KS Effpract Manual

Effective
Practices for
Gifted
Education
in Kansas
“Children are the living

messages we send to a
Kansas Department of Education time we will not see.”
Printed August 2001
Unknown
(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 Education
Kansas 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 District

Sue Amos...............................Gardner/Edgerton School District
Pam Chandler.........................Blue Valley School District
Lois Gjovig..............................Olathe School District
Diane Hansen.........................Shawnee Mission School District
Sue Hansen............................Dodge City School District
Judith Lacey............................Lawrence School District
Jennifer Ohmes.......................Dodge City School District
Carol 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.
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July, 2001
Acknowledgements
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July, 2001
Table of Contents
TABLE OF CONTENTS
Page
Letter from the Assistant Commissioner of KSDE, Alexa Pochowski, Ph. D.
Acknowledgements .............................................................................................i
Table of Contents .........................................................................................iii – v
Introduction to Gifted Education in Kansas

Introduction ................................................................................. .....................vii
Process for Assessing and Meeting the Needs of High Ability Students .............ix
Gifted Education in Kansas .................................................................................x
Equal Educational Opportunity ...................................................................xi – xii
Purpose of Gifted Services in Kansas ................................................................xii
CHAPTER 1
General Education Interventions, Curriculum, and Instruction
Level One Problem Solving Assessment Model ..................................................1
Introduction ................................................................................................ ........3
A. Characteristics of Giftedness ...................................................................3 – 4
B. General Education Interventions ...........................................................4 – 13
C. Individualizing the Curriculum for Gifted Learners ..............................14 – 19
D. Assessment of the Curriculum .............................................................20 – 24
E. Gifted Education Staff Development Training...............................................25
CHAPTER 2
Team Problem Solving Process
Level Two Problem Solving Assessment Model ...................................................1
A. Introduction and History ...............................................................................3
B. Student Improvement Team ....................................................................3 – 4
C. Student Improvement Team Area of Focus ....................................................4
D. Problem-Solving Framework ..........................................................................5
E. Special Considerations for Gifted Students ...........................................6 – 12
CHAPTER 3
Initial Evaluation for Giftedness
Level Three Problem Solving Assessment Model ................................................1
Introduction ................................................................................................ ........3
A. Referrals for Initial Evaluation .......................................................................4
B. Timelines for Initial Evaluation ......................................................................4
C. Procedures for Conducting the Initial Evaluation .....................................5 – 7
D. Determining Eligibility ...........................................................................8 – 10
E. Writing the Evaluation / Eligibility Report ....................................................11
F. Providing Prior Written Notice for Identification & Requesting Parent Consent
11
G. Independent Educational Evaluations .........................................................12
H. Functional Behavioral Assessment ......................................................12 – 13
I. Gifted Student Identification ................................................................13 – 14
J. Identification of Culturally and Economically Diverse Students ..................15
K. From One to Many (Graphic of Multiple Forms of Assessment) ...................16
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July, 2001
Table of Contents
L. Relationship of Characteristics, Learning Needs, and Curriculum for High
Ability Students................................................................................... ..............17
M. Questions and Answers about Initial Evaluation and Eligibility.............18 - 19
CHAPTER 4 Page
Gifted Individualized Education Plan Development
Level Four Problem Solving Assessment Model ..................................................1
Introduction ..................................................................................................3 – 4
A. IEP Team ................................................................................... ...............5 – 7
B. Parent Participation ...............................................................................7 – 11
C. The Initial IEP Meeting .............................................................................. ...11
D. When an IEP Must be in Effect ....................................................................11
E. IEP Content .................................................................................. ........11 – 19
F. IEP Team Considerations ......................................................................19 – 21
G. Educational Placement and Least Restrictive Environment .................22 – 23
H. Meeting to review and revise the IEP ..........................................................23
I. Additional IEP Writing Guidelines for Gifted Students ..........................23 – 28
Questions and Answers about the IEP .......................................................29 - 31
CHAPTER 5
Services and Delivery Model
Introduction ................................................................................................ ........1
A. Gifted Services Design ............................................................................1 – 9
B. Developing, Implementing, and Managing Services ............................10 - 12
CHAPTER 6
Evaluating Gifted Services
A, Evaluating Effective Services for Gifted Education .......................................1
B. Purposes and Overview of Evaluation Services .......................................1 – 2
C. Planning the Evaluation ...........................................................................2 – 3
D. Steps in conducting an Evaluation ...........................................................3 - 6
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Table of Contents
CHAPTER 7
Appendix
Note Page..................................................................................................... .......1
Gifted General Education Intervention Referral ..................................................2
Gifted General Education Intervention Strategies ..............................................3
Acceleration Checklist ........................................................................................4
General Education Intervention Information ......................................................5
Classroom Teacher’s Screening Observation Inventory Gifted Program .............6
Teachers Evaluation of High Ability Performance ...............................................7
Functioning with in the Curriculum .....................................................................8
Talent Pool ............................................................................................ ..............9
Evaluation of Need for Special Education .........................................................10
Student Interview .................................................................................... .........11
Student Interview Elementary Gifted General Education Intervention
Information .............................................................................. .................12 – 13
Student Interview Secondary Gifted General Education Intervention Information
14 – 15
Student Services Triennial Re-evaluation Feedback Form (Student Interview) . 16
Student Services Triennial Re-evaluation Feedback Form (Teacher) .................17
Student Services Triennial Re-evaluation Feedback Form (Parent) ...................18
Parent Questionaire (High Ability) ....................................................................19
Personal and Social ..........................................................................................20
Evidence of Academic Achievement / Ability ....................................................21
Indentification Matrix Gifted Education ............................................................22
General Educaiton Intervention Matrix Gifted ..................................................23
Initial Evaluation Matrix ................................................................................. ...24
IEP (Individualized Education Program) ....................................................25 – 30
SMSD – Individualized Education Program for Gifted Students .................31 – 34
IEP (Individualized Education Program) Progress Report ..................................35
IEP Planning Form Team Report Page ...............................................................36
Creative Thinking Skills Evaluation RUBRIC ......................................................37
Goal Setting Evaluation RUBRIC .......................................................................38
Deductive Reasoning Evaluation RUBRIC .........................................................39
Higher Order Thinking Skills Evaluation RUBRIC ..............................................40
Divergent Thinking Evaluation RUBRIC ............................................................41
Gifted Product Evaluation .........................................................................42 – 43
Early Interventions ...........................................................................................44
School Situation ...............................................................................................45
CHAPTER 8
Educator Resources
Journals .................................................................................... ..........................1
Catalog List ............................................................................................... ....1 – 5
Web Sites ................................................................................................ ......5 – 8
Academic Competitions ................................................................................8 – 9
References - NRC G/T Research Based Resources Booklet................................10
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Table of Contents
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Introduction
to Gifted
Education
d
inin Kansas
ÒIf we want children to think and read, we

must show them thoughtful people eager to
take in new information.
If we want them tobe brave and resourceful,
let them see us risking a new idea or finding
a way.
If we want them to be loyal, patriotic and
responsible let us show that we can be true to
our deepest principles.
If we want new and better schools, we will
have to be new andbetter peopleÉ
and wasnÕtthat what we always wanted?Ó
Marilyn Ferguson,Toward a Quantum Mind

Vancouver, BC May 1986
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
vii
July, 2001
progress in their learning. This manual is an effort to help schools design
educational opportunities for advanced learners that will keep that promise.
viii
July, 2001
ix
July, 2001
The following flowchart

describes the Problem
Solving Assessment
process currently being
used in Kansas schools as PROCESS FOR
building teams work to
identify students using
general education
ASSESSING AND
interventions to determine MEETING THE NEEDS
OF HIGH ABILITY
STUDENTS
Awarene
ss of
gifted
General IEP
Team Initial
Evaluation Development
Education
Problem for Gifted For student
Intervention Solving Identified
Compacting Review
Test Out, effectiven Due Determi
Acceleration ess of process ning
, interventio begins Academi
Intervention c, &
Affective
Interview Review
Tiered student, student Goals
Assignments Observe portfoli and
& Products demonstra o Benchm
tion of informa
talents tion
gathere
Interest
Centers, Survey
Independ parents Obtain Services
ent and additiona &
Study, classroo l
Simulatio m assessme Delivery
ns, &
Review Determi Student
Continue assessm Not
ne
Interventi ent data Identifi
student
ons as qualitati ed
needs
ve/ Gifted
quantita
RESPONSIB
LE: RESPONSI Student
Classroom BLE: Improveme
Teacher(s) Building nt Plan
Resource staff, developed
by general
GIFTED EDUCATION IN KANSAS

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July, 2001
Historical Perspective
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.
xi
July, 2001
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

"There is nothing more unequal than the equal treatment of
unequal people."
- - Thomas Jefferson
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 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.
xii
July, 2001
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 in
areas of national concern is its gifted and talented children.
Unless the
special abilities of gifted and talented children are developed
during their
elementary and secondary school years, their special potential for
assisting
the Nation may be lost. Furthermore, gifted and talented children
from
economically disadvantaged families and areas are often not
afforded the
opportunity 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 advanced achievement and development of individual
xiii
July, 2001
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.
xiv
July, 2001
General
Interventions
Education
Curriculum,
,
and Instruction
and
ÒBeing fair to everyone

means everyone getting
what they need to
excel or succeedÉ
personally
and this should be the
of teaching.Ó
focus
Robert Schultz
blank.)
General Education Interventions, Curriculum and Instruction
PROCESS FOR ASSESSING

AND MEETING THE NEEDS
OF HIGH ABILITY
STUDENTS
Level One Awareness of

Problem gifted
Solving characteristic
General Education
Intervention
(Ongoing)
Compacting
Test Out,
Acceleration, Intervention
Effectiveness
Tiered
Assignments &
Products
Interest Centers,
Independent Study,
Simulations, and Technology
Continue
Interventions
as appropriate
RESPONSIBLE:
Classroom,
Teacher(s),
Resource Staff
Chap. 1 – Pg. 1
July, 2001

blank.)
Chap. 1 – Pg. 2
July, 2001
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.
Chap. 1 – Pg. 3
July, 2001
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).
Chap. 1 – Pg. 4
July, 2001
Gifted children may exhibit many, but not necessarily all, of these
characteristics:
♦ Has an outstanding memory; ♦ Cares about ethical or

possesses a broader base of humanitarian issues at an early
knowledge than peers age
♦ May be an early reader ♦ Sets high standards for
♦ Has an advanced vocabulary for him/herself as well as others
chronological age ♦ Is persistent and highly motivated
♦ Learns rapidly, easily, and ♦ Has a sophisticated sense of
efficiently humor; loves to play with words
♦ Enjoys learning ♦ Transfers concepts and learning
♦ Thrives on complexity to new situations
♦ Has the ability to concentrate for ♦ Sees connections between
long periods of time apparently unconnected ideas
♦ May be impatient and intolerant and activities
♦ Self-initiates learning ♦ May prefer the company of older
♦ Asks thoughtful or penetrating children or adults
questions ♦ Works well independently
♦ Is curious about many and ♦ Exhibits leadership ability in peer
different things group
♦ Has diverse interests ♦ Displays original ideas; flexibility
♦ Is intense; gets totally absorbed in problem solving situations
in activities and thoughts ♦ Sees endless possibilities for
♦ Is comfortable with abstract various situations or uses for
thinking objects
♦ Is an analytical thinker; perceives ♦ Has an outstanding sense of
subtle cause-and-effect humor; loves to play with words
relationships and ideas
♦ May be able to attend to two or ♦ Is passionately interested in some
more things simultaneously topic or field of endeavor
♦ Has strong feelings and opinions; ♦ Is able to elaborate on ideas
advanced sense of justice and
fairness
♦
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
Chap. 1 – Pg. 5
July, 2001
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.
Chap. 1 – Pg. 6
July, 2001
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
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)
Chap. 1 – Pg. 7
July, 2001
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.
Degree These 3 = Highly Effective

