GIEP Goals 2013

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 Complete name tent
•Write your first name, Big and Bold, on Both Sides
•At the bottom left, write your District.
•At the bottom right, write your role in the District
Your Name
District
Role
GIEP
GOAL WRITING
TANYA MORRET
Tanya Morret
Educational Consultant
Capital Area Intermediate Unit
[email protected]
717.732.8400 X8113
Tanya Morret 2013
Logistics
 Quiet Signal
 Pairs
 Break time (No, not yet)
 Stand If You Are Like Me
Tanya Morret 2013
Question??
 What is the single biggest factor that determines
what instructional goals a child will be held
accountable to?
Tanya Morret 2013
Children have three ages…
 Chronological – based on birth
 Emotional – based on maturity
 Intellectual – based on the ability to apply
knowledge and skills
Tanya Morret 2013
Ground Rules?
General Education is aligned to the standards.
Chapter 16 supports an academic definition of gifted .
Goals must be aligned to standards to show growth (measureable) over the
period of time (annual cycle) covered by the GIEP.
GIEP’s are to be individualized in the demonstrated strength area, and not
reflect a “program.”
Options for educational placement are Enrichment, Acceleration, or
Acceleration with Enrichment – not remediation.
GIEP Goals are supported by the Present Levels of Educational Performance.
Schools have a variety of tools to establish instructional levels.
Tanya Morret 2013
Essential Questions
 What role do the PLEPS play in the GIEP?
 How should the PLEPs be organized in the GIEP?
 How do you translate PLEPs into goals?
Tanya Morret 2013
What purpose do PLEPS serve?
 Answer these questions….
 Does
this child need enrichment?
 Does this child need acceleration?
 Does this child need a combination of
both?
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According to Chapter 16
 What is enrichment?
 Gifted
Guidelines : In-depth learning
experiences that provide interaction with
new ideas, skills and topics that enhance
the curriculum. These experiences are
based upon individual student strengths,
interests and needs.
By any other name….
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Acceleration
 Grade skipping (ES= .49)
 Early entrance to school (ES= .50)
 Subject acceleration (ES=0.6)
 Grade telescoping (ES= .40)
 Concurrent enrollment
 Advanced Placement courses (ES= .27)
 Early admission to college (ES= .30)
 Credit by examination (ES= .60)
 Compacting the Curriculum - (ES= .83)
ES= Effect sizes- Rogers (2002)
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GIEP Goals…
are….
are not….
 Annual
 Lesson Plans
 Broad
 Generic
 Aligned to Grade Level
 Programmatical
Standards
 Individualized
 Based on the student’s
PLEPS
 Evidence Based
 Cookie Cutter
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 Arbitrary
 “Fluff”
 Teacher Based
 Opportunities
Children have three ages…
 Chronological – based on birth
 Emotional – based on maturity
 Intellectual – based on the ability to apply
knowledge and skills
Tanya Morret 2013
PLEP - Guiding Ideas
 Current (within last year)
 Strength Area(s)
 Indicate present Mastery Level (instructional
levels)
 Measureable/Show Growth
 Not a standard list
Tanya Morret 2013
Current Levels + Expected Growth=GOAL
 Where were they?
 Where are they now?
 What can we expect in the future?
• State Minimum – One year of
growth for every year in school
• Is that enough for our gifted
students?
http://www.flickr.com/photos/dulwichr
unners/4660318629
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Defining Instructional Levels
 What tools do we have to define where a child should
be at the end of each grade level?






Standards
Summative Assessments
Formative Assessments
Benchmark Assessments
Diagnostic Assessments
Other
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Multiple Data Points?
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http://www.thecasualheroes.com/what-youmight-not-know-about-game-balance/
Defining Instructional Levels
 What skills should we be
measuring?



Literacy – Reading, Writing,
Listening, Speaking
Math – Numbers and Operations,
Algebraic Concepts, Geometry,
Data Analysis and Probability
Course Work at the Secondary
Level – Science? Social Studies?
Other Courses with a Final?
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Listening/
Speaking
Reading/
Writing
Content
Defining Instructional Levels
 Instructional levels
 What tools do we have?
 Who is using the tools?
 What tools might we need?
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Example
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Summarizer #1
 What role(s) do the PLEPs play in the GIEP?
 With your partner complete the following:
Answer the question
What gaps are in your assessment ?
Which tools are you most interested in
trying?

