team decides it is appropriate to dismiss a student from special education, is there a requirement to follow-up on the student for two years?No. This is no longer required by Kansas regulations. However it would be appropriate to develop a plan for the general education teacher with appropriate accommodations and strategies to support the child during the transition period.

6. What must be done if a student who has been dismissed from special education regresses and needs an IEP again?The special education teacher may have documentation of need from the general education teacher. For a student previously identified as disabled or gifted, the reevaluation would need to establish that the child continues to be disabled or gifted and as a result, he or she once again needs special education and related services. This reevaluation may be based entirely upon the review of existing records.

Chap. 4 – Pg. 28July, 2001


7. What happens when the IEP Team cannot reach an agreement?The IEP Team should work toward consensus, but the school has ultimate responsibility to ensure that the IEP includes the services that the student needs in order to receive FAPE. It is not appropriate for an IEP Team to make IEP decisions based upon a majority vote. If an IEP Team, for any reason, is not able to reach consensus on one or more issues, the team should note those issues on which the team does agree. Following the meeting, the school should provide the parents Prior Written Notice of the school’s proposal for services regarding the student’s educational program. If the parents give written consent to the services contained in the proposal, the IEP is implemented. If the parents do not consent to the services proposed by the school, the school may request mediation or initiate due process. Likewise, the parents also have the option of requesting mediation or initiating due process if agreement cannot be reached with the school.

8. What should the school do if the child’s only parent is in jail and will not be released before the IEP annual review date?If neither parent is able to attend the IEP Team meeting, the school must take steps to ensure parent participation, including individual or conference telephone calls. Depending upon the facility, it may even be possible to hold the IEP Team meeting at the jail. Incarceration of a parent does not invalidate the parent’s right to participate in the development, review, and revision of their child’s IEP.

9. What is the school’s responsibility if the parents of a child want the child dismissed from special education, but the school representatives on the team feel this is inappropriate?Parents always have the right to rescind their written informed consent to the provision of special education and related services for their child. If the parents unilaterally withdraw their child from special education and the remaining members of the child’s IEP Team feel that the child continues to need special education, the school will have to consider its options to request mediation, initiate due process, or inform SRS or the District Attorney, depending on the circumstances and the age of the child. The school should never dismiss a child from special education and related services at the parents' request when the child has a continuing need.

10. Does the IEP Team’s signatures on the IEP constitute consent to the contents of the IEP?No. IEP Team members’ signatures on the IEP only indicate who was present and participated in the development, review, and revision of the IEP. Signatures on the IEP do not constitute consent or agreement. For this reason, no one should sign the IEP who did not attend and did not participate in the IEP Team meeting. If a member of the IEP Team does not agree with a part of the IEP, s/he has the right and obligation to write a minority report and have it attached to the IEP.

11. What should the remaining IEP Team members do if the general education teacher is invited, but does not attend the IEP Team meeting?Whether or not the IEP Team meeting should be rescheduled to another date would have to be determined by the team members who are present. If the meeting is held without the general education teacher, the reason for the absence should be documented as well as any input provided prior to the meeting date. IEP Team meetings should only be conducted without the general education teacher as the result of extenuating circumstances such as family emergencies or illness.

12. Does the general education teacher of the child have to attend every IEP Team meeting and stay for the entire meeting?Whether the child’s general education teacher must be physically present at an every IEP meeting, and to what extent the teacher must participate in all phases of the IEP process, are matters that must be determined on a case-by-case basis by the school, parents, and other members of the IEP Team. This decision is based on a variety of factors.

Depending upon the needs of the child and the purpose of the IEP meeting, the general education teacher may not be required to participate in all decisions made as part of the meeting or to be present throughout the entire meeting or attend every meeting. The general education teacher must participate in IEP meetings where discussions and decisions about how to modify the general curriculum in the general education classroom to ensure the child’s involvement and progress in the general curriculum and participation in the general education environment take place. They must also participate, to the extent appropriate, in the development of positive behavioral interventions and strategies and the determination of supplementary aids and services, program accommodations, modifications

Chap. 4 – Pg. 29July, 2001


and support for school personnel. General education teachers must also be present for discussions and decisions regarding any portion of the IEP where the general education teacher is responsible for its implementation.

13. If a child has many general education teachers, which one must be a member of the IEP Team ?Only one general education teacher of the child must attend the IEP meeting. The school may designate which teacher or teachers will serve as IEP team member(s), taking into account the best interests of the child. The general education teacher who serves as a member of the child’s IEP Team should be one who is, or may be, responsible for implementing a portion of the IEP. More than one teacher may attend as appropriate.

14. May parents sign a waiver stating that they do not wish to receive additional copies of the Parent Rights document this year?No annual waiver of the right to receive the Parent Rights document is permissible under the regulations to IDEA-97. Federal regulations 34 CFR 300.504(a) and 300.523(a)(1) require that the Parent Rights document be given to parents, at a minimum:(1) Upon initial referral for evaluation;(2) Upon each notification of an IEP meeting;(3) Upon reevaluation of the child; (4) Upon receipt of a request for due process; and(5) When a disciplinary change of placement is being contemplated.

It is permissible for the parents to refuse the Parent Rights document after the school has offered it, or to return the document to the school. If this occurs, the school should have the parents sign a prepared statement or have the parents write a statement that they were offered a copy of the Parent Rights document, but refused.

15. The law says that each child with an exceptionality must have an IEP in effect at the beginning of each school year. Does that mean that the child must begin to receive the special education and related services specified in the IEP on the very first day of school?It depends on the frequency, location, and duration of services documented in the child’s IEP. The IEP Team must make an individual determination regarding when special education and related services will begin and end for each child. Some children with exceptionalities may benefit from having the first week of school in general education in order to acclimate to new general education teachers, classrooms, expectations, and routines. Other children may need services beginning the very first day of school. Decisions regarding when special education and related services will begin for a new school year are not to be based on convenience of school staff but the individual needs of each child. If the IEP is silent regarding provision of services during the first and last weeks of a school year, parents often presume that services will be provided during that time.

Chap. 4 – Pg. 30July, 2001


Chap. 4 – Pg. 31July, 2001


Services and Delivery Model

“With our nation passing rapidlyout of the industrial age, lunchbucket jobs are being permanentlyreplaced by work that stressesbrains over brawn.”

Thomas Toch,Education for Survival in the 21st Century


INTRODUCTION

The development of appropriate gifted educational programming requires comprehensive services based on sound philosophical, theoretical, and empirical support. The belief that any kind of gifted service is “better than nothing at all” is often held out of fear or reluctance for change to improve gifted education services. Rather than any single gifted program, a continuum of programming services must exist for gifted learners.

A. GIFTED SERVICES DESIGN

Description

A continuum of services is predicated on evidence that giftedness is multi-faceted and may manifest itself in many different ways and to many degrees across individuals and/or groups of identified gifted learners. Hence, one service delivery option (e.g., pull-out) will not serve all gifted learners equally well. To ensure an appropriate education, a continuum of services should be designed to address specific needs of many different types and levels of giftedness from kindergarten through grade 12.

Development of coherent services for the gifted require careful planning, development, and implementation and should be differentiated according to the nature of giftedness, family, community environments, and the age of the child. Opportunities to match needs of students to levels of services, such as cluster group options, special pull-out classes, homogeneous classes, special or magnet schools, mentorship’s, dual enrollment, and so forth, will maximize learning for each individual student.


NAGC STANDARDS FOR PROGRAM (SERVICE) DESIGN

Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support.

Guiding Principles:Rather than any single gifted program, a continuum of

programming services must exist for gifted learners.Gifted education must be adequately funded.Gifted education programming must evolve from a

comprehensive and sound base.Gifted education programming services must be an integral

part of the general education school day.Flexible groupings of students must be developed in order to

facilitate differentiated instruction and curriculum.Policies specific to adapting and adding to the nature and

operations of the general education program are necessary for gifted education.

(NAGC, 1998)


Benefits

The benefits that accrue when using a continuum of services matched to individual needs are many, including the following:1. Congruence between gifted learners’ needs and learning environment provide opportunity for

development in cognitive, psychosocial and physical areas.2. Potentially fewer incorrect identifications as behavior disordered, socially inappropriate, or immature

students occur.3. There are chronological and intellectual peer groups to support continuing development.4. Gifted learners maintain high levels of interest in learning, motivation, and task persistence.5. Levels of services are matched to the needs of gifted learners and provide a full continuum of options.6. School services are available to and are designed specifically for the identified needs of the population,

including age and developmental appropriateness.7. Services for gifted students cross all formats for differentiated options (e.g., consulting teacher,

resource room, part-time, special class or school) and are not limited to a sole service design.8. Services are relevant to the identified needs of the gifted learners and are evaluated as such.9. Services address student needs in all types of giftedness including general academic, specific

academic, creativity and leadership.

Cluster GroupingA Best Practice to Promote Student Achievement and Exemplary Classroom Practices

This research-based best practice offers a way for schools to provide full-time services for the gifted students sitting in general education classrooms. A group of five to ten identified students, usually those in the top 5% of ability in the grade level population, are clustered in the classroom of one teacher who has had training or is willing to learn how to teach exceptionally capable learners. The other students are of mixed ability. With more than eight to ten gifted students, two cluster classrooms should be formed. Results from a three-year study from the National Research Center on the Gifted and Talented (1999) produced the following conclusions on this best practice:

1. Placing high achievers together in one-classroom challenges those students, enabling other students to become academic leaders and allowing new talent to emerge.

2. Cluster grouping makes it easier for teachers to meet the needs of students in their classrooms by reducing the achievement range of students within a classroom.

3. Cluster grouping used in conjunction with challenging instruction and high teacher expectations may improve how teachers view their students with respect to ability and achievement.

4. Achievement scores improved over a three-year period for students in a cluster group environment and the number of students identified as high achievers increased.

5. Flexible grouping within and between classes that reduces the achievement range of each class can provide many benefits to all students and teachers.

6. The positive effects of cluster grouping result from many changes in the school climate such as: creating opportunities for staff development, emphasizing a variety of instructional strategies; raising teacher expectations; creating a sense of ownership; and creating opportunities for collaboration with colleagues and administration.



Why should gifted students should be placed in a cluster group instead of being assigned evenly to all classes?

When teachers try to meet the diverse learning needs of all students, it becomes extremely difficult to provide adequately for everyone. Often, the highest ability students are expected to "make it on their own". When a teacher has several gifted students, taking the time to make appropriate provisions for them seems more realistic. Furthermore, gifted students can better understand and accept their learning differences if there are others just like them in the class. Gifted students will actually remain more humble when they have consistent academic competition. Finally, scheduling out-of-class activities is easier when the resource teacher for gifted has only one cluster teacher's schedule to work with.




THE CONTINUUM OF BEST PRACTICES

ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL

General Classroom Enrichment

Curriculum Compacting

Individual and Small Group Counseling

Magnet Schools Special Schools

Within Class Cluster Grouping by Skill Level Advanced Placement

Non-Graded Cluster Grouping by Skill Level International Baccalaureate

Honors ClassesWithin and Across Grade Within Grade Level andPull –Out Groups by Targeted Across Grade LevelAbility and Interest Areas Advanced Classes Self-Designed Courses or

Independent Study

Enrichment Options: Future Problem Solving, Academic Decathlon,Odyssey of the Mind, MathCounts, Model UN, Science Olympiad, History Day, Saturday

and Summer Programs, Science Fairs, etc.

Individual Options: Internships Apprenticeships Mentorships

Acceleration Options: Early Admission Subject Acceleration Grade Skipping College Classes(Refer to the Educator Resources section of the appendix for a comprehensive list of Academic Competitions)




Definition of Terms Used on Continuum of Best Practices

General Classroom Enrichment: One method of classroom enrichment is the use of enrichment/learning centers: An area of the classroom is set-aside for independent student activity in a particular area of study. These centers should encourage independent study and individualization in the content areas with gifted students. The focus should be on process rather than on content. Renzulli (1977) states that the emphasis should be on teaching a student to conduct research in the manner used by professionals in the field, rather than simply emphasizing information about the topic itself.

Curriculum Compacting: A procedure used for streamlining the general education curriculum for students who are capable of mastering it at a faster pace. (Reis, Burns, Renzulli; 1992) Individuals or groups of students are assessed to determine their level of proficiency in general education course outcomes, units or courses. A determination is made of content/skills not yet mastered and a plan is made to complete the remaining material and to progress to more appropriate and challenging instruction and materials.

Individual and Small Group Counseling: Affective education and counseling are both concerned with personal development and emotions. Affective activities are often led by the teacher or another adult without special training and consist of planned exercises and activities that help students clarify their own feelings and beliefs as related to the curriculum. Counseling, directed by an individual trained in counseling, focuses on individuals. It involves problem solving, making choices, conflict resolution and deeper understanding of self and is unrelated to the curriculum.

Magnet or Special Schools: Some large cities design specialized schools based on talents and needs of students, which offer specialized instruction to less affluent students similar to that offered in private schools.

Cluster Grouping: Within Class by Skill Level OR Non-Graded by Skill LevelInstead of separating identified gifted students among classes, a “cluster” of 3-10 students is placed in one classroom with a general education teacher who has had additional training in how to teach exceptionally capable students. Such training should include how to compact the curriculum, and how to provide enriched, accelerated, and independent study options for gifted students. The other students in that class are of mixed ability.

Pull-Out Groups: Within and Across Grades by Targeted Ability and Interest AreasStudents are “pulled-out” of the general education classroom and a trained specialist facilitates instruction and special studies based on ability and interests of groups of students.

Within Grade Level and Across Grade Level Advanced Classes: Advanced classes are designed for students already mastering the basic core of subject matter. Such courses offer consistent study in more depth and breadth to a curricular area with less redundancy from class to class or level to level.

Advanced Placement: The Advanced Placement (AP) gives students an opportunity to take college-level courses and exams while still in high school. There are currently 32 courses in 18 subject areas offered by approximately 14,000 high schools worldwide. Courses are now offered online.



Definition of Terms Used on Continuum of Best Practices (cont.)

International Baccalaureate: The International Baccalaureate Organization (IBO), a nonprofit educational foundation based in Switzerland, offers advanced curricular options for students in the final two years of secondary school, for students in the 11-16 age range, and for students aged 3 to 12 years. The IBO provides curriculum and assessment development, teacher training and information seminars, electronic networking and other educational services to its 1000 participating schools in 100 countries around the world.

Honors Classes: General education classes of more complex content that is covered at a more rapid pace and in greater depth.

Self-Designed Courses or Independent Study: Self-designed courses and independent study can be an excellent way to vary the depth at which students learn. To avoid misuse, direction and supervision, along with a study plan is needed to insure student success. A format is developed and structure is established that will indicate when the study is completed.

Special Enrichment Options: Outside of the School-Saturday and Summer Programs, Great Books, Young Writers, Future Problem Solving, History Day, Academic Decathlon, Thinking Cap Quiz Bowl, Odyssey of the Mind, Continental Math League, Math Counts, Stock Market Simulation Game, Knowledge Master Open, and Science Olympiad are some examples of special enrichment activities available.

