Goal Setting and the Gifted Student:
Using Interdisciplinary Enrichment Units to
Address and Monitor Students’ GIEP Goals
Presented by:
Elizabeth Santucci, Kathleen Clark,
Stefania Davidse & Maureen Stanko
PAGE Conference 2010:
Exploring New Worlds in Gifted Education
Session A: 10:00-11:00am
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Goal Setting Developing
& Purpose
Units
Practical
Application
Wrap-up
Questions
“No bird soars too high if he soars with his own wings.” – Ralph Waldo Emerson
Challenge: To provide an environment which allows
students to develop in both academic and
affective domains over the course of each year.
Question:
How can you develop enrichment/extension units
which include strategies to help measure
progress and meet established GIEP goals and
outcomes in the harder to measure areas?
Premise:
Enrichment units can be used as an excellent
vehicle to achieve this progress. When students
participate in goal-setting activities, their
performance in the identified areas improve.
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
& Purpose
Enrichment/Extension
Acceleration
Seminars
Single-subject
In-class Model
Pull-out Model
Gifted
Programming
Options
Compacting
Concurrent/Dual
Enrollment
Independent Study
Whole-grade
Mentorships
Credit by examination
Other Supports/Services
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
& Purpose
What affective areas can you think of that
gifted students may have as GIEP goals, and
need to work on to further develop or improve?
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Goal Setting
& Purpose
“A goal properly set is halfway reached.”
–
Abraham Lincoln
INDEX
CARDS
Whatever goal
setting strategies
you employ, be sure
that they include the
components of
well-researched
plans such as
“S.M.A.R.T.” goals
http://www.projectsmart.co.uk/smart-goals.html
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Goal Setting
& Purpose
Find a system that works for you and use this to work
with your students to set and monitor GIEP related goals
INDEX
CARDS
The Goal Identification Process for Students:
A. Make sure students know what a goal is and
the purpose of GIEP goals in general
Student awareness and participation =
Ownership of goals
www.frear.cr.k12.de.us/
B. Have students brainstorm their strengths
C. Have students brainstorm areas in which they
can improve (even if it is an area of strength)
D. Compare GIEP goals to their list of strengths
and needs and identify specific GIEP goals
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Strategies of a Successful Student:












Self-motivated
Best/neatest work

Using tools or effort
Mistakes are O.K.
Organization/ Time Management

Own responsibility
Risk-taking

Trying new/harder things
Being a good leader
Completing work on-time
Be willing to ask for help

