PLEP-The Foundation of an Effective GIEP
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Transcript PLEP-The Foundation of an Effective GIEP
1
Gifted Network
Meeting:
PLEP-The Foundation
of an Effective GIEP
Timothy J. Runge, Ph.D., NCSP
Assistant Professor
Director, Center for Gifted Education
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Legal Requirements
Regarding PLEP
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Chapter 16
[http://www.pacode.com]
§ 16.32. GIEP.
(a) The GIEP team, in accordance with the
requirements of this chapter shall, based upon
the evaluation report, develop an initial GIEP
and arrive at a determination of educational
placement. Revisions to GIEPs, changes in
educational placement, or continuation of
educational placement for a student
determined to be a gifted student shall be
made by the GIEP team based upon a review
of the student’s GIEP and instructional activities,
present levels of educational performance, as
well as on information in the most recent
evaluation.
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Chapter 16 Continued…
[http://www.pacode.com]
§ 16.32. GIEP.
(d) The GIEP of each gifted student shall be based on the GMDT’s
written report and contain the following:
(1) A statement of the student’s present levels of educational
performance.
(2) A statement of annual goals and short-term learning outcomes
which are responsive to the learning needs identified in the evaluation
report.
(3) A statement of the specially designed instruction and support
services to be provided to the student. For a student with disability
identified as eligible under 34 CFR 300.8 (relating to child with a
disability), this would include accommodations and modifications in
accordance with 34 CFR 300.320(a)(4) (relating to definitions of
individualized education program).
(4) Projected dates for initiation, anticipated frequency, location and
anticipated duration of gifted education.
(5) Appropriate objective criteria, assessment procedures and
timelines for determining, on at least an annual basis, whether the
goals and learning outcomes are being achieved.
(6) The names and positions of GIEP team participants and the date
of the meeting.
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Legal Requirements
Chapter 16 has no timelines/permission
requirements for Present Levels of Educational
Performance (PLEP) testing
But Chapter 16 is strikingly clear that PLEP
forms the basis of developing a strong,
appropriate, (and defensible) GIEP
How can you program effectively if you don’t
have comprehensive, current PLEP?
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Best Practices Regarding
PLEP
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Best Practices
PLEP forms the basis for annual goals and short-term
learning outcomes
Must be updated each year
Must include information that clearly identifies
functional levels
Must be data driven
Variety of assessment tools should be used
PLEP testing should yield specific grade level results
for each academic subject
Should identify strengths and prioritize needs of the
student
PLEP should provide a cohesive and holistic picture
of the student
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Appropriate and
Inappropriate Information
to Include in PLEP
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Who Contributes to PLEP?
EVERYONE
on GIEP Team:
Regular Education teachers
Gifted Education teacher
Parents
Student
Support Personnel (i.e., School Counselor,
School Psychologist, Administrator,
Extracurricular Advisor)
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What to Include in PLEP
Ability and Assessment Test Scores
Woodcock-Johnson Test of Cognitive Abilities (WJ-III:
Cog)
Wechsler Intelligence Scale for Children (WISC-IV)
Stanford-Binet Intelligence Scales (SB-5)
Kaufman Assessment Battery for Children (K-ABC 2)
Otis-Lennon School Ability Test (OLSAT)
Cognitive Abilities Test (CogAT)
Naglieri Nonverbal Ability Test (NNAT)
Bilingual Verbal Abilities Test (BVAT)
Raven Progress Matrices
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What to Include in PLEP
Group and Individual Achievement Measures
Wechsler Individual Achievement Test (WIAT-III)
Woodcock-Johnson Test of Individual Achievement
(WJ-III: Ach)
Benchmark assessments (e.g., 4Sight, Study Island,
AIMSweb, DIBELS, Yearly Progress Pro, STAR, MBSP)
Pennsylvania System of School Assessment (PSSA)
Terra Nova / California Achievement Test / Iowa
Curriculum-Based Assessments (more on this later…)
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What to Include in PLEP
Grades
Report card grades (including mid-term / final exams)
Classroom performance (e.g., teacher comments,
project grades)
Progress on goals - Report on student’s progress on
Instructional levels – Establishes starting point for instruction
attaining annual Goals and short-term learning outcomes
established in previous GIEPs
during the time period covered by the GIEP. Use Results of
above-level testing, curriculum-based assessments, and other
measures to determine current level of functioning.