Individual Options: Internships, Apprenticeships and Mentorship’s expose students to advanced training and experiences in a career, interest, talent or content area not ordinarily offered in the general school setting.

Acceleration Options: Acceleration means studying the regular curriculum earlier or at a faster pace than a typical student.

Early Admission: A student may enter school at an earlier age than is expected. Early admission is not permitted in Kansas at this time.

Subject Acceleration: A student is placed in a class for a part of a day with students at more advanced grade levels. The student may be assigned to a higher grade for part of the day, such as a third grade student who goes to reading instruction in fifth grade. A middle grade student may attend math classes at the high school or a high school student may take advanced college courses concurrently with high school enrollment.

Early Promotion (Grade skipping): A student is moved ahead of normal grade placement. This may be done during an academic year such as placing a kindergarten student directly into first grade, or at year-end, promoting a 7th grader to 9th grade. Another example might be a student who spends the first semester in one grade and advances to the next grade for second semester.



Determining Need for Gifted Services

The "Special Education for Exceptional Children Act" is the Kansas statute that applies IDEA-97 to Kansas Schools. Kansas gives gifted children the same rights and protections as children with disabilities except in these five areas. Discipline (Suspension/Expulsion), general education regulations apply. Services to 3 to 5 year olds, students may be considered for services upon entering kindergarten. Least Restrictive Environment, general education is not considered LRE for gifted students. Extended School Year, services are provided during standard school year. Modified State and District assessments are not pertinent.

The three core concepts of IDEA-97 for exceptional children in Kansas state that:1. The involvement and progress of each child with an exceptionality in the general curriculum includes addressing the

unique needs that arise out of the child's exceptionality;2. The involvement of parents and students together with general and special education are needed in making

individual decisions to support each student's educational success, and3. The preparation of students with exceptionalities for employment and post school opportunities is of critical importance.

Eligibility is determined by a two-prong test: Exceptionality: Determined when the child meets the state definition of gifted (It is possible to be gifted and not

need special education) Need: Established by exhausting all possible avenues in general education. (General Education Interventions/SIT)

After a team decides if a student has a need for gifted services the Individual Educational Plan must be written determining the students present levels of performance so goals and benchmarks can be established. When student goals are determined the service delivery model should then be determined.

Pull-Out Services

Service delivery models for the gifted have been established in the past primarily based on funding, setting, staffing, time or instructional need. The majority of gifted services in Kansas have been offered primarily through a pullout model. Many gifted services have relied on providing enrichment not necessarily related to the general education curriculum. However districts need to be aware of and to realize that the following problems may arise when focusing on only one service delivery model: Fragmentation of instruction Isolation of special program instruction Problem of student missing other classroom activities Failure to meet individualized needs Lack of connection to the general curriculum



Differentiation: A Key to Meeting the Needs of Gifted Students

Recently a greater emphasis has been placed on facilitating differentiation in the general education classroom for gifted (Tomlinson, 1999). Differentiation acknowledges the need gifted students have to be offered challenge in their learning curriculum each day and every class period. Another important factor recognizes that through differentiation the general classroom teacher shares in the responsibility of meeting the educational needs of gifted students.

How Teachers Can Provide Differentiation for Gifted Students

Instructional practices for gifted students indicate that a greater emphasis needs to be placed on involvement with the general education curriculum while using an increased emphasis on collaborative teaching models. Services for students with giftedness should not be segregated and separate from the general education curriculum. Services should rely on the use of approaches that can motivate gifted students to become enthusiastic learners. The following strategies may assist in bringing about this change:

Compacting the curriculum: The most important needs of gifted students are to have regular opportunities to demonstrate what they already know, to receive full credit for content they have already mastered, and to spend their own learning time on challenging activities that accelerate and enrich the regular curriculum (Reis, Burns & Renzuilli, 1992). Compacting the curriculum can answer these needs.

Designing alternative learning experiences: The teacher would need to provide alternative learning opportunities through differentiation of the content, process, products, learning environment and assessment.

Allowing for differentiated pacing: For a curriculum that cannot be assessed beforehand the gifted students should be allowed to work at their own pace to learn the required concepts and spend more time on developing an expertise on a related topic or their choice.

Agreeing on expectations: Teachers and students work together to set up standards for evaluating productivity, behavior and differentiated products and then agree on the standards in writing.

How Administrators Can Help Facilitate Differentiation for Gifted

Acknowledge the needs of gifted students: Because gifted learners are just as far removed from average as students with learning problems, the differentiation that gifted students’ needs is highly defensible and equitable.

Facilitate gifted education training for staff: Any strategies that teachers learn for the benefit of their advanced students are applicable to other students and tend to raise the learning curve for all.

Investigate cluster grouping: Cluster grouping is the practice of purposely placing four to six gifted students together in an otherwise heterogeneous class. Their teacher needs to have training in how to differentiate the curriculum for students who demonstrate mastery or who can learn at a quicker rate.

Communicate your expectations: Make clear that all students should be able to learn something new and challenging every day. Gifted students need to demonstrate that they are making continuous progress in their own learning.



What is Needed to Provide Quality Services for Students with Giftedness

Educators need to believe that students with giftedness should be challenged in every classroom every day. There must be support to develop all teachers' understanding of gifted education practices. The education of the gifted child should be a shared responsibility of the specialist, classroom teacher, other building staff and the parents. Finally the system must overcome the barriers of time, materials and how-to in educating a gifted student. Services for gifted students must include:

Rich and rigorous content Challenging process Open-ended products and assessment Student choice Teacher options Supportive learning environment

The critical components for a gifted student to access the best services to meet their needs must include: Curriculum and instruction that fit each student Students having choice in what and how they learn Students taking part in setting IEP goals Classrooms that connect with the experiences and interests of the individual

Class Size/Caseload Options

In the state of Kansas, case load/class size is determined by individual districts. Several options for consideration are described in Alexa Pochowski’s newsletter Volume 2, Issue 1, July 2000 entitled “Class Size and Case Load”. A copy can be found in the appendix. Districts are funded by the state according to number of teachers employed (full time equivalency). No federal money is provided for gifted education in Kansas.

Recommended Class Size / Caseloads for Quality Gifted Services Suggested by State Task ForceThe following Guidelines must be considered when determining class size and caseloads for gifted services:

Number of students served (identified/not identified) Age span/grade levels served /number of curriculum preparations Travel time between buildings and/or towns Direct instructional contact time with students Intensity of services on IEPs Time needed for consultation and collaboration Number of student consultations Supervision of paraprofessionals

In order to adequately offer a continuum of services, the following caseload numbers are recommended in one building for a single facilitator to provide exemplary services. These recommendations would be adapted to fit the state caseload option selected by each district.

No more than 25 IEPs for Gifted Facilitators serving K-12 No more than 30 IEPs at the elementary level No more than 40 IEPs at the middle/junior high level No more than 50 IEPs at the senior high level

When caseloads for one gifted education facilitator goes above these recommended numbers, additional staff should be hired. If the facilitator is serving multiple grade levels, multiple buildings and traveling to several districts/towns, caseloads should be reduced accordingly.

B. DEVELOPING, IMPLEMENTING, AND MANAGING SERVICES

Chap. 5 – Pg. 10July, 2001

NAGC STANDARDS FOR PROGRAM ADMINISTRATION OR MANAGEMENT

Description: Appropriate gifted education programming must include the establishment of a systematic means of developing, implementing, and managing services.

Guiding Principles:Appropriately qualified personnel must direct services for the gifted learner.Gifted education programming must be integrated into the general education program.Gifted education programming must include positive working relationships with constituency and advocacy groups, as well as compliance agencies.Requisite resources and materials must be provided to support the efforts of gifted education programming.

(NAGC, 1998)


Planning and Revising Services for Individuals with Gifts and TalentsServices for the gifted and talented should be based on a thoughtful process to determine the mission and goals. The following components are recommended: task force roles and responsibilities, a needs assessment, a philosophy, a definition, identification procedures, goals and objectives of the program, the programming format, curriculum, assessment and evaluation procedures, and opportunities for modification and change. Provisions for on-going staff development also need to be included. Finally, a time-line for implementation of the plan should be formulated.

Task Force for Planning and Revising ServicesFirst, a representative task force should be assembled to be the main decision making body. Constituencies should represent: parents (at least one for each level - elementary, middle, and secondary), administration (central office and at least one for each level), board members, teachers (each level represented as well as counselors and non-academic areas), community members, and students (one for each level and may not be included at all meetings). All will be selected for their interest, ability to make a commitment to the task, and their representation of a particular constituency. It is important that selected representatives have a willingness to serve (Borland, 1989). It is also important that members of the task force are committed to the whole program and not just one special interest. Members will be recruited by presentations to groups such as the school board, principals' board, principals' council, PTA, and community groups. Applicants will be interviewed to obtain information about interest, ability to serve and representative qualities. It will also give the coordinator the chance to get to know those interested in the program, their concerns, and their ability and knowledge of working in a group. It is also preliminary information for the needs assessment. After the needs assessment has been carried out, task force members may lead information-gathering committees in the planning process.

Needs AssessmentAfter the task force has been established, a needs assessment should be carried out. Basic areas to be assessed are: What is the possible population? What kinds of needs do they have? What resources are currently available? What is the current information base of all constituencies about gifted education? What concerns are being expressed?

This information can be gathered in several ways. Interviews, surveys, investigation of pupil records, perusal of curriculum guides and other techniques can be used. The objective of the search is to ascertain the population that needs to be addressed and what curricular modifications need to be made.

The Philosophy/Mission StatementThe philosophy (or mission) statement should be written to coincide with the district philosophy. In this way gifted services become a subsystem of the district system (Borland, 1989). It should address the population that will be included as well as the major goals of the program. The following is an example:

The Midwest School District believes that all students should have opportunities that will sufficiently challenge them so they may reach their greatest potential. Therefore, differentiated opportunities

Chap. 5 – Pg. 11July, 2001


based on interest, ability, and level of need will be provided through appropriate curricular modification, resources, and staff.

Identification ProcessThe purpose of identification is diagnostic and prescriptive (Treffinger, 1988). First, multiple means of data gathering should be assembled. Next, a clinical analysis to diagnose the needs of each student should be carried out. Also, information concerning skills, abilities, attitudes, and interests should be gathered. Examples are: individual IQ test score, group ability test scores; achievement test scores; creativity test scores; letters from parents, teachers, or students; a portfolio of student work in a strength or interest area; student interviews; interest inventories; and whatever seems applicable to the individual. Guidelines are included in the Initial Evaluation and IEP Writing sections of this guide.

The level of service is decided by the individual need of the students. In fact, there may be deviations from school to school, and student to student. Borland (1989) suggests that giftedness has a locally derived definition based on local norms and values. It is a somewhat subjective decision based on a collection of information on each child. This diagnostic-prescriptive method produces an individualized plan (IEP) for each student. However, students with common curricular modification or needs may be grouped for services.

Goals and BenchmarksOnce the population is defined, the goals of the program must be defined. The goals must be derived from the philosophy statement. The needs assessment may have revealed sufficient opportunities in specific areas. Additionally, student needs and interests should re-define specific parameters of the program.

Service OpportunitiesService of gifted students is very fluid and may change from year to year in emphasis or content. Needs of the student drive the opportunities offered. However, a wide array of modifications must be looked at. Because of the size of the district, some kinds of alternatives are more suitable than others. The school level (secondary, middle, and elementary) will also drive the format.

High school services may include advanced coursework, (including Advanced Placement, International Baccalaureate, and college courses), acceleration, special classes, a resource room, curriculum compacting, and modifications in the regular classroom. Counseling and more informal guidance services that provide emotional support, flexible curriculum planning, and career/college counseling should also be provided high school students.

All services outside of the regular classroom should be regularly communicated with the students’ regular classroom teacher.

CurriculumThe general curriculum for each student must be planned individually. Therefore many curricular modifications, programs and materials must be made available. This individualized plan will assess current modifications needed as well as additional opportunities. For instance, a specialized interest area may not be included in the regular classroom and therefore materials, staff, and time for this interest must be arranged. The IEP should indicate how curriculum for a student is individualized.

Assessment and EvaluationAssessment and evaluation should be both formative and summative. As the year goes by, each experience should be evaluated according to the goals and objectives of the IEP. Student behaviors, outcomes, products, etc. should be evaluated by the students themselves as well as by the goals established on the student’s IEP.

Service to StudentsStaff, students, and parents as well as an outside experts should evaluate gifted services. Often we cannot see the obvious when we are in the middle of it. Therefore, outside as well as inside persons should evaluate according to individual and program goals.

Chap. 5 – Pg. 12July, 2001


Opportunities for Change and ModificationConstant modification should come about because of these evaluations. The program should remain student-need driven.

Staff DevelopmentStaff development needs to be ongoing. Times when information and processing are especially needed are designated on the timeline for development of the program. Informed staff, parents, and community are necessary to keep the program going according to the goals that were set.

This staff development can occur in large group, small group, individually, or even by written forms.

Chap. 5 – Pg. 13July, 2001

Picture 1

Evaluating Gifted Services

“You must be the change you wishto see in the world.”

Mahatma Mohandes Gandhi


A. EVALUATING EFFECTIVE SERVICES FOR GIFTED EDUCATION

One of the frequently cited problems in evaluating effective services for the gifted is the creation of a standard that will actually measure improvements in gifted students’ performance. A variety of standards can be used: national curriculum standards, higher level questions, accelerated content, problem-centered curriculum, the transfer of thinking strategies to other classrooms, the development of independent learning, improved self-concept, enhanced motivation, interactions with gifted peers, and attitudes toward learning. The National Association of Gifted Children (NAGC) standards for evaluation of services are:

B. PURPOSES AND OVERVIEW OF EVALUATION OF SERVICES

Evaluations are generally conducted to provide accurate information to people who are going to be making judgments or decisions about a program. Evaluations are often required by legislation as in the case with special education. Required or not, the purposes of evaluation are program improvement and sharing of success. Also, evaluation activities are a tool for advocacy. Through evaluation we are able to ensure appropriate programs are available to gifted students, their families, and those who serve them.

Most evaluation efforts have four facets:1. Evaluation Questions – These guide the development of the evaluation plan and specify the information that is

needed by the decision-maker.2. Information Gathering – Having identified the evaluation questions, the next step is to design and implement

strategies to gather data that will enable the questions to be answered.3. Interpretation – Once data are collected, it should be put into a format that will allow people to interpret them in

relation to some decision. Generally, this process is one of comparing the data to some identified standard, criteria or requirement.

4. Decision – The evaluation should lead to a decision about the program under review. Decisions should be made based on the outcome of the interpretation process. The comparison between the data gathered (what is) and the identified standard (what should be).

When planning and conducting an evaluation of a gifted program there are several assumptions that should be considered. Patton (1986) suggests they be considered by all those preparing for and engaging in an evaluation.


