For today’s network meeting: Sign-up as a teacher (even though you are my student). If you already...

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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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

mailto:[email protected]

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!!

Tanya Morret 2013

Children have three ages…

Chronological – based on birthEmotional – based on maturityIntellectual – 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 PAGE 2013

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?


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


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)


Enrichment/Acceleration


GIEP Goals…

Annual BroadAligned to Grade

Level StandardsIndividualizedBased on the

student’s PLEPSEvidence Based

Lesson PlansGenericProgrammaticalCookie CutterArbitrary“Fluff”Teacher BasedOpportunities

are…. are not….

Tanya Morret 2013

Children have three ages…

Chronological – based on birthEmotional – based on maturityIntellectual – 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 GrowthNot a standard list


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

Tanya Morret 2013

Multiple Data Points?

http://www.thecasualheroes.com/what-you-might-not-know-about-game-balance/

Reliability Validity



Tanya Morret 2013


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



Instructional levels What tools do we have? Who is using the tools? What tools might we need?


Example


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?


Essential Questions




PLEPS

Academic/Cognitive StrengthsAchievement ResultsProgress on GoalsAptitudes/interests/specialized skills/productsGrades/Classroom Performance


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

Tanya Morret 2013

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.


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


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

Tanya Morret 2013

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.


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


Summarizer

List the five sections of the PLEPs and one tool you could/would use to gather information about each section.


Essential Questions




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?

http://static.pdesas.org/content/documents/ELA_AA_EC_G08.pdf




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



Assess Procedures

Timelines



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).


Contract will be re-evaluated regularly (minimum of once a month) to maintain progress

Short Term Learning Outcomes - 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 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



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



Assess Procedures

Timelines


Proficient on rubric aligned to tenth grade expectations(Proficient is defined as a “B or 85% or better).


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



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



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



Assess Procedures

Timelines


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



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


Your Task:

Review a sample GIEPAnswer the Guiding Questions on the

ChecklistSuggestions for Improvement


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


Evaluation

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