Date of Effec- Add’l 2 = Moderately
Initia tiveness Oppor- Effective
ted Indicate tunities 1 = Ineffective
1-3 Need To * = Preferred
Be Strategies for Gifted
Continue
d
ORGANIZATIONAL STRATEGIES
Set time expectations for assignments, short term, and long term
Organize a notebook or folder to help organize work
Develop a contract for student responsibilities*
BEHAVIORAL STRATEGIES
Share talents with peers and younger students
Provide opportunities to develop leadership skills*
PRESENTATION STRATEGIES
Give both oral and visual instructions for assignments
Vary the method of lesson presentation: a) lecture, b) small
group, c) use audio-visual
materials, d) demonstrations, e) experiments, and/or f)
games
Arrange 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 STRATEGIES
Determine whether materials are appropriate to the student's
current interest and
functioning levels
Reassign student to appropriate academic group
Expand vocabulary skills
Provide 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 style
Provide opportunities for development of creativity
Give a pre-test and, if the student knows the material, proceed to
the next level*
Provide independent learning activities
Assign 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 area
Provide text written at a higher level*
Provide problem-solving along with computation in math class
Advanced 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
Chap. 1 – Pg. 9
July, 2001
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.
Chap. 1 – Pg. 11
July, 2001
• 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 Differentiation

Choice of Books Tiered Activities
Homework Options Tiered Products
Use of Reading Buddies Independent Study
Various Journal Prompts Multiple Texts
Varied Pacing with anchor options Multiple Testing Options
Student/Teacher Goal Setting Alternative Assessments
Work Alone or Together 4-MAT
Flexible Seating Course Compacting
Varied Computer Programs Spelling by Readiness
Design-A-Day Varying Organizers
Varied Supplemental Materials Community Mentorships
Options for Varied Modes of Tiered Centers
Expression
Varied Scaffolding Interest Centers
Computer Mentors Stations
Think-Pair-Share by Readiness, Group Investigations
Interest, Learning Profile
Open-Ended Activities Choice Boards
Explorations by Interest Think-Tac-Toe
Options for Competition Simulations
Flexible-Learning Groups by Students are Assessed in Multiple
Readiness, Interest, Learning Profile Ways
Chap. 1 – Pg. 13
July, 2001
blank.)
Differentiation of Instruction
Is a teacher’s response to
learners’ needs
Guided by general principles of
differentiation (e.g
respectful .) on-going assessment
tasks and adjustment
flexible grouping
etc.
teachers can
differentiate
CONTENT PROCESS PRODUC

T
According to
students’
READINESS INTEREST LEARNING PROFILE
Through a range of instructional and

management strategies.
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.
Chap. 1 – Pg. 15
July, 2001
Instructional and Management Strategies
for Differentiated, Mixed-Ability Classrooms
Carol Ann Tomlinson

Strategies Description of Strategy Rationale for Use Guidelines for Use
Compacting A 3-step process that (1) assesses Recognizes large reservoir of Explain the process and its benefits to
what a student knows about material knowledge in some learners. students and parents.
to be studied and what the student Satisfies hunger to learn more about Press learner’s knowledge and documents
still needs to master, (2) plans for some topics than school often findings.
learning what is not known and allows.
excuses student from what is known, Allow student much choice in use of time
and (3) plans for freed-up time to be Encourages independence, “bought” through previous mastery.
spent in enriched or accelerated study. eliminates boredom and lethargy Use written plans and timelines for
resulting from unnecessary drill and accelerated or enrichment study.
practice.
Use group compacting for several students
Independent Process through which student and Builds on student interest. Build on student interest.
teacher identify problems or topics of
Projects Satisfies curiosity. Allow the student maximum freedom to
interest to the student. plan, based on student readiness for
Teaches planning and research skills
Both student and teacher plan a at advanced levels. freedom.
method of investigating the problem Teacher provides guidance and structure to
or topic and identify the type of Encourages independence.
supplement student capacity to plan and to
product the student will develop. Allows work with complex and ensure high standards of production.
This product should address the abstract ideas.
Use preset timelines to zap
problem and demonstrate the Allows long term and in-depth work procrastination.
student’s ability to apply skills and on topics of interest.
knowledge to the problem or topic. Use process logs to document the process
Taps into high motivation. involved throughout the study.
Establish criteria for success
Interest centers (often used with
Interest Allows student choice. Build on student interest.
younger learners) and interest groups
Taps into student interest motivating. Encourage students to help you develop
Centers or (often used with older learners) can
Satisfies curiosity-explores how’s interest-based tasks.
Interest provide enrichment for students who
and why’s. Adjust for student readiness.
demonstrate mastery/competence
Groups Allows study of topics not in the Allow students of like interests to work
with required work and can be a
regular curriculum. together.
vehicle for providing these students
Can allow for study in greater Develop clear (differentiated) criteria for
with meaningful study when required
breadth and depth. success.
assignments are completed.
Can be modified for student For advanced learners, allow long blocks
Also, all learners enjoy and need the readiness. of time for work, change centers less often
opportunity to work with interest Can encourage students to make to allow for depth of study, and make
centers/ groups in order to pursue connections between fields of study certain tasks are challenging.
areas of special interest to them. or between study and life.
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.
In class discussions and on tests, All students need to be accountable Target some questions to particular
Varying teachers vary the sorts of questions for information and thinking at high students and “open the floor” to others.
Questions posed to learners, based on their levels. Use open-ended questions where possible.
readiness, interests, and learning Some students will be challenged by Use wait time before taking answers.
styles. a more basic thought question. When appropriate, give students a chance
Others will be challenged by a to talk with thinking partners before giving
question that requires speed of answers.
response, large leaps of insight, or Encourage students to explain and defend
making remote connections. their answers.
Teachers can “try out” students with Adjust the complexity, abstractness,
varied sorts of questions as one degree of mental leap required, time
means of assessing student progress constraints, connections required between
and readiness. topics, etc., based on learning profile of
Varying questions appropriately the student being asked a question.
helps nurture motivation through
success.
In oral settings, all students can hear
and learn from a wide range of
responses
Strategies Description of Strategy Rationale for Use Guidelines for Use
Tiered In a heterogeneous classroom, a Blends assessment and instruction. Be sure the task is focused on a key
teacher uses varied levels of activities Allows students to begin learning concept or generalization essential to the
Assignments to ensure that students explore ideas where they are. study.
at a level that builds on their prior Allows students to work with Use a variety of resource materials at
knowledge and prompts continued appropriately challenging tasks. differing levels of complexity and
growth. Student groups use varied Allows for reinforcement or associated with different learning modes.
approaches to exploration of essential extension of concepts and principles Adjust the task by complexity,
ideas. based on student readiness. abstractness, and number of steps,
Allows for reinforcement or concreteness, and independence to ensure
extension of concepts and principles appropriate challenge.
based on student readiness. Be certain there are clear criteria for
Allows modification of working quality and success.
conditions based on learning style.
Avoids work that is anxiety-
producing (too hard) or boredom-
producing (too easy).
Promotes success, therefore
motivating.
Learning Learning centers can be “stations” or Allows matching task with learner’s Match task to learner readiness, interest,
collections of materials learners use skills level. and learning style.
Centers to explore topics or practice skills. Encourages continuous development Avoid having all learners do all of the
Teachers can adjust learning center of student skills. work at all centers.
tasks to readiness levels or learning Allows matching task with student Teach students to record their own
styles of different students. learning style. progress at centers.
Enables students to work at Monitor what students do and what they
appropriate pace. understand at centers.
Allows teacher to break class into Have clear directions and clear criteria for
practice and direct instruction groups success at centers.
at a given time.
Helps develop student independence.
Mentorship/ Students work with a resource Mentorships extend learning beyond Match the mentor with the student’s needs
teacher, media specialist, parent the classroom. (interests, strengths, culture, and gender).
Apprentice volunteer, older student, or Mentorships make learning a Be clear in your own mind about the goals
ships community member who can guide partnership. of the collaboration.
their growth in a particular area. Mentorships can help students Make sure roles of mentor, teacher, and
Some mentorships may focus on expand awareness of future options parent are written and agreed upon.
design and execution of advanced and how to attain them. Provide appropriate preparation and
projects, some on exploration of Mentorships allow teachers to tap instruction for mentors, including key
particular work settings, some on into student interest, strengths, and information about the student.
effective development, and some on needs. Monitor the progress of the mentorship
combinations of goals. Mentorships have a low teacher-to- regularly and help problem solve if snags
learner ratio (often one-to-one). occur.
Connect what is learned in the mentorship
to what goes on in class whenever
feasible.
Contracts take a number of forms that Can blend skill- and content-based Blend both skill- and content-based
Contracts learning in the contract.
begin with an agreement between learning matched to student’s need.
student and teacher. The teacher Eliminates unnecessary skill practice Match skills to readiness of the learner.
grants certain freedoms and choices for students. Match content to readiness, interests, and
about how a student will complete Allows students to work at learning style of student.
tasks, and the student agrees to use appropriate pace. Allow student choice, especially in
the freedoms appropriately in Helps students learn planning and content-based portions of the contract.
designing and completing work decision-making skills important for Establish clear and challenging standards
according to specifications. independence as learners. for success from the outset.
Allows teachers time to work with Provide rules for the contract in writing.
individuals and small groups. When possible, focus the contract on
Can encourage extended study on concepts, themes, or problems, and
topics of interest. integrate appropriate skills into required
projects or products.
Can foster research, critical and Vary levels of student independence and
creative thinking, application of time span of the contract to match student
skills, and integrated learning. 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. 17
July, 2001
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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.
Chap. 1 – Pg. 19
July, 2001
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. 21
July, 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.
Most Likely Less Likely to

to Yield Elicit High Level
Sophisticated Performance
Products
 Create a radio  Make a diorama

