Gifted Education IEP

1. Gifted Education IEP Student Expectations

2. Why Gifted Goals? • Goals for students who are gifted should provide opportunities to master the knowledge and skills of the general education curriculum. In addition, areas of giftedness should be developed and extended in a conducive learning environment. This includes having different 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. From “Effective Practices for Gifted Education in Kansas” Ch. 1 p. 14

3. How do Gifted goals benefit the Gifted learner? • Increase academic learning. • Increase self-directed learning behaviors. • Enhance talent development. • Increase intrinsic motivation for learning. From “Effective Practices for Gifted Education in Kansas” Ch. 1 p. 14

4. 3 Categories for Gifted Goals • Goal which extends or enriches the general education curriculum in a content subject: ex: Student extends learning outside of art class by creating a piece of art in the style of an artist being studied in class. ex: Student enriches history curriculum on WWII by independently reading biographies on holocaust survivors. ex: Student enrolled in a physics class extends learning by conducting independent research on a scientist/mathematician behind a theory presented in class. • Goal which accelerates the general education curriculum in a specific subject matter. ex: Student enrolled in an online or self-study college course. ex: Student testing out of a grade level class and into a higher level class. • Goal which is related to a very individualized and specific need not contained in the general education curriculum. ex: Student learning a foreign language. ex: Student writing a play or musical. ex: Student developing an individual art style. ex: Student designing and building a little library for a community park. ex: Student conducting scientific research on a topic of interest.

5. Expectations for students on gifted IEPs • Set, work on, and complete one goal per semester in one of the focus strands of gifted education (problem solving, critical/creative thinking, research, technology/21st century skills, leadership, and social/emotional development). • Check in with your gifted facilitator once per quarter on your progress. • At the end of each semester either meet with your gifted facilitator to share (or submit via email) your final product

6. Sample Goals(Indirect students should spend15-30 minutes per week working on a goal) Participate in a community theatre play or musical. Learn challenging music for KC or Olathe Youth Symphony. Participate in an internship, job shadow or communicate with a professional in your career interest area. Participate in National November Writing Month (NaNoWriMo) and write a novel/novella. Organize and conduct a service project. Create an app. Explore Kansas City history and culture. Read a self help book (personal finance, overcoming procrastination, executive functioning, leadership, etc.) and write a reflection essay. Watch a few TED talks on a subject of interest and write a reflection essay. Learn programming. Learn a foreign language/Read a book in a foreign language, looking up words you may not know. Enroll in an online or self-study college course. Create an art or photography exhibit to share with family and friends. Compile a portfolio of graphic design work. Read a few books from the suggested AP college reading books list. Conduct research on a topic of choice. Design and build a “little library” for your community. Teach a lesson to a group of students (ex: suicide prevention to middle school students)

7. Ways to show what you know • Reflection Essay • Blog • Poster • Powerpoint/Prezi • Cartoon • Piece of music • Lesson • Book • Play • Game • Website design • Artwork • Graphic Organizer • Drawings • Diorama • Portfolio • Work sample • TED talk type of speech • Video • Product

8. Keep the following gifted objectives in mindwhen selecting a goal Problem solving Critical/creative thinking Research Leadership Social/Affective needs/development Technology/21st century skills

9. Making progress Students on a gifted IEP are expected to pursue goals and make adequate progress on those goals. If you do not make progress on your goals due to lack of participation (not progressing for two monitoring dates/quarters) we will begin having a conversation about your need for gifted services and will discuss discontinuation of gifted services. If you feel you no longer need gifted services for enrichment, acceleration, or a more specific individual need that cannot be fulfilled in the general education classes, please begin a conversation with your parents about the possibility of discontinuing services.

10. Progress Monitoring(How you will be assessed) • 5. The student has met the criteria for this goal. • 4. The student is making sufficient progress toward achieving this goal. • 3. The student has demonstrated some progress towards achieving this goal. • 2. The student has not yet demonstrated progress towards this goal. • 1. The goal has not been introduced. (beginning a new IEP/goals) If you are in the yellow or green zones, you are making progress toward goals. If you are in the red zone we will be scheduling a meeting to discuss options to improve participation or discontinue services.

11. ONW Gifted IEP Student Expectations • Choose at least three smaller goals which could fall under your broad IEP goal that you will pursue during the course of this school year to challenge yourself (at least one per semester plus an extra in case you finish the others early). Ask your gifted facilitator for help, if needed. • Write down your goals on the provided goal sheet and make a plan of action for beginning and completing these goals. • Determine and indicate how you will show your learning at the end of each quarter. • Turn in your goal sheet to your gifted facilitator. • Visit your gifted facilitator to share your product/proof of learning before the end of the quarter (this is your responsibility!) so that your progress can be monitored. If you do not check in before the end of the quarter it will be assumed you have not made progress and you will receive a “2” on your progress report.