Evaluation of services for gifted education can be a useful tool to school districts in:

Establishing quality gifted services, Ensuring appropriate resources for students, families and educators, Sharing successes with others, Helping to improve services as they evolve, and Assessing the impact of providing the most appropriate education for gifted students.

NAGC STANDARDS FOR PROGRAM EVALUATION

Description: Program evaluation is the systematic study of the value and impact of services provided.

Guiding Principles:An evaluation must be purposeful.An evaluation must be efficient and economic.An evaluation must be conducted competently and ethically.The evaluation results must be made available through a written report.

(NAGC, 1998)


Evaluations are user driven – the most significant driving force behind any evaluation is the potential use that the evaluation serves. Any decision about the formulation, conduct or report of the evaluation must reflect the degree to which it might affect predetermined uses of the evaluation.

The concern for use is continuous – the evaluation team must keep the potential uses of the evaluation in mind throughout the evaluation, from planning to reporting.

The evaluation must meet the needs of the identified users – while no evaluation can meet the needs of all audiences, it is important for the evaluation team to identify all primary user groups and make explicit their information requirements.

Successful evaluations include people who have a stake or interest in the evaluation – the potential use of the evaluation is enhanced by involving those who are likely to be affected by the evaluation (decision makers, respondents, program staff, consumers, etc.). These people or their representatives may be involved at any point in the evaluation, but at least at the following points:

o Identifying the component(s) of the program to be evaluatedo Specifying evaluation purposeo Establishing evaluation questionso Describing information collection procedureso Defining data analysis techniqueso Formulating informal and formal report plans

Evaluations should be cost beneficial – the cost of the evaluation should not outweigh the cost of the program. There are many factors which inhibit the use of evaluations – use in the driving force behind all evaluations.

However, there are some restraining forces, which must be observed. Among these are:o Political pressures to maintain the program in its current stateo Legal requirements which affect the design of the programo Lack of funds to adapt the program or put new ones in placeo Unavailability of new programs to meet identified needs.

C. PLANNING THE EVALUATION

Evaluation of services for gifted education should not be done if the information gained is not going to be used. Thus, extensive consideration must be given to who is going to use the information and for what purpose. One of the first tasks of the evaluator is to identify the relevant groups related to the services and then to find out what information they want and which questions they need answers to if they are to make informed decisions in the areas they have decision-making power

As a whole, the people of relevant audiences are typically called “stakeholders”. The stakeholders are basically made up of three subgroups. The first is the “decision makers”. These are administrators or people who control the allocation of resources to the program. Other decision-makers include program staff who make the day-to-day decisions about the program. They are the ones who take the allocated resources and makes decisions about how to best put them together to provide a meaningful program. The second group of people is the “program influences”. This group are people who are able to influence administrators regarding the allocation of resources and influence the staff who are responsible for employing the allocated resources. People who typically fall into this group are students, parents, advocates, local advisory groups, community members, or politicians. The final group involved is the evaluators. These are the people who are usually trained in the principals and practices of program evaluation. This group of people should have a variety of skills including: program design, measurement, data analysis, report presentation, and group dynamics.

The following list is only a beginning of possible audiences interested in an evaluation of services for gifted students. School Administrators – Superintendent, Associate Superintendent for Instruction, Principals, Supervisors

or Directors of Instruction Staff providing gifted services – Coordinator/Director, Teachers of the Gifted, Para-educators, mentors Other Decision Makers – School Board Members



Other School Staff – General Education Classroom Teachers, Librarians, School Psychologists, Counselors

Parents of Gifted Students Students in the Program Other Community Members – President of PTO Funding Agents

D. STEPS IN CONDUCTING AN EVALUATION

STEP 1: IDENTIFYING AND ANALYZING AUDIENCES(Identify and analyzing who is interested in the program or evaluation)

In this initial step the purpose is to get everything lined out and ready to conduct the evaluation. During step the activities focus around:

Selecting the evaluation team Formation of the stakeholder group who could be considered the advisory board for the evaluation Identifying the person(s) who will design, conduct and report the evaluation Identifying the person(s) who will be asking the questions about the program Identifying and specify the standards/criteria that will be used to make judgments/decisions Identifying the person(s) who will be making the decisions/judgments about the program Roles and responsibilities should be discussed and delineated along with timelines.

STEP 2: DESCRIBING THE PROGRAM (Define what you’ll evaluate and why you want to evaluate)

The DESCRIPTION of current services is very important to the development of a meaningful evaluation plan. It is not possible to evaluate that which you cannot describe. Descriptions of services provide standards against which to make comparisons. The description of services provides an operational plan of the program for program management and staff.

A complete description of services provides a basis for attributing observed outcomes (impacts) to the program.

Descriptions of services provide mechanisms for project management and staffs to check perceptions of the services to be sure that those personnel providing the services have a consistent understanding of the goals.

Descriptions of services enable us to focus on potential trouble spots (i.e., to find areas where, and/or reasons why, the service isn’t working).

Description of services assists in the generation of evaluation concerns and questions. Description of services will ultimately serve the purpose of allowing interested but uninformed audiences

(i.e., parents, community, central administration, principals, regular teaching staff) to understand the services fully and to make best use of evaluative information.

The components of the program are described in terms of inputs (resources), processes (activities), and outcomes (products or benefits, changes in programs or clients). The concepts of inputs, processes and outcomes come from systems design literature and are sometimes more easily understood by educators in terms of objectives (outcomes), activities (processes) and resources (inputs). For all education programs specific desired objectives should be stated. To achieve these objectives strategies or activities must be designed and implemented. Teachers believe that if they implement certain activities, then students can be expected to achieve the specified objectives or results. Finally, to implement the activities resources are required in the form of people, materials, information, equipment, etc.

STEP 3: DEVELOPING EVALUATION QUESTIONS(Pick the specific questions that will be answered)

Various types of evaluation questions might be addressed in evaluating a gifted program. It should be remembered that evaluation is a comparative process; one which allows program performance to be compared to expectations regarding



such performance. These expectations become the standards for the evaluation. The program description takes these standards into account and makes them explicit. Thus, the evaluation questions must be anchored in the program descriptions if they are to yield useful information.

Evaluation questions link the program design to the evaluation design. They serve as the vehicle through which needed information is provided to the evaluation team. The evaluation questions focus the evaluation on specific elements of the program. They become the basis for the data collection strategies, which are the core of the evaluation design. If the evaluation questions are inappropriately framed, there is little probability that any useful information will result from the evaluation.

Most evaluations take place after the program is in operation or has been completed to conduct an evaluation. In these cases the main focus is on outcomes; “Are we achieving our objectives?” However, it is unnecessary to focus only on outcome evaluation questions. The selection of questions is made by the evaluation team and based upon the needs of the decision-makers. The various types of evaluation questions, which might be addressed, are:

1. Goal or Need Evaluation Questions – These types of questions are used to establish goals and needs or to determine if the identified goals and needs have been met. This is also a way to evaluate the soundness of goals or to validate needs. Questions to identify goals or need are similar to:

1. What are the problems teachers have with gifted students?2. What kinds of resources do teachers want? Need?3. What needs to students have?

2. Design Evaluation Questions – The purpose of this type of question is to judge the quality of the program prior to its implementation. This kind of information can save program staff from wasting valuable time and resources. There are four basic questions that can be asked at the design state:

1. Is the program design accurate?2. Is the program technically sound?3. Is the program design complete and internally consistent?4. Is the program politically sound?

3. Implementation Evaluation Questions – As the program is implemented it is important to determine if all the required resources or inputs are present. The following are types of questions that might be asked:

1. Is there the appropriate number of staff with the required competence?2. Are required facilities available?3. Did the program staff acquire the necessary materials?

It must also be determined the degree to which to which resources/inputs are being allocated according to the expectations (standards) established in the program plan or design. To get to the issues questions similar to the following are asked:

1. Are program activities being implemented according to program design?2. Are students being served in the manner described by staff?

4. Outcome Evaluation Questions – Outcome evaluation questions shift the focus to the program results or effects, both ongoing and final. There are seven basic questions which might be helpful in addressing this phase of the evaluation:

1. Are we achieving goals as predicted?2. Did we achieve our goals?3. Did we cause the changes in the target?4. How is the program perceived?5. What did the program cost?6. Is the program cost-effective?7. Are students successful after leaving the program?

5. Recycling Evaluation Questions – Recycling questions are targeted to determine whether it was worthwhile and improving future program implementation. Some questions that get to recycling include:

1. What were actual outcomes versus needs?



2. Are the students/teachers using skills from conferences/workshops?3. To what extent is the program reaching the students in need?4. Does the need continue to exist despite the program?

STEP 4: INFORMATION COLLECTION PLAN (Deciding what data to gather and how)

The central focus of this step is matching the information/data collection to the information need that was expressed throughout the evaluation questions. Remember the questions are linked to program elements. If the match occurs, then the evaluation is more likely to yield usable results.

There are many different, complementary types of data collection strategies, both formal and informal. These include record review, interview, observation, tests and surveys. When selecting data collection strategies keep in mind the concepts of representativeness, reliability, validity and objectivity of each source of data.

STEP 5: DATA ANALYSIS PLAN(How will the data be compiled to be manageable)?

The evaluation will result in the collection of a considerable amount of data from various sources. The purpose of data analysis procedure is to reduce raw data into a manageable form to allow for interpretations and/or inference with regard to the evaluation questions and the identified standards/criteria.

STEP 6: REPORTING PLAN(How will the results be provided so that decisions can be made)?

Reporting is an integral step in the evaluation process and is the product of the evaluation activity. When planning a report, there are two objectives: to describe the methods and findings of the evaluation in relation to the questions posed in the evaluation; and, to recommend actions which might be taken to overcome any discrepancies identified in the evaluation. Reporting is the vehicle to get the information to the audiences. Therefore, plans must be made to ensure that it is readable, comprehensible and timely. If not, the evaluation will fail its purpose together information to assist decision-makers.

From this report the decision-makers will have to take the information provided and first make the first decision:a. the program looks like it should, orb. the program does not meet expectations

After this has been determined there are six decisions that will be made about the program: continue the program until it meets the standard (we believe that our standard is viable or the standard is

required; i.e. regulation), keep the standard, but revise the program (try new materials, strategies, or train the staff), revise the standard (after looking at the program implementation, we may believe the standard is unreasonable

or unrealistic give the contextual factors of the program), terminate the program (the discrepancy between what the program is and what we want it to be is so large that

revisions would be too costly), disseminate the program (if the program consistently meets the objectives or standards, it may be time to share

it with others who are attempting to accomplish the same things), collect more information (some people remain unconvinced or more information is needed about alternative

decision strategies).

If the decision-makers are able to read your report and make these decisions with confidence and data to support their decisions, the evaluation activity has been a success.



STEP 7: REVIEW PLAN AND CONDUCT EVALUATION(Is the evaluation plan going to provide the information needed)?

After all parts of the plan have been developed and outlined specifically, it’s important to review the plan to ensure that nothing has been overlooked. This will prevent over runs in budget and timelines. In evaluating the design, the following questions should be answered:

Are the intended purposes of all potential users identified and clearly stated? Are all purposes accounted for in the plan? Have all evaluation questions been clearly stated in objective terms? Have data to answer all evaluation questions been clearly identified? Is the plan feasible given the available resources? Have legal and ethical concerns regarding the collection and use of evaluation information been recognized and

accounted for in the plan? Does the plan use appropriate data collection, analysis and reporting methods? Will the plan, if implemented as designed, mesh with existing programs?


Appendix


Appendix

NOTE:

The sample forms, checklists, interviews and other forms, are just that; samples or examples. These examples, if used at all, should be modified or adapted for your use based on your individual district, cooperative, and interlocal, demographic characteristics and/or needs.


AppendixGIFTED GENERAL EDUCATION INTERVENTION REFERRAL

Form 1A Student DataAttach student profile sheet or complete fully.

Legal Name: __________________________________ Student No.:__________________Last First MI

Sex: M / F DOB: ____/____/____ Age:_____ SS#_________________________Ethnic Group:___________________________ Home Language:_____________________Birth Place: _______________________Birth Order: (only if multiple birth) _______________School: ______________________________________ Grade: ______________________Teacher: __________________________ School Psychologist: __________________

Student lives with: ____________________________________________________________

Check if custody□ Mother: ________________________________ □ Father:________________________________ Street: _________________________________ Street: ________________________________

City, State: _________________ ZIP: ________ City, State __________________ Zip: _______Home#:_____________ Work#: _____________ Home#:_____________ Work#:____________

□ Other Significant Persons: _____________________________________________________________Relationship to Student: ____________________ Home#: ____________ Work#: ___________Street: _______________________________ City, State: _______________________ Zip: _______

Referral Information

Vision Screening Date: ____/____/____ Results: Adequate/InadequateHearing Screening Date:____/____/____ Results: Adequate/Inadequate

Group Test CAT (date-- ) V= NV= Q=Scores: ITBS (date-- ) V= R= Ltot= Wtot= Mtot= Composite=Other Test Scores: ___________________________________________________________________________ Other special/remedial service (in and out of district): □ Yes □ NoSpecify: Additional Comments:

Team Meetings

Initial Meeting Date: ___/___/___ Team Members/Titles: ________________________________________

Follow-Up Meeting Date(s): ___/___/___ ___/___/___ ___/___/___Team Member/Titles:

General Education Intervention Completed as spelled out by Kansas statutes _____________________________Principal Signature

*Complete this booklet to record modifications to student programming. Record information generated at the initial building screening and update as needed to record on-going student progress.


Referral StatusCircle one

1. New Referral

2. Prior Excep. (including Speech only

3. Prior Eval. Yet non-exceptional

4. Other:

AppendixGIFTED GENERAL EDUCATION INTERVENTION STRATEGIES

What strategies have you used to differentiate curriculum for this student? A minimum of five interventions needs to be implemented for general education intervention purposes. The effectiveness of the strategies used with individual students will be discussed by the general education intervention team.

DateInitiated

Degreeof Effec-tivenessIndicate

1-3

These Add’lOppor-tunities

Need To Be Continued

3 = Highly Effective2 = Moderately Effective1 = Ineffective* = Preferred Strategies for Gifted

ORGANIZATIONAL STRATEGIESSet time expectations for assignments, short term and long termOrganize a notebook or folder to help organize workDevelop a contract for student responsibilities*

BEHAVIORAL STRATEGIESShare talents with peers and younger studentsProvide opportunities to develop leadership skills*

PRESENTATION STRATEGIESGive both oral and visual instructions for assignmentsVary the method of lesson presentation: a) lecture, b) small group, c) use audio-visual materials, d) demonstrations, e) experiments, and/or f) gamesArrange for a mentor to work with the student in his/her own interest area or area of greatest strength*Utilize additional library and multimedia resources for independent research*

CURRICULUM STRATEGIESDetermine whether materials are appropriate to the student's current interest and functioning levels.Reassign student to appropriate academic groupExpand vocabulary skillsProvide fewer drill and practice activities when the material is learned*Use alternative activities/materials to enrich district curriculum (Ex: Extension activities from teacher's editions)*Provide appropriate instruction/materials related to student’s preferred learning styleProvide opportunities for development of creativityGive a pre-test and, if the student knows the material, proceed to the next level*Provide independent learning activitiesAssign higher level questions: Minimize recall questions and emphasize application, analysis, synthesis, and evaluation questions*Provide instruction in research skills needed to conduct an independent study in student's interest areaProvide text written at a higher level*Provide problem-solving along with computation in math classAdvanced Studies (Math, Math Counts, Pre-Algebra, Science Olympiad, Honors, AP, IB)*Enrich the curriculum “horizontally” with materials and activities which extend a topic*Alternate assignments in place of what rest of class is doing*Plan with student alternate activities*Other________________________________________________________________________________________________________________________________

Acceleration Checklist


AppendixThere are a number of factors, which need to be taken into account when a student is being considered for acceleration in math. If these factors are not present, the possibility of the student not being successful is increased. Also, when making the decision for acceleration, the long-term view must be considered. You are not only making a decision about the current or next school year, but up through high school. Therefore, the complete student and the long-range effects on that student must be taken into account. Listed below are factors, which should be considered in addition to the district criteria.

