For today’s network meeting:

1. For today’s network meeting: • Go to www.edmodo.com Sign-up as a teacher (even though you are my student). If you already have an account, sign in and go to next step. On the left hand side click, join group. When it prompts you for a group code, use: i138og– the “o” is the letter, not the number You are now part of my IU 15 Gifted Network. Feel free to browse around and post a comment.

2. Do Now Complete name tent • Write your first name, Big and Bold, on Both Sides • At the bottom left, write your District. • At the bottom right, write your role in the District Your Name Role District

3. GIEP Goal Writing Tanya Morret Tanya Morret Educational Consultant Capital Area Intermediate Unit tmorret@caiu.org717.732.8400 X8113 Tanya Morret 2013

4. Logistics Quiet Signal Pairs Break time (No, not yet) Stand If You Are Like Me Tanya Morret 2013

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

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

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

8. 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 2013

9. 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? Tanya Morret PAGE 2013

10. Tanya Morret PAGE 2013

11. Enrichment Tanya Morret PAGE 2013

12. 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.

13. By any other name…. Webb’s Depth of Knowledge – L3 and L4 Enduring Understanding Enrichment Real World/ Authentic Extended Learning 21st Century Skills Rigor/Relevance

14. Acceleration Tanya Morret PAGE 2013

15. 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) ES= Effect sizes- Rogers (2002)

16. Enrichment/Acceleration Tanya Morret PAGE 2013

17. GIEP Goals… are…. are not…. 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 Tanya Morret PAGE 2013

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

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

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

21. 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 2013

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

23. 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? Tanya Morret 2013

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

25. Example Tanya Morret PAGE 2013

26. Summarizer #1 • What role(s) do the PLEPs play in the GIEP? • With your partner complete the following: • Answer the question • What gaps are in your assessment ? • Which tools are you most interested in trying? Tanya Morret PAGE 2013

27. 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

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

29. 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

30. 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 2013

31. 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 2013

32. PLEP’s • Achievement Results • In the spring of third grade, _____took the PSSA assessments and scored Advanced (1681) in Reading (98th %ile) and Advanced (1654) in Math (80th %ile) . PVAAS projections for 4th grade reading place the student at about the 97th %ile with a 99% Achievement probability to score Advanced. PVAAS projections for 4th grade math place the student at about the 84th %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 6th 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: Is this a red flag? Going from Advanced to Proficient…. Tanya Morret 2013

33. 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 2013

34. 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 8th grade level standards or as • pre-determined on a learning contract. Tanya Morret 2013

35. Short Term Learning Outcomes Tanya Morret PAGE 2013

36. 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 2013

37. 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 2013

38. 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 2013

39. 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 2013

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

41. 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

42. 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

43. Meet Matt….. Current 7th Grader Strength/Passion in Writing March of his seventh grade year GIEP Planning for 8th Grade What type of goal do we write if 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. What are the expectations for 8th grade writing? Tanya Morret PAGE 2013

44. Acceleration/Enrichment or both • 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 8th grade level standards or as pre-determined on a learning contract. Condition Name Behavior Criteria Criteria Criteria Tanya Morret PAGE 2013

45. Short Term Learning Outcomes - Enrichment Tanya Morret PAGE 2013

46. Specially Designed Instruction - Enrichment Tanya Morret PAGE 2013

47. Accelerati0n/Enrichment or Both? • 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. Condition Name Behavior Criteria Criteria Tanya Morret PAGE 2013

48. Short Term Learning Outcomes-Acceleration Tanya Morret PAGE 2013

49. Specially Designed Instruction-Acceleration Tanya Morret PAGE 2013

50. Accelerati0n/Enrichment or Both? • 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. Condition Name Behavior Criteria Criteria Tanya Morret PAGE 2013