 Create a model program
 Write and produce a play   Keep a diary
Create a bulletin  Make a calendar
 Make a game board
 Create a slide show  Make a collage
 Make a discovery  Draft and circulate a
 Write a book  Write a new law petition
 Create a filmstrip  Write a song  Conduct an interview
 Paint a picture  Write an  Make a list
 Draw a diagram autobiography  Create a word-play game
 Do a puppet show  Design and construct  Make a transparency
 Create an advertisement a new product
 Invite a speaker
 Give a speech  Make a learning
 Create a recipe
 Have a panel discussion center
 Make a puzzle
 Make a photo album  Compile a newspaper
 Make a mobile
 Draw a set of blueprints  Make a dictionary
 Make a collection of . . .
 Collect pictures  Plan a journey
 Make an ammonia
 Make a relief map  Compile a portfolio of
imprint
 Make a tape recording sketches
 Create a slogan or
 Make a video tape  Write an opinion
bumper sticker
 Make a map article
 Make a time line
 Make a chart  Submit items to a
 Be a mentor
 Make a mural magazine
 Prepare and serve ethnic
 Write a letter  Write an essay
food
 Make a piece of art  Present a mock trial
 Demonstrate preparation
 Take a survey  Develop a display
of food
 Design an experiment  Make a simulation
 Do a pantomime
 Produce a film game
 Collect and analyze
  Design and make
Make a slide/tape presentation water samples
 Make a lithograph costumes
 Develop and use a
 Write a computer program Formulate a scientific

theory
 Design a needlework
 Make an animated
 Make an etching
movie
 Create a dance
 Write & tape a
 Teach a lesson conversation
 Design a wall hanging  Prepare a TV program
 Build a planetarium  Create a musical
 Give a demonstration instrument
 Hold a press Chap. 1 – Pg. 23
conference July, 2001
 Create a political cartoon
 Make a travel poster
 Write a poem
 Draw a graph
 Compile a booklet
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 Environment
The 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 Planning

Kansas 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.
Chap. 1 – Pg. 25
July, 2001
Multipotentiality
Multipotentiality 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 Emergence
Early 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 Students

Minority 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 Women

In 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 #E485

College Planning for Gifted and Talented Youth. ERIC Digest #E490
Fostering the Post-secondary Aspirations of Gifted Urban Minority

Students. ERIC Digest #E493
Individualized Career Plan Models. ERIC Digest #71
Five Processes of Career Planning. ERIC Digest
Building Blocks of Computer-Based Planning Systems. ERIC Digest
Issues and Trends in Career Planning and Placement. ERIC CAPS Digest
Personal Computers Help Gifted Students Work Smart. ERIC Digest
#E483
Chap. 1 – Pg. 27
July, 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.
Chap. 1 – Pg. 29
July, 2001
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.
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 and
information 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 Rubric

1. 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
Chap. 1 – Pg. 31
July, 2001
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

GENERALIZATI Identifies at Identifies at Easily identifies
ON least one least one more than one
generalization generalization generalization
which relates which relates and may relate
to the situation to the situation these to
with assistance when given multiple
enough time situations
CONDITIONS Identifies at Identifies two Easily identifies

least one or more many conditions
condition that conditions that that relate to
relates to the relate to the the
generalization generalizations generalizations
with assistance in a holistic
manner
SUPPORT Identifies data Identifies data Easily identifies
that support that support data that
the the support the
generalization generalization( generalization(s
with assistance s) of cases, ) with unique or
data, or implied data
evidence
VALUE Assesses the Assesses the Easily assesses

value of data value of data the value of
presented with presented on data presented
assistance his own and makes
connections to
the
generalization
and other
situations
INFERENCE Draws Conclusions Conclusions

conclusions drawn are drawn are
using the data simple accurate and
with assistance show depth of
thought
Chap. 1 – Pg. 33
July, 2001
Gifted Education Professional Development
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
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.
WorkersSchool Psychs, Counselors, & Social

Other Ancillary & Support Personnel
Undergraduate Teacher Training
Parents of High Ability Students
Service & Community Groups

Administration & Supervisors
General Education Teachers
Higher Education Personnel

Gifted Education Teachers
School Board Members
High Ability Students

Policy Makers
Gifted Education
Characteristics & Identification of
Staff Development Training
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
Constituents
Affective (targetNeeds
(Social/Emotional) audience) 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 * * * *
TRAINING CATEGORIES & TOPICS
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
x x x x x
Instruction
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 &
x x x x
Interests
Technology for Effective Teaching/Learning x x x x x x x
Appropriate Uses of Coop Learning & Peer
x x x x x x
Teaching w/ H.A. & Gifted
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
Chap. 1 – Pg. 35
July, 2001
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. 36
July, 2001

blank.)
Chap. 2 – Pg. 37
July, 2001
Team
Problem
Solving
Process
ÒNever doubt that a

small group of
thoughtful, committed
people can change the
world. Indeed, itÕs the
only thing that ever
has.Ó
Margaret Mead
blank.)
PROCESS FOR ASSESSING

AND MEETING THE NEEDS
OF HIGH ABILITY
STUDENTS
Level Two Awareness of

Problem Gifted
Solving Characteristi
Team
Problem
Solving
Review
effectiveness of
interventions
Interview student,
Observe
Demonstration of
talents
Survey parents and

Classroom teachers
Review assessment
data
Quantitative / Qualitative
RESPONSIBLE:
Building staff,
Resource staff,
Chap. 2 – Pg. 1
July, 2001
Chap. 2 – Pg. 2
July, 2001
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.
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.
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
Chap. 2 – Pg. 3
July, 2001
• 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

• 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
Chap. 2 – Pg. 4
July, 2001
D. PROBLEM-SOLVING FRAMEWORK
Level IV
Due Process, Multi-
disciplinary Team
Level III
Problem Solving with
Student Improvement Team
Level II
Problem Solving with
Other Resources
NEEDED TO SOLVE PROBLEM
AMOUNT OF RESOURCES
Level I
Problem Solving between
Teachers and Parents
INTENSITY OF PROBLEM
Chap. 2 – Pg. 5
July, 2001
E. SPECIAL CONSIDERATIONS FOR GIFTED STUDENTS
NAGC STANDARDS FOR SOCIO-EMOTIONAL GUIDANCE

AND COUNSELING
Description: Gifted learners must be assessed to determine
appropriate educational services.
Guiding Principles
A 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,
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).
Chap. 2 – Pg. 6
July, 2001
Possible Problems That May be Associated with

Characteristic Strengths of Gifted Children
Strengths Possible Problems

Acquires/retains information quickly Impatient with others, dislikes basic
routine
Inquisitive, searches for significance Asks embarrassing questions,
excessive
interests
Intrinsic motivation Strong-willed, resists direction
Enjoys problem solving; able to conceptualize, Resists routine practice;
questions teaching
abstract, synthesize procedures
Seeks cause-effect relations Dislikes unclear/illogical areas (e.g.,
traditions
or 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
with
information 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
rejection
by 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;
Chap. 2 – Pg. 7
July, 2001
frustrated over lack of time

Strong sense of humor Peers may misunderstand humor, may
become “class clown” for attention
Chap. 2 – Pg. 8
July, 2001
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:
Change the Confront the Talk about

source of the source of the the
stress stress source of
stress
Learn skills &

Shift Healthy ways to attitudes that
perspective cope with make tasks
Stress easier and
more
Kaplan
Take time out Ignore the Get regular

for enjoyable source of the exercise &
activities stress practice
sound
Escaping through alcohol,

drugs, frequent illness, sleep,
overeating, or starving
Unhealthl
Selecting y
strategies to Ways to Aiming too low
avoid failure cope
Kaplanwith
stress
Procrastination
Chap. 2 – Pg. 9
Overschedulin
g daily July,
life 2001
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
Chap. 2 – Pg. 10
July, 2001
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.
Chap. 2 – Pg. 11
July, 2001
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.
Motivation Measureme All-or-

Performance
more from nt of one’s nothing
standards
that are fear of own worth evaluations
impossibly failure than entirely in that label
high and from terms of anything
unnecessaril pursuit of productivity other than
Difficulty in
taking
credit or
pleasure Characteristics Low
even when of productivity
success is Perfectionists due to
achieved, procrastinat
because
such
“Catastroph
ic reactions
to minor
failures”
Long delays
in
Procrastinat completing Unwillingne
Overly
ion in assignment ss to
emotional
getting s, or volunteer
started on repeatedly to respond
starting
over
because
Brophy, J. Workegw/Perfectionist Students VA: ERIC Clearinghouse on
Disabled & Gifted Education
Chap. 2 – Pg. 12
July, 2001
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.
Early
Parent Education Gifted Peers
Identification
Development
Conferences for
Early Entrance of Girls' Gifted Girls
Potential
Teacher Inservice Special Programs Career Counseling
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
Chap. 2 – Pg. 13
July, 2001
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. 14
July, 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.
Optimistic Self Realistic

Outlook Acceptance Self
Knowledge
Positive Self
Concept
Positive Setting
Interperson Self goals that
al Satisfaction can be met
Relationship with some
Chap. 2 – Pg. 15
July, 2001
Initial
Evaluation
for
Giftedness
“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.
blank.)
PROCESS FOR
ASSESSING AND
MEETING THE
NEEDS OF HIGH
ABILITY STUDENTS
Level Three RESPONSIBLE:

Problem Building Staff,
Solving Resource Staff,
Assessment Parents
Initial
Evaluation for
Gifted
Due Process
begins with
Parent consent
Review
student
portfolio
information
gathered at
Levels 1 & 2
PSAM
Obtain
additional
assessments
if needed
Determine
students
needs and
eligibility
Chap. 3 – Pg. 1
July, 2001

blank.)
Chap. 3 – Pg. 2
July, 2001
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 Evaluation

B. Timelines for Initial Evaluation
C. Procedures for Conducting the Initial Evaluation
D. Determining Eligibility
E. Writing the Evaluation/Eligibility Report
F. Providing Prior Written Notice for Identification and Obtaining Consent
for Placement
G. Independent Educational Evaluations
H. Functional Behavioral Assessment
Chap. 3 – Pg. 3
July, 2001
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
Chap. 3 – Pg. 4
July, 2001
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).
Chap. 3 – Pg. 5
July, 2001
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;
and
c. 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
Chap. 3 – Pg. 6
July, 2001
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; and

b. 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
Chap. 3 – Pg. 7
July, 2001
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.
Chap. 3 – Pg. 8
July, 2001
Data must be gathered from the following five sources:

General education interventions:
Includes records of interventions attempted and data collected during
planning, implementing, monitoring and evaluating the child’s response to
interventions.
Record 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.
Interviews:
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.
Observations:
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).
Tests:
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;
Chap. 3 – Pg. 9
July, 2001
• 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 ELIGIBILITY
After 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?
Chap. 3 – Pg. 10
July, 2001
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 Determination