Student Name: ________________________School: _____________________________ Grade: ___________________

1. ___ Computation Skills: Math computation should come naturally and quickly to the student. This should be apparent in daily work, and will be reflected on standardized, state, and district test scores.

2. ___ Mathematical Thinking: The student should think mathematically naturally. S/he should be able to think through complex math problems easily and able to grasp the essence of the problem through all the distracters.

3. ___ Quick Grasp of New Concepts: The student grasps new ideas quickly and connects them with previously learned concepts. These students will often be the first to pick up a new concept, often before the teacher has completed instructions. S/he will often take the concept one step beyond what has been presented.

4. ___ Above Grade Level Abilities: The student is at least a year ahead of his/her peers in math. There may be some holes in their concepts but these are easily filled with a minimum of instruction.

5. ___ Love of Math: The student must have a real desire to learn and use math. Math must be a special part of their life. This is seen in students, who enjoy working math problems, seek math challenges, and/or enjoy math games.

6. ___ Strong Work Habits: If accelerated and/or in preparation for acceleration the student may have to complete more work promptly. There is also a larger amount of work required in Transition Math. S/he will need to have the skills necessary to handle this workload.

7. ___ Emotional Maturity: The student will eventually be placed in a math class above his/her grade level. S/he will need the emotional maturity to feel comfortable in a setting with older peers.

8. ___ Ability to Handle Change: Acceleration may mean changing school buildings, sometimes in the middle of the day. The student will need to be able to make this change smoothly, and be able to change mental gears quickly. His/her class may not always be working on math when s/he leaves or returns.

9. ___ Responsible: The student will need to be able to transition to and from the bus without supervision and be ready to make up work missed while s/he is gone. S/he will not be expected to make up grade level math, but will be expected to keep up with other subjects missed while gone. This may mean additional homework.

10. __ Willingness to Sacrifice: On occasion acceleration in math has meant having to give up specials at his/her grade level. This does not happen every year but must be considered as a possibility.


Appendix

GENERAL EDUCATION INTERVENTION INFORMATION

Student: Please return this form to:

School: Classroom teacher(s): Grade: Date:

1. Test information: Please attach a copy of any and all test results from the student's records that may be available. (i.e., SRA, ITBS, CTBS, Kansas Math Assessment, CBM, etc.)

2. Please refer to the items below and check those that apply to this student. In addition, on a separate piece of paper, please provide brief, specific written examples for each behavior you feel applies to this child, including any products you feel illustrate comments you have made (photos, completed assignments, drawing, oral responses you have recorded, etc).

This student, when compared to others of the same age…

1. Becomes impatient and overly critical if work is not perfect. 2. Prefers to work on projects that provide a challenge. 3. Exhibits concern about social or political problems: is concerned about right and wrong. 4. Exhibits a zany sense of humor; enjoys word plays and the use of puns. 5. Is resistant to the routine drill or repetitive tasks covering information already known (such as

math facts, spelling or handwriting). 6. Can produce "reasons" which may be elaborate and/or highly creative and are not offered in

ways originally presented. 7. Likes to organize or bring structure to things and/or people. 8. Has an unusually good memory. 9. Exhibits a variety of learning strategies and is able to adapt the learning approach

appropriately. 10. Is unusually adept at connecting new learning to previously learned material to make it

meaningful. 11. Is able to pick up new information quickly. 12. Demonstrates a wide range of vocabulary; is more precise in the use of words and uses

complex sentence structure. 13. Asks questions which are unusual, insightful, and/or shows relationships to other experiences. 14. Uses appropriate and original examples and/or is able to produce unusual analogies to

illustrate points. 15. Demonstrates a high level of understanding through concise or elaborate words or products;

is able to translate verbal information into visual respresentations (charts, graphs, illustrations)

16. Exhibits special skills unusual for age. 17. Exhibits innovative use of common materials by adapting or combining them in a new or

unusual way. 18. Seems to know when, where, and how to seek help and/or information. 19. Has the ability to devise or adopt a systematic strategy for solving problems. 20. Is able to change or adapt the problem solving strategy in some way if the original approach

is not working. 21. Exhibits a wide range of knowledge; exhibits a depth of information in one or more specific

areas. 22. Exhibits persistence on topics of interest, often finding it diffcult to leave until more closure is reached. 23. Completes only part of an assignment or project and then takes off in a new direction. 24. Shows sensitivity to situations or to people and their feelings. 25. Exhibits the ability to evaluate his/her own performance realistically.


Appendix

Classroom Teacher's Screening Observation InventoryGifted Program

STUDENT _________________________________________________ DATE ___________________________________

COMPLETED BY _____________________________________________________________________________________

Research indicates that gifted students will exhibit some of these characteristics, but not necessarily all of them. Assign a rank for each of the five main categories.

LOW High

SELF-DIRECTED LEARNER 1 2 3 4 5Thirst for knowledge (not necessarily school-related)CuriosityEnthusiasmOften has one area in which (s)he really shinesCapable of becoming totally absorbed in a task

RATE OF LEARNING 1 2 3 4 5Quick to grasp new conceptsRetains and applies information

ADVANCED LANGUAGE 1 2 3 4 5Higher level vocabulary and reading levelAdvanced sense of language structuresAttentive listener when being read to, particularly on

challenging materialUsually learns to read early

POWERFUL MEMORY 1 2 3 4 5Broad range of general informationRemembers many details

OPERATES AT HIGHER THINKING LEVELS 1 2 3 4 5Asks "how", "why" questionsCan "read between the lines"Can take an idea as far as it can go; makes inferences easilyStrong problem-solving abilitiesDivergent thinker; fluent and flexible in generating ideasMay be non-conformistPowerful imagination Recognizes similarities and differences between unrelated

objectsSees cause-effect relationshipsStrong sense of humor


Appendix

TEACHERS EVALUATION OF HIGH ABILITY PERFORMANCE

1. PersistenceHas the ability and desire to follow through In own interests 1 2 3on work; concerned with completion; EXAMPLE: able to see a problem through.

In assigned tasks 1 2 3EXAMPLE:

2. Responsiveness 1 2 3Is easily motivated; responsive to adult EXAMPLE: Suggestions and questions.

3. Intellectual Curiosity 1 2 3Questions the common, ordinary, or EXAMPLE: The unusual; wants to know how and why. the unusual; wants to know how and why. _____________________________________

4. Verbal Facility 1 2 3Shows marked facility with language; EXAMPLE: uses many words easily and accurately.

5. Fluency of Ideas 1 2 3Produces a large number of ideas on a topic EXAMPLE:

6. Flexibility 1 2 3Approaches ideas and problems in a number EXAMPLE: of ways; is able to find alternate ways of solving problems.

7. Originality 1 2 3Often uses original methods of solving EXAMPLE: problems; is able to combine ideas and materials in a number of ways; creates products of unusual character of quality.

8. Reasoning 1 2 3Is logical; often generalizes or applies EXAMPLE: understanding in new situations; expands concepts into broader relationships; sees parts in relation to the whole.


Appendix

FUNCTIONING WITHIN THE CURRICULUM

Keeping in mind the profile you have just completed on the child, please provide the following information.

Circle YES or NO to indicate whether you believe the student's intellectual needs are being met in each area.For each NO response, describe the specific ways in which you believe this could be accomplished.

READING: YES NO

EXPRESSIVE LANGUAGE: YES NO(Oral/Written)

MATHEMATICAL CONCEPTS & APPLICATIONS: YES NO

SCIENCE: YES NO

SOCIAL STUDIES: YES NO

COMMENTS:


Teacher: ________________________________

Talent Pool

Math Skills Reading/LA Skills Skills Demonstrated

Student Names

Able to write logical, sequenced work problem

s using relevant m

ath facts/concepts.

Problem-solving skills and

strategies are above grade level.

Grasps concepts quickly and

can apply them consistently.

Writing is creative and has

logical beginning, middle and

end.

Can write meaningfully about

what was read.

Oral reading and

comprehension (i.e. analyze

and eval.) approx. 2 or more

yrs above grade level.

Has many skills that exceed

grade level outcomes in one or

more areas

Can work independently and usually is self-directed.

Seeks challenging, open-ended and/or creative activities

Appendix


Appendix

Student ________________________________ Teacher__________________________________Date __________________________________ Grade ___________________________________

Evaluation of Need for Special Education

The following questions are to be addressed after the comprehensive evaluation is completed.Both eligibility and need must be addressed in appropriate placement.

Beyond what is provided by regular education, what can special education provide for student?

If yes…

A. Grouping with intellectual peers and opportunities for intellectual development.

YES NO

If yes, please elaborate:

B. Alternative forms of instruction? (curriculum compacting, cross-age grouping, acceleration, individualized content area)

YES NO


C. Extensions of the outcomes for curricular units? (higher level thinking activities, project suggestions)

YES NO


D. Evidence of ability to work and think at a higher level than age mates.

YES NO


E. Opportunities to develop and pursue individual interest.

YES NO


F. Opportunities for creative and/or higher level thinking.

YES NO


Chap. 7 – Pg. 10July, 2001

Appendix

STUDENT INTERVIEW

NAME OF STUDENT _____________________________________________________________________

NAME OF INTERVIEWER _________________________________________________________________

DATE OF INTERVIEW ____________________________________________________________________

These questions should be asked after rapport has been established between the interviewer and the student.

1. What would you consider to be your greatest accomplishments in school? Out of school?

2. If you had the opportunity to study any area of your choice in great depth, what area would you choose?

3. What things do you like the most about your school day right now?

4. What things do you like the least?

5. Do you enjoy working on school projects independently?

6. What do you think it means to be considered gifted?

7. What do you consider to be your greatest attribute?

8. What do you consider to be your greatest weakness?

9. Do you feel well respected by your peers?

10. If you would be admitted to the program for gifted and talented students, what would you hope to accomplish?

11. Do you feel there would be a great deal of opportunity in a program for gifted students?With the opportunity do you feel there would be extra responsibility placed on you? Why or why not?

12. Describe yourself as completely as possible, in terms of the way you perceive yourself.

Chap. 7 – Pg. 11July, 2001

Appendix

STUDENT INTERVIEWELEMENTARY GIFTED


Student Name: _________________________________________________ Age: ___________

Introduction (to warm up and build rapport):What is your favorite TV show/video?

What do you do in your free time?

Who is your favorite author; what is your favorite book?

1. Have you ever created an imaginary person, animal, or place? Describe.If "No", ask, If you could create an imaginary, etc….Describe.(Score based on elaboration and attention to detail.)

SCORE: _____________ (1 OR 2)

2. Describe your idea of a perfect/ideal classroom. Tell how it looks and the activities students would do. (Score based on fluency, flexibility, originality, and/or elaboration.)

SCORE: _____________ (1 OR 2)

Chap. 7 – Pg. 12July, 2001

Appendix

STUDENT INTERVIEWELEMENTARY GIFTED

GENERAL EDUCATION INTERVENTION INFORMATION(cont.)

Select one of the following Odyssey of the Mind (OM) spontaneous problems:You don't have your homework.What would you tell the teachers?Name things that fly.

(Provide a reasonable amount of think time - 2 minutes or so - without formal timekeeping. Give 1 point for a common answer, 3 points for a unique answer. Use the following scoring: 1-10 pts. Earned = a score of 1; 10 or more pts. Earned = a score of 2.)

SCORE: ____________ (1 OR 2)

3. Use one of the following open-ended questions:What if scissors were not invented?What is there was no air transportation?

(Score based on unique responses and elaboration.)

SCORE: ____________ (1 OR 2)

TOTAL SCORE: _______________

Chap. 7 – Pg. 13July, 2001

Appendix

STUDENT INTERVIEWSECONDARY GIFTED


Student Name __________________________________________ Age ________________

Introduction (to warm up and build rapport):What is your favorite T.V. show? What do you do in your free time? (Answers are often interesting in this area as well as the scored questions.)

1. What is the biggest problem in the world today? If you had the power and the authority of the president of the United States, what would you do to solve it?

Common responses: Pollution, make people pick up trash, topics emphasized in their class such as rain forest, endangered animals, etc.Creative/unique responses: Killing in the streets (timely answer), violence (would raise money to support new laws and larger police forces).

SCORE _____________

2. If you were buying a time capsule that contains unique, creative examples of life on earth, what are five things you would choose and why?

Common responses: Basic needs such as food and clothes, bed, pillow, stuffed toys, family friends.Creative/unique responses: Specific equipment, bags to collect objects, camera, computer for calculating and recording, gloves for picking things up, books for looking up things.

SCORE ___________

Chap. 7 – Pg. 14July, 2001

Appendix

STUDENT INTERVIEWSECONDARY GIFTED

GENERAL EDUCATION INTERVENTION INFORMATION (cont.)

3. You have had many teachers in your lifetime – parents, grandparents, coaches, music or dance teachers – school teachers. What do you think are some characteristics of outstanding teachers?

Common responses: Nice, smart, gives recess, doesn't give too much homework.Creative/unique responses: Gives us challenging work to help us learn, is funny but strict, likes children and understands us.

SCORE___________

4. Have you ever made money on your own? Designed, composed, created, or invented something? Started a business? Tell me about it.

Common responses: Doing chores at home, babysitting…Creative/unique responses: Starting a babysitting co-operative, teaching crafts to neighborhood children (responses that indicate leadership, initiative, and/or creativity).

SCORE__________

TOTAL SCORE__________

SCORING: Each response is scored 0-2 points.No response = 0, common response = 1, unique = 2.

It is very subjective but it doesn't take long to listen to students to determine more creative or in-depth answers. Write down as much as possible.