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Essential Questions
 What role do the PLEPS play in the GIEP?
 How should the PLEPs be organized in the GIEP?
 How do you translate PLEPs into goals?
Tanya Morret PAGE 2013
PLEPS
 Academic/Cognitive Strengths
 Achievement Results
 Progress on Goals
 Aptitudes/interests/specialized skills/products
 Grades/Classroom Performance
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PLEP’s
 Academic/Cognitive Strengths
 How would you characterize this student as a learner and a
thinker?
 What have you observed in or out of the classroom that has
enhanced or prohibited this child’s learning?
 How to gather this information:
Anecdotal Teacher Report
 Anecdotal Student Report
 Anecdotal Parent Report
 Gifted Checklists/Scales


Narrative
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PLEP’s
 Academic/Cognitive Strengths
 The student and teacher reported he has a passion for any items, topics, books,
documentaries, etc. related to the Civil War.

His general education teacher reports in the teacher checklist: He is most
successful when assignments are chunked with clear intermediate deadlines. He
is more likely to learn information from visual or auditory means, rather than
solely relying on text. He has a keen short and long term memory and often
requires only one or two presentations of information before he is independently
questioning and expanding his understanding.

His general and gifted support teacher report in the teacher checklist: He does
well with graphic organizers. He likes to repeat information out loud to assure he
understands concepts. He prefers to work independently, but will work in groups
where he feels his expertise/creativity is recognized and appreciated. He can
easily synthesize information across content areas and contexts.
Tanya Morret 2013
PLEP’s
 Achievement Results
 Assessment results that indicate instructional levels to direct
curriculum placement and goal development
 PSSA and PVAAS data, Keystone Results, DIBELS,
BENCHMARK TESTS, CBA’s, end of unit tests, CDT’s
(classroom diagnostic tools), 4Sight, Star, AIMS web, MAP
(measure of academic progress), Study Island,
Tanya Morret 2013
PLEP’s
 Achievement Results

In the spring of third grade, _____took the PSSA assessments and scored Advanced (1681)
in Reading (98th %ile) and Advanced (1654) in Math (80th %ile) . PVAAS projections for 4th
grade reading place the student at about the 97th %ile with a 99% Achievement probability to
score Advanced. PVAAS projections for 4th grade math place the student at about the 84th
%ile with a 90% Achievement probability to score Advanced.

In the fall of fourth grade, ___received a composite score of 391, on the BOY DIBELS Next
assessment, which places him well above benchmark (when individual scores were broken
down, he was consistently in the 99%ile locally for all subtests). He was then assessed on
an out of level BM and based on his composite score of 6th grade level End of Year
assessment he is reading at the 90%ile. Further investigation was done using the QRI and
he was found to be able to read and comprehend with 90% accuracy at a sixth grade
instructional level.

On the district math assessments, (4Sight) ________scored Advanced (28) in the BOY
and quarter and Proficient in the MOY.

Note to GIEP Team: Is this a red flag? Going from Advanced to Proficient….
Tanya Morret 2013
PLEP’s
 Progress on Goals
 Failure to make progress on previous goals may indicate
further investigation is needed to determine the underlying
cause. Here is where a GIEP team may refer an
underachieving student for a re-evaluation.
 If this is an initial GIEP, this section will not need to be
completed.
Tanya Morret 2013
PLEP’s
 Goal
Given an opportunity to choose a topic, Matt will
enrich and expand his writing to a proficient or higher level
using criteria from the 8th grade level standards or as
pre-determined on a learning contract.
Tanya Morret 2013
Short Term Learning Outcomes
STL Outcome
Objective Criteria
Assess Procedures
Timelines
1. Write an
Argument,
Informative/
Explanatory Text,
and/or Narrative
Proficient on rubric
aligned to eighth
grade expectations
(Proficient is defined
as a “B or 85% or
better).
Self assessment, summative
assessment done by gifted
support and general
education teacher,
Percentage will represent
average of summative
assessments and be reported
each marking period.
Summative Assessments
include tests, projects, and
presentations – not
homework.
Minimum twice per
marking period as
part of English Class
2. Publish a piece of
writing i.e. short
story, essay, or book
Proficient on rubric
aligned to eighth
grade expectations
(Proficient is defined
as a “B or 85% or
better).
Self and peer
formative
assessment,
summative
assessment done by
gifted support and
general education
teacher
Contract will be reevaluated regularly
(minimum of once a
month) to maintain
progress
Tanya Morret PAGE 2013
Minimum once per
marking period as
part of another
content area
PLEP’s

Progress on Goals

Matt succeeded in developing his writing to a proficient or
higher level using criteria from the 9th and 10th grade level
PA ELA CCSS.