Iowa Acceleration Scale
Purdue Academic Rating Scale
CBA (more in a bit…)
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What to Include in PLEP
Aptitudes, interests, specialized skills, products and evidence of
effectiveness in other academic areas
Scales for Identifying Gifted Students (SIGS) School Version Rating
Scale*
Gifted Evaluation Scale – 3 (GES-3)*
Gifted Rating Scale (GRS)*
IOWA Acceleration Scales 2*
Screening Assessment for Gifted Elementary and Middle School
Students (SAGES 2)*
Test of Mathematical Abilities for Gifted Students (TOMAGS)*
Fisher Comprehension Assessment of Giftedness Scale (Multicultural
assessment of behavior, creativity)
Renzulli / Hartman Scale
Gifted and Talented Evaluation Scale (GATES)
Learning Styles Inventory
Creative Thinking Assessments
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Scales for Identifying Gifted
Students (SIGS)
Ages: 5-18
Raters: School rating scale form and home
rating scale form
Length: 7 scales; 12 items per scale
Domains assessed: general intellectual ability,
language arts, mathematics, science, social
studies, creativity, and leadership
Product information link:
http://www.prufrock.com/productdetails.cfm
?PC=170
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Gifted Evaluation Scale
Ages: 5-18
Raters: anyone familiar with the student (e.g.
classroom teacher, clinical personnel, other school
personnel)
Length: 48 items; 20 minutes
Domains assessed: intellectual, creativity, specific
academic aptitude, leadership ability, performing
and visual arts
Product information link: http://www.hawthorneed.com/images/gifted/samples/swf_files/h04150sb
.pdf
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Gifted Rating Scale
Ages: 4:0- 6:11 & 6:0-13:11
Raters: teachers
Length: 5-10 minutes
Domains assessed
GRS-P: 60 items
GRS-S: 72 items
GRS-P: intellectual, academic readiness, motivation, creativity
and artistic talent
GRS-S: intellectual, academic, motivation, creativity, leadership
and artistic talent
Product information link:
http://www.pearsonassessments.com/HAIWEB/Cultures/enus/Productdetail.htm?Pid=015-8130-502&Mode=summary
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IOWA Acceleration Scales – 2
Grades: K-8
Raters: Child study team consisting of child’s
parents, teachers, counselor or school
psychologist, an administrator, and a gifted
teacher or coordinator
Length: 1.5 - 2 hours
Domains assessed: assesses whether a child
should be accelerated
Product information link:
http://www.giftedbooks.com/productdetails.
asp?id=92
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Screening Assessment for
Gifted Elementary and Middle
School Students
SAGES 2: K-3 & 4-8
Ages: 7-12
Length: 30-45 minutes
Domains assessed: aptitude and
achievement in mathematics, science,
language arts, social studies, and non-verbal
reasoning
Product information link:
http://www.prufrock.com/productdetails.cfm
?PC=128
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Test of Mathematical Abilities
for Gifted Students (TOMAGS)
Grades:
K-6
Length:30-60 minutes
Domains assessed: mathematical
reasoning and mathematical problem
solving
Product information link:
http://www.prufrock.com/productdetails.
cfm?PC=84
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What to Include in PLEP
Areas of strengths
Review of objective criteria
Student/teacher reflection
Rates of acquisition and retention
Ability to utilize a variety of higher level thinking skills/strategies
Ability to produce, create and elaborate ideas or concepts
Specialized skills, abilities or aptitudes
Awareness and appreciation for aesthetics
Developed and conversed sense of humor
Talents in the visual, written and performing arts
Talents in science and mathematics
Motivated and interested in learning experiences
Demonstration of leadership and interpersonal abilities
Diverse interests in philosophy and other principles
Advanced development, elaboration and usage of vocabulary
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What NOT to Include in PLEP…
Test
scores that are two or more years old
Negative
statements in a student’s area
of strengths
Jargon
Insufficient
Vague
information
statements
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Some Words About CBA
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What is Curriculum Based
Assessment (CBA)?
“Direct
observation and recording of a
student’s performance in the local
curriculum as a basis for gathering
information to make instructional
decisions”
(Deno, 1987 as cited in Hintze, Christ, & Methe, 2006, p. 45).
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Support for CBA
1.
2.
3.
4.
5.
6.
