Writing Goals, Short Term Learning Outcomes, and Support Services Tanya morret and cheryl everett Page 2014 April 24, 2014

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Steps Identify where a student is performing in relation to the standards, in his/her strength(s) area(s). Determine Enrichment/Acceleration/Combo Look at the Standards/BIG Ideas/Curriculum Framework/ contact content teacher Write a goal in C-N-B-C Break it down into Short Term Learning Objectives “STLO’s” Identify Specially Designed Instruction “SDI” Consider and identify Support Services

Steps Identify where a student is performing in relation to the standards, in his/her strength(s) area(s). Determine Enrichment/Acceleration/Combo Look at the Standards/BIG Ideas/Curriculum Framework/ contact content teacher Write a goal in C-N-B-C Break it down into short Term Learning Objectives “STLO’s” Identify Specially Designed Instruction “SDI” Consider and identify Support Services

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? Our options for service delivery can all be characterized under two general terms – enrichment or acceleration. The initial GIEP team should not have to think too hard because the GMDE team should make a recommendation. However, each subsequent year the GIEP team will be answering this question. If data collection has been maintained, there should be no surprises!

All teachers are responsible for three years worth of standards – their grade level, as well as one year below the grade level they are teaching and one year above grade level. If , at any time, a student is “off-level” (which I would imagine would be quite often) they need to think about either what skills or knowledge are they missing from the previous year or how can I ramp up the level of complexity of my instruction and expectations so the students who need enrichment or acceleration continue to grow?

Enrichment Enrichment for advanced learners is part of what General educators are supposed to be doing….

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.

Enrichment Extended Learning Rigor/Relevance By any other name…. Webb’s Depth of Knowledge – L3 and L4 Enduring Understanding Enrichment Real World/ Authentic Extended Learning How does the idea of enrichment align to standards? Why should we enrich – to prpaer students for college – sustained achievement 21st Century Skills Rigor/Relevance

Acceleration Out of grade level acceleration that is two or more years above grade level will require some creative planning and instructing usually not in line with what the grade level teacher is expected to do.

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) Mentorship (ES= 0.57 in specific subject area) ES= Effect sizes- Rogers (2002)

Enrichment/Acceleration Sometimes students need a combination of both. Sometimes enrichment – using accelerated resources – is best accomplished in the classroom assigned with some outside support (ie Gifted Support teacher either pushes in, helps provide resources or task suggestions) and the student is accelerated in particular strength areas.

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? How does your TEAM know which one? Our options for service delivery can all be characterized under two general terms – enrichment or acceleration. The initial GIEP team should not have to think too hard because the GMDE team should make a recommendation. However, each subsequent year the GIEP team will be answering this question. If data collection has been maintained, there should be no surprises!

Demonstrated Achievement Expected Grade level Achievement How Discrepant? Demonstrated Achievement Expected Grade level Achievement

are…. are not…. 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

Meet Matt….. Current 7th Grader Strength/Passion in Writing March of his seventh grade year GIEP Planning for 8th Grade 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. At your tables – Strength Area? Instructional Level? Enrichment? Acceleration? Combo?

Let’s practice Review Assigned Present Level Discuss at your table Strength Area(s) Enrichment/Acceleration/Combo? Prepare to report out

Steps Identify where a student is performing in relation to the standards, in his/her strength(s) area(s). Determine Enrichment/Acceleration/Combo Look at the Standards/BIG Ideas/Curriculum Framework/ contact content teacher Write a goal in C-N-B-C Break it down into short Term Learning Objectives “STLO’s” Identify Specially Designed Instruction “SDI” Consider and identify Support Services Take them on a tour

Where do you go? pdesas.org – Standards, PA Core ELA Standards Math Standards “Literacy in….science/social studies/etc.” standards AP Courses – syllabus or College Board Professionals in your building

Steps Identify where a student is performing in relation to the standards, in his/her strength(s) area(s). Determine Enrichment/Acceleration/Combo Look at the Standards/BIG Ideas/Curriculum Framework/ contact content teacher Write a goal in C-N-B-C Break it down into short Term Learning Objectives “STLO’s” Identify Specially Designed Instruction “SDI” Consider and identify Support Services

Goal 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 8th grade level standards. Condition Name Behavior Criteria Criteria

Goal Condition-Name-Behavior-Criteria Given the 8th grade writing standards, Matt will write narrative, explanatory, and argumentative pieces to an advanced level on established rubrics. Condition Name Behavior Criteria

C-N-B-C Student will participate in a Gifted Webquest in order to discover personal strengths and weaknesses and to learn more about himself. Given the 11th grade literacy in technology standards, Joseph will communicate on a topic of his choosing to an advanced level through the development and maintenance of a website. Student will engage in activities which will provide enrichment to the current curriculum. Student will be drawing, illustrating, writing and creating a graphic novel Given third grade level math standards, Sally will demonstrate computation skills and application of concepts to an advanced level or 85% or better accuracy.