Chap. 7 – Pg. 15July, 2001

Appendix

Student ServicesTriennial Re-evaluation Feedback Form (Student Interview)

Student _____________________________

Rater _______________________________

1. How would you rate your performance regarding school work?

2. How would you describe the level of interest you have regarding learning at school?

3. How do you feel you relate with your peers?

4. In thinking about the Guided Discovery program how do you feel about your involvement and achievement?

5. Describe to what extent the school is meeting your educational needs.

6. Do you want to continue with the program? Yes No Maybe Explain

Chap. 7 – Pg. 16July, 2001

Appendix

Student ServicesTriennial Re-evaluation Feedback Form (Teacher)

Student _________________________

Please take a few minutes to answer the following questions. This information is being used to determine a need for continuation of gifted education services for this student. Please return as soon as possible.

Sincerely,Enrichment SpecialistSchool Psychologist

1. Describe the education needs of this student as demonstrated in your class (Use examples for clarification).

2. Relate how this student exhibits a need for special education services which goes beyond the general curriculum; i.e. demonstration of higher level thinking, creativity, etc.

3. With regard to peer relationships, how do you view this student?

4. What is the quality of this student's work?

5. In regard to task commitment/effort, how would you assess this student's level of motivation?

6. Other (please list any additional input you believe to be beneficial to this process).

Chap. 7 – Pg. 17July, 2001

Appendix

Student ServicesTriennial Re-evaluation Feedback Form (Parent)

Student __________________________

Please respond to the following questions regarding your child's need for gifted education programming. Your feedback is very important as we consider the need for continuation of special education services for your child. The answers to these questions is voluntary. If you have any concerns which cannot be conveyed in this format, please do not hesitate to contact us.

Sincerely,Enrichment SpecialistSchool Psychologist

1. How would you describe your child's study habits?

2. How would you describe the level of task commitment your child demonstrates in:A. Academic Endeavors?

B. Extra-curricular School Activities?

C. Topics of Personal Interest?

3. With regard to peer relationships (both identified gifted and non-identified), does your child have any special needs which you believe need to be addressed by the school?

4. To what level is your child becoming an independent learner and self manager in both the home and school settings?

5. Other (Please note any additional input you believe to be necessary to determine a need for continuation of gifted education services on the back of this page).

Chap. 7 – Pg. 18July, 2001

Appendix

PARENT QUESTIONAIRE(High Ability)

The purpose of this questionnaire is to acquire additional information with which to meet the educational needsof your student.Student's Name Student No. School Teacher Principal Birth Date Sex: Male ______ Female ______ Grade Father's Name Occupation Phone Mother's Name Occupation Phone

List of all persons living in the home:

NameBirth Date

Relationship to StudentPresent School and

GradeOr Highest Grade

Completed

MEDICAL AND DEVELOPMENTAL INFORMATIONAny pertinent health problems: (hearing, vision, allergies, current medications, etc.)

SCHOOL HISTORY1. Schools attended (include preschool):

Name Grades City and State

2. Has your child been evaluated previously? Yes ______ No _____Has your child participated in any Special Education Program? Yes ______ No _____

Please list. _________________________________________________________________________________________________________________________________________________________________________________________

INTERESTS AND ACTIVITIES1. Interests, hobbies, collections, special talents, or skills: _________________________________________________________________________________________________ 2. Amount of time spent in reading for pleasure:

__________________________________________________________________________________________3. In what school club, private lessons, outside organizations, sports, or other activities has your child

participated? _______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

Chap. 7 – Pg. 19July, 2001

Appendix

PERSONAL AND SOCIAL1. How does your child get along with others in the home?

2. How does your child spend his/her free time (a)when alone and (b)when with others?

3. Describe your child as you see him/her (personality characteristics, attitudes, etc.).

4. What is your child's attitude toward school, working with peers, and awareness of own strengths and weakness?

PARENT CONCERNS1. Have there been significant changes in your child's life outside of school that might have directly affected his/her

school performance? Yes _______ No ________ If changes have taken place, please explain.

2. Child's school needs, as you see them:

3. Are these needs currently being met? Please comment.

4. List any specific areas in which you believe that your child needs additional support/enrichment.

5. Additional comments or concerns:

Please check the skills and characteristics you see in your child.StronglyDisagree Disagree Neutral Agree

StronglyAgree

1. Developed early or advanced reading skills2. Possesses advanced vocabulary/language skills3. Exhibits good memory skills4. Displays intense interests5. Demonstrates advanced math/problem-solving skills6. Displays finely developed sense of humor7. Learns easily and grasps concepts quickly8. Relates well to older playmates and adults9. Displays unusual curiosity; asks advanced questions10. Shows perception and sensitivity11. Displays creative imagination12. Shows strong task commitment and self-direction13. Displays special talent in the arts14. Exhibits leadership skills15. Sees unusual connections/relationships

Parent Signature ______________________________________________ Date ___________________________

Chap. 7 – Pg. 20July, 2001

Appendix

EVIDENCE OF ACADEMIC ACHIEVEMENT/ABILITY

NAME _____________________ STUDENT# ____________________ SCHOOL __________________________

DATE ______________ CLASSROOM TEACHER _____________________ GRADE _____________________

A. ACADEMIC ACHIEVEMENT Date given _____________ Grade ____________

ITBS/ITED (or KTEA, PIAT-R, Woodcock-Johnson) National Percentile

TotalEarned

598-99

496-97

394-95

292-93

190-91

Composite ______/5

B. COGNITIVE ABILITY (COGAT, Otis Lennon, previous WISC/Stanford-Binet, KBIT, PPVT-R, Slosson)Test given ____________ Date of test _______________

National PercentileTotal

EarnedV, NV, Q\3=Composite of COGAT

598-99

496-97

394-95

292-93

190-91

Verbal

______/5

Non-VerbalQuantitativeAverage of Composite

C. CLASSROOM PERFORMANCE

Kindergarten - Grade 3

5Exceeds teacher's

expectations

3Performs above

grade level

1Performs atgrade level

TotalEarned

Grades 4 - 85

All A's3

A's and B's1

B's and C's

Grades 9 - 125

+4.03

3.0 - 3.91

2.25 - 3.0

Total GPA _____/5

Chap. 7 – Pg. 21July, 2001

Appendix

Identification MatrixGifted Education

Student: _______________________________________ Grade: __________________________

School: _______________________________________ Date: ___________________________

Comprehensive Evaluation Initiated: ________________ Date Staffed: _____________________

1. Ability V ________ +P __________ +FS __________ = ____________WISC-III Standard Score/Percentile

Points 5>13399%

4130-132

98%

3128-129

97%

2126-127

96%

1124-125

95%

Verbal

Performance

Full Scale

2. Achievement _________________Iowa Test of Basic Skills (ITBS) or Iowa Tests of Education Development

Local Percentile5

99%4

98%3

97%2

96%1

95%

Core Total (Grade 2)Or Composite

3. Task Commitment ________________Product Rating

Points 5 4 3 2 1Task CommitmentProduct Description:

4. Creativity _________________Creativity - Torrance

Points

Creativity Index

5>140

4129-139

3118-128

2107-117

196-106

Torrance Tests Worksheet Points Awarded

FluencySTDSCR

NATL% ile

OriginalityTitlesElaborationResistance to closure:Average

GENERAL EDUCATION INTERVENTION MATRIXGIFTED

Chap. 7 – Pg. 22July, 2001

1. Ability _____/152. Achievement _____/053. Commitment Task _____/054. Crativity _____/05

___________Total _____/30*

21 Needed to Qualify

Appendix

Student _______________________ Grade ________ School ______________________

Comprehensive Evaluation Initiated ____________________ Date Staffed __________________

Screening Components 5 4 3 2 1

General Education Intervention Strategies 91-100%ile 80-90%ile 60-79%ile 40-59%ile 20-39%ile

(actual scores)Parent Questionnaire 69-75 60-68 53-59 46-52 15-45

Teacher Survey 23-25 18-22 13-17 9-12 6-8

Evidence of Academic Achievement 98-99%ile 96-97%ile 94-95%ile 92-93%ile 90-91%ile

Evidence of Cognitive Ability 98-99%ile 96-97%ile 94-95%ile 92-93%ile 90-91%ile

Classroom Performance 5 3 1

Student Interview (primary, secondary) 8 7 6 5 4

Product 19-20 17-18 15-16 12-14 8-11

SCORE ________________________

Score divided by component total (number of components factored X 5) = __________________%.

Extenuating condition that might affect performance: ________________________________________________________

Team recommendations/justifications: ____________________________________________________________________

□ Recommend Initial Evaluation □ Initial Evaluation Not RecommendedBy Building Team

Scores of 67% or above go to initial evaluationLess than 67%, team discretion with written documentation justifying recommendation.

Chap. 7 – Pg. 23July, 2001

Appendix

INITIAL EVALUATION MATRIX

Student _________________________________ Grade _______ School ________________________________Initial Evaluation Initiated _______________________________ Date Staffed _____________________ ________ABILITY

WISC-III Standard Score/Percentile10

>13299% ile

8130-13298% ile

6128-12997% ile

4126-12796% ile

2124-12595% ile

Full ScaleSTANFORD-

BINET IVStandard Score/Percentile

10>134

99% ile

8132-13498% ile

6129-13197% ile

4128

96% ile

2126-12795% ile

Composite

ACHIEVEMENTITBS/ITED

-or- ___________________

National Percentile5

97-99% ile4

95-96% ile3

93-94% ile2

91-92% ile1

89-90% ileElementary CompositeSecondary/First AreaSeconary/Second AreaSec. Composite Avg.

PRODUCT - TASK COMMITMENT5

19-204

17-183

15-162

12-141

8-11ProductDescription:

POINTS AWARDED

Points Points Awarded Possible

1. Ability (Full Scale/Composite) ____________ 102. Achievement ____________ 053. Product ____________ 05

Extenuating Condition (2 points) ____________

TOTALNeeded to Qualify: 17 / 20

□ Recommend Gifted Placement

Chap. 7 – Pg. 24July, 2001

Appendix

IEPStudent # Individualized Education Program

Type of IEP Current IEP Special Education Status

_______________ ___________________________ __________________________

Legal Name: Last First Initial Birthdate Age Sex_______________________ _____________ _______ ________________ _______ _______

School Grade Principal Teacher/Counselor Special Ed. Case Manager__________________ _____ _________________ __________________ _____________________

Home Address City, State Zip Home Phone Lives With__________________ __________________ __________ _________________ __________________

Parent/Guardian of Home Bus. Phone Spouse of Home Bus. Phone E-Mail Address________________________ ______________ _______________ _____________ _______________

Other Parent/Guardian Address City, State, Zip Phone_______________________ ____________________ ________________________ ________________

The following people were involved in the development of this Individual Education Program.

Name Title Name Title

Parent

Reg. Ed. Teacher Spec. Ed. Sch. Dist. Rep.

_______________________________________________□ Parent input and concerns were considered in

formulating the IEP by:

□Parent did not respond. Attempts to obtain involvement:

Date: Type:___________________________________________________□ Student under age 14 for duration of this IEP□ Student input was considered in formulating the IEP by:

Indicate your receipt of a copy of this IEP by initialling.

□ Student decline involvement. Attempts to obtain involvement: ________ _________

Father Mother Student Date: Type:

Chap. 7 – Pg. 25July, 2001

TYPE

DATE

STAT

US

ST

UD

EN

T I

NF

OR

MA

TIO

NP

LA

NN

ING

TE

AM

PAR

EN

TS

TU

DE

NT IE

P D

IST

RIB

UT

ION

Appendix

SMSD Page 1INDIVIDUALIZED EDUCATION PROGRAM

FOR GIFTED STUDENTS

___ Initial Placement ____ Annual Review ____ 3 Year ReevaluationIEP Meeting Date:(implementation date)

Student's Name: Student Number:

Date of Birth: Sex: Grade: School:Principal: Counselor: Gifted Facilitator:Parent/Guardian name: Address:City,St, Zip: Home Phone: ( ) Parent/Guardian Work: ( )Other Parent: Other Address:City: St: Zip: Other Parent Home: ( ) Work: ( )

Signatures of participants in the development of this IEP.Student Principal or designee

Parent or Legal Education Decision maker Interpreter of Evaluation

Regular Education Teacher Other participant/position

Special Education Teacher Other participant/position

Consider for extended school year: ___ Yes ___ No

Transportation Provided? ____ No ____ YesBetween: ____ home/school _____ schools ____ school/activities

Mode: ____ regular _____ special Comments:

IEP Team Considerations

_______________ Date of vision screening _______ adequate ________ diagnosis if any:

_______________ Date of hearing screening _______ adequate ________ diagnosis if any:

___ Academic/Cognitive strengths and needs ____ Communication strengths and needs

___ Prevocational/vocational strengths and needs ____ Student has limited English proficiency

___ Daily life strengths and needs ____ Motor performance and needs

___ Social/emotional strengths and needs ____ Behavior (to date) impedes student's learning or that of others___ Special considerations:

Chap. 7 – Pg. 26July, 2001

Appendix

SMSD Page 2

Parent/Guardian Concerns:

Relevant strengths of child:

How does the child's giftedness affect the child's involvement and progress in the general education curriculum?

____ Motivation for achievement in general education curriculum is ____ high ____ low due to:

____ Behavior in school is affected due to:

____ Needs advanced curriculum ____ Needs accelerated curriculum ____ Needs enhancement of regular curriculum

____ Other:

What special education and related services will be provided for the child? ____ None, other than those described in goals.

____ Other, described here:

What supplementary aids and services will be provided in the regular education classroom and other education related settings?____ None, Other than those described in goals

____ Other, described here:

Describe program modifications that will occur in the regular education classroom and other education related settings plus training to be provided for school personnel ____ None needed ____ Normal inservice____ Other:

How will special education intervention address the child's strengths and needs, and the parent's concerns?____ If achieved, the goals and benchmarks will meet the specified strengths, needs, and concerns listed above.

____ Other comments:

Chap. 7 – Pg. 27July, 2001

Information Leading to Development of Goals and Benchmarks

Appendix

SMSD Page 3What part of the regular education curriculum need to be modified?What is the student's present level of performance in this area?

How will the curriculum be modified? (measurable goal)

Benchmarks and criteria used to measure student progress toward goalBenchmark Progress measured by Is progress adequate?1. ___student product

___Teacher observation___Test scores___Participation log

Date: ___YesComments:

2. ___student product___Teacher observation___Test scores___Participation log






Goals and benchmarks to modify regular education curriculumWhat part of the regular education curriculum needs to be modified?What is the student's present level of performance in this area?

How will the curriculum be modified? (measureable goal)









Chap. 7 – Pg. 28July, 2001

Appendix

SMSD Page 4

Educational Placement

Transition/Graduation Plan (age 14 or older)

Chap. 7 – Pg. 29July, 2001

Recommendations from previous IEP's regarding graduation requirements have been reviewed.

The student is scheduled to meet ___ regular or ___ modified graduation requirements. Notify counseling coordinator if requirements are modified. Requirements, once modified, should remain the way until graduation.

Modifications:

Projected Graduation date: _____________ dependent upon completion of graduation requirements. All special education services will be discontinued after graduation. Transition services will involve college entrance and Career Exploration as appropriate and specified in the annual goals.

