1. GOAL WRITING TANYA MORRET PAGE 2013 GIEP Tanya Morret PAGE 2013 Tanya Morret Educational Consultant Capital Area Intermediate Unit tmorret@caiu.org tmorret@caiu.org 717.732.8400 X8113

2. Question?? What is the single biggest factor that determines what instructional goals a child will be held accountable to? Tanya Morret PAGE 2013

3. Children have three ages… Chronological – based on birth Emotional – based on maturity Intellectual – based on the ability to apply knowledge and skills Tanya Morret PAGE 2013

4. Basic Assumptions about GIEP Goals Tanya Morret PAGE 2013 General Education is aligned to the standards. Goals must be aligned to standards to show growth (measureable) over the period of time (annual cycle) covered by the GIEP. Chapter 16 supports an academic definition of gifted. Options for educational placement are Enrichment, Acceleration, or Acceleration with Enrichment – not remediation. GIEP’s are to be individualized in the demonstrated strength area, and not reflect a “program.” GIEP Goals are supported by the Present Levels of Educational Performance.

5. 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

6. Guiding Ideas Current (within last year) Strength Area(s) Indicate present Mastery Level (instructional levels) Measureable/Show Growth Not a standard list Tanya Morret PAGE 2013

7. Current Levels + Expected Growth=GOAL Where were they? Where are they now? What can we expect in the future? http://www.flickr.com/photos/dulwichr unners/4660318629 State Minimum – One year of growth for every year in school Is that enough for our gifted students? Tanya Morret PAGE 2013

8. 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 PAGE 2013

9. Multiple Data Points? http://www.thecasualheroes.com/what-you- might-not-know-about-game-balance/ Tanya Morret PAGE 2013

10. 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 PAGE 2013

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

12. Let’s Do One Together Grade Level/Subject StandardsSummativeFormativeBenchmarkDiagnosticOther K-3 – Literacy Decoding Reading Comprehension PA ELA CCSS CC Appendix A CC Appendix B Test/Quizzes Unit Assessments Projects Reports Presentations Homework Classwork Teacher Observation San Diego Quick Check Literacy Probes (DIBELS Next/ AIMSWeb) Study Island MAP (NWEA) 4Sight ITBS Phonics Diagnostic Inventory CTOPP CORE Multiple Measures GRADE? DORA DRA2 I-Ready tool GORT QRI Portfolios Tanya Morret PAGE 2013

13. Summarizer #1 What role(s) do the PLEPs play in the GIEP?  With your partner complete the following:  1 Answer to the question  3 New Assessments  5 tools Tanya Morret PAGE 2013

14. 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

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

16. 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

17. 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 PAGE 2013

18. 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 PAGE 2013

19. 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: I s this a red flag? Going from Advanced to Proficient…. Tanya Morret PAGE 2013

20. 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 PAGE 2013

21. 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 PAGE 2013

22. 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 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 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

23. 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 PAGE 2013

24. 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 PAGE 2013

25. 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 PAGE 2013

26. 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 PAGE 2013

27. Goals/STLO’s/SDI All SDI that support STLO and Goal’s are kept together. May use as many goal sheets as GIEP determines appropriate SDI may need to be repeated for multiple goals Tanya Morret PAGE 2013

28. 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

29. 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

30. Answer these questions….  Does this child need enrichment?  Does this child need acceleration?  Does this child need a combination of both? What does this have to do with the GIEP? Tanya Morret PAGE 2013

35. 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

36. 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

37. 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

38. STL OutcomeObjective CriteriaAssess ProceduresTimelines 1. Write an Argument, Informative/ Explanatory Text, and/or Narrative Proficient on rubric aligned to eighth grade expectations 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 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

39. SDIStart Date Frequency LocationDuration 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

40. 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

41. STL OutcomeObjective CriteriaAssess ProceduresTimelines 1. Write an Argument, Informative/ Explanatory Text, and/or Narrative Proficient on rubric aligned to tenth grade expectations 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

42. SDIStart DateFrequencyLocationDuration 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

43. 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

44. STL OutcomeObjective Criteria Assess ProceduresTimelines 1. Write an Argument, Informative/ Explanatory Text, and/or Narrative Proficient on rubric aligned to tenth grade expectations 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 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

45. 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

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

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

48. Evaluation Thanks for coming, please complete evaluation(s) Tanya Morret PAGE 2013