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Writing Effective GIEP’s. Luzerne Intermediate Unit Professional Development Staff. Parts of a GIEP. Student Information Participants in Process PLEPs: Present Levels of Educational Performance Academic Interests S t rengths Needs. Parts of a GIEP (continued). Annual Goals

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Writing Effective GIEP’s

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Writing effective giep s l.jpg

Writing Effective GIEP’s

Luzerne Intermediate Unit

Professional Development Staff


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Parts of a GIEP

  • Student Information

  • Participants in Process

  • PLEPs: Present Levels of Educational Performance

    • Academic

    • Interests

    • Strengths

    • Needs


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Parts of a GIEP (continued)

  • Annual Goals

  • Short Term Outcomes

    • Assessment

    • Time Line

  • Specially Designed Instruction

  • Support Services

  • Critical Dates


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GIEP Team Members

  • One or both of the student’s parents

  • The student (if the parent desires)

  • An LEA representative

  • One or more of the student’s current general education teachers

  • A teacher of the gifted

  • Other individuals at the discretion of the parents or the district


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GIEP Team Responsibilities

  • Review the recommendations of the GMDT

  • Develop a GIEP and determine educational placement

  • Revise the GIEP

  • Determine changes in placement and continuation of placement


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Present Levels of Educational Performance

In order to write clear and measurable goals you must first establish clear and measurable present levels of educational performance (PLEP).


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Present Levels of Educational Performance

  • Form the basis for the goals and short-term learning outcomes

  • Should be updated each year

  • Include information that clearly identifies current functioning levels


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Present Levels of Educational Performance should…

1) Be data driven (measurable and observable)

2) Identify strengths and prioritize needs

3) Provide a starting point for development of goals

4) Guide development of other areas of the GIEP


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Data Driven

  • Current assessment information must be the foundation for writing PLEPs!

    • Curriculum based assessment

    • Evaluations

    • Permanent products

    • Teacher/parent/student input

    • Observations

    • Interviews

    • Anecdotal records

  • PLEP quantify student skill levels in both academic and nonacademic areas

    • Provides “actionable information”


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PLEP may include:

Group achievement test results

Individual achievement test results

Ability test scores

Assessment results

Instructional levels

Curriculum-based measurement

Aptitudes


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PLEP may include:

Learning styles

Behavioral characteristics

Talents and special abilities

Multiple intelligence inventory results

Interests

Grades


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Present Levels of Educational Performance

A. Ability and assessment test scores:

  • PSSA results or any other standardized assessment that was administered in the 0-08 school year.

  • Information on abilities/assessments as observed/gathered from teachers in the previous school year.

    B. Group and Individual achievement measures:

  • Did the student participate in any group activities such as local math or reading competition, NASA, Scholastic Scrimmage etc?

  • Any school group activities such as Science Olympiad, science fair, Robotics Club, Chess Club, etc.

  • For any individual achievements: any awards (academic or non-academic), scholarships, competitions, etc. they may have participated in.


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Present Levels of Educational Performance

C. Grades: (Grades from previous year)

D. Progress on goals: (Report on the progress of goals that were set in previous years)

  • If a new student, include a statement that this is a new GIEP and progress data is not yet available.

  • Include reflection on Goals and STO (Measurable Criteria) from last year’s implemented GIEP

    • Student met their goal of obtaining 90% mastery of xxx

    • Percentages imply that there are multiple trials.


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Present Levels of Educational Performance

  • Instructional levels: (This should be based on data and progress from 08-09)

  • Aptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas:

    • Does the student do exceptionally well in an academic area such as a tech program, computers, art, music, etc.?

    • Does the student volunteer or participate in any extra-curricular activities?

    • Is the student in any clubs?


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How NOT to write PLEP

Jared is a fifth grader who does well in all subject areas. His average for the first semester is 96 in language arts, 98 in science, 97 in social studies, and 99 in math.


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How Not to write PLEP

WISC- IV Subtest Scores

Verbal Comprehension Scaled Score

Similarities 18

Vocabulary 19

Comprehension 16

Perceptual Reasoning

Block reasoning 12

Picture Concept 14

Matrix Reasoning 19


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How NOT to write PLEP

  • Multiple criteria was met for gifted learners

  • Academic potential measured in the superior range


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Good Example of PLEP

  • On a group-administered Otis-Lennon Test, Jared scored consistently in the 8 and 9 stanines for verbal comprehension and reasoning as well as quantitative reasoning.


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Good Example of PLEP

  • According to surveys completed by both Jared, his classroom teacher, and the gifted support teacher Jared is exceeding expectations commensurate with what is expected of a gifted student in the areas of creativity and critical thinking. His classroom teacher reports that he is a very flexible thinker and offers a variety of creative solutions when posed with subject specific problems. Jared reports that he especially enjoys the challenge of solving word problems in math.


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Good Example of PLEP (cont.)

  • Using an Oral Reading Fluency test, Jared exceeded the benchmark targets for the end of 7th grade at an accuracy of 97%.

