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1Gifted Network Meeting: PLEP-The Foundation of an Effective GIEP
Timothy J. Runge, Ph.D., NCSPAssistant ProfessorDirector, 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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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 attaining annual Goals and short-term learning outcomes established in previous GIEPs
Instructional levels – Establishes starting point for instruction 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…)
What to Include in PLEP
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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
What to Include in PLEP
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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.hawthorne-ed.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
GRS-P: 60 items GRS-S: 72 items
Domains assessed 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/en-us/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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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
What to Include in PLEP
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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 information Vague 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. Students are directly assessed on the
curriculum that is being taught2. Directly linked to instructional objectives3. Provide reliable and valid measures of
student performance4. Quick and easy to administer5. Great for progress monitoring6. 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. Select items from across the curriculum or develop items to
match the curriculum. 2. Order items by difficulty and combine them within a single test. 3. Create two or more test forms containing similar items and
administer on Days 2 and 3. 4. 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
4 sectionsA. Annual GoalsB. Short-term Learning OutcomesC. Specifically Designed Instruction (SDI) to
be Provided to the StudentD. 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 GoalShort Term Objectives Objective
criteriaAssessment Procedures
Timelines
1.
2.
3.
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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
Distance learning
Course compacting
Should be provided for each annual goal Should record projected starting date, frequency of activity, location, and
duration of activity
Individualized enrichment/acceleration
Development of higher order thinking and problem-solving skills
Special activities
Projects
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_12
2370_7395_509495_43/http;/pubcontent.state.pa.us/publishedcontent/publish/cop_hhs/pde/single_web/programs/programs_d_g/gifted_education_forms/images/sample_giep108_10_10.pdf
http://idea.ed.gov http://www.pacode.com/secure/data/022/chapter16/chap16toc.html