The 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
Chap. 3 – Pg. 11
July, 2001
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
Chap. 3 – Pg. 12
July, 2001
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; and
c. 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. 13
July, 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
Chap. 3 – Pg. 14
July, 2001
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. 15
July, 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, or
2. 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
Chap. 3 – Pg. 16
July, 2001
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:
• 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.
NAGC STANDARDS FOR STUDENT IDENTIFICATION
Description: Gifted learners must be assessed to determine

appropriate educational services.
I. GIFTED STUDENT IDENTIFICATION
Guiding Principles
A 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
Chap. 3 – Pg. 17
on current theory and research.
July, 2001
Written procedures for student identification must include at the very
least provisions for informed consent, student retention, student
The identification of gifted students in Kansas requires the use of the procedures
outlined previously with a few modifications.
Chap. 3 – Pg. 18
July, 2001
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.
Chap. 3 – Pg. 19
July, 2001
• 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 Assessment

The graphic on page 18 illustrates the use of many forms of assessment when
identifying student needs.
Relationship of Characteristics, Learning Needs, And Curriculum

The 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.
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. 20
July, 2001
K.
FROM ONE TO MANY
Chap. 3 – Pg. 21
July, 2001
L. Relationship of Characteristics, Learning Needs, and

Curriculum for High Ability
Students
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.
Characteristi Learning Need Curriculum Inference

c
Ability to handle Presentation of symbol Reorganize basic skills curriculum.
abstractions. systems at higher Introduction of new symbol systems
levels of abstraction. (computers, foreign language,
statistics) at earlier stages of
development.
Power of Longer time frame that Diversified scheduling of curriculum
concentration. allows for focused in- work.
depth work in a given “Chunks” of time for special project
area of interest and work and small group efforts.
challenge.
Ability to make Exposure to multiple Interdisciplinary curriculum
connections and perspectives and opportunities (special concept units,
establish domains of inquiry. humanities, and the interrelated
relationships arts).
among disparate
data.
Ability to Rapid movement Restructured learning frames to
memorize and through basic skills and accommodate capacities of these
learn rapidly. concepts in traditional learners (speed up and reduce
areas and organization reinforcement activities).
of new areas of New curriculum organized according
learning more to its underlying structure.
economically.
Multiple interests, Opportunity to choose Learning center areas in the school

wide information areas of interest in for extended time use.
base. schoolwork and go into Self-directed learning packets.
greater depth within Individual learning contracts.
chosen area.
Need for justice, Understanding of the A course study curriculum of
fair play. complexity of issues humankind.
associated with justice. Study of court cases (judicial
opinion).
Bill of Rights/Constitution as sources
of understanding.
Evidence of Opportunities to help Work with younger gifted children.
Chap. 3 – Pg. 22
July, 2001
altruism. others matched with Study of the role of religion in

understanding needs televangelism from newspaper and
of family and personal presidential campaigns.
needs. Study of Puritans and early American
religion.
Chap. 3 – Pg. 23
July, 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,
Chap. 3 – Pg. 24
July, 2001
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, 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.
Chap. 3 – Pg. 25
July, 2001
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. 26
July, 2001
Chap. 3 – Pg. 27
July, 2001
Gifted
Individualized
Education Plan
Development
“The essence of our effort to see

that every child has a chance,
must be to assure each an equal
opportunity, not to become
equal, but to become different - -
to realize whatever unique
potential of body, mind, and
spirit he or she possesses.”
Unknown
blank.)
PROCESS FOR
ASSESSING AND
MEETING THE
NEEDS OF HIGH
ABILITY STUDENTS
Level Four
Problem
Solving
Assessment
IEP
Development
for Student
Identified Gifted
Determining
Academic, &
Affective needs
Goals and
Benchmarks
developed
Services
& Delivery
Model
Determined
Chap. 4 – Pg. 1
July, 2001

blank.)
Chap. 4 – Pg. 2
July, 2001
INTRODUCTION
Every 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.
Chap. 4 – Pg. 3
July, 2001
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
This chapter addresses the following topics:

A. IEP Team
B. Parent Participation
C. The Initial IEP Meeting
D. When IEP Must Be in Effect
Chap. 4 – Pg. 4
July, 2001
E. IEP Content
F. IEP Team Considerations
G. Educational Placement and Least Restrictive Environment
H. Meeting to Review and Revise the IEP
Chap. 4 – Pg. 5
July, 2001
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.
Chap. 4 – Pg. 6
July, 2001
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.
Chap. 4 – Pg. 7
July, 2001
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
Chap. 4 – Pg. 8
July, 2001
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 Meeting

The 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.
Chap. 4 – Pg. 9
July, 2001
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 Meeting

According 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 Participation

If 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.
Chap. 4 – Pg. 10
July, 2001
4. Conducting the IEP Team Meeting Without a Parent

A 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 IEP

If 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;
Chap. 4 – Pg. 11
July, 2001
• 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 IEPs
In 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.
Chap. 4 – Pg. 12
July, 2001
7. Interim IEP
An 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 Document

Each 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 MEETING

Once 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)).
Chap. 4 – Pg. 13
July, 2001
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 EFFECT

An 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
1. Standards-Based IEP
An 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
Chap. 4 – Pg. 14
July, 2001
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)?
• 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?
Chap. 4 – Pg. 15
July, 2001
• 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 PLEP
Stephanie, 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 Curriculum

The 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
Chap. 4 – Pg. 16
July, 2001
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)
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
Chap. 4 – Pg. 17
July, 2001
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 Goals

Measurable 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 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:
Chap. 4 – Pg. 18
July, 2001
• 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.
Chap. 4 – Pg. 19
July, 2001
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.
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.
Chap. 4 – Pg. 20
July, 2001
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.
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.
Chap. 4 – Pg. 21
July, 2001
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 IEP

Kansas 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 Services

Each 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
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
Chap. 4 – Pg. 22
July, 2001
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

Assessments
The 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 Services
Beginning 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
Chap. 4 – Pg. 23
July, 2001
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
• acquisition of daily living skills and functional vocational evaluation.
9. Graduation
Issues 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 Majority

Beginning 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
Chap. 4 – Pg. 24
July, 2001
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 Parents

The 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 Reevaluation

In 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 Concerns
The 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, 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 Proficiency

Chap. 4 – Pg. 25
July, 2001
The 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

ENVIRONMENT
The 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 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.
Chap. 4 – Pg. 26
July, 2001
1. Children Identified as Gifted

Although 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 Activities

The 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 IEP

The 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
Chap. 4 – Pg. 27
July, 2001
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.
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 need
The 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
Chap. 4 – Pg. 28
July, 2001
• 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
• 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 PLEP

Chap. 4 – Pg. 29
July, 2001
Rubrics 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 Goals

An 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
and
monitored.
“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
occur
in order to demonstrate that the goal has been achieved.
“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.
Chap. 4 – Pg. 30
July, 2001
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 Benchmarks
Objectives 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.
Chap. 4 – Pg. 31
July, 2001
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.
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 Modifications

Goals 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. 32
July, 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%.
Chap. 4 – Pg. 33
July, 2001
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
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
Chap. 4 – Pg. 34
July, 2001
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 Acceleration
Goal: 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
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
Chap. 4 – Pg. 35
July, 2001
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. 36
July, 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 annual
goal?
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.
Chap. 4 – Pg. 37
July, 2001
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. 38
July, 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.
Chap. 4 – Pg. 39
July, 2001
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 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
Chap. 4 – Pg. 40
July, 2001
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. 41
July, 2001

blank.)
Chap. 4 – Pg. 42
July, 2001
Services and Delivery
Model
“With our nation passing rapidly

out of the industrial age, lunch
bucket jobs are being permanently
replaced by work that stresses
brains 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
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.
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
Chap. 5 – Pg. 1
July, 2001
or magnet schools, mentorship’s, dual enrollment, and so forth, will maximize
learning for each individual student.
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 Grouping
A 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.
Chap. 5 – Pg. 3
July, 2001
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.
Chap. 5 – Pg. 4
July, 2001
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.
Chap. 5 – Pg. 5
July, 2001
THE CONTINUUM OF BEST PRACTICES
July, 2001
Chap. 5 – Pg. 4
Model
Services and Delivery
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 Classes
Within and Across Grade Within Grade Level and
Pull –Out Groups by Targeted Across Grade Level
Ability 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
Chap. 5 – Pg. 6 (Refer to the Educator Resources section of the appendix for a comprehensive list of Academic Competitions)
July, 2001
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 Level

Instead 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
Areas
Students 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.
Chap. 5 – Pg. 7
July, 2001
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.
Chap. 5 – Pg. 8
July, 2001
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.
Chap. 5 – Pg. 9
July, 2001
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, and
3. 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
Chap. 5 – Pg. 10
July, 2001
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.
Chap. 5 – Pg. 11
July, 2001
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.
Chap. 5 – Pg. 12
July, 2001
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 Force
The 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.
Chap. 5 – Pg. 13
July, 2001
• 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
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
Planning and Revising Services for Individuals with Gifts and

Talents
Services 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 Services

First, 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
Chap. 5 – Pg. 14
July, 2001
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 Assessment
After 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 Statement

The 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 based on
interest, ability, and level of need will be provided through appropriate
curricular modification, resources, and staff.
Identification Process
The 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.
Chap. 5 – Pg. 15
July, 2001
Goals and Benchmarks

Once 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 Opportunities
Service 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.
Curriculum
The 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 Evaluation

Assessment 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 Students
Staff, 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.
Opportunities for Change and Modification

Constant modification should come about because of these evaluations. The program
should remain student-need driven.
Staff Development
Staff development needs to be ongoing. Times when information and processing are
especially needed are designated on the timeline for development of the program.
Chap. 5 – Pg. 16
July, 2001
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. 17
July, 2001
Picture 1
Evaluating Gifted
Services
“You must be the change you wish

to 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:
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)
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.
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
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.
Chap. 6 – Pg. 1
July, 2001
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.
• 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 evaluated
o Specifying evaluation purpose
o Establishing evaluation questions
o Describing information collection procedures
o Defining data analysis techniques
o 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 state
o Legal requirements which affect the design of the program
o Lack of funds to adapt the program or put new ones in place
o 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
Chap. 6 – Pg. 2
July, 2001
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
Chap. 6 – Pg. 3
July, 2001
• 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.
Chap. 6 – Pg. 4
July, 2001
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:
Chap. 6 – Pg. 5
July, 2001
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.
Chap. 6 – Pg. 6
July, 2001
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, or
b. 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?
Chap. 6 – Pg. 7
July, 2001
Chap. 6 – Pg. 8
July, 2001
Appendix
“Off therack solutionslike

bargain basement dresses,
never fit anyone.”
Francoise Giroud
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.
Chap. 7 – Pg. 1
July, 2001
Appendix
GIFTED GENERAL EDUCATION INTERVENTION REFERRAL
Form 1A Student Data Referral Status
Attach student profile sheet or complete fully.
Circle one
Legal Name: __________________________________ Student No.:__________________
1. New Referral
Last First MI
Sex: M / F DOB: ____/____/____ Age:_____ SS#_________________________
2. Prior Excep.
Ethnic Group:___________________________ Home Language:_____________________
(including
Birth Place: _______________________ Birth Order: (only if multiple birth)
Speech only
_______________
School: ______________________________________ Grade: ______________________
3. Prior Eval.
Teacher: __________________________ School Psychologist: __________________
Yet non-
Student lives with: _________________________________________________ exceptional
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/Inadequate
Hearing 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 □ No

