Gifted Issues Discussion homepage Forums Identification, Testing & Assessment GIEP meeting has been scheduled.... BUT

We officially got our invite to the GIEP meeting (yay). But here's the but... it was scheduled for us to meet before class in our son's homeroom. We've met with the teacher before, once as a kick off meeting at the beginning of the year (since we skipped K and that was unusual in our district), and then again as a pulse check on how things were going. Meeting at this time, in the homeroom, means that I can't see us having much more than 15 minutes. Maybe (MAYBE) 30 tops. Is this how long they usually take? I expected that it'd be offsite at the admin center or something. I found it odd too seeing as I expected more members of the GIEP team to be there. It was definitely phrased as a GIEP meeting so I'm not expecting any "your son is not gifted..."

The way that it was phrased ("both of you can attend, but we only need one signature on the paperwork") definitely leads me to believe it's expected that we just take the plan as-is (we won't). I can't see us asking any really substantial questions about CBA for the PLEP part.

I think we're going to wait until the meeting occurs, and then raise a few questions, and then take it from there. It doesn't make sense to me to raise big red flags yet. I'll give them the benefit of the doubt. However, the more I think about it, the more I'm angry/disappointed. (Best for me to get that out now so that at the meeting I'm collected.)

How long was your GIEP?

JB

I don't have any experience with GIEPs, but from what they said about signing something, I would ask if you can see whatever it is they want you to sign in advance of the meeting. That way, at least you will be prepared to tell them why you don't want to sign it, or even if you stay hush during the meeting, at least you will know what they're thinking before the meeting. (Although I defer to others who have actual experience with these meetings.)

Thanks. So a) we're not crazy, b) this is not atypical, c) this will probably go down like I expect (cookie cutter plan, please sign on the dotted line, no we won't, follow up meetings...)

Thanks guys.

JB

As I'm re-reviewing Todd McIntyre's presentation (good prep material, BTW), I'm starting to wonder if we should contact the gifted teacher coordinating this as you suggest and if so, what's the best tact.

Things are starting to click right now on why we're going right to the GIEP after getting the school pysch report. From Todd's presentation:



This is someone else's presentation (www.appliedgifteded.com) but he typically has his facts down.

So what I take away from this is the fact that technically we're not ID'd as gifted UNTIL we go to this GIEP meeting and that is decided. Once that is decided, we will get the issues of PLEP and so on.

In a long winded way, what I am saying is that I am concerned if I ask upfront for the PLEP information (as Todd recommends) would that have a negative effect on the meeting from the outset?

Right now I am inclined to take a wait and see approach and then at the meeting politely start to raise these issues. Sadly, I have written off this year. We're really working for next year and the year after that. I'm trying to keep the long view in mind.

JB

Hope for the best, but expect a cookie-cutter GIEP with no PLEP -- from what I hear that's pretty standard for PA districts. I think most parents just sign it because they think their child won't get any services otherwise. If you're not satisfied with the plan (e.g., vague, no measurable goals, no PLEP, etc.) tell the team (nicely ;)why you can't approve the plan. You might want to give examples of changes on the GIEP that you *would* approve -- the trick is to feel them out and see if they'd be open to hearing your suggestions.

I missed your previous question about identification vs. PLEP (present levels of educational performance for non-PA folks). Our first GIEP meeting covered both identification *and* a plan (and you need PLEP to have a plan). In other words, if this meeting is presenting a plan (i.e., a GIEP), they have to provide PLEP in order to know what types of learning experiences to provide in for the child to be working at the levels they are capable of. Hope that makes sense...