Writing Effective GIEPs Luzerne Intermediate Unit Professional
Development Staff
Slide 2
Parts of a GIEP Student Information Participants in Process
PLEPs: Present Levels of Educational Performance Academic Interests
Strengths Needs
Slide 3
Parts of a GIEP (continued) Annual Goals Short Term Outcomes
Assessment Time Line Specially Designed Instruction Support
Services Critical Dates
Slide 4
GIEP Team Members One or both of the students parents The
student (if the parent desires) An LEA representative One or more
of the students current general education teachers A teacher of the
gifted Other individuals at the discretion of the parents or the
district
Slide 5
GIEP Team Responsibilities Review the recommendations of the
GMDT Develop a GIEP and determine educational placement Revise the
GIEP Determine changes in placement and continuation of
placement
Slide 6
Present Levels of Educational Performance In order to write
clear and measurable goals you must first establish clear and
measurable present levels of educational performance (PLEP).
Slide 7
Present Levels of Educational Performance Form the basis for
the goals and short-term learning outcomes Should be updated each
year Include information that clearly identifies current
functioning levels
Slide 8
Present Levels of Educational Performance should 1) Be data
driven (measurable and observable) 2) Identify strengths and
prioritize needs 3) Provide a starting point for development of
goals 4) Guide development of other areas of the GIEP
Slide 9
Data Driven Current assessment information must be the
foundation for writing PLEPs! Curriculum based assessment
Evaluations Permanent products Teacher/parent/student input
Observations Interviews Anecdotal records PLEP quantify student
skill levels in both academic and nonacademic areas Provides
actionable information
Slide 10
PLEP may include: Group achievement test results Individual
achievement test results Ability test scores Assessment results
Instructional levels Curriculum-based measurement Aptitudes
Slide 11
PLEP may include: Learning styles Behavioral characteristics
Talents and special abilities Multiple intelligence inventory
results Interests Grades
Slide 12
Present Levels of Educational Performance A. Ability and
assessment test scores: PSSA results or any other standardized
assessment that was administered in the 0-08 school year.
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 local math or reading competition, NASA,
Scholastic Scrimmage etc? Any school group activities such as
Science Olympiad, science fair, Robotics Club, Chess Club, etc. For
any individual achievements: any awards (academic or non-academic),
scholarships, competitions, etc. they may have participated
in.
Slide 13
Present Levels of Educational Performance 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 that this is a new GIEP and progress data is not yet
available. Include reflection on Goals and STO (Measurable
Criteria) from last years implemented GIEP Student met their goal
of obtaining 90% mastery of xxx Percentages imply that there are
multiple trials.
Slide 14
Present Levels of Educational Performance 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 in
any clubs?
Slide 15
How NOT to write PLEP Jared is a fifth grader who does well in
all subject areas. His average for the first semester is 96 in
language arts, 98 in science, 97 in social studies, and 99 in
math.
Slide 16
How Not to write PLEP WISC- IV Subtest Scores Verbal
Comprehension Scaled Score Similarities 18 Vocabulary 19
Comprehension 16 Perceptual Reasoning Block reasoning 12 Picture
Concept 14 Matrix Reasoning 19
Slide 17
How NOT to write PLEP Multiple criteria was met for gifted
learners Academic potential measured in the superior range
Slide 18
Good Example of PLEP On a group-administered Otis- Lennon Test,
Jared scored consistently in the 8 and 9 stanines for verbal
comprehension and reasoning as well as quantitative reasoning.
Slide 19
Good Example of PLEP According to surveys completed by both
Jared, his classroom teacher, and the gifted support teacher Jared
is exceeding expectations commensurate with what is expected of a
gifted student in the areas of creativity and critical thinking.
His classroom teacher reports that he is a very flexible thinker
and offers a variety of creative solutions when posed with subject
specific problems. Jared reports that he especially enjoys the
challenge of solving word problems in math.
Slide 20
Good Example of PLEP (cont.) Using an Oral Reading Fluency
test, Jared exceeded the benchmark targets for the end of 7 th
grade at an accuracy of 97%. Given a sixth grade expository text,
on at least three different occasions Jared scored above 95% on
comprehension indicating he is working above grade level in reading
comprehension.
Slide 21
Good example of PLEP (cont.) Jared scored advanced in the 5 th
grade 4Sight benchmark test in numbers and operation, measurement,
geometry, and data analysis.