1. Write an Argument – Averaged 98% (Advanced)
2. Informative/ Explanatory Texts – Averaged 95% (Advanced)
3. Draw evidence from literary/ informational texts –Averages 93%
(Proficient)
4. Publish a piece of writing - Four chapters in his book – Average 91%
(Proficient)
Tanya Morret 2013
PLEP’s
 Aptitudes, interests, specialized skills, products and
evidence of effectiveness in other academic areas:


Content Competitions, Technology Skills, Portfolio reviews,
Extra-Curricular Activities
Samples of things that might fall into this category: America
Math Competition (AMC), Mathcounts; Odyssey of Mind, FPS
(Future Problem Solving; Art, Music, Writing Awards;
Learning Style assessment; Multiple Intelligence tests;
Torrance Creativity Assessments; Creativity Assessment
Packet , TOMAGS
Tanya Morret 2013
PLEP’s
 Aptitudes, interests, specialized skills, products and
evidence of effectiveness in other academic areas:

_______’s mother reported that _______is very friendly
and caring. He studies and loves to read. He enjoys learning
new information. In addition, he is creative and able to
advocate for himself. ______academic interests are reading,
social studies, and science. He enjoys art and attends classes
at GoggleWorks. He is interested in reptiles and likes being
outside. He plays tennis and swims. He is in band this year.
Tanya Morret 2013
PLEP’s
 Grades/Classroom Performance
 The scale of evaluation should be included. We should be able
to understand where the child falls in the over-all evaluation
picture.
 The student earned an 85% average in Mathematics for the
last four marking periods. (please note, this may span more
than one academic school year)
 The student scored outstanding (highest rating out of three) in
math problem solving.
Tanya Morret 2013
Goals/STLO’s/SDI
 All SDI that support STLO and Goal’s are kept
together.
 May use as many goal sheets as GIEP team
determines appropriate
 SDI may need to be repeated for multiple goals
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Summarizer
 List the five sections of the PLEPs and one tool you
could/would use to gather information about each
section.
Tanya Morret PAGE 2013
Essential Questions
 What role do the PLEPS play in the GIEP?
 How should the PLEPs be organized in the GIEP?
 How do you translate PLEPs into goals?
Tanya Morret PAGE 2013
Meet Matt…..
 Current 7th Grader
 Strength/Passion in Writing
 March of his seventh grade year
 GIEP Planning for 8th Grade
 What type of goal do we write if he is working at an 8th
grade level in some of his writing skills (conventions are
superior), but the development of his style and content is
still a work in progress. He earns good grades with
minimal effort. Enjoys both informative and narrative
writing.
 What are the expectations for 8th grade writing?
Tanya Morret PAGE 2013
Acceleration/Enrichment or both
 Condition-Name-Behavior-Criteria
Given an opportunity to choose a topic, Matt will
enrich and expand his writing to a proficient or higher level
using criteria from the 8th grade level standards or as
pre-determined on a learning contract.
Tanya Morret PAGE 2013
Short Term Learning Outcomes - Enrichment
STL Outcome
Objective Criteria
Assess Procedures
Timelines
1. Write an
Argument,
Informative/
Explanatory Text,
and/or Narrative
Proficient on rubric
aligned to eighth
grade expectations
(Proficient is defined
as a “B or 85% or
better).
Self assessment, summative
assessment done by gifted
support and general
education teacher,
Percentage will represent
average of summative
assessments and be reported
each marking period.
Minimum twice per
marking period as
part of English Class
2. Publish a piece of
writing i.e. short
story, essay, or book
Proficient on rubric
aligned to eighth
grade expectations
(Proficient is defined
as a “B or 85% or
better).
Self and peer
formative
assessment,
summative
assessment done by
gifted support and
general education
teacher
Contract will be reevaluated regularly
(minimum of once a
month) to maintain
progress
Tanya Morret PAGE 2013
Minimum once per
marking period as
part of another
content area
Specially Designed Instruction - Enrichment
SDI
Start Date
Frequency
Location
Duration
Enrichment via
independent or
alternative
writing
assignment/
contract
Within three
weeks of the
start of the year
As often as
student
demonstrates
understanding
of grade level
concepts in preassessment
General
education
classroom or
Gifted support
classroom, if
available
During explicit
instruction for
rest of the class
As stipulated in
Matt’s contract
Alternative
Rubrics to
emphasize
multiple 21
Century Skills
Within three
weeks of the
start of school
Every time
student task
differs from
classroom task
General
education
classroom
Length of
classroom
assignment or
learning
contract
Technology
access
Within three
weeks of the
start of the year