___ Regular Class with resource room ___ Regular class with supplementary aids and services

Anticipated delivery of special education services include:

Type ___ Scheduled classes ___ Counseling (varies based on student/parent enrollment decisions)

Frequency ___ Daily ___ Weekly ___ Quarterly ___ Each Trimester

Location ___ Mixture of Regular/Special Education ___ Special Education only

Duration ___ Number of times related to frequency above

___ 1 year based on IEP implementation date

___ Remainder of school year based on IEP implementation date

___ Length of time specified here:

Appendix

Individual Education Program for: Page 2

□ Communication strengths and needs considered. □ Assistive technology needs considered.Student has limited English proficiency: _______ Behavior impedes student's learning or that of others: ______

Relevant Strengths:

Parental Concerns:

Date of Most Recent Evaluation Considered: ___________________________Comments:

Impact of giftedness upon involvement and progress in the general curriculum:Motivation for achievement in general ed curriculum is

□ Needs advanced curriculum □ Needs accelerated curriculum □ Needs differentiation of curriculum

Comment:

Method of reporting progress to parents:

Frequency of reporting, At standard grading periods:

Area requiring special education:

Present Level of Performance:

Goal 1:

Criteria: Responsible:Anticipated benchmarks between level and goal:

How goal will be measured.



Goal 2:



Chap. 7 – Pg. 30July, 2001

CONS

IDER

ATIO

NSRE

PORT

ING

PRO

GRE

SSPR

ESEN

T LE

VEL

OF

PERF

ORM

ANCE

/GO

AL /

BENC

HMAR

KSPR

ESEN

T LE

VEL

OF

PERF

ORM

ANCE

/ GO

AL /

BENC

HMAR

KS

Appendix

Individual Education Program For: Page 2b

Area requiring special education:Present Level of Performance:

Goal 3:

Criteria: Responsible:

Anticipated benchmarks between level and goal:



Goal 4:




Goal 5:



Chap. 7 – Pg. 31July, 2001

PRES

ENT

LEVE

L O

F PE

RFO

RMAN

CE /

GO

AL /

BENC

HMAR

KSPR

ESEN

T LE

VEL

OF

PERF

ORM

ANCE

/ G

OAL

/ BE

NCHM

ARKS

PRES

ENT

LEVE

L O

F PE

RFO

RMAN

CE /

GO

AL /

BENC

HMAR

KS

Appendix

Individual Education Program for: Page 2c


Goal 6:



How goal will be measured:



Goal 7:






Goal 8:




Chap. 7 – Pg. 32July, 2001

PRES

ENT

LEVE

L O

F PE

RFO

RMAN

CE /

GO

AL /

BENC

HMAR

KSPR

ESEN

T LE

VEL

OF

PERF

ORM

ANCE

/ G

OAL

/ BE

NCHM

ARKS

PRES

ENT

LEVE

L O

F PE

RFO

RMAN

CE /

GO

AL /

BENC

HMAR

KS

Appendix

Individual Education Program for: Page 3

Appropriate Placement: ________________________________ **Rationale:

Extent to which the student will not participate with nonexceptional peers in regular education programs(When not with regular class peers - academic, non-academic, or extracurricular):

The following special education (specially designed instruction) and related services (services required toassist the student to benefit from special education) will be provided:

Anticipated Anticipated Anticipated Anticipated Ant. End (orService Frequency Setting/Loc. Responsible, Title State Date Duration Review) Date1.2.3.4.Person responsible for service on top line is case manager unless specified otherwise.

Comments:

Additional Recommendation:

Transportation Provided? _____ Between: □ Home/School □ Schools □ School/Activities

Mode: Comments:

Program modifications and/or supports for personnel (include anticipated frequency, location, and duration appropriate):

The following aids, services, and other supports are needed in regular education classes or othereducation- related settings:

Chap. 7 – Pg. 33July, 2001

PLAC

EMEN

TSP

ECIA

L ED

UCAT

ION

AND

RELA

TED

SERV

ICES

PRO

GRA

M M

ODI

FICA

TIO

NS/

PERS

ONN

EL S

UPPO

RTS

SUPP

LEM

ENTA

RY A

IDS

AND

SERV

ICES

Appendix

Individual Education Program For: Transition/Page 4

Transition / Graduation Plan (age 14 or older)

Recommendations from previous IEPs regarding graduation requirements have been reviewed. The student is scheduled to meet __________ graduation requirements. Notify counseling coordinator if requirements are modified. Once requirements have been modified they should remain that way.

Modifications:

Projected Graduation Date: Dependent upon completion of graduation requirements. All Special Education Services will be discontinued after graduation.

Based on this student's interests and needs, the team has determined that he/she is in need of specialized transition services which promote movement from school to following post-secondaryactivities:

□ Postsecond Educ/Training □ Community Participation□ Integrated Employment □ Other __________________________

Transition services are the following:Instruction / Related Services:

Community Experiences:

Other:

The student's preferences and interests were considered through the following involvement:

Other Agency Involvement - List representatives and type of involvement (e.g. attended IEP, phone call, etc.)

Chap. 7 – Pg. 34July, 2001

GRA

DUAT

ION

INFO

RMAT

ION

TRAN

SITI

ON

TARG

ETTR

ANSI

TIO

N SE

RVIC

ES

Appendix

IEPIndividual Education Program

Progress Report

To Parent(s) or Guardian(s) of ________________________________ Date of Report: _____________________The following is a report of progress that your child has made on his/her current IEP ( ):Goal 1:

Criteria:At the current rate of progress it appears that goal will: be met not be

metAs of: _________ Progress*: __________________________________________________ □ □As of: _________ Progress*: __________________________________________________ □ □As of: _________ Progress*: __________________________________________________ □ □As of: _________ Progress*: __________________________________________________ □ □Comments: ___________________________________________________________________________________

Goal __



Goal __



*Progress Options Any additional goals are reported on following pages. If you have questions1. No growth noted about your child's progress as reported on this document please contact me2. Modest improvement noted at __________________3. Improvement noted Phone4. Significant improvement5. Met but not consistent ___________________________________________6. Met consistently Signature

Chap. 7 – Pg. 35July, 2001

Appendix

IEP Planning FormTeam Report Page

Student's Name __________________________________ Team ___________________________

How often do you communicate with the parents? ___ weekly ___ monthly ___ seldom

Parental concerns:

Identify those areas where the student experiences success or struggle and describe interventions you have tried (if you need more room, use additional pages):

□ Educational ability to excel in core classes:

□ Quality of work, task commitment:

□ Social/Emotional (interaction with others, motivation, flexibility, etc.):

□ Communication -- Verbal and Non-verbal:

Needs of student beyond regular curriculum:

Chap. 7 – Pg. 36July, 2001

Appendix

CREATIVE THINKING SKILLS EVALUATIONRUBRIC

LEVEL ONE LEVEL TWO LEVEL THREEFLUENCY Lists a limited number of

ideas or responsesLists a sufficient number of ideas or responses

Lists many ideas or responses

FLEXIBILITY Perceives or approaches the problem in a different way with assistance

Perceives or approaches the problem in a different way

Perceives or approaches the problem in a number of different ways

ORIGINALITY Generates few clever, unique or unusual ideas

Generates several clever, unique or unusually ideas

Generates many clever, unique or unusual ideas

ELABORATION Adds details, expands or embellishes ideas with assistance

Expands, develops and embellishes ideas by adding details

Expands, develops and embellishes ideas by adding details and making changes

CURIOSITY Demonstrates little curiosity and desire to know more about issues

Demonstrates curiosity about issues and pursues additional information

Demonstrates a high degree of curiosity, seeks additional information and independent study

RISK-TAKING Deals with unstructured situations; experiments and guesses with assistance

Deals with unstructured situations; predicts, guesses, and experiments to a sufficient degree

Demonstrates a high degree of willingness to take chances, defends ideas, experiments, predicts and puts plans into action

COMPLEXITY Deals with problems; brings order to situations, deals with change when assisted

Seeks alternatives; deals with change and problems, and brings order to situations

Seeks many alternatives; deals with intricate problems and ideas, and develops plans into logical order

IMAGINATION Visualized plans, ideas and thoughts when assisted

Visualized plans, ideas and thoughts; sees beyond the practical

Visualized and imagines plans, thoughts, ideas, outcomes and consequences to a high degree

Chap. 7 – Pg. 37July, 2001

Appendix

GOAL SETTING EVALUATIONRUBRIC


ACCEPTANCE Questions necessity and purpose of goal; unable to visualize achievability of goal; has little or no involvement in determining the goal

Visualized goal; believes goal can be achieved; actively involved in determining goal

Demonstrates belief in the achievability of the goal in multifaceted ways; initiates the goal-setting process

SPECIFICITY Writes focused, measurable goals with assistance

Goals are written in a concise, focused, clear manner; provides a basic method to measure goals

Goals are written in a concise, focused, clear manner; goals relate specifically to the desired outcome; a detailed, realistic method has been developed to measure goals

CHALLENGE Knows rewards and potential problems and is willing to work toward goal with assistance

Recognized rewards of goal achievement; recognized potential problems; maintains willingness to continue working toward goal

Identifies and understand rewards to self and/or others, addresses potential problems before they occur; demonstrates an intrinsic desire for successfully accomplishing goal

FEEDBACK Plans and/or manages deadlines with assistance

Sets realistic deadlines; steps taken toward deadline are manageable

Sets benchmarks for deadlines as well as goal attainment; steps taken toward meeting deadlines; evaluates how realistic and manageable the deadlines are

Chap. 7 – Pg. 38July, 2001

Appendix

Deductive Reasoning EvaluationRUBRIC


GENERALIZATION Identifies at least one generalization which related to the situation with assistance

Identifies at least one generalization which relates to the situation when given enough time

Easily identifies more than one generalization and may relate these to multiple situations

CONDITIONS Identifies at least one condition that relates to the generalization with assistance

Identifies two or more conditions that relate to the generalizations

Easily identifies many conditions that relate to the generalizations in a holistic manner

SUPPORT Identifies data that support the generalization with assistance

Identifies data that support the generalization (s) of cases, data or evidence

Easily identifies data that support the generalization (s) with unique or implied data

VALUE Assesses the value of data presented with assistance

Assesses the value of data presented on his own

Easily assesses the value of data presented and makes connections to the generalization and other situations

INFERENCE Draws conclusions using the data with assistance

Conclusions drawn are simple

Conclusions drawn are accurate and show depth of thought

Chap. 7 – Pg. 39July, 2001

Appendix

Higher Order Thinking Skills EvaluationRUBRIC


KNOWLEDGE Limited amount of information is recalled; answer is incomplete

Sufficient amount of facts are recalled; answer is complete and acceptable

Numerous facts and details are recalled; answer is thorough

COMPREHENSION Brief explanation of content; little or no evidence to support

Overall understanding of content; implied content/issues not addressed

An interrelated, holistic interpretation of literal and implied content given; uses examples and illustrations to support

APPLICATION Solution has non or a limited number of elements to support; solution is not workable

Workable solution is supported by an adequate number of generalizations and principles

Solution has a "new slant"; supports solution with an abundant amount of facts and details

ANALYSIS Solution shows minimal classification of elements; no relation between elements and their relation and structure to each other

Solution demonstrates the relation and structure between elements; recognized patterns; rationally supported

Solution classifies elements, their relationship to each other while identifying the arrangement and structure connecting them in a rational and persuasive manner

SYNTHESIS Solution lacks self-expression; some important elements excluded; solution not workable; not clearly communicated

Workable solution is new and includes essential elements; adequately communicated solution to the appropriate audience; demonstrates self-expression

Workable solution which is new and includes all parts; demonstrates unique self-expression; communication is directed to a specific audience in a unique and highly effective manner

EVALUATION Judgments have little or no support

Judgments are on both cognitive and effective levels; based on given criteria or selected remembered criteria

Judgments based on a variety of facets at both the cognitive and effective levels

Chap. 7 – Pg. 40July, 2001

Appendix

Divergent Thinking EvaluationRUBRIC


SUBSTITUTE Makes one to two substitutions with assistance

Generates three to four substitutions

Easily generates five or more substitutions and generates new ides from substitutions

COMBINE Makes one to two combinations with assistance

Generates three to four combinations

Easily generates five or more combinations and generates new ides from substitutions

ADAPT Makes one to two adaptations with assistance

Generates three to four adaptations

Easily generates five or more adaptations and generates new ides from adaptation

MODIFY Makes one to two modifications with assistance

Generates three to four modifications

Easily generates five or more modifications and generates new ides from modifications

MAGNIFY Makes one to two magnifications with assistance

Generates three to four magnifications

Easily generates five or more magnifications and generates new ides from magnifications

MINIFY Makes one to two minifications with assistance

Generates three to four minifications

Easily generates five or more minifications and generates new ides from minifications

PUT TO OTHER USES Makes one to two other uses with assistance

Generates three to four other uses

Easily generates five or more other uses and generates new ides from other uses

ELIMINATE Makes one to two eliminations with assistance

Generates three to four eliminations

Easily generates five or more eliminations and generates new ides from eliminations

REVERSE Makes one to two reversals with assistance

Generates three to four reversals

Easily generates five or more reversals and generates new ides from reversals

REARRANGE Makes one to two rearrangements with assistance

Generates three to four rearrangements

Easily generates five or more rearrangements and generates new ides from rearrangements

Chap. 7 – Pg. 41July, 2001

GIFTED PRODUCT EVALUATIONName__________________________ Product ________________________ Evaluators____________________________

Grade__________________________ ____________________________

CRITERIA EXEMPLARY(5) (4)

ACCEPTABLE(3) (2)

IMPROVEMENTNEEDED (1)

COMMENTS

EFFORT

Teacher Eval. ___

GiftedTeacher Eval. ___

Average ___

Identified new knowledge or demonstrated new skills.

Attention was given to detail and quality in a finished product.

Goals challenged abilities.

A finished product gave evidence of some new knowledge or skill.

Goals matched present abilities but did not challenge.

Tasks incomplete. No new knowledge or skill

identified. Minimal research or investigation

evidenced. No goals set.

RESEARCHSKILLS

Effective use of all six research skills.

Demonstrated five of the research skills.

Demonstrated four of the research skills.

Teacher Eval. ____

Gifted Techer Eval. ____

Average ____

1. Task Definition 4. Use of information2. Information Seeking Strategies 5. Synthesis3. Location & Access 6. Evaluation

PROBLEM-SOLVING

Demonstrated use of problem-solving strategies

Evidence of attempt to use a problem-solving strategy.

No evidence of problem-solving strategies attempted.

Teacher Eval. ____GiftedTeacher Eval. ____Average ____

(Circle appropriate strategy)1. Creative Problem Solving Process 4. Mathematical problem-solving2. Scientific Method 5. Other ____________________3. Logical problem-solving

*Need to assess product in four areas.

GIFTED PRODUCT EVALUATION (cont.)