Specify:
Additional Comments:
Chap. 7 – Pg. 1
July, 2001
Appendix
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.
Chap. 7 – Pg. 2
July, 2001
Appendix
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.
Degree These 3 = Highly Effective

Date of Add’l 2 = Moderately
Initiat Effec- Oppor- Effective
ed tivenes tunities 1 = Ineffective
s Need To
* = Preferred
Indicat Be
e Continu Strategies for Gifted
1-3 ed
ORGANIZATIONAL STRATEGIES
Set time expectations for assignments, short term and long
term
Organize a notebook or folder to help organize work
Develop a contract for student responsibilities*
BEHAVIORAL STRATEGIES
Share talents with peers and younger students
Provide opportunities to develop leadership skills*
PRESENTATION STRATEGIES
Give both oral and visual instructions for assignments
Vary the method of lesson presentation: a) lecture, b) small
group, c) use audio-visual materials, d)
demonstrations, e) experiments, and/or f) games
Arrange 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 STRATEGIES
Determine whether materials are appropriate to the
student's current interest and functioning levels.
Reassign student to appropriate academic group
Expand vocabulary skills
Provide 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 style
Provide opportunities for development of creativity
Give a pre-test and, if the student knows the material,
proceed to the next level*
Provide independent learning activities
Assign higher level questions: Minimize recall questions and
emphasize application, analysis, synthesis, and evaluation
questions*
Chap. 7 – Pg. 3
July, 2001
Appendix
Provide instruction in research skills needed to conduct an
independent study in student's interest area
Provide text written at a higher level*
Provide problem-solving along with computation in math
class
Advanced 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
There 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.
Chap. 7 – Pg. 4
July, 2001
Appendix
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.
Chap. 7 – Pg. 5
July, 2001
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)
Chap. 7 – Pg. 6
July, 2001
Appendix
 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.
Chap. 7 – Pg. 7
July, 2001
Appendix
Classroom Teacher's Screening Observation Inventory

Gifted 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 5
Thirst for knowledge (not necessarily school-related)
Curiosity
Enthusiasm
Often has one area in which (s)he really shines
Capable of becoming totally absorbed in a task
RATE OF LEARNING 1 2 3 4 5
Quick to grasp new concepts
Retains and applies information
ADVANCED LANGUAGE 1 2 3 4 5
Higher level vocabulary and reading level
Advanced sense of language structures
Attentive listener when being read to, particularly on
challenging material
Usually learns to read early
POWERFUL MEMORY 1 2 3 4 5
Broad range of general information
Remembers many details
OPERATES AT HIGHER THINKING LEVELS 1 2 3 4 5

Asks "how", "why" questions
Can "read between the lines"
Can take an idea as far as it can go; makes inferences easily
Strong problem-solving abilities
Divergent thinker; fluent and flexible in generating ideas
May be non-conformist
Powerful imagination
Recognizes similarities and differences between unrelated
objects
Sees cause-effect relationships
Strong sense of humor
Chap. 7 – Pg. 8
July, 2001
Appendix
TEACHERS EVALUATION OF HIGH ABILITY PERFORMANCE
1. Persistence
Has the ability and desire to follow through In own interests 1
2 3
on work; concerned with completion; EXAMPLE:
able to see a problem through.
In assigned tasks 1 2
3
EXAMPLE:
2. Responsiveness 1 2 3
Is easily motivated; responsive to adult EXAMPLE:
Suggestions and questions.
3. Intellectual Curiosity 1 2 3
Questions 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 3
Shows marked facility with language;EXAMPLE:
uses many words easily and accurately.
5. Fluency of Ideas 1 2 3
Produces a large number of ideas on a topic EXAMPLE:
6. Flexibility 1 2 3
Approaches ideas and problems in a number EXAMPLE:
of ways; is able to find alternate ways of
solving problems.
7. Originality 1 2 3
Often 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 3
Is logical; often generalizes or applies EXAMPLE:
understanding in new situations; expands
concepts into broader relationships;
sees parts in relation to the whole.
Chap. 7 – Pg. 9
July, 2001
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:
Chap. 7 – Pg. 10
July, 2001
Appendi
x
Seeks challenging, open-
ended and/or creative
Demonstrated
activities
Skills
Can work independently

and usually is self-
directed.
Has many skills that
exceed grade level
outcomes in one or more
areas
Oral reading and
Reading/LA Skills
comprehension (i.e.
analyze and eval.)
approx. 2 or more yrs
above grade level.
Talent Pool
Can write meaningfully

about what was read.
Writing is creative and
has logical beginning,
middle and end.
Teacher: ________________________________
Grasps concepts quickly

and can apply them
consistently.
Math Skills
Problem-solving skills
and strategies are above
grade level.
Able to write logical,
sequenced work
problems using relevant
math facts/concepts.
Student
Names
Chap. 7 –
Pg. 9
July, 2001
Appendix
Chap. 7 – Pg. 12
July, 2001
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 If yes…

education, what can special education
provide for student?
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
Chap. 7 – Pg. 13
July, 2001
Appendix
F. Opportunities for creative and/or higher

level thinking.
YES NO
Chap. 7 – Pg. 14
July, 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?
Chap. 7 – Pg. 15
July, 2001
Appendix
12. Describe yourself as completely as possible, in terms of the way you perceive
yourself.
Chap. 7 – Pg. 16
July, 2001
Appendix
STUDENT INTERVIEW
ELEMENTARY 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. 17
July, 2001
Appendix
STUDENT INTERVIEW
ELEMENTARY GIFTED
(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. 18
July, 2001
Appendix
STUDENT INTERVIEW
SECONDARY 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.
Chap. 7 – Pg. 19
July, 2001
Appendix
SCORE ___________
Chap. 7 – Pg. 20
July, 2001
Appendix
STUDENT INTERVIEW
SECONDARY 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.
Chap. 7 – Pg. 21
July, 2001
Appendix
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. 22
July, 2001
Appendix
Student Services
Triennial 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. 23
July, 2001
Appendix
Chap. 7 – Pg. 24
July, 2001
Appendix
Student Services
Triennial 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 Specialist
School 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?
Chap. 7 – Pg. 25
July, 2001
Appendix
6. Other (please list any additional input you believe to be beneficial to this
process).
Chap. 7 – Pg. 26
July, 2001
Appendix
Student Services
Triennial 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 Specialist
School 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?
Chap. 7 – Pg. 27
July, 2001
Appendix
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. 28
July, 2001
Appendix
PARENT QUESTIONAIRE
(High Ability)
The purpose of this questionnaire is to acquire additional information with which to

meet the educational needs
of 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:

Present School
Name Relationship to and Grade
Birth Date Student Or Highest
Grade
Completed
MEDICAL AND DEVELOPMENTAL INFORMATION

Any pertinent health problems: (hearing, vision, allergies, current medications, etc.)
SCHOOL HISTORY
1. 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 ACTIVITIES

1. Interests, hobbies, collections, special talents, or skills:
Chap. 7 – Pg. 29
July, 2001
Appendix
________________________________________________________________________________________
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. 30
July, 2001
Appendix
PERSONAL AND SOCIAL

1. 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 CONCERNS
1. 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.
Strong Strong
ly Disagre Neutra Agre ly
Disagr e l e Agree
ee
1. Developed early or advanced reading
skills
2. Possesses advanced
vocabulary/language skills
3. Exhibits good memory skills
4. Displays intense interests
5. Demonstrates advanced
math/problem-solving skills
6. Displays finely developed sense of
humor
7. Learns easily and grasps concepts
quickly
Chap. 7 – Pg. 31
July, 2001
Appendix
8. Relates well to older playmates and

adults
9. Displays unusual curiosity; asks
advanced questions
10. Shows perception and sensitivity
11. Displays creative imagination
12. Shows strong task commitment and
self-direction
13. Displays special talent in the arts
14. Exhibits leadership skills
15. Sees unusual
connections/relationships
Parent Signature ______________________________________________ Date

___________________________
Chap. 7 – Pg. 32
July, 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- National Percentile
Johnson)
5 4 3 2 1 Total
98-99 96-97 94-95 92-93 90-91 Earned
Composite ______/5
B. COGNITIVE ABILITY (COGAT, Otis Lennon, previous WISC/Stanford-Binet,

KBIT, PPVT-R, Slosson)
Test given ____________ Date of test _______________
National Percentile
V, NV, 5 4 3 2 1 Total
Q\3=Composite of 98-99 96-97 94-95 92-93 90-91 Earned
COGAT
Verbal
Non-Verbal
Quantitative ______/5
Average of
Composite
C. CLASSROOM PERFORMANCE
5 3 1
Exceeds Performs above Performs at Total
Kindergarten - teacher's grade level grade level Earned
Grade 3 expectations
5 3 1
Grades 4 - 8 All A's A's and B's B's and C's
5 3 1
Grades 9 - 12 +4.0 3.0 - 3.9 2.25 - 3.0
Chap. 7 – Pg. 33
July, 2001
Appendix
Total GPA _____/5
Chap. 7 – Pg. 34
July, 2001
Appendix
Identification Matrix
Gifted Education
Student: _______________________________________ Grade:
__________________________
School: _______________________________________ Date:
___________________________
Comprehensive Evaluation Initiated: ________________ Date Staffed:
_____________________
1. Ability V ________ +P __________ +FS __________ = ____________

WISC-III Standard Score/Percentile
Points 5 4 3 2 1
>133 130-132 128-129 126-127 124-125
99% 98% 97% 96% 95%
Verbal
Performanc
e
Full Scale
2. Achievement _________________
Iowa Test of Basic Skills (ITBS) or Iowa Tests of Education Development
Local Percentile
5 4 3 2 1
99% 98% 97% 96% 95%
Core Total
(Grade 2)
Or
Composite
3. Task Commitment ________________