Students are directly assessed on the
curriculum that is being taught
Directly linked to instructional objectives
Provide reliable and valid measures of
student performance
Quick and easy to administer
Great for progress monitoring
Sensitive to student change
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Criterion-Referenced CBA
(Blankenship, Idol, and colleagues)
Overarching goal- One, determine the specific
instructional level at which the student is performing and
two, determine the curricular materials that are
necessary to improve student learning
Stepwise Process:
1.
2.
3.
4.
Select items from across the curriculum or develop items to
match the curriculum.
Order items by difficulty and combine them within a single
test.
Create two or more test forms containing similar items and
administer on Days 2 and 3.
Student performance is compared to mastery criteria
According to Shinn et. al., (1989) – test formats tend to
approximate “teacher-made” tests
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CBA – Math 6th Grade Example
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Or Better Yet….
PDE
SAS – Assessment Creator
http://www.pdesas.org/Assessment/Search
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PLEP Examples
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Example #1
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Example #2
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Integration of PLEP into
the GIEP and Educational
Planning
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PLEP & GIEP
Engages
parents and students in the GIEP
process
Establishes a context for discussion by the
GIEP team
Establishes a foundation for decision
making
Establishes a foundation for specially
designed instruction
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PLEP & GIEP
PLEP
information must be present before
the GIEP can be created
PLEP is the first section of a GIEP
Goals and outcomes (second section of
the GIEP) must be based off PLEP and the
GWR prepared by the GMDT
PLEP to be included in initial & all revisions
to the GIEP
Good PLEP will result in a good GIEP
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Writing the GIEP: Goals and
Outcomes
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sections
A.
B.
C.
D.
Annual Goals
Short-term Learning Outcomes
Specifically Designed Instruction (SDI) to
be Provided to the Student
Support Services Needed to Assist the
Gifted Student to Benefit from Gifted
Education
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Annual Goals
Should reflect PLEP statements
Should be responsive to the learning needs
identified in the Gifted Written Report (GWR)
Should identify focus areas for the student
Objective contains: Condition, Name,
Behavior, and Performance Criteria
(Accuracy and Fluency)
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Short-term Learning Outcomes
Steps that lead to the completion of the annual goal
Objective Criteria - set the level, standard, grade,
performance, the percent of mastery or completion
expected
Assessment Procedures - tests or procedures that will be
used to measure the achievement
Timelines – when or how often the assessment will be made
Each short term learning outcome must relate to only one
Annual Goal
Short Term Objectives
1.
2.
3.
Objective
criteria
Assessment
Procedures
Timelines
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Specifically Designed Instruction (SDI)
to be Provided to the Student
Adaptations or modifications made to general curriculum, instruction,
instructional environments, methods, materials, or a specialized curriculum for
students who are gifted
Must plan and implement varied approaches to content, process and product
modification in response to the student’s interests, ability levels, readiness and
learning needs
May be delivered in a variety of settings as determined by the GIEP team.
Could include (but not limited to):
Individualized pacing
Shadow studies
Mentorships
Independent study
Individualized
enrichment/acceleration
Development of higher order thinking
and problem-solving skills
Distance learning
Special activities
Course compacting
Projects
Should be provided for each annual goal
Should record projected starting date, frequency of activity, location, and
duration of activity
Projected date for
initiation
Anticipated
frequency
Location
Anticipated
Duration
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Support Services
Other services needed to assist the student to benefit
from gifted education
GIEP team determines if the student will need any
support services
The service needs to be an integral part of an
educational objective of a student’s GIEP, without
which the GIEP cannot be implemented
The service must be needed to ensure the student
benefits from or gains access to a gifted education
program
Projected starting date, frequency of activity,
location, and duration of activity should be recorded
in GIEP
Projected date for
initiation
Anticipated
frequency
Location
Anticipated
Duration
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Examples
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Example #1
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Example #2
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References
http://www.education.state.pa.us/portal/server.pt/gateway/PTARGS_0_2_122
370_7395_509495_43/http;/pubcontent.state.pa.us/publishedcontent/publish/
cop_hhs/pde/single_web/programs/programs_d_g/gifted_education_forms/i
mages/sample_giep108_10_10.pdf
http://idea.ed.gov
http://www.pacode.com/secure/data/022/chapter16/chap16toc.html
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Thank You!
Timothy J. Runge, Ph.D., NCSP
[email protected]
http://www.iup.edu/rural