The Gifted Individualized Education
Plan (GIEP) is the framework of a student's program and should consist
of information that is useful in providing appropriate programming and
support services. The GIEP is a yearly summary document that includes
all curricular areas in which a gifted child is to receive education
that is adapted and modified to provide opportunities to participate in
acceleration or enrichment, or both, as appropriate for the student’s
individual needs. The options must enable them to learn at different
rates, to learn difficult material earlier, and to think at a level
different from their classmates.
A GIEP meeting must be held at
least annually. In addition, a GIEP meeting must be held when a
parent(s)/guardian(s) or teacher requests a meeting to develop, review,
or revise a student's individualized education plan.
The GIEP Team
includes:
> Parent(s)/guardian(s)
> the student if 16 years of age or
older; younger students can also participate
> an LEA - Local Education Agency - this is a representative of the District who
knowledgeable about the
availability of resources of the District and is authorized by
the
District to commit those resources
> one or more of the student’s current
teachers
> any other individuals at the discretion of either the
parent(s)/guardian(s) or the District
The District will take steps to
ensure that one or both of the parent(s)/guardian(s) of the student
attend the GIEP meeting or have the opportunity to participate. An
invitation to the GIEP meeting must be provided to the parents at least
10 calendar days in advance of the meeting. The meeting will be
scheduled at a mutually agreed upon time and place.
Components of the GIEP include:
· Present Levels of Educational Performance which
establish the extent of gifted potential, academic functioning levels,
the child's rates of acquisition/retention, and performance levels.
Information would include: Academic/Cognitive Strengths, Achievement
Results (aligned to grade/course level standards to indicate
instructional level), Progress on Goals (for annual review only),
Aptitudes, interests, specialized skills, products and evidence of
effectiveness in other academic areas, and Grades/Classroom Performance
as Indicated by Subject Area Teachers.
· Annual Goals are
to be developed from the present levels of educational performance and
be reasonably calculated to yield meaningful educational benefit and
student progress within one year's time.
· Short-term Learning Outcomes are
the actions and activities that will help the child reach the annual
goals, evaluation criteria to determine when the child has achieved the
annual goals, and the timelines. They should include what the student
will produce, how he/she will apply the skills, or what real outcome
will be achieved as a result of their engaging in a study, activity, or
subject.
· Specially Designed Instruction are
the adaptations or modifications to the general curriculum,
instruction, instructional environments, methods, materials, or a
specialized curriculum. Specially designed instruction consists of
planning and implementing varied approaches to content, process and
product modification in response to the student's interests, ability
levels, readiness, and learning needs.
· Support Services could
include, but are not limited to the following: career guidance,
counseling, transportation if necessary, and flexible grouping.
· Dates indicate when the services will begin and the anticipated duration, based on one year, of the services.