Product Rating
Points 5 4 3 2 1
Task Commitment
Product
Description:
4. Creativity _________________
Creativity - Torrance
Points 5 4 3 2 1
>140 129-139 118-128 107-117 96-106
Creativity
Index 1. Ability _____/15
2. Achievement
Torrance Tests Worksheet Points Awarded
_____/05
STD NATL 3. Commitment Task
_____/05 Chap. 7 – Pg. 35
4. Crativity July, 2001
_____/05
Appendix
Fluency SCR % ile

Originality
Titles
Elaboration
Resistance to
closure:
Average
GENERAL EDUCATION INTERVENTION MATRIX

GIFTED
Student _______________________ Grade ________ School

______________________
Comprehensive Evaluation Initiated ____________________ Date Staffed

__________________
Screening Components 5 4 3 2 1
General Education Intervention 91- 80- 60-79%ile 40- 20-39%ile

Strategies 100%ile 90%ile 59%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 98- 96- 94-95%ile 92- 90-91%ile

Achievement 99%ile 97%ile 93%ile
Evidence of Cognitive Ability 98- 96- 94-95%ile 92- 90-91%ile

99%ile 97%ile 93%ile
Classroom Performance 5 3 1
Student Interview (primary, 8 7 6 5 4

secondary)
Product 19-20 17-18 15-16 12-14 8-11
SCORE ________________________
Chap. 7 – Pg. 36
July, 2001
Appendix
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

Recommended
By Building Team
Scores of 67% or above go to initial evaluation

Less than 67%, team discretion with written documentation justifying
recommendation.
Chap. 7 – Pg. 37
July, 2001
Appendix
INITIAL EVALUATION MATRIX
Student _________________________________ Grade _______ School

________________________________
Initial Evaluation Initiated _______________________________ Date Staffed
_____________________ ________
ABILITY
WISC-III Standard Score/Percentile
10 8 6 4 2
>132 130-132 128-129 126-127 124-125
99% ile 98% ile 97% ile 96% ile 95% ile
Full Scale
STANFORD- Standard Score/Percentile
BINET IV 10 8 6 4 2
>134 132-134 129-131 128 126-127
99% ile 98% ile 97% ile 96% ile 95% ile
Composite
ACHIEVEMENT
ITBS/ITED National Percentile
5 4 3 2 1
-or- 97-99% 95-96% ile 93-94% 91-92% 89-90%
___________________ ile ile ile ile
Elementary
Composite
Secondary/First Area
Seconary/Second Area
Sec. Composite
Avg.
PRODUCT - TASK COMMITMENT

5 4 3 2 1
19-20 17-18 15-16 12-14 8-11
Product
Description:
POINTS AWARDED
Points Points
Awarded Possible
1. Ability (Full Scale/Composite) ____________ 10

2. Achievement ____________ 05
3. Product ____________ 05
Extenuating Condition (2 points) ____________
TOTAL
Chap. 7 – Pg. 38
July, 2001
Appendix
Needed to Qualify: 17 / 20
□ Recommend Gifted Placement
Chap. 7 – Pg. 39
July, 2001
Appendix
Student #
IEP
Individualized Education
Program
TYPE
STATU
DATE
Type of IEP Current IEP Special
S
Education Status
_______________ ___________________________
__________________________
Legal Name: Last First Initial Birthdate

STUDENT INFORMATION
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
PLANNING TEAM
Parent
Re
g. Ed. Teacher
Spec. Ed. S
ch. Dist. Rep.
_______________________________________________
□ Parent input and concerns were considered in
PARENT
Chap. 7 – Pg. 40
July, 2001
Appendix
formulating the IEP by:
□Parent did not respond. Attempts to obtain involvement:
Date: Type:
IEP DISTRIBUTION
___________________________________________________
□ Student under age 14 for duration of this IEP
□ Student input was considered in formulating the IEP by:
STUDENT
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. 41
July, 2001
Appendix
SMSD Page 1
INDIVIDUALIZED EDUCATION PROGRAM
FOR GIFTED STUDENTS
___ Initial Placement ____ Annual Review ____ 3 Year Reevaluation

IEP Meeting Date: Student's Name: Student Number:
(implementation date)
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 Transportation Provided? ____ No ____ Yes

year: Between: ____ home/school _____ schools ____
___ Yes ___ No 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
Chap. 7 – Pg. 42
July, 2001
Appendix
___ 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. 43
July, 2001
Appendix
SMSD Page 2
Information Leading to Development of Goals and Benchmarks
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
cur
riculum
____ 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,
Chap. 7 – Pg. 44
July, 2001
Appendix
and concerns listed above.
____ Other comments:
Chap. 7 – Pg. 45
July, 2001
Appendix
SMSD Page 3
What 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 goal
Benchmark Progress measured by
Is progress adequate?
1. ___student product Date: ___Yes
___Teacher observation Comments:
___Test scores
___Participation log

___Test scores

___Test scores

___Test scores
Goals and benchmarks to modify regular education curriculum

What 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)

___Test scores
___Test scores
___Test scores
Chap. 7 – Pg. 46
July, 2001
Appendix
___Test scores
Chap. 7 – Pg. 47
July, 2001
Appendix
SMSD Page 4
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
Educational Placement
___ Regular Class with resource room ___ Regular class with
supplementary aids and services
Transition/Graduation Plan (age 14 or older)
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
Chap. 7 – Pg. 48
July, 2001
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:
CONSIDERATIONS
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:

PROGRESS
REPORTIN
G
Frequency of reporting, At standard grading periods:
Area requiring special education:
Present Level of Performance:

/GOAL / BENCHMARKS
PRESENT LEVEL OF
PERFORMANCE
Goal 1:
Criteria: Responsible:
Anticipated benchmarks between level and goal:
How goal will be measured.

/ GOAL / BENCHMARKS

PRESENT LEVEL OF
PERFORMANCE
Goal 2:
Chap. 7 – Pg. 49
July, 2001
Appendix
Chap. 7 – Pg. 50
July, 2001
Appendix
Individual Education Program For: Page 2b

PRESENT LEVEL OF PERFORMANCE /

GOAL / BENCHMARKS
Goal 3:


GOAL / BENCHMARKS
Goal 4:

PERFORMANCE / GOAL /
PRESENT LEVEL OF
BENCHMARKS
Goal 5:
Chap. 7 – Pg. 51
July, 2001
Appendix
Individual Education Program for: Page 2c

GOAL / BENCHMARKS
PRESENT LEVEL OF
PERFORMANCE /
Goal 6:
How goal will be measured:


GOAL / BENCHMARKS
Goal 7:

GOAL / BENCHMARKS
PRESENT LEVEL OF
PERFORMANCE /
Goal 8:
Chap. 7 – Pg. 52
July, 2001
Appendix
Individual Education Program for: Page 3
Appropriate Placement: ________________________________ **Rationale:

PLACEMENT
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 to
assist the student to benefit from special education) will be provided:
Anticipated Anticipated Anticipated

Anticipated Ant. End (or
SPECIAL EDUCATION AND RELATED
Service Frequency Setting/Loc. Responsible, Title State Date

Duration Review) Date
1.
2.
3.
SERVICES
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
PERSONNEL SUPPORTS
appropriate):
MODIFICATIONS/
PROGRAM
Chap. 7 – Pg. 53
July, 2001
Appendix
The following aids, services, and other supports are needed in regular education
classes or other
SUPPLEMENTARY AIDS
education- related settings:

SERVICES
AND
Chap. 7 – Pg. 54
July, 2001
Appendix
Individual Education Program For: Transition/Page 4
Transition / Graduation Plan (age 14 or older)
Recommendations from previous IEPs regarding graduation requirements have

INFORMATION
been reviewed. The student is scheduled to meet graduation requirements.

GRADUATION
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.
TRANSITION
Based on this student's interests and needs, the team has determined that
TARGET
he/she is in need of
specialized transition services which promote movement from school to
following post-secondary
activities:
□ Postsecond Educ/Training □ Community Participation

□ Integrated Employment □ Other
__________________________
Transition services are the following:

Instruction / Related Services:
Community Experiences:
TRANSITION SERVICES
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,
Chap. 7 – Pg. 55
July, 2001
Appendix
phone call, etc.)
Chap. 7 – Pg. 56
July, 2001
Appendix
IEP
Individual 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 met
As of: _________ Progress*: __________________________________________________ □
□
As of: _________ Progress*: __________________________________________________
□ □
As of: _________ Progress*: __________________________________________________ □
□
As of: _________ Progress*: __________________________________________________ □
□
Comments:
___________________________________________________________________________________
Goal __
Criteria:
be met not be met
As of: _________ Progress*: __________________________________________________ □
□
As of: _________ Progress*: __________________________________________________
□ □
As of: _________ Progress*: __________________________________________________ □
□
As of: _________ Progress*: __________________________________________________ □
□
Comments:
___________________________________________________________________________________
Goal __
Criteria:
be met not be met
Chap. 7 – Pg. 57
July, 2001
Appendix
As of: _________ Progress*: __________________________________________________ □

□
As of: _________ Progress*: __________________________________________________
□ □
As of: _________ Progress*: __________________________________________________ □
□
As of: _________ Progress*: __________________________________________________ □
□
Comments:
___________________________________________________________________________________
*Progress Options Any additional goals are reported on following pages. If you
have questions
1. No growth noted about your child's progress as reported on this document
please contact me
2. Modest improvement noted at __________________
3. Improvement noted Phone
4. Significant improvement
5. Met but not consistent
___________________________________________
6. Met consistently Signature
Chap. 7 – Pg. 58
July, 2001
Appendix
IEP Planning Form

Team 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. 59
July, 2001
Appendix
CREATIVE THINKING SKILLS EVALUATION

RUBRIC

FLUENCY Lists a limited Lists a sufficient Lists many ideas or
number of ideas or number of ideas responses
responses or responses
FLEXIBILITY Perceives or Perceives or Perceives or

approaches the approaches the approaches the
problem in a problem in a problem in a
different way with different way number of different
assistance ways
ORIGINALITY Generates few Generates Generates many
clever, unique or several clever, clever, unique or
unusual ideas unique or unusual ideas
unusually ideas
ELABORATION Adds details, Expands, Expands, develops

expands or develops and and embellishes
embellishes ideas embellishes ideas by adding
with assistance ideas by adding details and making
details changes
CURIOSITY Demonstrates little Demonstrates Demonstrates a

curiosity and curiosity about high degree of
desire to know issues and curiosity, seeks
more about issues pursues additional
additional information and
information independent study
RISK-TAKING Deals with Deals with Demonstrates a

unstructured unstructured high degree of
situations; situations; willingness to take
experiments and predicts, chances, defends
guesses with guesses, and ideas, experiments,
assistance experiments to a predicts and puts
sufficient degree plans into action
COMPLEXITY Deals with Seeks Seeks many

problems; brings alternatives; alternatives; deals
order to situations, deals with with intricate
deals with change change and problems and ideas,
when assisted problems, and and develops plans
brings order to into logical order
situations
IMAGINATION Visualized plans, Visualized plans, Visualized and
ideas and thoughts ideas and imagines plans,
Chap. 7 – Pg. 60
July, 2001
Appendix
when assisted thoughts; sees thoughts, ideas,

beyond the outcomes and
practical consequences to a
high degree
Chap. 7 – Pg. 61
July, 2001
Appendix
GOAL SETTING EVALUATION

