Could the GIEP team conclude that a child is gifted but does not need specially designed instruction?
In unusual circumstances the GIEP team may conclude that the student is gifted but the educational needs are met outside the school district’s instructional setting. {Top} Programs and Services 28. At our upper secondary level, we anticipate for the next school year a caseload of 492 gifted students per four full-time equivalent staff members, or a ratio of 123:1. This is over the Chapter 16 caseload of 75:1. However, the question is whether the Chapter 16 caseload is a hard and fast limit in situations where teachers do not provide direct instruction to their students, but instead serve as facilitators and mentors for these students as they pursue academic competitions, shadow studies, and a wide variety of other individualized activities. Additionally, 98% of these students are participating in Honors and Advanced Placement courses at the secondary level that play a significant part in meeting their needs as gifted students. Chapter 16 is a regulation adopted by the State Board of Ed
Related Questions
- After a GWR is completed, if the recommendation is to NOT offer a gifted program, must that still be followed by a GIEP team meeting and the presentation of a Notice of Recommended Assignment (NORA)?
- How does specially designed reading instruction relate to the Learning Standards in English Language Arts?
- Could the GIEP team conclude that a child is gifted but does not need specially designed instruction?