When unsure or don’t know what to do
Sharing ideas and sticking up for ideas
Develop writing
Be willing to listen/accept others
Self-control
Introduction
Goal Setting
& Purpose
Strategizing : Utilize Goal-Setting Ownership Activities
INDEX
CARDS
A. Provide time for the students to brainstorm
how the following people can help them
meet their goals:
1. Self
2. Parents
3. Gifted Education Teacher(s)
4. Regular Education Teacher(s)
B. Individual Student/Teacher Conferences:
1. Student shares brainstorming (From A)
2. Work together to list additional strategies
for meeting the goals.
www.thelearningchildseries.org/ourguarantee.php
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Identifying how to work on goals:
Introduction
Goal Setting
& Purpose
Flow of Communication about Goals
INDEX
CARDS
Students
Challenge
Teachers
Parents
Classroom
Teachers
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Goal Setting
& Purpose
Monitoring Progress on GIEP Goals
A. Choose a way to have students monitor
and record their progress on goals:
1. Logs
2. Journal entries
3. Student/teacher and student/student
conferences
4. Other ideas?
INDEX
CARDS
B. For next GIEP obtain goal progress input
from:
1. Students
2. Parents
3. All Teachers
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Fourth Grade Challenge Goal Progress Sheet
First Marking Period
Unit:
Second Marking Period
Unit:
Third Marking Period
Unit:
Fourth Marking Period
Unit:
Introduction
Goal Setting
& Purpose
Yearly Progress Monitoring/Revision of GIEP Goals
INDEX
CARDS
GIEP Meeting
Ongoing
Progress
Monitoring
Student Goal
Brainstorming
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Developing Interdisciplinary Enrichment/Extension Units
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
Incorporate a variety of skills when developing
interdisciplinary enrichment/extension units such as:
100
90
80
INDEX
CARDS
•Interpersonal Skills
•Intrapersonal Skills
70
60
50
40
30
20
10
•Creativity
•Leadership
Here we will •Risk-taking
share the basics of how we look at
the units overall to make sure they have
components
– the curriculum mapping thingy
•Self-motivation
0
East
•Evaluation Skills
West
North
•Organizational Skills
1st Qtr
2nd
3rd
4th
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
100
90
Three Units as Examples:
80
INDEX
CARDS
70
60
•Country Study (5th Grade)
thatGrade)
Here we will
share the basics of how we(4
look
•Geometric
Constructions
the units overall to make sure they have
50
1st Qtr
40
2nd
30
3rd
20
10
•All About Me (3 Grade)
components – the curriculum mapping
thingy
rd
4th
0
East
West
North
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
UNIT EVALUATION VIA CURRICULUM MAPPING:
Write in unit assignments
Check off which goal areas are addressed in each assignment
Introduction
Developing
Goal Setting
& Purpose
Units
100
Interpersonal/Communication Skills
90
80
INDEX
CARDS
1. Cooperative Learning Activities
70
2. Peer-evaluation
60
3. Class discussions
50
4. Debates
40
30
20
10
1st Qtr
5. Interviews
Here we will share the basics of how we look at
6. Sharing
projects
the units
overall toofmake
sure they have
components
– the curriculum mapping thingy
7. Speeches/Presentations
2nd
3rd
4th
8. Skits
0
East
West
North
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
100
90
Intrapersonal Skills
80
INDEX
CARDS
1. Journal reflection
70
2. Self-evaluation of class assignments
60
3. Compliments from others and yourself
50
1st Qtr
4. Hanging student work in the hallways / bulletin boards
2nd
40
30
5. Entering
contests
Here we
will share the basics of how we look at
20
the units overall to make sure they have
6. Teaching learning styles and multiple intelligences
components – the curriculum mapping thingy
10
3rd
4th
0
East
West
North
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
Creativity
100
90
1. Topic selection
80
INDEX
CARDS
2. Project selection
70
3. Writing assignments
60
50
40
30
20
10
0
4. Public speaking opportunities
1st Qtr
5. Skits
6. Reading aloud
Here we will share the basics of how we look at
7.
discussions
the Class
units overall
to make sure they have
components – the curriculum mapping thingy
8. Collages
9. Posters
East
West
North
2nd
3rd
4th
South
10. Student-generated project ideas
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
100
Leadership Skills
90
80
1. Cooperative Learning Activities in which
one person is designated as leader
INDEX
CARDS
70
2. Group projects
60
50
40
30
20
10
0
3. Peer-evaluation
1st Qtr
4. Class discussions
5. Debates
Here we will share the basics of how we look at
6.
the Interviews
units overall to make sure they have
components – the curriculum mapping thingy
7. Sharing of projects
8. Public speaking
East
West
North
2nd
3rd
4th
South
9. Peer tutoring
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
100
Risk-taking
90
80
1. Topic Selection
70
2. Project Selection
60
50
3. Type of curriculum (example the Stock
Market Game)
40
4. Public Speaking opportunities
INDEX
CARDS
30
20
10
0
1st Qtr
2nd
5.
Cooperative
Learning
Activities
in we
which
Here
we will share
the basics
of how
look at
leader
the one
unitsperson
overallistodesignated
make sureas
they
haveor
they have–tothe
share
their ideas
components
curriculum
mapping thingy
3rd
4th
6. Class discussions
East
7. Sharing ofWest
projects
North
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
100
Self-Motivation
90
80
1. Culminating Activities
INDEX
CARDS
70
60
2. Self-selected topics of study or
presentation
50
40
30
20
10
3. Sharing of projects in Challenge and
regular education classrooms
Here we will share the basics of how we look at
4. Peer-evaluation including
the units overall to make sure they have
compliments
components
– the curriculum mapping thingy
1st Qtr
2nd
3rd
4th
5. Self-evaluation
0
East
West
6. Use of rubrics
North
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
100
Evaluation Skills
90
80
INDEX
CARDS
1. Sharing of projects
70
60
50
40
30
20
10
2. Use of rubrics and checklists
3. Self-evaluation
1st Qtr
4. Peer-evaluation
2nd
Here
we will writing
share the basics of how we look at
5. Journal
the units overall to make sure they have
6.
Stars and– wishes
components
the curriculum mapping thingy
3rd
4th
0
East
West
North
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing
Goal Setting
& Purpose
Units
100
90
80
Organizational Skills
1. Individual projects
INDEX
CARDS
70
2. Group projects
60
3. Project planners
50
4. Use of calendars
1st Qtr
40
30
20
10
0
2nd
5. Use of assignment book
Here we will share the basics of how we look at
6.
class
materials
the Required
units overall
to make
sure they have
components – the curriculum mapping thingy
3rd
4th
7. Time-management discussions
8. Daily goal
setting
West
East
North
South
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing Practical
Goal-Setting
& Purpose
Units
Application
100
Practical Application of Ideas:
90
80
INDEX
CARDS
•Take some time to apply the ideas
and strategies that we have
discussed.
70
60
50
1st Qtr
•Think of a student with whom
you
2nd
work and identify some of his/her
3rd
goals.
40
30
20
4th
10
0
East
West
•List some ways to provide
North
Southyour curriculum
opportunities
within
for that student to develop.
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing Practical
Goal-Setting
& Purpose
Units
Application
100
Wrap-up
To Summarize:
90
Set goals and plan strategies to help meet
those goals
80
INDEX
CARDS
70
60
50
Remember the web of communication
among parents, teachers, and students.
1st Qtr
40
 Plan activities and components within the2nd
units to provide growth in these harder-to- 3rd
4th
measure goal areas.
30
20
10
 Re-visit the goals and student progress
East
West
North
South
periodically in order to monitor and measure
progress.
0
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko
Introduction
Developing Practical
Goal-Setting
& Purpose
Units
Application
Wrap-up
Questions
100
90
80
INDEX
CARDS
70
60
50
1st Qtr
40
2nd
30
3rd
20
10
4th
Questions??
0
esantucci@methacton.org
East
West
sdavidse@methacton.org
North
kclark@methacton.org
South
mstanko@methacton.org
© Methacton School District 2010 - Santucci, Clark, Davidse, Stanko