how to write…… giep’s best practices cheryl everett page conference 2011

How to How to Write…… Write……

GIEP’sGIEP’sBest PracticesBest Practices

Cheryl Everett PAGE Conference 2011

What does NAGC about What does NAGC about effective curriculum effective curriculum planning and planning and instruction?instruction?


Where to Start……….

CompetenciesCompetencies


PreK-12 Programming PreK-12 Programming Standards:Standards:

Standard #3: Curriculum Standard #3: Curriculum Planning and InstructionPlanning and Instruction

Demonstrate growth commensurate with Demonstrate growth commensurate with aptitude during the school yearaptitude during the school year Use local, state, and national standards to Use local, state, and national standards to

align and expand curriculumalign and expand curriculum


Curriculum Planning Curriculum Planning

Demonstrate growth commensurate with Demonstrate growth commensurate with aptitude during the school yearaptitude during the school year Design and use comprehensive scope and Design and use comprehensive scope and

sequence to develop differentiated lesson planssequence to develop differentiated lesson plans Adapt, modify, or replace the core or standard Adapt, modify, or replace the core or standard

curriculum to meet the needs of gifted students, curriculum to meet the needs of gifted students, Incorporate advanced, conceptually challenging, Incorporate advanced, conceptually challenging,

in-depth, distinctive, and complex contentin-depth, distinctive, and complex content Use a balanced assessment system (pre-Use a balanced assessment system (pre-

assessment, formative assessments) assessment, formative assessments)


Curriculum Planning Curriculum Planning

Demonstrate growth commensurate with Demonstrate growth commensurate with aptitude during the school yearaptitude during the school year

Use assessment to pace instruction based on the Use assessment to pace instruction based on the learning rates of students to accelerate and learning rates of students to accelerate and compact as appropriatecompact as appropriate

Use information and technologies to Use information and technologies to individualize for gifted studentsindividualize for gifted students


Instructional Instructional StrategiesStrategies

Students with gifts and talents become Students with gifts and talents become independent investigatorsindependent investigators Use critical thinking skillsUse critical thinking skills Use creative-thinking strategiesUse creative-thinking strategies Use problem-solving model strategiesUse problem-solving model strategies Use inquiry modelsUse inquiry models


ResourcesResources

Students with gifts and talents benefit from Students with gifts and talents benefit from gifted education programming that provides gifted education programming that provides a variety of high quality resources and a variety of high quality resources and materials.materials.


Standard #5: ProgrammingStandard #5: ProgrammingVariety of programmingVariety of programming: Students with gifts : Students with gifts

and talents participate in a variety of and talents participate in a variety of evidence based programming options that evidence based programming options that enhance performance in cognitive and enhance performance in cognitive and affective areas.affective areas.

Educators regularly use multiple Educators regularly use multiple alternative approaches to accelerate learningalternative approaches to accelerate learning

Educators regularly use enrichment options to Educators regularly use enrichment options to extend and deepen learning opportunities extend and deepen learning opportunities within and outside of the school settingwithin and outside of the school setting


Variety of Variety of ProgrammingProgramming

Students with gifts and talents participate Students with gifts and talents participate in a variety of evidence based programming in a variety of evidence based programming options that enhance performance in options that enhance performance in cognitive and affective areas.cognitive and affective areas. Educators regularly use multiple forms of Educators regularly use multiple forms of

grouping including clusters, resource rooms, grouping including clusters, resource rooms, special classes or special schools.special classes or special schools.

Educators regularly use individualized Educators regularly use individualized learning options such as mentorships, learning options such as mentorships, internships, online courses and independent internships, online courses and independent study.study.


Variety of Variety of ProgrammingProgramming

Students with gifts and talents participate Students with gifts and talents participate in a variety of evidence based programming in a variety of evidence based programming options that enhance performance in options that enhance performance in cognitive and affective areas.cognitive and affective areas.

Educators regularly use current technologies, Educators regularly use current technologies, including on-line learning options and including on-line learning options and assistive technologies to enhance access to assistive technologies to enhance access to high level programming.high level programming.


Step 1: Review Present Step 1: Review Present LevelsLevels

Looking at the student’s area(s) of strength Looking at the student’s area(s) of strength answer the following:answer the following: 1. Has the student met or exceeded the end 1. Has the student met or exceeded the end

of year expectations for the content area that of year expectations for the content area that is supported by this strength?is supported by this strength?


PLEP for MattPLEP for Matt

PLEP checklistPLEP checklist

Writing is a strength for Matt the 4th grader and we Writing is a strength for Matt the 4th grader and we are planning his GIEP for the 5are planning his GIEP for the 5thth grade year grade year

What would do with this knowledge about Matt?What would do with this knowledge about Matt?