Gifted Product Evaluation – Pg. 1

Chap. 7 – Pg. 42July, 2001

Appendix

CRITERIA EXEMPLARY(5) (4)

ACCEPTABLE(3) (2)

IMPROVEMENTNEEDED (1)

COMMENTS

HIGHER-LEVELTHINKING SKILLS

Teacher Eval. ____

GiftedTeacher Eval. ____Average ____

Evidence of Analysis, Synthesis, and Evaluation effectively used

Evidence of 1 higher-level thinking skill (Analysis, Synthesis, or Evaluation) plus the basic-level skills (Application, Comprehension, or Knowledge)

Evidence of basic thinking skills, but no higher-level skills.

CREATIVITY

Teacher Eval. ____


Outstanding demonstration of three or more creativity skills

Evidence of creativity skills used adequately

No evidence of creativity

1. Fluency/Many 3. Originality/Unusual2. Flexibility/Varied 4. Elaboration/Adding to ideas to

make better.PRESENTATION

SKILLSTeacher Eval. ____


Outstanding demonstration of all the following

Adequate demonstration of two of the following

No presentation given, or no serious attempt to use good presentation skills.

1. Made topic interesting to 2. Good stage presence: 3. Effective communicationaudience, displayed humor or drew confident, clear expressive voice, of ideas.on emotions eye contact 4. Made presentation to an

audience.Other(skill)

Teacher Eval. ____


*Need to assess product in four areas. Total of points ______/20(Average 2 evaluations)

Chap. 7 – Pg. 43July, 2001

Appendix

Gifted Product Evaluation – Pg. 2

Appendix

Early Intervention

CharacteristicsBright preschool and early primary children differ from age peers in many ways. Just as children develop physically in their own individual ways, the needs and characteristics of bright children must be examined individually. Some typical characteristics are noted. Many, but not necessarily all, may apply to an individual child.

Thinking SkillsPreschoolers and early primary children often exhibit advanced thinking skills in many of the following areas: Curiosity - frequently dissect things wondering how they work. Many constantly ask "Why?" or "Why not?" Advanced memory - often remember happenings from a long time ago. Learning new concepts - grasp ideas quickly and are able to apply them to new situations. Attention spans -are able to maintain attention to tasks over long periods of time, particularly in areas that interest

them. Strong vocabularies - use words that are exceptionally advanced for age peers. Many begin speaking and

understanding language at an early age. Fluency - are able to generate large quantities of ideas and problem solutions. Reasoning skills - connect events and ideas as well as understand cause and effect relationships perceived as

sophisticated for their age. Advanced sense of humor - enjoy jokes, plays-on-words and riddles, often make up their own.

AffectivePreschool and early primary children exhibiting highly developed tendencies in the affective realm often demonstrate many of the following characteristics: Sensitivity - may be sensitive to the emotions of others. Many find the news broadcasts to be upsetting. Idealism - have intense sense of right and wrong and may be distressed if they feel something is wrong. Emotional feelings - exhibit intense emotional feelings. They may become extremely sad, fearful or happy. Peer selection - demonstrate a preference to play with older children or exhibit a strong desire to be with adults. Frustration - may become easily frustrated especially when their physical development does not match their

intellectual abilities limiting production of complex projects they can visualize but are physically unable to produce.

Chap. 7 – Pg. 44July, 2001

Appendix

School Situation

The best school settings for bright preschool and early primary learners are situations that examine unique needs and individualize allowing children to develop at their own rate. Choices designed around student interest should be allowed for the learners. Exploration of new topics is imperative. These children should be permitted to spend time with others who are equally bright.

Most bright children come to school with great anticipation of learning experiences to come. Many are quickly frustrated because they have mastered kindergarten curriculum years before enrolling in school. These children are often placed in a class where they either hide their abilities in order to fit in or become disenchanted with school in general, leading to learning problems at a later time. Parents should make the school aware of their child's advanced intellectual or academic abilities early in the school year. When parents work together with educators in identification of a student's abilities, then the school is better equipped to design appropriate educational programs to develop those abilities and talents.

Young children, although possessing advanced abilities in various curricular areas, are frequently unable to perform academic tasks designed for older children. Many such tasks require students to participate in teacher-directed activities while sitting still and concentrating on written work. It must be remembered that young children, no matter how bright they are, often do not possess skills to complete written work above grade level. It is imperative that all young children are actively involved with learning material.

Educators must insure that appropriately advanced curricular content is available to these young children while taking into account physical development and social skills.This can be accomplished by breaking units into shorter lessons. Activities can be presented through inquiry-oriented experimentation, or in a game format. The use of manipulatives for math, language and reading experiences are appropriate approaches.

Home SituationParents are the first educators for these bright young children. They should allow the child's interests to drive activities at home. Children should be allowed to choose how they spend much of their time. A frequent mistake made by parents of bright young children is pressuring the child or exhibiting and constantly praising the child's talents. This may lead children to believe they are valued only for possessing the talent. All children need a reasonable amount of praise, but it is important that the child feel valued for who he is rather than for what he can do. Parents should treat bright children as normally as possible while encouraging their learning and creativity to avoid feelings of pressure as children develop.

Kansas Mandated ServicesEffective practices indicate that early identification of students will best meet the individualized needs of each student. Under the current state mandate for gifted education, pre-school identification and services are not included.

Chap. 7 – Pg. 45July, 2001

Appendix

Evaluating Gifted ServicesExpectations/outcomes for services need to be consistent with the key elements identified in Chapter 6. Listed below are the outcome statements followed by questions suggested for use in the evaluation of service processes.

Instruction is consistent with the stated mission statement, goals, and procedures of the services for gifted students. Are the activities/services individually designed? Does the IEP reflect each students individualized program? Are activities/services designed within the general curriculum? Do the activities/services reflect consideration of the learning style of each student? Do the activities/services expand the students’ interests? Do the students pursue the study of “real problems” as producers rather than consumers of knowledge? Do the students learn and/or use the necessary methodological and investigative skills necessary for working on

their problems? Do the students identify the appropriate outlets for their products? Do the activities/services reflect the use of raw data? Do the students develop the following specific thinking skills: research skills; the investigative skills of collecting

and organizing data, classifying, hypothesizing; evaluating; observing; criticizing, interpreting, and self-evaluating?

The student identification and placement component supports the overall purposes of the services. Does identification practices produce a group of students (a) who are gifted and (b) demonstrate a need for

specially designed instruction? Are identification procedures revised and improved based on experience gained from the recommendations of

experts in gifted and talented education and based on state statue and regulation? Does this component support and facilitate the tasks of those charged with the identification and selection of

students in need of the services? Does this component generate information that is useful in (a) making instructional diagnostic decisions, (b)

assessing the services and (c) linking instruction to the general curriculum?

The services for gifted students (a) provide instructional opportunities which are not available in the general education curriculum and (b) provide for individualization within the group of selected students of learning experiences which are especially appropriate for gifted students.

Do the services produce positive student changes in the underachiever in the general education classroom? Do all students continue to master the basic competencies of the general education curriculum? Will the underachievers exhibit more motivation to learn while in the general education classroom? Will the underachievers exhibit increased achievement as measured by teacher grades? Do the academically achieving students continue to demonstrate the same rate of growth on a standardized

achievement test that they exhibited prior to receiving services? Do the underachieving gifted demonstrate the same rate of achievement as an average student at the same

grade level? Do the services produce positive student behavior changes in the general education classroom? Do the services detract from achievement in the general education classroom?

The services and teachers/staff for the gifted are being integrated as a regular component of the school district’s instructional program.

Are district office personnel, principals, and general education teachers aware of the goals and procedures of the services and are they supportive of the services?

Does gifted education staff regularly interact with students’ general education teachers? Does the coordinator of gifted services and gifted education teachers communicate with, and receive feedback

from parents and community leaders? Is the gifted service coordinator making and implementing plans to financially support the services from general

education district funds when external funds are not available? Do teachers for gifted services meet state licensure requirements as a teacher of the gifted? Does the district provide for adequate staff development in gifted education to its staff and service providers? Do teachers have the knowledge, skills and attitudes necessary for teaching the gifted? Are teachers for the gifted actively involved in state and national professional organizations?

Evaluating Gifted Services (cont.)

Chap. 7 – Pg. 46July, 2001

Appendix

There is an adequate means of ensuring that the organization of services is satisfactory and that service components are implemented effectively and efficiently.

Are the dissemination functions for the services being implemented effectively? Are appropriate internal and external audiences being identified? Is there a revised handbook of services available to all interested audiences? Have service materials and media presentations been developed? Are relevant audiences, including potential service adopters, aware of relevant aspects of the services? Are there other factors within the school district or community, which may affect the implementation of the

services? Are the monies allocated to these services adequate to support the activities for gifted students? Are monies efficiently and effectively expended? Are the services evaluated appropriately?

The services produce positive attitudes/responses in all relevant audiences toward the services, toward school, and toward self?

Do the instructional services result in the maintenance of positive attitudes toward school, self and program among those students who enter the program with positive attitudes toward school and self?

Do the instructional services result in the improvement of attitudes toward school in the underachieving gifted or those students who receive services with a poor attitude toward school?

Do the instructional services result in the improvement of self-concept in those students who receive services with low self-concepts?

Will the underachieving students demonstrate a positive attitude toward the services?

Chap. 7 – Pg. 47July, 2001

Educator ResourcesAcademic Competitions

A number of academic competitions are available which provide opportunities for peer interaction, developing individual potential, creative problem solving and evaluation by an authentic audience. These enrichment options are an integral part of the curriculum. Many are available through online registration with state contacts, practice problems, published books and materials and schedules of upcoming contests and events. Here are some:

American Model United Nations International5005 West WinonaChicago, Illinois 60630Phone: 773-777-AMUNhttp://[email protected]/[email protected]

Continental Mathematics League, Inc.(Grades 2- 9; several divisions, Including computer)P.O. Box 2196St. James, New York 11780-0605Phone: 631-584-2016

Future Problem Solving Program(Grades Intermediate-College)2028 Regency RoadLexington, KY 40503Phone: 800-256-1499http://www.fpsp.org

International Geography OlympiadNational Geographic Society1145 17th Street N.W.Washington, D.C. 20036, U.S.http://www.nationalgeographic.com

Knowledge Master Open(Grade 5-12)Academic HallmarksP.O. Box 998Durango, CO 81302Phone: 800-321-9218 or 970-247-8738Fax : 970-247-0997www.greatauk.com

MathCounts(Grades 7-8)Nat'l Soc. of Professional Engineers1420 King StreetAlexandria, VA 22314-2794http://mathcounts.org

Math Olympiad(Grades 3-8)125 Merle AvenueOceanside, NY 11572-2218

National Science Olympiad(Grades 7-12)5955 Little Pine LaneRochester Hills, MI 48306Phone 248-651-4013Fax: 248-651-7835www.soinc.org

National History Day Competition(Grades 6-12)0119 Cecil Hall, University of MarylandCollege Park, MD 20742Phone: 301-314--9739www.thehistorynet.com/NationalHistoryDay

Odyssey of the Mind(Grades K-12)c/o Creative Competitions, Inc.1325 Route 130 SouthSuite F, Gloucester City, NJ 08030856-456-7776856-456-7777Fax: 856-456-7008http://www.odysseyofthemind.com/about.aspemail to:[email protected]

Promising Young Writers Program(Grade 8)Nat'l Council of Teachers of English1111 Kenyon Rd.Urbana, ILhttp://www.ncte.org

Scripps National Spelling BeePO Box 5380Cincinnati, OH 45201http://www.spellingbee.com

The Stock Market Game: SMG WORLDWIDE(Upper Elementary-Adult)Securities Industry Foundation for Economic

EducationIn Kansas by the Kansas Council on Economic

EducationKSU Center for Economic Education2323 Anderson Avenue, #229Manhattan, KS 66502-2912www.smgww.org


http://www.smgww.org/

http://www.spellingbee.com/

http://www.ncte.org/

http://www.odysseyofthemind.com/about.asp

http://www.thehistorynet.com/NationalHistoryDay

http://www.soinc.org/

http://mathcounts.org/

http://www.greatauk.com/

http://www.nationalgeographic.com/

http://www.fpsp.org/

http://www.amun.org/

Services and Delivery ModelWord Masters(Grades 3-8)213 E. Allendale Ave.Allendale, NJ 07401Phone: 201-327-4201Fax: 201-327-6219http://www.wordmasterschallenge.com

The United States Academic Decathlon (High School Scholastic Competition)U.S.A.D.10882 Kyle StreetLos Alamitos, CA 90720Phone: 562-626-0092Fax: 562-626-0098http://www.usad.org/

Catalog List

ALPS PublishingPO Box 2264Greeley, CO 80632800-345-2577www.alpspublishing.com(Featuring the Autonomous Learner Model. Gifted & Talented, Multiple Intelligences, Classroom Activities, Emotional & Social Development, Creativity, Problem Solving, Thinking Skills, Parenting, Learning Disabilities)

Creative Learning Press, Inc.PO Box 320Mansfield Center, CT 06250888-518-8004www.creativelearningpress.com(Mentors in Print: How to Books for Students – Fine Arts, Geography, History, Investing in Business, Inventions, Language Arts, Leadership, Math, Research Skills, Science, Thinking Skills. Products for High-end Learning)

Creative PublicationsThink Math Catalog K-85623 W 115th StreetAlsip, IL 60803800-624-0822www.creativepublications.com(Core Mathematical Programs, Supplemental Math Resources, Manipulatives)

Critical Thinking Books & SoftwarePO Box 448Pacific Grove, CA 93950-0448800-458-4849www.criticalthinking.com(Language Arts, Mathematics, Across the Curriculum, Science, Social Studies . Materials can be used as supplement or as curriculum.)

Cuisenaire Dale Seymour PublicationsSecondary Math & Science PO Box 5026White Plains, NY 10602-5026800-237-3142www.cuisenaire.com and www.aw.com/dsp(Offering Superior Manipulatives and Leading Authors)


http://www.aw.com/dsp

http://www.cuisenaire.com/

http://www.criticalthinking.com/

http://www.creativepublications.com/

http://www.creativelearningpress.com/

http://www.alpspublishing.com/

http://www.usad.org/

http://www.wordmasterschallenge.com/

Educator ResourcesCatalog List (cont.)

The Curriculum ProjectProject 1 Catalog3300 Bee Cave Road #650-141Austin, TX 78746800-867-9067www.curriculumproject.com(Product Guide Kits, Thinking Skills Posters, Learning Objectives and Product Possibility Dry Erase Charts)

Dandy Lion Publications-Grades K-83563 Sueldo, Suite LSan Luis Obispo, CA 93401-7331800-776-8032www.dandylionbooks.com(Creativity, Enrichment, Language, Literature and Reading, Logic and Thinking Skills, Mathematics, Personal and Interpersonal Skills, Poetry, Research, Science.)

Free Spirit Publishing, Inc.400 First Avenue North, Suite 616Minneapolis, MN 55401-1724800-735-7323www.freespirit.com(Self-Help for Kids, Self-Help for Teens,, Gifted and Talented, Parenting and Teaching.)

Future Problem Solving Program2500 Packard – Suite 110Ann Arbor, MI 48104-6827734-973-8781www.fpsp.org(Program Materials, Community Problem Solving, Scenario Writing, Reference and Research materials, Thinking Tools, Future Studies and Thinking Skills.)

