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
Luzerne Intermediate Unit
Professional Development Staff
In order to write clear and measurable goals you must first establish clear and measurable present levels of educational performance (PLEP).
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
Group achievement test results
Individual achievement test results
Ability test scores
Talents and special abilities
Multiple intelligence inventory results
A. Ability and assessment test scores:
B. Group and Individual achievement measures:
C. Grades: (Grades from previous year)
D. Progress on goals: (Report on the progress of goals that were set in previous years)
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.
WISC- IV Subtest Scores
Verbal Comprehension Scaled Score
Block reasoning 12
Picture Concept 14
Matrix Reasoning 19
Short Term Learning Outcomes
Annual Goals …
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
Goal: Using above grade level expository texts on at least three occasions, Jared will demonstrate comprehension skills with 95-97% accuracy.
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.
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.
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.
-Self paced computer programs
-Specialized materials- indicate content resources and frequency
-Contract work with alternative activities
-Flexible project deadlines
Cohort of intellectual peers
(previously 60 school days)