Strength in WritingStrength in Writing

Let’s Look at 5Let’s Look at 5thth Grade End of Grade Grade End of Grade Expectations:Expectations: PA Standards PA Standards Common CoreCommon Core Learning Progressions on SASLearning Progressions on SAS


PA State StandardsPA State Standards


Common CoreCommon Core


Common Core Writing Common Core Writing – Gr. 5– Gr. 5



Common Core Writing- Grade 5

Learning Progressions for Learning Progressions for WritingWriting

http://www.pdesas.org/module/content/search/http://www.pdesas.org/module/content/search/learningprogressions.aspxlearningprogressions.aspx


Review Present LevelsReview Present Levels

Looking at the student’s area(s) of strength Looking at the student’s area(s) of strength answer the following:answer the following: 2. Has the student achieved mastery level of 2. Has the student achieved mastery level of

the 5the 5thth grade writing expectations? grade writing expectations? How can we tell?How can we tell? Present Levels – look at work samples, match Present Levels – look at work samples, match

them up next to 5them up next to 5thth grade exemplars grade exemplars If the answer is yes…Accelerate and look at 6If the answer is yes…Accelerate and look at 6thth

grade expectationsgrade expectations If the answer is no…Enrich and fill in the gapsIf the answer is no…Enrich and fill in the gaps


Has the student achieved mastery Has the student achieved mastery level of the 5level of the 5thth grade writing grade writing

expectations?expectations?

If the answer is yes…If the answer is yes…Accelerate and look at 6Accelerate and look at 6thth grade expectationsgrade expectations

If the answer is no…Enrich If the answer is no…Enrich and fill in the gapsand fill in the gaps


Writing DiagnosticsWriting Diagnostics

Teachers College Reading and Writing Teachers College Reading and Writing Project- K-8 narrative writing continuumProject- K-8 narrative writing continuum

6 Trait Writing Assessment6 Trait Writing Assessment

PSSA Writing RubricPSSA Writing Rubric


Review Present LevelsReview Present Levels

Looking at the student’s area(s) of strength Looking at the student’s area(s) of strength complete the following:complete the following: 3. Write a measurable goal for Matt.3. Write a measurable goal for Matt.


REMEMBER:Matt has demonstrated that he is already working at a 5th grade level of writing. In order to challenge him we need to set higher goals.

Step #2: Write a Step #2: Write a Measurable GoalMeasurable Goal

Given a topic or an opportunity to choose, Matt Given a topic or an opportunity to choose, Matt will develop his writing to a proficient or higher will develop his writing to a proficient or higher level using criteria from the 6level using criteria from the 6th th grade level. grade level.


•What are your ideas for a goal?

Goal WritingCriteria:Goal WritingCriteria:CNBCCNBC

Look at the goals you created for Matt.Look at the goals you created for Matt.

Do they fit this criteria?Do they fit this criteria? C- ConditionC- Condition N- NameN- Name B- Behavior you wantB- Behavior you want C- CriteriaC- Criteria


Step #3: Short Term Step #3: Short Term Learning OutcomesLearning Outcomes

STL Outcome Objective Criteria

Assess Procedures

Timelines

1. Write an Argument

Proficient on PSSA Writing rubric

Teacher will evaluate after student has had ample opportunity to self-evaluate

On-going but at least once a marking period

2. Informative/ Explanatory Texts

Proficient PSSA Writing rubric

Teacher will evaluate after student has had ample opportunity to self-evaluate

On-going but at least once a marking period.

3. Use technology, including the Internet, to produce and publish writing

???? ???? On-going but at least 1 published writing per 2 marking periods.


Common Core Writing Common Core Writing – Gr. 6– Gr. 6



PSS

A W

riting R

ubric

Step #4: Specially Step #4: Specially Designed InstructionDesigned Instruction

SDI Start Date Frequency Location Duration

Alternative rubrics

Start of classroom assignment

As directed by the classroom teacher

General education classroom

Entire school year

Instruction on publication process

Within four weeks

As directed by gifted support teacher

Gifted support classroom

9 weeks- 1 marking period


Step #5: Support Step #5: Support servicesservices

Support Services

Projected Date for Initiation

Anticipated Frequency

Location AnticipatedDuration

Collaboration between regular education and gifted support teacher

Implementation date of GIEP

Once a week

General education classroom

September 2011- May 2012

Librarian Implementation date of GIEP

As needed School library

September 2011- May 2012


Enrichment vs. Enrichment vs. AccelerationAcceleration

Chapter 16 provides for bothChapter 16 provides for both

Which one or how to combine is best Which one or how to combine is best determined by the needs of the childdetermined by the needs of the child

Even enrichment implies a certain level of Even enrichment implies a certain level of accelerationacceleration


Let’s reviewLet’s review

Write five statements that would tell me about your Write five statements that would tell me about your knowledge of how to write goals, STLO’s, SDI, and knowledge of how to write goals, STLO’s, SDI, and support services as they relate to the writing of a support services as they relate to the writing of a GIEP.GIEP.

Rank each your statements as to your confidence Rank each your statements as to your confidence level. level.

3 = very confident with this knowledge3 = very confident with this knowledge

2= somewhat confident with this knowledge2= somewhat confident with this knowledge

1= not confident with this knowledge1= not confident with this knowledge


Now its your turn.Now its your turn.


ResourcesResources

National Association for Gifted Children. National Association for Gifted Children. Pre-K- 12 Programming Standards. Pre-K- 12 Programming Standards. http://www.nagc.org/http://www.nagc.org/

Pennsylvania Department of Education. Pennsylvania Department of Education. Standards Aligned Systems. Standards Aligned Systems. www.pdesas.orgwww.pdesas.org


how to write…… giep’s best practices cheryl everett page conference 2011

Documents

programming options

variety of evidence

variety of programmingstudents

standard curriculum

programming standards

online learning options

enrichment options

effective curriculum