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 number You are now part of my IU 15 Gifted Network. Feel free to browse around and post a comment. Go to

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

GOAL WRITING TANYA MORRET GIEP Tanya Morret 2013 Tanya Morret Educational Consultant Capital Area Intermediate Unit X8113

Logistics Tanya Morret 2013 Quiet Signal Pairs Break time (No, not yet) Stand If You Are Like Me

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? Tanya Morret 2013 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.

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

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? Tanya Morret PAGE 2013

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….

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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… Annual Broad Aligned to Grade Level Standards Individualized Based on the student’s PLEPS Evidence Based Lesson Plans Generic Programmatical Cookie Cutter Arbitrary “Fluff” Teacher Based Opportunities are….are not…. Tanya Morret PAGE 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

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? unners/ State Minimum – One year of growth for every year in school Is that enough for our gifted students? Tanya Morret PAGE 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? might-not-know-about-game-balance/ Tanya Morret 2013

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 Tanya Morret 2013

Defining Instructional Levels Instructional levels  What tools do we have?  Who is using the tools?  What tools might we need? Tanya Morret PAGE 2013

Example Tanya Morret PAGE 2013

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? 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

PLEPS Academic/Cognitive Strengths Achievement Results Progress on Goals Aptitudes/interests/specialized skills/products Grades/Classroom Performance Tanya Morret PAGE 2013

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 PAGE 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 (98 th %ile) and Advanced (1654) in Math (80 th %ile). PVAAS projections for 4 th grade reading place the student at about the 97 th %ile with a 99% Achievement probability to score Advanced. PVAAS projections for 4 th grade math place the student at about the 84 th %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 6 th 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 8 th grade level standards or as pre-determined on a learning contract. Tanya Morret 2013

Short Term Learning Outcomes STL OutcomeObjective CriteriaAssess ProceduresTimelines 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 Tanya Morret PAGE 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. 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 Tanya Morret PAGE 2013

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 7 th Grader Strength/Passion in Writing March of his seventh grade year GIEP Planning for 8 th Grade What type of goal do we write if he is working at an 8 th 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 8 th grade writing? Tanya Morret PAGE 2013

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 8 th grade level standards or as pre-determined on a learning contract. Acceleration/Enrichment or both Tanya Morret PAGE 2013

STL OutcomeObjective CriteriaAssess ProceduresTimelines 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 Tanya Morret PAGE 2013

SDIStart Date Frequency LocationDuration 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 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 Specially Designed Instruction - Enrichment Tanya Morret PAGE 2013

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? Tanya Morret PAGE 2013

STL OutcomeObjective CriteriaAssess ProceduresTimelines 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 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. Short Term Learning Outcomes-Acceleration Tanya Morret PAGE 2013

SDIStart DateFrequencyLocationDuration Acceleration via advanced placement in 9 th grade English Class August 24thOnce per dayIn the general education classroom One-42 minute periods Specially Designed Instruction-Acceleration Tanya Morret PAGE 2013

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? Tanya Morret PAGE 2013

STL OutcomeObjective Criteria Assess ProceduresTimelines 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/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 of standard 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 Tanya Morret PAGE 2013

SDIStart DateFrequencyLocationDuration 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 Tanya Morret PAGE 2013

Your Task: Review a sample GIEP Answer the Guiding Questions on the Checklist Suggestions for Improvement Tanya Morret PAGE 2013

Your Turn: Let’s create some goals together. Tanya Morret PAGE 2013

Support Services Support Service Projected Date for Initiation Anticipated Frequency LocationAnticipated Duration Service Provider Collaboration between General Ed and Gifted Support August 24Once per cycle 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 Professional Development Change in Practice 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