GIEP+Writing

How do we construct GIEP's? What is the best way to establish PLEPs? How do I monitor progress towards annual goals? What are measurable short term objectives?

This is our space to explore these questions and more.

[|Gifted Timelines.pdf]

A Powerpoint guide to Writing Measurable Goals and STO's (Added April 10, 2010) 







Evaluating Goals:


 * 1) [|appliedgifteded_teacher_goals_checklist.pdf]
 * 2) [|appliedgifteded_teacher_stlo_checklist.pdf]


 * A Guide to Writing Measurable Goals and Objectives (Added January 30, 2010!)**

Retrieved January 15, 2010 from []

[|**PDE's NEW Gifted Forms!**]
 * Required as per Penn Link sent July 29, 2009
 * Added January 20, 2010 GIEP Model
 * Added January 19, 2010 (Draft) Annotated GIEP

NEIU Gifted Network Reflection on NEW Forms, 22 October 2009:


 * 1) GIEP **

**PLEPS**


 * A. Ability and assessment test scores:**
 * PSSA results or any other standardized assessment that was administered in the 08-09 SY.
 * Information on abilities/assessments as observed/gathered from teachers in the previous school year.

**B. Group and individual achievement measures:**
 * Did the student participate in any group activities such as NEIU19 Reading competition, the Frank Sottile Math competition, Scholastic Scrimmage, NASA, Scholastic Bowl, West Point Bridge Design, Watershed, etc.? If so, include this and their performance.
 * Any school group activities such as science olympiad, science fair, Junior Academy, Robotics Club, Chess Club

For any individual achievements, any awards (academic and non-academic), scholarships, competitions, etc. they may have participated in individually).
 * C. Grades: (grades from previous year)**
 * D. Progress on goals: (Report on the progress of goals that were set in previous years)**


 * If a new student, include a statement indicating that this is a new GIEP and progress data is not yet available.
 * Include reflection on Goals and STO (Measurable Criteria) from last year's implemented GIEP
 * Student met their goal of obtaining 90% mastery of xxxxx
 * Percentages imply that there are multiple trials.


 * E. Instructional levels: (this should be based on data and progress from 08-09)**
 * F. Aptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas:**
 * Does the student do exceptionally well in an academic area such as a tech program, computers, art, music, etc.?
 * Does the student volunteer or participate in any extra-curricular activities?
 * Is the student on any club?

<span style="display: block; font-family: 'Comic Sans MS',cursive;">**IU 19 Shared Resourses for Establishing PLEPs:**


 * Resourses for Establishing PLEPs:**


 * 1) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[|appliedgifteded_teacher_goals_checklist.pdf]
 * 2) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[|appliedgifteded_teacher_stlo_checklist.pdf]
 * 3) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://iu19giftednetwork.wikispaces.com/file/view/Parent%20survey.pdf"]] Parent survey.pdf
 * 4) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://iu19giftednetwork.wikispaces.com/file/view/ParentSurvey.pdf"]] ParentSurvey.pdfq
 * 5) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[]
 * 6) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[|hsinterestrev.doc]
 * 7) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[|Motivating Gifted Students.pdf]
 * 8) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[|Student self evaluation.doc]
 * 9) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[|**teacherdatahs.doc**][|Multiple Intelligences Survey]
 * 10) <span style="display: block; font-family: 'Comic Sans MS',cursive;">Student self assessment on multiple intelligences:[|Multiple Intelligence Assessment]
 * 11) <span style="display: block; font-family: 'Comic Sans MS',cursive;">[|Learning Style Inventory]
 * 12) Learning Style Inventory: []
 * 13) Chuska Scale - (go to pages 46-47 of this pdf document) [[file:Gifted_Guidelines.3.pdf]]

<span style="display: block; font-family: 'Comic Sans MS',cursive;">

<span style="font-family: 'Comic Sans MS',cursive;">**Annual Goals**


 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Annual goals must be written and do not have to be measurable.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Please note, that many examples on the PDE's old sample GIEP contain broad annual goals
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Recently Hearing Officers have cited those as unacceptable, although these are usually coupled with vague short-term learning outcomes.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">We cannot infer how hearing officers would rule if the annual goal were broad, but the short-term learning outcomes were specific and measurable.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Recommendation as per Dr. <span style="font-family: 'Comic Sans MS',cursive; font-size: 10pt;">Kim Maguire, DCIU, IU Gifted Liason to PDE's Dr. Shirley Curl (Maguire, K., Personal Correspondance, May 15, 2009)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">**The safest approach is to be as specific as possible in the annual goal, which should correspond to specific short term outcome**
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">If Annual goals are measurable, there still must be short term objectives (that are also measurable) to assure that there is monitoring of a students progress towards the annual goal (Curl, S., Personal Correspondance, May, 10, 2009)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">A short tem objective must always be included with each annual goal (Curl, S, Personal Corespondance, October 10, 2009)

<span style="display: block; font-family: 'Comic Sans MS',cursive;">**Short Term Learning Outcomes**


 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Include Short-Term Objective, Objective Criteria, Assessment Procedures, and Timelines

<span style="display: block; font-family: 'Comic Sans MS',cursive;"><span style="font-family: 'Comic Sans MS',cursive;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 10pt; font-weight: bold;">B. SHORT-TERM LEARNING OUTCOMES **


 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Short Term Objectives || <span style="display: block; font-family: 'Comic Sans MS',cursive;">Objective Criteria || <span style="display: block; font-family: 'Comic Sans MS',cursive;">Assessment Procedures || <span style="display: block; font-family: 'Comic Sans MS',cursive;">Timelines ||
 * 1. ||  ||   ||   ||
 * 2. ||  ||   ||   ||
 * 3. ||  ||   ||   ||

<span style="display: block; font-family: 'Comic Sans MS',cursive;">**Overview of GIEP writing is accessible here * Please note that this was created by PDE before Chapter 16 revisions and changes in forms.** > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > <span style="font-family: 'Comic Sans MS',cursive;">**Gifted Timeline - Checklist:** > Please Note that this is the OLD Chapter 16 timeline. New timeline is 60 calendar days, not **60 school days.** > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > **<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">2) GWR - NEW Information **
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">PDE intends to present a train the trainer for IU gifted liaisons early 2010
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">PDE is reporting that an updated gifted policies document and an Annotated GIEP are in the process of being finalized and these documents will be posted to the web as soon as they are available.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;"> PDE is preparing an updated FAQ.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Higher Level Thinking Skills
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Academic Creativity
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Leadership Skills
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Intense Academic Interest
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Communication Skills
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Foreign Language Aptitude
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Technology Expertise