During alternate
learning
contract,
minimum once
per day
General
education, gifted
support, or
library
classroom
Approx. one
period a day
when working
on an
independent
learning
contract
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Accelerati0n/Enrichment or Both?
 Condition-Name-Behavior-Criteria
Given a topic or an opportunity to choose, Matt will
develop his writing to a proficient or higher level using
criteria from the 9th and 10th grade level standards.
Tanya Morret PAGE 2013
Short Term Learning Outcomes-Acceleration
STL Outcome
Objective Criteria
Assess Procedures
Timelines
1. Write an
Argument,
Informative/
Explanatory Text,
and/or Narrative
Proficient on rubric
aligned to tenth
grade expectations
(Proficient is defined
as a “B or 85% or
better).
Self and peer formative
assessment, summative
assessment done by
gifted support and
general education
teacher
Student will be
evaluated a minimum of
twice per marking
period. Percentage will
represent average of
summative assessments
and be reported each
marking period.
Demonstrate grade
appropriate
command of the
conventions of
standard English
grammar, usage,
capitalization,
punctuation and
Tanya Morret PAGE 2013
Spelling.
93% or better on
accuracy based
summative
assessments
Classwork, quizzes, tests
related to conventions of
standard English
Percentage will
represent average of
summative assessments
and be reported each
marking period.
Specially Designed Instruction-Acceleration
SDI
Start Date
Frequency
Location
Duration
Acceleration
via advanced
placement in
9th grade
English Class
August 24th
Once per day
In the general
education
classroom
One-42
minute
periods
Tanya Morret PAGE 2013
Accelerati0n/Enrichment or Both?
 Condition-Name-Behavior-Criteria
Given a topic or an opportunity to choose, Matt will
develop his writing to a proficient or higher level using
criteria from the 9th and 10th grade level standards.
Tanya Morret PAGE 2013
Short Term Learning Outcomes-Both
STL Outcome
Objective
Criteria
Assess Procedures
Timelines
1. Write an Argument,
Informative/ Explanatory
Text, and/or Narrative
Proficient on
rubric aligned
to tenth grade
expectations
(Proficient is
defined as a
“B or 85% or
better).
Self and peer formative
assessment, summative
assessment done by
gifted support and
general education
teacher, final quarterly
evaluation based on
average of three final
assignments across
content areas.
In English – each time
assignment is given to
general class
Soc. Stud/Sciencewhenever research based
writing assignments are
assigned
93% or better
on accuracy
based
summative
assessments
(Proficient is
defined as a
“B or 85% or
better).
Classwork, quizzes, tests
related to conventions of
standard English
Percentage will
represent average of
summative assessments
and be reported each
marking period.
Demonstrate grade
appropriate command of
the conventions of
standard English
grammar, usage,
capitalization,
punctuation
and Spelling.
Tanya Morret PAGE 2013
Minimum of three
opportunities across all
content areas per
marking period.
Specially Designed Instruction-Both
SDI
Start Date
Frequency
Location
Acceleration:
Direct
Instruction in
above grade
level skills
Start of each
unit
Minimum
once a week
In the general On-going
education or
throughout
gifted support the year
classroom
Acceleration
and
enrichment:
Alternative
rubrics
Start of each
classroom
assignment
At least once
times per
subject per
marking
period
General
education
classroom
Two to three
weeks per
assignment
Enrichment:
Independent or
alternate
writing
assignment/
contract
End of
September
2011
Once per
marking
period
Gifted
support
classroom
As stipulated
in Matt’s
contract
Tanya Morret PAGE 2013
Duration
Your Task:
 Review a sample GIEP
 Answer the Guiding Questions on the Checklist
 Suggestions for Improvement
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Your Turn:
 Let’s create some goals together.
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Support Services
Support
Service
Projected
Date for
Initiation
Anticipated
Frequency
Collaboration
between
General Ed
and Gifted
Support
August 24 Once per
cycle
Location
Anticipated
Duration
Service
Provider
Team
meeting
room
One year,
one period
per cycle
Building
Administration
Partnership Principles
 Equality
 Choice
 Voice
 Dialogue
 Reflection
 Praxis
 Reciprocity
Embedded Learning Continuum
 Collaboration
 Modeling
 Observing and Providing Feedback
 Providing Support
Support
 Understanding the change process
Change in belief
Change in
Achievement
Change in
Practice
Professional
Development
Professional
Development
Professional
Development
Partnering with a Principal
 Needs to be supported by the
instructional leader of the building
Evaluation
 Thanks for coming, please complete evaluation(s)
Tanya Morret PAGE 2013

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