Slide 22
Annual Goals & Short Term Learning Outcomes
Slide 23
Goals and Short-term Learning Outcomes Set forth the growth in
skills and the expectations that are proposed for the year Must be
INDIVIDUALIZED and based upon each students NEEDS. Should NOT look
alike for all the students in the gifted program Acceleration and
enrichment must be provided if warranted by the students competency
level
Slide 24
Annual Goals Annual Goals reflect the present level of
performance and giftedness identifies a focus area for learning
Should be measurable and clearly written How will this be measured?
When? With what? Where? What will the student be accomplishing,
completing?
Slide 25
Short-Term Outcomes Plan steps for reaching annual goals
Provide mechanisms by which progress will be measured Establish at
least one short-term outcome for each annual goal State outcome
Include objective criteria for achievement Indicate assessment
procedures and timelines
Slide 26
Measurable STO Formula Student will be able to(action/behavior)
Objective criteria: criteria/level of achievement Assessment
Procedures: evaluation timelines: how often/when will
action/behavior be assessed?
Slide 27
Objective Criteria Performance criteria should reflect the type
of measurement that is meaningful for the skill % of time # out of
# of times With % of accuracy With no more than # of errors
Independently With a grade of X or higher X or better on a rubric
or rating scale With X out of X points on list
Slide 28
Assessment Procedures Structured Interviews or Surveys
Observations Teacher Developed and Standardized Tests Rating
Scales/ Assessment Checklists Student Generated Artifacts
Behavioral Observations Portfolio Assessment Curriculum Based
Assessments Anecdotal Records Rubrics
Slide 29
STO Timelines When do you want the student to accomplish this
task.
Slide 30
Bad Example of Goal/Short- term Learning Outcome Goal: To gain
enrichment through advanced placement courses in preparation for
college Short-term Learning Outcome: To maintain an A or B average
in all advanced placement courses
Slide 31
Good Example of Goal For Jared: Goal: Using above grade level
expository texts on at least three occasions, Jared will
demonstrate comprehension skills with 95-97% accuracy.
Slide 32
Good Examples: Short-Term Learning Outcomes Given graded
reading passages at his instructional level, Jared will increase
his words correct per minute by orally reading 199 WCPM at the
eighth grade reading level. Given a cold read of a graded reading
passage at his instructional level, the student will demonstrate an
increase in comprehension skills by answering 9 out of 10 questions
correctly at the eighth grade reading level.
Slide 33
Good Example of Goal For Jared: Goal: Given subject area
specific problems (in math, science, and/or social studies) Jared
will systematically attempt to find solutions to a proficient level
based on a an established rubric.
Slide 34
Good Examples: Short-Term Learning Outcomes Given subject
specific problems, Jared will develop a list of facts that can be
used in the development of a solution. Given subject specific
problems, Jared will brainstorm a variety of possible solutions and
determine which one is most plausible by conducting further
research and evaluation.
Slide 35
Specially Designed Instruction Adapting content, methodology,
product or delivery instruction to meet the unique needs of the
student: Acceleration and Enrichment Compacting Curriculum
modification Tiered Assignments Multi-grade placement Grade
skipping Independent Projects and Activities Pull-out programs,
small group work and one-on-one Mentor and Apprentice Programs
Distance Learning
Slide 36
Specially Designed Instruction -Self paced computer programs
-Instructional strategies -Adaptations -Specialized materials-
indicate content resources and frequency -Differentiation -Contract
work with alternative activities -Flexible project deadlines Cohort
of intellectual peers
Slide 37
Chapter 16 Requirements for SDI Frequency Location
Slide 38
Support Services How will the general education teacher(s) be
made aware of the students GIEP? What related services need to be
provided?
Slide 39
Examples of Support Services (provided as appropriate) Career
Counseling Counseling Transportation Technology Education
Slide 40
Who is responsible for the implementation of the GIEP? Gifted
Support Staff and Regular Education Teachers
Slide 41
GWR Timelines (New!) Perm. to Evaluate must be provided to
parents within 10 calendar days of an ORAL request. GMDE completed
within 60 calendar days which includes the writing of the GWR and
providing it to the parents. (previously 60 school days)
Slide 42
GIEP Implementation The GIEP must be implemented no more than
10 school days after it is signed Or at the start of the next
school year if the GIEP was developed less than 30 days before the
last school day of school.