Steps Identify where a student is performing in relation to the standards, in his/her strength(s) area(s). Determine Enrichment/Acceleration/Combo Look at the Standards/BIG Ideas/Curriculum Framework/ contact content teacher Write a goal in C-N-B-C Break it down into short Term Learning Objectives “STLO’s” Identify Specially Designed Instruction “SDI” Consider and identify Support Services

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 (85% or better) Self assessment, summative assessment done by gifted support and general education teacher, Percentage will represent average of 3 summative assessments and be reported each marking period. Minimum twice per marking period as part of English Class (8 pieces total, 3 informative, 3 argumentative, and 2 narrative) 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 narrative expectations 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 Remember – STLO’s need to be individualized!!! Prepared by Cheryl Everett and Tanya Morret

Short Term Learning Outcomes STL Outcome Objective Criteria Assess Procedures Timelines 1. Write an Argumentative piece adhering to all expected 8th grade conventions. Proficient on rubric aligned to eighth grade expectations (85% or better) Self assessment, summative assessment done by gifted support and general education teacher, Goal percentage will represent average of 4 summative assessments, one per marking period. Minimum once per marking period as part of English Class or another content area. 2. Write an Informative piece adhering to all expected 8th grade conventions 3. Publish a piece of writing i.e. short story, essay, or book adhering to all expected 8th grade conventions Proficient on rubric aligned to eighth grade narrative expectations (85% or better) and maintaining checklist items on a learning contract Self and peer formative assessment, summative assessment done by gifted support and general education teacher. Goal attainment will be based on final assessment Contract will be re-evaluated regularly (minimum of once a month) to maintain progress Remember – STLO’s need to be individualized!!! Prepared by Cheryl Everett and Tanya Morret

Steps Identify where a student is performing in relation to the standards, in his/her strength(s) area(s). Determine Enrichment/Acceleration/Combo Look at the Standards/BIG Ideas/Curriculum Framework/ contact content teacher Write a goal in C-N-B-C Break it down into short Term Learning Objectives “STLO’s” Identify Specially Designed Instruction “SDI” Consider and identify Support Services SDI is NOT what the student will do, but rather what you will provide to the student!

Specially Designed Instruction How will you modify… Content Management/Process Instruction Product Environment SDI is NOT what the student will do, but rather what you will provide to the student!

Specially Designed Instruction – First Example SDI Start Date Frequency Location Duration Enrichment through independent or alternative writing assignments/ contracts By 9/15/2014 Three times per marking period General education classroom or Gifted support classroom, if available Length of classroom assignment or learning contract Enrichment through alternative Rubrics to emphasize multiple 21 Century Skills General education classroom Technology access During alternate learning contract, minimum 4 times per cycle. General education, gifted support, or library classroom Approx. one period a day when working on an independent learning contract Enrichment through time to work on Learning Contract in alternative setting (pull-out) Two class periods per cycle Gifted Support Classroom Length of the contract (approximately one year)

Specially Designed Instruction – First Example SDI Start Date Frequency Location Duration Enrichment through independent or alternative writing assignments/ contracts By 9/15/2014 Twice per marking period General education classroom or Gifted support classroom, if available Length of classroom assignment or learning contract Enrichment through alternative Rubrics to emphasize multiple 21 Century Skills General education classroom Technology access During alternate learning contract, minimum twice per cycle General education, gifted support, or library classroom Approx. one period a day when working on an independent learning contract Enrichment through time to work on Learning Contract in alternative setting (pull-out) Two class periods per cycle Gifted Support Classroom Length of the contract (approximately one year)

Steps Identify where a student is performing in relation to the standards, in his/her strength(s) area(s). Determine Enrichment/Acceleration/Combo Look at the Standards/BIG Ideas/Curriculum Framework/ contact content teacher Write a goal in C-N-B-C Break it down into short Term Learning Objectives “STLO’s” Identify Specially Designed Instruction “SDI” Consider and identify Support Services SDI is NOT what the student will do, but rather what you will provide to the student!

Support Services Integral part of an educational objective? Without which the GIEP cannot be implemented? Needed to ensure student benefits from or gains access to gifted services? What the system (district or building administrator_ needs to assure GIEP will be implemented…. i.e. collaboration among professionals, transportation, early graduation planning, 504 Plans, etc. § 16.33. Support services. (a) The GIEP team, during the development, review or revision of a GIEP, shall determine whether the gifted student needs one or more support services. (b) The GIEP team shall conclude that transportation to and from school psychological services, parent counseling and education, or another service is a support service if the GIEP team determines that one of the following criteria has been met: (1) The service is an integral part of an educational objective of the student’s GIEP, without which the GIEP cannot be implemented. (2) The service is needed to ensure the student benefits from or gains access to a gifted education program.

Support Services Collaboration between General Ed and Gifted Support 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

Wrap-up Share Out Your Turn

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