RUBRIC

ACCEPTANCE Questions necessity Visualized goal; Demonstrates belief
and purpose of goal; believes goal can in the achievability
unable to visualize be achieved; of the goal in
achievability of goal; actively involved multifaceted ways;
has little or no in determining initiates the goal-
involvement in goal setting process
determining the
goal
SPECIFICITY Writes focused, Goals are written Goals are written in

measurable goals in a concise, a concise, focused,
with assistance focused, clear clear manner; goals
manner; provides relate specifically to
a basic method to the desired
measure goals outcome; a
detailed, realistic
method has been
developed to
measure goals
CHALLENGE Knows rewards and Recognized Identifies and

potential problems rewards of goal understand rewards
and is willing to achievement; to self and/or
work toward goal recognized others, addresses
with assistance potential potential problems
problems; before they occur;
maintains demonstrates an
willingness to intrinsic desire for
continue working successfully
toward goal accomplishing goal
FEEDBACK Plans and/or Sets realistic Sets benchmarks

manages deadlines deadlines; steps for deadlines as
with assistance taken toward well as goal
deadline are attainment; steps
manageable taken toward
meeting deadlines;
evaluates how
realistic and
manageable the
deadlines are
Chap. 7 – Pg. 62
July, 2001
Appendix
Deductive Reasoning Evaluation

RUBRIC

GENERALIZATIO Identifies at least Identifies at least Easily identifies
N one one generalization more than one
generalization which relates to the generalization and
which related to situation when may relate these to
the situation with given enough time multiple situations
assistance
CONDITIONS Identifies at least Identifies two or Easily identifies
one condition that more conditions many conditions
relates to the that relate to the that relate to the
generalization generalizations generalizations in a
with assistance holistic manner
SUPPORT Identifies data Identifies data that Easily identifies

that support the support the data that support
generalization generalization (s) of the generalization
with assistance cases, data or (s) with unique or
evidence implied data
VALUE Assesses the Assesses the value Easily assesses the

value of data of data presented value of data
presented with on his own presented and
assistance makes connections
to the
generalization and
other situations
INFERENCE Draws Conclusions drawn Conclusions drawn

conclusions using are simple are accurate and
the data with show depth of
assistance thought
Chap. 7 – Pg. 63
July, 2001
Appendix
Higher Order Thinking Skills Evaluation

RUBRIC

KNOWLEDGE Limited amount of Sufficient amount Numerous facts and
information is of facts are details are recalled;
recalled; answer is recalled; answer is answer is thorough
incomplete complete and
acceptable
COMPREHENSIO Brief explanation Overall An interrelated,
N of content; little or understanding of holistic
no evidence to content; implied interpretation of
support content/issues not literal and implied
addressed content given; uses
examples and
illustrations to
support
APPLICATION Solution has non Workable solution Solution has a "new

or a limited is supported by an slant"; supports
number of adequate number solution with an
elements to of generalizations abundant amount of
support; solution is and principles facts and details
not workable
ANALYSIS Solution shows Solution Solution classifies
minimal demonstrates the elements, their
classification of relation and relationship to each
elements; no structure between other while
relation between elements; identifying the
elements and their recognized arrangement and
relation and patterns; rationally structure connecting
structure to each supported them in a rational
other and persuasive
manner
SYNTHESIS Solution lacks self- Workable solution Workable solution

expression; some is new and which is new and
important includes essential includes all parts;
elements elements; demonstrates
excluded; solution adequately unique self-
not workable; not communicated expression;
clearly solution to the communication is
communicated appropriate directed to a specific
audience; audience in a unique
demonstrates self- and highly effective
expression manner
EVALUATION Judgments have Judgments are on Judgments based on

Chap. 7 – Pg. 64
July, 2001
Appendix
little or no support both cognitive and a variety of facets at

effective levels; both the cognitive
based on given and effective levels
criteria or selected
remembered
criteria
Chap. 7 – Pg. 65
July, 2001
Appendix
Divergent Thinking Evaluation

RUBRIC

SUBSTITUTE Makes one to two Generates three to Easily generates five
substitutions with four substitutions or more substitutions
assistance and generates new
ides from
substitutions
COMBINE Makes one to two Generates three to Easily generates five

combinations with four combinations or more combinations
ides from
substitutions
ADAPT Makes one to two Generates three to Easily generates five

adaptations with four adaptations or more adaptations
ides from adaptation
MODIFY Makes one to two Generates three to Easily generates five

modifications with four modifications or more modifications
ides from
modifications
MAGNIFY Makes one to two Generates three to Easily generates five

magnifications with four magnifications or more
assistance magnifications and
generates new ides
from magnifications
MINIFY Makes one to two Generates three to Easily generates five

minifications with four minifications or more minifications
ides from minifications
PUT TO OTHER Makes one to two Generates three to Easily generates five
USES other uses with four other uses or more other uses
ides from other uses
ELIMINATE Makes one to two Generates three to Easily generates five

eliminations with four eliminations or more eliminations
ides from eliminations
REVERSE Makes one to two Generates three to Easily generates five

Chap. 7 – Pg. 66
July, 2001
Appendix
reversals with four reversals or more reversals and

assistance generates new ides
from reversals
REARRANGE Makes one to two Generates three to Easily generates five

rearrangements four or more
with assistance rearrangements rearrangements and
generates new ides
from rearrangements
Chap. 7 – Pg. 67
July, 2001
GIFTED PRODUCT EVALUATION
Name__________________________ Product ________________________ Evaluators____________________________
Grade__________________________ ____________________________
CRITERIA EXEMPLARY ACCEPTABLE IMPROVEMENT COMMENTS
(5) (4) (3) (2) NEEDED (1)
 Identified new  A finished product gave  Tasks incomplete.
EFFORT knowledge or evidence of some new  No new knowledge or
demonstrated knowledge or skill. skill identified.
Teacher Eval. new skills.  Goals matched present  Minimal research or
___  Attention was abilities but did not investigation
given to detail challenge. evidenced.
Gifted and quality in a  No goals set.
Teacher Eval. finished
___ product.
 Goals
Average ___ challenged
abilities.
 Effective use of  Demonstrated five of the  Demonstrated four of
RESEARCH all six research research skills. the research skills.
SKILLS skills.
Teacher Eval.
____ 1. Task Definition 4. Use of information
2. Information Seeking Strategies 5. Synthesis
Pg. 1
Gifted Product Evaluation –
Gifted 3. Location & Access 6. Evaluation
Techer Eval.
____
Average ____
dix
Appen
 Demonstrated  Evidence of attempt to  No evidence of
PROBLEM- use of problem- use a problem-solving problem-solving
SOLVING solving strategy. strategies attempted.
strategies
Teacher Eval. (Circle appropriate strategy)
____ 1. Creative Problem Solving Process 4. Mathematical problem-solving
Gifted 2. Scientific Method 5. Other ____________________
Teacher Eval. 3. Logical problem-solving
____
July, 2001
Chap. 7 –
Average ____
Pg. 42
*Need to assess product in four areas.

GIFTED PRODUCT EVALUATION (cont.)
CRITERIA EXEMPLARY ACCEPTABLE IMPROVEMENT COMMENTS
(5) (4) (3) (2) NEEDED (1)
HIGHER-LEVEL  Evidence of  Evidence of 1 higher-  Evidence of basic
THINKING Analysis, Synthesis, level thinking skill thinking skills, but
SKILLS and Evaluation (Analysis, Synthesis, no higher-level
Teacher Eval. effectively used or Evaluation) plus skills.
____ the basic-level skills
(Application,
Gifted Comprehension, or
Teacher Eval. Knowledge)
____
Average ____
CREATIVITY  Outstanding  Evidence of creativity  No evidence of
demonstration of skills used adequately creativity
three or more
Teacher Eval. creativity skills
____
Gifted 1. Fluency/Many 3. Originality/Unusual

Teacher Eval. 2. Flexibility/Varied 4. Elaboration/Adding to ideas to
____ make better.
Average ____
PRESENTATION  Outstanding  Adequate  No presentation
SKILLS demonstration of demonstration of two given, or no
Teacher Eval. all the following of the following serious attempt to
____ use good
presentation skills.
Gifted
Evaluation – Pg. 2
Teacher Eval. 1. Made topic interesting to 2. Good stage presence: 3. Effective communication
____ audience, displayed humor or drew confident, clear expressive voice,
Gifted Product
Average ____ of ideas.
on emotions eye contact 4. Made presentation to an
audience.
Other
(skill)
Teacher Eval.
____
Gifted
Teacher Eval.
Chap. 7 – Pg.
____
July, 2001
Average ____
*Need to assess product in four areas. Total of points ______/20
Appen
43
(Average 2 evaluations)
dix
Appendix
Early Intervention
Characteristics
Bright 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 Skills
Preschoolers 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.
Affective
Preschool 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. 71
July, 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 Situation
Parents 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 Services

Effective 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. 72
July, 2001
Appendix

Expectations/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?
Chap. 7 – Pg. 73
July, 2001
Appendix
 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.)
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?
Chap. 7 – Pg. 74
July, 2001
Appendix
 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. 75
July, 2001
Educator
Resources
“You can teach a student a lesson

for a day; but if you can teach
himto learn by creating curiosity,
hewill continuethelearning
processaslongashelives.:
Clay P. Bedford
Educator Resources
Academic 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 International

