Legislation

Home Identification Gifted Program Models Curriculum Gifted Minorities Gifted Underachievers Twice Exceptional Perfectionism GIEPs Legislation Workshops and Conferences Tech Resources //This page is dedicated to Federal and State laws .//..

Notes from PAGE Conference, Harrisburg April 2008

 * __Thursday, April 17 Pre- Conference__**

This session was devoted to creating effective GIEPs by focusing on Present Levels of Educational Performance (PLEP) which is the basis of the plan produced for each gifted child. The more carefully you fashion the PLEP each year, the easier it is to weave the material together. Your must begin by knowing where th child is so you can construct a plan for where the child needs to go. Topics include deciding what to include in the PLEP, finding appropriate data sources and determining strengths and needs related to each child.
 * //AM – Addressing Present Levels of Educational Performance//** -


 * [| CHAPTER 16]does not define multiple criteria, __it is up to the districts to define and create criteria, and the assessments__ to identify giftedness.


 * __PSSA should not be used for PLEP__ because it measures the minimum standard, not above level testing. (Advanced means above the minimum.)


 * CBAs (curriculum-based assessments),, norm-referenced, and standardized tests in reading/math/science/social studies should be used. DRPs in reading, ERBs, interest inventories, are all good tools to assess PLEP.


 * To address motivation, emotional issues, discussion of use of Achenbach (sp?) child behavior checklist administered by psychologist. ( not likely that LMSD psychologists will be able to administer yearly tests…then again, not every gifted child will need this…)

This session gave an overview of how to prepare for the State Compliance Monitoring process for Chapter 16. Jacqueline Fowler of PDE presented a review of the newest version of [|CHAPTER 16] requirements, described in the compliance monitoring process, and information on how gifted programming can be designed to appropriately meet the needs of gifted students.
 * //__PM – Preparing for Gifted Compliance Monitoring__// -** Jacqueline Fowler, PDE


 * Although the state mandates 130 IQ, __school districts may set the threshold for IQ b__ased upon demographics. (ie may set 113)!!


 * 130 IQ = automatic in


 * Local Control = __districts must establish a policy for identification.__


 * Change from 60 school to 60 calendar days

1. Facilitated Self-Assessment – for program improvement 2. File Review 10 days - randomly chosen files of students 3. On-site Interviews – parents, teachers, students 4. Follow-Up Report – 30 days may include corrective action
 * Mandatory compliance monitoring (limited not all districts) will match Chapter 16


 * [|CHAPTER 16] mandates that a __**District’s Strategic Plan should include Gifted program.**__


 * **Caseloads** 75, **65 by 2010 /** **Class size** **20.** Districts must apply for WAIVER to exceed above.

- 122+ with multiple criteria - matrix = qualitative/subjective includes: classroom-based performance, writing portfolio, teacher/parent surveys, CBA PSSA levels, themed tests,
 * Identification process – described by Centennial SD


 * See Duke University website on gifted Education for info on identification process


 * Asked if districts must use WISC to increase identification of minorities, NO…may use other tools!!!

NCLB


[|TIme Magazine article on the impact of NCLB on gifted education] l

Home Identification Gifted Program Models Curriculum Gifted Minorities Gifted Underachievers Twice Exceptional Perfectionism GIEPs Legislation Workshops and Conferences This space managed by Lynne Partridge.