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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?
Cheryl Everett PAGE Conference 2011
Where to Start……….
CompetenciesCompetencies
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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
Cheryl Everett PAGE Conference 2011
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)
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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
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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.
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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.
Cheryl Everett PAGE Conference 2011
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.
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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?
Cheryl Everett PAGE Conference 2011
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?
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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
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PA State StandardsPA State Standards
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Common CoreCommon Core
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Common Core Writing Common Core Writing – Gr. 5– Gr. 5
Cheryl Everett PAGE Conference 2011
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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.
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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.
Cheryl Everett PAGE Conference 2011
•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
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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.
Cheryl Everett PAGE Conference 2011
Common Core Writing Common Core Writing – Gr. 6– Gr. 6
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Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011
Now its your turn.Now its your turn.
Cheryl Everett PAGE Conference 2011
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
Cheryl Everett PAGE Conference 2011