  • Given a sixth grade expository text, on at least three different occasions Jared scored above 95% on comprehension indicating he is working above grade level in reading comprehension.


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Good example of PLEP (cont.)

  • Jared scored advanced in the 5th grade 4Sight benchmark test in numbers and operation, measurement, geometry, and data analysis.


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Annual Goals

&

Short Term Learning Outcomes


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Goals and Short-term Learning Outcomes

  • Set forth the growth in skills and the expectations that are proposed for the year

  • Must be INDIVIDUALIZED and based upon each student’s NEEDS.

  • Should NOT look alike for all the students in the gifted program

  • Acceleration and enrichment must be provided if warranted by the student’s competency level


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Annual Goals

Annual Goals …

  • reflect the present level of performance and giftedness

  • identifies a focus area for learning

  • Should be measurable and clearly written

  • How will this be measured? When? With what? Where?

  • What will the student be accomplishing, completing?


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Short-Term Outcomes

  • Plan steps for reaching annual goals

  • Provide mechanisms by which progress will be measured

  • Establish at least one short-term outcome for each annual goal

  • State outcome

  • Include objective criteria for achievement

  • Indicate assessment procedures and timelines


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Measurable STO Formula

  • Student will be able to…(action/behavior)

    • Objective criteria: criteria/level of achievement

    • Assessment Procedures: evaluation

    • timelines: how often/when will action/behavior be assessed?


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Objective Criteria

  • Performance criteria should reflect the type of measurement that is meaningful for the skill

With a grade of “X” or higher

“X” or better on a rubric or rating scale

With “X” out of “X’ points on list

% of time

# out of # of times

With % of accuracy

With no more than # of errors

Independently


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Assessment Procedures

  • Structured Interviews or Surveys

  • Observations

  • Teacher Developed and Standardized Tests

  • Rating Scales/ Assessment Checklists

  • Student Generated Artifacts

  • Behavioral Observations

  • Portfolio Assessment

  • Curriculum Based Assessments

  • Anecdotal Records

  • Rubrics


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STO Timelines

  • When do you want the student to accomplish this task.


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Bad Example of Goal/Short-term Learning Outcome

  • Goal: To gain enrichment through advanced placement courses in preparation for college

  • Short-term Learning Outcome: To maintain an A or B average in all advanced placement courses


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Good Example of Goal

For Jared:

Goal: Using above grade level expository texts on at least three occasions, Jared will demonstrate comprehension skills with 95-97% accuracy.


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Good Examples: Short-Term Learning Outcomes

Given graded reading passages at his instructional level, Jared will increase his words correct per minute by orally reading 199 WCPM at the eighth grade reading level.

Given a cold read of a graded reading passage at his instructional level, the student will demonstrate an increase in comprehension skills by answering 9 out of 10 questions correctly at the eighth grade reading level.


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Good Example of Goal

For Jared:

Goal: Given subject area specific problems (in math, science, and/or social studies) Jared will systematically attempt to find solutions to a proficient level based on a an established rubric.


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Good Examples: Short-Term Learning Outcomes

Given subject specific problems, Jared will develop a list of facts that can be used in the development of a solution.

Given subject specific problems, Jared will brainstorm a variety of possible solutions and determine which one is most plausible by conducting further research and evaluation.


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Specially Designed Instruction

  • Adapting content, methodology, product or delivery instruction to meet the unique needs of the student:

    • Acceleration and Enrichment

    • Compacting

    • Curriculum modification

    • Tiered Assignments

    • Multi-grade placement

    • Grade skipping

    • Independent Projects and Activities

    • Pull-out programs, small group work and one-on-one

    • Mentor and Apprentice Programs

    • Distance Learning


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Specially Designed Instruction

-Self paced computer programs

-Instructional strategies

-Adaptations

-Specialized materials- indicate content resources and frequency

-Differentiation

-Contract work with alternative activities

-Flexible project deadlines

Cohort of intellectual peers


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Chapter 16 Requirementsfor SDI

  • Frequency

  • Location


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Support Services

  • How will the general education teacher(s) be made aware of the student’s GIEP?

  • What related services need to be provided?


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Examples of Support Services (provided as appropriate)

  • Career Counseling

  • Counseling

  • Transportation

  • Technology Education


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Who is responsible for the implementation of the GIEP?

  • Gifted Support Staff

    and

  • Regular Education Teachers


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GWR Timelines

  • (New!) Perm. to Evaluate must be provided to parents within 10 calendar days of an ORAL request.

  • GMDE completed within 60 calendar days which includes the writing of the GWR and providing it to the parents.

    (previously 60 school days)


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GIEP Implementation

  • The GIEP must be implemented no more than 10 school days after it is signed…

  • Or at the start of the next school year if the GIEP was developed less than 30 days before the last school day of school.


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Questions ???

  • Marie Arowcavage

  • 718-4640

  • [email protected]


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