GIFTED INDIVIDUALIZED EDUCATION PLAN
Child’s Name:
GIFTED INDIVIDUALIZED EDUCATION PLAN (GIEP)
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School Year: __2009-2010_____ GIEP Team Meeting Date __9/16/09____
Student ID #: _888888__ Implementation Date: ______
Student Name: __Maeve M.______DOB: _7/08/99 ______Age: __10_____
Student E-mail: ______
Parent Name: ______Grade: __5____
Address: ______Phone: (H) ______
______(W) ______
______E-mail: (H) ______
(W) ______
School District: ___Central Intelligence School District_____
County of Residence: ___Delaware______Other Information: ______
______
GIEP TEAM PARTICIPANTS
The Gifted Individualized Education Plan (GIEP) Team makes the decisions about the student’s program and placement. Required members of the GIEP team are: the student’s parent(s), the student (if appropriate), one or more of the student’s current teachers, a school district representative, other individuals at the discretion of either the parents or district, and a teacher of the gifted.
NAME (typed or printed) / POSITION / SIGNATURE__Maeve’s Mom______/ Parent / ______
______/ Parent / ______
______/ Student* / ______
__Mrs. Bea Smart______/ Teacher of gifted / ______
__Mr. Holden Caulfield______/ Teacher of _Language Arts__ / ______
__Mrs. Polly Pythagoras______/ Teacher of Math______ / ______
______/ Teacher of ______ / ______
__Dr. Donald Dowright______/ School District Representative (Chairperson)**
Assistant Superintendent / ______
______/ ______/ ______
*The student may participate if the parents choose to have the student participate.
** The district representative is one who is knowledgeable about the availability of resources of the district and who is authorized by the district to commit those resources.
I. PRESENT LEVELS OF EDUCATIONAL PERFORMANCE
A. Group and individual achievement measures:
DRA Total Score 110 mid seventh grade level score
Measures of Academic Progress – Math 99th percentile 5th grade
95th percentile 6th grade
56th percentile 7th grade
PSSA Science – Advanced
PSSA Reading – Advanced
PSSA Math - Advanced
B. Grades:
Math – A; Language Arts, A; Social Studies, A; Science, A; Art, A; Music, A; Phys Ed, A.
C. Instructional levels:
CURRICULUM BASED ASSESSMENTS:
Math:
Maeve passed Chapter tests 2-11, Operations with Integers through Distance and Angle with greater than 90% in the Glencoe McGraw-Hill pre-algebra textbook used for advanced 6th grade math. She achieved 85% correct on chapter 12, Surface Area and Volume, and 68% on Statistics and Probability.
Language Arts:
Writing: Maeve scored a 4/4 at the 8th grade level on the PSSA writing rubric on a narrative writing assessment.
Reading Comprehension: When given two reading selections and a set of comprehension questions for each, from the Prentice Hall Literature textbook used in grade 7, Maeve answered the questions with 100% accuracy. She was subsequently given the non-fiction selection, "On Woman's Right to Suffrage," by Susan B. Anthony, and a fiction selection, "Why the Waves Have Whitecaps," by Zora Neale Hurston both from the 8th grade Prentice Hall anthology on which she scored 75% and 81% respectively. A follow-up oral interview and question and answer session with the 8th grade language arts teacher revealed this to be her starting instructional level, measured at 950 lexiles.
D. Aptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas:
Maeve is very motivated, curious and organized. She is musically talented and plays both violin and piano. In the last year, Maeve began to take ballroom dancing lessons and within 7 months of training placed 2nd in the Mid-Altantic pre-teen salsa competition.
II. GOALS AND OUTCOMES: (Use as many copies of these pages or sections of these pages as
needed to plan appropriately for the student).
ANNUAL GOAL:
Math: Maeve will achieve 90% mastery of pre-algebra chapter 12, Surface Area and Volume, and chapter 13, Statistics and Probability with 90% proficiency, and will complete 7th grade algebra with 90% proficiency.
B SHORT-TERM LEARNING OUTCOMES:
Short Term Objectives / Objective criteria / Assessment Procedures / Timelines1.
Complete pre-algebra course. / Complete chapters 12 & 13 Glencoe McGraw-Hill pre-algebra textbook. / Chapter 12 & 13 end of chapter tests; pre-algebra final exam. / Completion date October 30, 2009.
2. 90% proficiency on progressive algebra I chapters / Complete lessons in algebra 1 textbook with 90% mastery. / Chapter tests
Mid-term exam
Final exam / Every 2 weeks 9/24/09 – 6/12/10
C. SPECIALLY DESIGNED INSTRUCTION TO BE PROVIDED TO THE
STUDENT. (This may be listed with each short-term learning objective or listed in this section.)
SDI / Projected date for initiation / Anticipated frequency / Location / Anticipated DurationBridge tutoring for remainder of pre-algebra. / 9/24/09 / 4 days a week during grade level math period. / Mrs.Vector’s classroom E12. / Through October 30, 2009.