Greenhaven Press, Inc.PO Box 289009San Diego, CA 92198-9009800-231-5163(Grades 4 – Young Adult, Library and Classroom. Literature, Current Issues, Geography, Social Studies, History, Science & Mystery, Biography)

Interact1825 Gillespie Way #101El Cajon, CA 92020-1095800-359-0961www.interact-simulations.com(Simulations, Thematic Units, Pull-out Programs, Cross-Curricular Activities. Language Arts, Math/Science, Social Studies/History/Geography, Government, Law, and Economics)

Jackdaw PublicationsDivision of Golden Owl PublishingPO Box 503Amawalk, NY 10501800-789-0022(Facsimiles of Historical Documents, Hands-on, Multicultural, Interdisciplinary, Primary Sources for U.S. History, World History, Culture & Humanities, and Literature)


http://www.interact-simulations.com/

http://www.fpsp.org/

http://www.freespirit.com/

http://www.dandylionbooks.com/

http://www.curriculumproject.com/

Services and Delivery ModelCatalog List (cont.)

Knowledge Unlimited, Inc.PO Box 52Madison, WI 53701-0052800-356-2303www.thekustore.com(Social Studies, Art, Language Arts, Science, Primary, Zino Press Children’s Books.)

Leadership Publishers, Inc.PO Box 8358 Des Moines, IA 50301-8358800-814-3757(Serving Gifted and Talented High-Ability Students and their administrators, teachers, counselors and parents)

MindSparksW5527 Highway 106PO Box 800Fort Atkinson, WI 53538-0800800-558-2110(Effective tools to help students analyze, write about, and discuss editorial cartoons. Visual primary source materials, historically significant photos, prints and paintings, posters, advertisements)

MindWare121 5th Avenue NWNew Brighton, MN 55112800-999-0398www.MINDWAREonline.com(Multiple Intelligences, Science, Social Studies, Math & Money, Puzzles, Visual Thinking, Computer/Internet, Electives, Building, Critical Thinking, Strategy Games, Language, Fine Arts.)

Pieces of Learning1990 Market RoadMarion, IL 62959-8976800-729-5137www.piecesoflearning.com(Language Arts Resources, Enrichment, Talented & Gifted, Thinking & Questioning Skills, Novel & Picture Book Guides, Active Research, Thematic Resources, Social Studies Resources, Science/Math Resources)

Pigout on MathInstitute for Math ManiaPO Box 910Montpelier, VT 05602800-NUMERAL(Manipulatives, Books, Puzzles and Games, Problem Solving and Reasoning, Mathematical Connections. Materials emphasize a hands-on, cooperative approach to math)

Prufrock PressPO Box 8813Waco, TX 76714-8813800-998-2208www.prufrock.com(Best Sellers, Identification Instruments, Gifted Education, Thinking Skills, Language Arts, Social Studies, Science and Math, Magazines and Journals. Innovative, timesaving ways to teach gifted and talented students)


http://www.prufrock.com/

http://www.piecesoflearning.com/

http://www.MINDWAREonline.com/

http://www.thekustore.com/

Educator ResourcesCatalog List (cont.)

Royal FireworksCatalog of Materials for Education Gifted ChildrenFirst Avenue – PO Box 399Unionville, NY 10988-0399914-726-4444(Resources, Creative Problem Solving, Muscles of the Mind, Guidance, Leadership, Science, Mathematics, Social Studies, Future Studies, Philosophy, Art/Drama/Music, Imagery, Language Arts, Works of Michael Clay Thompson)

Science, Math & GiftedN7513 537th StreetMenomonie, WI 54751715-235-1840(Books, Gadgets, Puzzles, and Games in the areas of Science, Math, and Gifted Educ.)

Sunburst Communications – Grades pre-K to 12101 Castleton StreetPO Box 100Pleasantville, NY 10570800-321-7511www.sunburstdirect.com(CD Roms. Tenth Planet, Language Arts, Math, Social Studies Science, Voyages of the MIMI, Assessment, Internet Publishing, Keyboarding)

SynergeticsPO Box 84East Windsor Hill, CT 06028-0084860-291-9499www.synergeticspress.com(Differentiating Instruction for all students. Language Arts & Technology, Research, Math, Science, Ancient Egypt, Greece and Rome, China, Middle Ages, Renaissance, Westward Movement, Economics and Inventions, Futuristics and Creativity, Architecture)

Teacher Ideas PressDept. GPO Box 6633Englewood, CO 80155-6633800-237-6124www.lu.com/tip(Resource Books for Elementary and Secondary Teachers. Math, Social Studies, Science, Art & Music, Writing & Poetry, Readers Theatre, Storytelling, Gifted & Talented, Critical Thinking)

Tom Snyder Productions80 Coolidge Hill RoadWatertown, MA 02472-5003800-342-0236www.tomsnyder.com(Software – designed to spark curricular discussions, decision making and group learning. Social Studies, Science, Math, Language Arts)

Worldwide GamesPO Box 517Colchester, CT 06415-0517800-888-0987www.worldwidegames.com(Puzzles, Games of Strategy, Word Games, History & Social Studies, Science)


http://www.worldwidegames.com/

http://www.tomsnyder.com/

http://www.lu.com/tip

http://www.synergeticspress.com/

http://www.sunburstdirect.com/

Services and Delivery ModelCatalog List (cont.)

Zephyr Press - K-12 CatalogPO Box 66006-HTuscon, AZ 85728-6006800-232-2187www.zephyrpress.com(Assessment, Classroom Strategies, Brain and Learning for Students, Math and Science, Multiple Intelligences, Music & Games, Professional Growth, Social Studies, Visual Arts)

Journals

Gifted Child Quarterly. NAGC. 1707 L. St. NW, Suite 550. Washington, D.C.

Gifted Child Today. Prufrock Press. P.O. Box 8813. Waco, TX 76714-8813

Journal for the Education of the Gifted. Reston, VA: The Association for the Gifted.

Parenting for High Potential. NAGC. 1707 L. St. NW, Suite 550. Washington, D.C.

Roeper Review. P.O. Box 329. Bloomfield Hills, MI 48303. www.roeperreview.org

Understanding Our Gifted. Open Space Communications Inc., P.O. Box 18268 Boulder, CO.

Web Sites

AssociationsNational Association for Gifted Children http://www.nagc.org/

Kansas Association for Gifted, Talented and Creative http://www.kgtc.org

The National Association of State Directors of Special Education http://www.nasdse.org/home.htm

Department of Education SitesUS Department of Education Home Page http://www.ed.gov/

Kansas State Department of Education http://www.ksde.org/

ResearchThe National Research Center on the Gifted and Talented-Latest information and research from a collaboration effort funded by the U.S. Department of Education. http://www.ucc.uconn.edu/~wwwgt/nrcgt.html

Selected Internet Resources for Gifted Education-From ERIC Clearinghouse on Disabilities and Gifted Education. http://ericec.org/faq/gt-urls.htm

Hoagie's Gifted Education Page-Latest research on parenting and educating gifted children plus the best Internet and print resources on the subject. http://www.hoagiesgifted.org/


http://www.hoagiesgifted.org/

http://ericec.org/faq/gt-urls.htm

http://www.ucc.uconn.edu/~wwwgt/nrcgt.html

http://www.ksbe.state.ks.us/

http://www.ed.gov/

http://www.nasdse.org/home.htm

http://www.kgtc.org/

http://www.nagc.org/

http://www.zephyrpress.com/

Educator ResourcesWeb Sites (cont.)

ResourcesDr. Glover's Websites-Lots of good links for psychology and education. http://www.library.unt.edu/classes/edu/sites.html

Britesparks-Resources for parenting gifted children. Originally established for home schooling. http://www.britesparks.com/

ERIC-Homepage for The Educational Resources Information Center. http://www.accesseric.org/

SwopNet Education Databank for Gifted and Talented http://www.swopnet.com/ed/index.html#education

US Department of Education Search Page http://search.ed.gov/index.html

Gifted Resources Page-Links to all known online gifted resources, enrichment programs, talent searches, summer programs, gifted mailing lists and early acceptance programs. http://www.eskimo.com/%7Euser/kids.html

NewsDirectory Magazines – Education-Links to current issues of education magazines. http://www.newsdirectory.com/news/magazine/current/edu/

Special Education Resources on the Internet http://www.hood.edu/seri/serihome.htm

Special Education Exchange http://www.spedex.com/

Federal Resource Center for Special Education http://www.dssc.org/frc/

The National Information Center for Children and Youth with Disabilities http://www.nichcy.org/

Education Week http://www.edweek.org/button1/

Internet Resources for Special Educators http://www.glrs.org/resources.htm

About.com Special Education -- Gifted Education Links http://specialed.about.com/education/specialed/msub31.htm?once=true&

Study Web Links for Learning: Teaching Resources (tons of links) http://www.studyweb.com/Teaching_Resources/

CreativityCenter for Creative Learning, Inc.-Offers a variety of publications, training programs, informational support, and consulting services on creativity. http://www.creativelearning.com/

Multiple IntelligencesMultiple Intelligences-Information on the theory of MI.http://edweb.cnidr.org/edref.mi.th.html


http://edweb.cnidr.org/edref.mi.th.html

http://www.creativelearning.com/

http://www.studyweb.com/Teaching_Resources/

http://specialed.about.com/education/specialed/msub31.htm?once=true&

http://www.glrs.org/resources.htm

http://www.edweek.org/button1/

http://www.nichcy.org/

http://www.dssc.org/frc/

http://www.spedex.com/

http://www.hood.edu/seri/serihome.htm

http://www.newsdirectory.com/news/magazine/current/edu/

http://www.eskimo.com/~user/kids.html

http://search.ed.gov/index.html

http://www.swopnet.com/ed/index.html#education

http://www.accesseric.org/

http://www.britesparks.com/

http://www.library.unt.edu/classes/edu/sites.html


Web Sites (cont.)

Multiple Intelligences (cont.)Howard Gardner http://edweb.cnidr.org/edref.mi.gardner.html

Characteristics of the 7 Intelligences http://www.swopnet.com/ed/TAG/7_Intelligences.html

MI News-Lots of good 'stuff' on Multiple Intelligences and various other links. http://www.angelfire.com/oh/themidasnews/contents.html

TestsFun Tests for the whole family http://www.pressanykey.com/

Uncommonly Difficult IQ Tests-A collection of tests and links for high IQ information. http://www.eskimo.com/~miyaguch/hoeflin.html

Enchanted Mind-Information about IQ testing. http://enchantedmind.com/iqtest.htm

The Enneagram Institute-A personality type indicator. http://www.enneagraminstitute.com/index.htm

References - NRC1 G/T Research Based Resources Booklet

Assouline, S. & Colangelo, N. (1995). Academically Able Elementary Students: Aptitudes, Attitudes and Attributions about Academic Talent. Tampa, Fl: NAGC Conference.

Berger, S. (1998). College Planning for Gifted Students. VA: ERIC Clearinghouse on Disabilities and Gifted Education: CEC.

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Handbook II: Affective domain. New York: Longmans, Green.

Bloom, B. S. (1985). Developing talent in Young People New York: Ballantine

Borland, J. H. (1989). Planning and implementing programs for the gifted. A comprehensive examination of and guide to issues and practices related to developing programs for gifted students. New York, NY: Teachers College Press.

Callahan, C. & Caldwell, M. (1999). A Practical Guide to Evaluating Programs for the Gifted. Washington D.C.: National Association for Gifted Children.

Chapman, C. (1993). If the Shoe Fits. Skylight Professional Development. Arlington Heights, Il.

Clark, B. (1992). Growing up gifted. New York: Merrill.

Delisle, J. (1996) Gifted Kids Survival Guide. Minneapolis, MN: Free Spirit Press.

Gardner, H. (1999). Intelligence Reframed: Multiple Intelligence for the 21st Century. Basic Books.

1 NRC = National Research CenterChap. 8 – Pg. 8July, 2001

http://www.enneagraminstitute.com/index.htm

http://enchantedmind.com/iqtest.htm

http://www.eskimo.com/~miyaguch/hoeflin.html

http://www.pressanykey.com/

http://www.angelfire.com/oh/themidasnews/contents.html

http://www.swopnet.com/ed/TAG/7_Intelligences.html

http://edweb.cnidr.org/edref.mi.gardner.html

Educator ResourcesKaplan (1990) Coping with Peer Pressure and Coping with Stepfamilies VA ERIC Clearinghouse on Disabilities and Gifted Education: CEC.

References - NRC2 G/T Research Based Resources Booklet (cont.)

Kerr, B. (1990). Career Planning for Gifted and Talented Youth. Washington D.C.: ERIC Clearinghouse on Disabilities and Gifted Education.

Landrum, M., Callahan, C. & Shaklee, B. (2001). Aiming for Excellence: Gifted Program Standards. Waco, TX: Prufrock Press.

Marshall, B. C. (1981). "Career decision-making patterns of gifted and talented adolescents." Jounral of Career Education, 7, 305-310.

Mountain Plains Regional Resource Center, The Evaluation Plan Worksheets

McLaughlin, John A. (1990) The Guide for Planning & Conducting an Evaluation of Local Special Education Programs A Publication from The Kansas State Board of Education

Patton, M. Q. (1986). Utilization focused evaluation (2nd edition). Beverly Hills, CA: Sage.

Pre-K to Grade 12 Gifted Program Standards. (1998). Washington, DC: NAGC

Reis, S., Burns, D. & Renzulli, J. (1992). Curriculum Compacting. Mansfield Center, CT: Creative Learning Press, Inc.

Renzulli, Joseph S. (1977). The Enrichment Triad Model: A Plan for Developing Defensible Programs for the Gifted and Talented

Seagoe, M. (1974). Some learning characteristics of gifted children. In R. Martinson, The identification of the gifted and talented. Ventura, CA: Office of the Ventura County Superintendent of Schools

Silverman, L. (1993). Counseling the Gifted and Talented. Denver; CO: Love.

Special Education Process Handbook. (2000). Topeka, KS: Kansas State Department of Education. www.KSBE.state.ks.us.

Student Improvement Team Training. (1998). Topeka, KS: Kansas State Department of Education.

Tomlinson, C. (1999). The Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1997). Differentiating Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Treffinger, D. J. (1988). Cultivating potentials: beyond "the gifted program". Teaching PreK-8, 18, (7), 54-57.

Van Tassel-Baska, J. (Ed.). (1990). A Practical Guide to Counseling the Gifted in a School Setting (2nd ed.). Reston, VA: Council for Exceptional Children..

Winebrenner, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Press.

Winebrenner, S. & Devlin, B. (1996). Cluster Grouping Fact Sheet. Brooklyn, MI: Phantom Press.

2 NRC = National Research CenterChap. 8 – Pg. 9

July, 2001

http://www.KSBE.state.ks.us/


Chap. 8 – Pg. 10July, 2001


KS Effpract Manual

Documents

Transcript of KS Effpract Manual