For today’s network meeting:
Sign-up as a teacher (even though you are my student). If you already have an account, sign in and go to next step.
On the left hand side click, join group. When it prompts you for a group code, use: i138og– the “o” is the letter, not the numberYou are now part of my IU 15 Gifted Network. Feel free to browse around and post a comment.
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Do Now
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
Tanya Morret 2013
GOAL WRITINGTANYA MORRET
GIEP
Tanya MorretEducational ConsultantCapital Area Intermediate [email protected] 717.732.8400 X8113
Tanya Morret 2013
Logistics
Quiet SignalPairsBreak 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?
Birthdate!!
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Children have three ages…
Chronological – based on birthEmotional – based on maturityIntellectual – based on the ability to apply
knowledge and skills
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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?
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Answer these questions….Does this child need enrichment?Does this child need acceleration?Does this child need a combination of
both?
What purpose do PLEPS serve?
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Enrichment
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.
According to Chapter 16
By any other name….
21st Century Skills
Extended Learning
Webb’s Depth of Knowledge – L3 and
L4Enrichment
Rigor/Relevance
Real World/Authentic
ENDURINGUNDERSTANDING
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Acceleration
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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Enrichment/Acceleration
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GIEP Goals…
Annual BroadAligned to Grade
Level StandardsIndividualizedBased on the
student’s PLEPSEvidence Based
Lesson PlansGenericProgrammaticalCookie CutterArbitrary“Fluff”Teacher BasedOpportunities
are…. are not….
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Children have three ages…
Chronological – based on birthEmotional – based on maturityIntellectual – based on the ability to apply
knowledge and skills
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PLEP - Guiding Ideas
Current (within last year)Strength Area(s)Indicate present Mastery Level
(instructional levels)Measureable/Show GrowthNot a standard list
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Current Levels + Expected Growth=GOAL
Where were they?Where are they now?What can we expect in the future?
http://www.flickr.com/photos/dulwichrunners/4660318629
• State Minimum – One year of growth for every year in school
• Is that enough for our gifted students?
Tanya Morret 2013
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?
http://www.thecasualheroes.com/what-you-might-not-know-about-game-balance/
Reliability Validity
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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?
Content
Reading/
Writing
Listening/
Speaking
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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?
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PLEPS
Academic/Cognitive StrengthsAchievement ResultsProgress on GoalsAptitudes/interests/specialized skills/productsGrades/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.
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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,
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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….
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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.
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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
Minimum once per marking period as part of another content area
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 re-evaluated regularly (minimum of once a month) to maintain progress
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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)
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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
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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.
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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.
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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?
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Meet Matt…..
Current 7th GraderStrength/Passion in WritingMarch of his seventh grade yearGIEP Planning for 8th GradeWhat 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?
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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.
Acceleration/Enrichment or both
Condition Name
Behavior Criteria
Criteria
Criteria
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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
Minimum once per marking period as part of another content area
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 re-evaluated regularly (minimum of once a month) to maintain progress
Short Term Learning Outcomes - Enrichment
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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 pre-assessment
General education classroom or Gifted support classroom, if available
During explicit instruction for rest of the classAs 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
Specially Designed Instruction - Enrichment
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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.
Accelerati0n/Enrichment or Both?
Condition
Name
Behavior Criteria
Criteria
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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 appropriatecommand of the conventions ofstandard English grammar, usage,capitalization, punctuation andSpelling.
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.
Short Term Learning Outcomes-Acceleration
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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
Specially Designed Instruction-Acceleration
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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.
Accelerati0n/Enrichment or Both?
Condition
Name
Behavior Criteria
Criteria
Tanya Morret PAGE 2013
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 classSoc. Stud/Science-whenever research based writing assignments are assigned
Minimum of three opportunities across all content areas per marking period.
Demonstrate grade appropriate command of the conventions ofstandard English grammar, usage,capitalization, punctuation and Spelling.
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.
Short Term Learning Outcomes-Both
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SDI Start Date Frequency Location Duration
Acceleration: Direct Instruction in above grade level skills
Start of each unit
Minimum once a week
In the general education or gifted support classroom
On-going throughout the year
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
Specially Designed Instruction-Both
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Your Task:
Review a sample GIEPAnswer the Guiding Questions on the
ChecklistSuggestions for Improvement
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Your Turn:
Let’s create some goals together.
Support Services
Support Service
Projected Date for Initiation
Anticipated Frequency
Location
Anticipated Duration
Service Provider
Collaboration between General Ed and Gifted Support
August 24
Once per cycle
Team meeting room
One year, one period per cycle
Building Administration
Partnership Principles
EqualityChoiceVoiceDialogueReflectionPraxisReciprocity
Embedded Learning Continuum
CollaborationModelingObserving and Providing FeedbackProviding Support
Support
Understanding the change process Change in
belief
Change in Achievement
Professional Development
Change in Practice
Professional Development
Professional
Development
Partnering with a Principal
Needs to be supported by the instructional leader of the building
Schedulin
g
ClusteringProfessional Development
Opportunities for
Collaboration
Data AccessPolicies/ Protocols
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Evaluation
Thanks for coming, please complete evaluation(s)