5005 West Winona
Chicago, Illinois 60630
Phone: 773-777-AMUN National Science Olympiad
http://www.amun.org (Grades 7-12)
mail@amun.org/amun@mcs.com 5955 Little Pine Lane
Rochester Hills, MI 48306
Continental Mathematics League, Inc. Phone 248-651-4013
(Grades 2- 9; several divisions, Including computer) Fax: 248-651-7835
P.O. Box 2196 www.soinc.org
St. James, New York 11780-0605
Phone: 631-584-2016 National History Day Competition
(Grades 6-12)
Future Problem Solving Program 0119 Cecil Hall, University of Maryland
(Grades Intermediate-College) College Park, MD 20742
2028 Regency Road Phone: 301-314--9739
Lexington, KY 40503 www.thehistorynet.com/NationalHistoryDay
Phone: 800-256-1499
http://www.fpsp.org Odyssey of the Mind
(Grades K-12)
International Geography Olympiad c/o Creative Competitions, Inc.
National Geographic Society 1325 Route 130 South
1145 17th Street N.W. Suite F, Gloucester City, NJ 08030
Washington, D.C. 20036, U.S. 856-456-7776
http://www.nationalgeographic.com 856-456-7777
Fax: 856-456-7008
Knowledge Master Open http://www.odysseyofthemind.com/about.asp
(Grade 5-12) email to:cci@jersey.net
Academic Hallmarks
P.O. Box 998 Promising Young Writers Program
Durango, CO 81302 (Grade 8)
Phone: 800-321-9218 or 970-247-8738 Nat'l Council of Teachers of English
Fax : 970-247-0997 1111 Kenyon Rd.
www.greatauk.com Urbana, IL
http://www.ncte.org
MathCounts
(Grades 7-8) Scripps National Spelling Bee
Nat'l Soc. of Professional Engineers PO Box 5380
1420 King Street Cincinnati, OH 45201
Alexandria, VA 22314-2794 http://www.spellingbee.com
http://mathcounts.org
The Stock Market Game: SMG WORLDWIDE
Math Olympiad (Upper Elementary-Adult)
(Grades 3-8) Securities Industry Foundation for Economic
125 Merle Avenue Education
Oceanside, NY 11572-2218 In Kansas by the Kansas Council on Economic
Education
KSU Center for Economic Education
Chap. 8 – Pg. 1
July, 2001
2323 Anderson Avenue, #229 http://www.wordmasterschallenge.com
Manhattan, KS 66502-2912
www.smgww.org
The United States Academic Decathlon

(High School Scholastic Competition)
U.S.A.D.
Word Masters 10882 Kyle Street
(Grades 3-8) Los Alamitos, CA 90720
213 E. Allendale Ave. Phone: 562-626-0092
Allendale, NJ 07401 Fax: 562-626-0098
Phone: 201-327-4201 http://www.usad.org/
Fax: 201-327-6219
Catalog List
ALPS Publishing
PO Box 2264
Greeley, CO 80632
800-345-2577
www.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 320
Mansfield Center, CT 06250
888-518-8004
www.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 Publications
Think Math Catalog K-8
5623 W 115th Street
Alsip, IL 60803
800-624-0822
www.creativepublications.com
(Core Mathematical Programs, Supplemental Math Resources, Manipulatives)
Critical Thinking Books & Software

PO Box 448
Pacific Grove, CA 93950-0448
800-458-4849
www.criticalthinking.com
(Language Arts, Mathematics, Across the Curriculum, Science, Social Studies . Materials can be used as
supplement or as curriculum.)
Cuisenaire Dale Seymour Publications

Secondary Math & Science
PO Box 5026
White Plains, NY 10602-5026
800-237-3142
www.cuisenaire.com and www.aw.com/dsp
(Offering Superior Manipulatives and Leading Authors)
Chap. 8 – Pg. 2
July, 2001
Educator Resources
Catalog List (cont.)
The Curriculum Project
Project 1 Catalog
3300 Bee Cave Road #650-141
Austin, TX 78746
800-867-9067
www.curriculumproject.com
(Product Guide Kits, Thinking Skills Posters, Learning Objectives and Product Possibility Dry Erase Charts)
Dandy Lion Publications-Grades K-8

3563 Sueldo, Suite L
San Luis Obispo, CA 93401-7331
800-776-8032
www.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 616
Minneapolis, MN 55401-1724
800-735-7323
www.freespirit.com
(Self-Help for Kids, Self-Help for Teens,, Gifted and Talented, Parenting and Teaching.)
Future Problem Solving Program

2500 Packard – Suite 110
Ann Arbor, MI 48104-6827
734-973-8781
www.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 289009
San Diego, CA 92198-9009
800-231-5163
(Grades 4 – Young Adult, Library and Classroom. Literature, Current Issues, Geography, Social Studies, History,
Science & Mystery, Biography)
Interact
1825 Gillespie Way #101
El Cajon, CA 92020-1095
800-359-0961
www.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 Publications
Division of Golden Owl Publishing
PO Box 503
Amawalk, NY 10501
800-789-0022
(Facsimiles of Historical Documents, Hands-on, Multicultural, Interdisciplinary, Primary Sources for U.S. History,
World History, Culture & Humanities, and Literature)
Chap. 8 – Pg. 3
July, 2001
Knowledge Unlimited, Inc.
PO Box 52
Madison, WI 53701-0052
800-356-2303
www.thekustore.com
(Social Studies, Art, Language Arts, Science, Primary, Zino Press Children’s Books.)
Leadership Publishers, Inc.

PO Box 8358
Des Moines, IA 50301-8358
800-814-3757
(Serving Gifted and Talented High-Ability Students and their administrators, teachers, counselors and parents)
MindSparks
W5527 Highway 106
PO Box 800
Fort Atkinson, WI 53538-0800
800-558-2110
(Effective tools to help students analyze, write about, and discuss editorial cartoons. Visual primary source
materials, historically significant photos, prints and paintings, posters, advertisements)
MindWare
121 5th Avenue NW
New Brighton, MN 55112
800-999-0398
www.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 Learning
1990 Market Road
Marion, IL 62959-8976
800-729-5137
www.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 Math
Institute for Math Mania
PO Box 910
Montpelier, VT 05602
800-NUMERAL
(Manipulatives, Books, Puzzles and Games, Problem Solving and Reasoning, Mathematical Connections. Materials
emphasize a hands-on, cooperative approach to math)
Prufrock Press
PO Box 8813
Waco, TX 76714-8813
800-998-2208
www.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)
Chap. 8 – Pg. 4
July, 2001
Educator Resources
Royal Fireworks
Catalog of Materials for Education Gifted Children
First Avenue – PO Box 399
Unionville, NY 10988-0399
914-726-4444
(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 & Gifted

N7513 537th Street
Menomonie, WI 54751
715-235-1840
(Books, Gadgets, Puzzles, and Games in the areas of Science, Math, and Gifted Educ.)
Sunburst Communications – Grades pre-K to 12

101 Castleton Street
PO Box 100
Pleasantville, NY 10570
800-321-7511
www.sunburstdirect.com
(CD Roms. Tenth Planet, Language Arts, Math, Social Studies Science, Voyages of the MIMI, Assessment, Internet
Publishing, Keyboarding)
Synergetics
PO Box 84
East Windsor Hill, CT 06028-0084
860-291-9499
www.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 Press

Dept. G
PO Box 6633
Englewood, CO 80155-6633
800-237-6124
www.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 Productions

80 Coolidge Hill Road
Watertown, MA 02472-5003
800-342-0236
www.tomsnyder.com
(Software – designed to spark curricular discussions, decision making and group learning. Social Studies, Science,
Math, Language Arts)
Worldwide Games
PO Box 517
Colchester, CT 06415-0517
800-888-0987
www.worldwidegames.com
(Puzzles, Games of Strategy, Word Games, History & Social Studies, Science)
Chap. 8 – Pg. 5
July, 2001
Zephyr Press - K-12 Catalog
PO Box 66006-H
Tuscon, AZ 85728-6006
800-232-2187
www.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
Associations
National 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 Sites

US Department of Education Home Page
http://www.ed.gov/
Kansas State Department of Education

http://www.ksde.org/
Research
The 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/
Chap. 8 – Pg. 6
July, 2001
Educator Resources
Web Sites (cont.)
Resources
Dr. 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/
Creativity
Center for Creative Learning, Inc.-Offers a variety of publications, training programs, informational support, and
consulting services on creativity.
http://www.creativelearning.com/
Multiple Intelligences
Multiple Intelligences-Information on the theory of MI.
http://edweb.cnidr.org/edref.mi.th.html
Chap. 8 – Pg. 7
July, 2001
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
Tests
Fun 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 Center
Chap. 8 – Pg. 8
July, 2001
Educator Resources
Kaplan (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.
2
NRC = National Research Center
Chap. 8 – Pg. 9
July, 2001
Winebrenner, S. & Devlin, B. (1996). Cluster Grouping Fact Sheet. Brooklyn, MI: Phantom Press.
Chap. 8 – Pg. 10
July, 2001

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Effective

“Children are the living

This guidebook was written by a very dedicated, committed group of individuals to

Alexa Pochowski, Ph. D.

The Kansas State Department of Education gratefully acknowledges the

Ann Adrian.............................Newton School District

The committee gratefully acknowledges those who provided assistance

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Introduction to Gifted Education in Kansas

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ÒIf we want children to think and read, we

Marilyn Ferguson,Toward a Quantum Mind

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The following flowchart

GIFTED EDUCATION IN KANSAS

In the 2000 Kansas Special Education Regulations (91-40-1), “Gifted” is defined

EQUAL EDUCATIONAL OPPORTUNITY

"The Nation's greatest resource for solving critical national

Because many students with giftedness do not continue to achieve without

PURPOSE OF GIFTED SERVICES IN KANSAS

Goals and objectives developed by the Kansas State Department of Education

The defining characteristics and curricular needs of identified students should

Most students will require a combination of instruction from both classroom

Individual learning alternatives and adaptation of the general education

ÒBeing fair to everyone

PROCESS FOR ASSESSING

Level One Awareness of

(This page intentionally left

♦ Has an outstanding memory; ♦ Cares about ethical or

B. GENERAL EDUCATION INTERVENTIONS

In order to meet the needs of all students in a heterogeneous classroom,

NAGC STANDARDS FOR CURRICULUM AND INSTRUCTION

Description: Gifted education services must include curricular and

To assist gifted educators in determining whether additional intervention is

(Carol Tomlinson, 1999)

Degree These 3 = Highly Effective

Differentiation is not a recipe for teaching. It is not an instructional strategy. It

Differentiation must be a refinement of, not a substitute for, high quality

A general education teacher should differentiate curriculum in response to the

Respectful Tasks: A classroom teacher ensures that students’ learning is

Flexible Grouping: Teachers link learners with essential understandings and

Ongoing Assessment and Adjustment: Throughout units, teachers use

In a differentiated classroom, teachers differentiate content, process

In differentiated classrooms, students demonstrating a need for

There Are Lots of Ways to Differentiate . . .

Low Preparation Differentiation High Preparation Differentiation

CONTENT PROCESS PRODUC

READINESS INTEREST LEARNING PROFILE

Through a range of instructional and

Carol Ann Tomlinson

Note: From How to Differentiate Instruction in Mixed-Ability Classrooms,

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The strategies that assist students in attaining the goals listed

Individualizing the General Curriculum

Curriculum modification involves the analysis, evaluation, and improvement of

Curriculum differentiation is a process teachers use to enhance learning to

Content for gifted learners must be enhanced through depth, complexity,

Process is the presentation of content, including the learning activities for

• Higher levels of thinking – Emphasizing questions that enable the learner to

Products are the outcomes of instruction that consolidate learning and

• Possess characteristics that are professional in nature.

The following chart provides examples of activities that elicit sophisticated

Most Likely Less Likely to