Acceleration to 8th grade algebra class. / 9/24/09 / Daily during first period at middle school. / Dr. Einstein’s classroom, Central Intelligence Middle School pre-algebra room MC2. / Through June, 2010.
Comprehension checks / 9/24/09 / Weekly during grade level math period. / Mrs. Vector’s classroom E12. / 9/24/09 – 6/15/09
ANNUAL GOAL
Language Arts
Writing: Maeve will master composing narrative and persuasive essay writing achieving a score of 4/4 according to the 9th grade writing rubrics (attached).
Reading: Maeve will read independently on the 9th grade level according to the Measures of Academic Progress.
B SHORT-TERM LEARNING OUTCOMES:
Short Term Objectives / Objective criteria / Assessment Procedures / Timelines1.
Writing: Persuasion / 4/4 making a controversial claim
4/4 Reasons in support of the claim
4/4 Reasons against the claim
4/4 Organization / Writing Sample assessed on 9th grade Persuasive Writing Rubric / 1st Quarter 2009
Writing: Persuasion / 4/4 Voice and tone
4/4 Word choice
4/4 Sentence fluency
4/4 Conventions / Writing Sample assessed on 9th grade Persuasive Writing Rubric / 2nd Quarter 2009
Writing: Narrative / 4/4 Ideas/Content
4/4 Plot/Situation
4/4 Narrative Devices/Story Details
4/4 Organization / Writing Sampled assessed on 9th grade Narrative Writing Rubric / 3rd Quarter, 2010
Writing: Narrative / 4/4 Voice
4/4 Word and Language Choice
4/4 Sentence Fluency / Writing Sampled assessed on 9th grade Narrative Writing Rubric / 4th Quarter, 2010
C. SPECIALLY DESIGNED INSTRUCTION TO BE PROVIDED TO THE
STUDENT. (This may be listed with each short-term learning objective or listed in this section.)
SDI / Projected date for initiation / Anticipated frequency / Location / Anticipated DurationParadigm Online Writing Assistant / 9/24/09 / 2X a week during language arts class / Computer alcove, regular education classroom / 90 minutes weekly
9/24/09 – 6/15/09
Writer’s Circle / 9/24/09 / Bi-weekly / Gifted Education Resource Room / 45 minutes bi-weekly 9/24/09 – 6/15/09
ANNUAL GOAL
Language Arts
Reading: Maeve will read independently on the 9th grade level 900-1100 Lexiles, according to the Measures of Academic Progress.
B SHORT-TERM LEARNING OUTCOMES:
Short Term Objectives / Objective criteria / Assessment Procedures / Timelines1.
Complete 5 works of fiction at a minimum 1000 lexile level and demonstrate ability to identify and define protagonist, antagonist, exposition, conflict, climax, plot, theme, tone, mood, denouement. / 90% mastery / Performance based assessment / 1 novel every 3 weeks completed by 2nd Quarter, 2009
Complete 4 works of non-fiction demonstrate ability to summarize, locate specific information, gain information from visual sources, find supportive details, locate cause and effect, understand problem/solution, compare and contrast, recount sequence, recognize and describe main idea and solve unknown vocabulary. / 90% mastery / Performance based assessment / 1 work of non-fiction every 3 weeks completed by first half of 4th quarter, 2010.
C. SPECIALLY DESIGNED INSTRUCTION TO BE PROVIDED TO THE
STUDENT. (This may be listed with each short-term learning objective or listed in this section.)
SDI / Projected date for initiation / Anticipated frequency / Location / Anticipated DurationClassroom teacher supervised replacement of grade level reading materials with novels and non-fiction works of 950 -1100 lexiles. / 9/24/09 / Daily during language arts class. / Regular education classroom / 45 minutes daily
9/24/09 – 6/15/09
Peer group reading club / 9/24/09 / 1X per week / Gifted Education Resource Room / 45 minutes weekly 9/24/09 – 6/15/09
Direct instruction, literary vocabulary / 9/24/09 / 1X per week / Regular education classroom during SSR / 45 minutes weekly
9/24/09 – 6/15/09
D. SUPPORT SERVICES NEEDED TO ASSIST THE GIFTED STUDENT TO BENEFIT FROM GIFTED EDUCATION.
Support / Projected date for initiation / Anticipated frequency / Location / Anticipated DurationFlexible physical education options – needs to be exempted from phys. Ed activities to practice competitive dancing / 9/24/09 / 2x each week for 4 weeks in September and again in May, immediately preceding competitions. / Auxiliary music room 134. / One 45 minute period per occurrence.
Release from PSSA reading and math practice sessions after demonstration of mastered skills to reading her replacement higher level texts. / February 1, 2010 – March 31, 2010 / As needed, as practice sessions occur. / Reading Room annex to library / Duration PSSA reading and math practice.
AM transportation to middle school 1st period algebra class and supervision walking to elementary school on other side of campus following 1st period. / 9/24/09 / Daily, except on days when Maeve opts to participate in a special event at her elementary school. / Central Intelligence Middle School pre-algebra room 62; Central Intelligence Elementary School regular education classroom. / Class = 45 minutes
Supervised walk = 5 minutes