XYZ SCHOOL DISTRICT
GIFTED INDIVIDUALIZED EDUCATION PROGRAM (GIEP)
************************************************************GGifte
d Student
School Year: 2007 – 2008
GIEP Team Meeting Date: 3/1/07,
3/8/07, 3/20/07, 3/27/07
Student Name: STUDENT
DOB: 06/01/95
Grade: 9
Parent Name: PARENT1 and PARENT2
Address: xxx XYZ Rd.
XYZ, PA xxxxx
Phone: (xxx) xxx-xxxx
School: XYZ High School
County of Residence: XYZ
GIEP TEAM PARTICIPANTS
The Gifted Individualized Education Program (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 and a school district representative.
GIFTED TEACHER1 1, 2
GIFTED TEACHER2 1, 2, 3, 4
TEACHER1 1
TEACHER2 1
TEACHER3 1
TEACHER4 1
POSITION (typed or printed)
PARENT1 1, 2, 3, 4
Parent
PARENT2 1, 2, 3
Parent
STUDENT 1, 2, 3
Student *
REPRESENTATIVE1 1
School District Representative (XYZ
Middle Principal)
REPRESENTATIVE2 1, 2, 3, 4
School District Representative (High
School Principal)
REPRESENTATIVE3 1, 2, 3, 4
School District Representative (Asst.
Superintendent)
Teacher of Gifted, Middle School
Gifted Facilitator, High School
Reading Teacher, Middle School
English Teacher, Middle School
Social Studies Teacher, Middle School
Science Teacher, Middle School
TEACHER5 1
TEACHER6 2
TEACHER7 2
TEACHER8 3, 4
School
TEACHER9 3
Math Teacher, High School & Middle School
Math Teacher & Math Dept. Head, High School
Math Teacher, High School
English Teacher & English Dept. Head, High
Social Studies Teacher, High School
Superscripts 1, 2, etc. indicate participation as a GIEP team member for particular GIEP
team meetings as follows: (1) 3/1/07, (2) 3/8/07, (3) 3/20/07, (4) 3/27/07
* The student may participate if the parents choose to have the student participate.
I.
PRESENT LEVELS OF
EDUCATIONAL PERFORMANCE
During the 2006 – 2007 school year STUDENT is a 7th grader taking 10th grade
math, 8th grade English, and the 8th grade physics unit (4th marking period). STUDENT
skipped 5th grade and skipped 7th grade English class. He will be skipping 8th grade. The
following information reflects STUDENT’s current performance levels in core academic
subjects as of the beginning of the 4th marking period of the 2006 - 2007 school year.
1. Performance in Current Programs
SUMMARY:
MATH: STUDENT is performing at an A level (96% average) in a 10th grade
Geometry/Trigonometry course.
WRITING: STUDENT is successfully writing on an 8th grade level, with an A average
(97%) and scoring Proficient and Advanced on curriculum-based writing rubrics.
READING: STUDENT is able to read independently at a 12th grade level and to analyze
literature and literary devices at a high school level, performing at an A level (99%
average) and/or scoring 3 or 4 on rubrics.
VOCABULARY: STUDENT is learning new vocabulary through the study of word
roots on a 7th – 12th+ grade level.
SCIENCE: STUDENT is performing at an A level (94% average) in 7th grade science.
SOCIAL STUDIES: STUDENT is performing at an A level (103% average) in 7th grade
social studies.
MATH
• STUDENT is performing at an A level (96% average) with the school district’s
Geometry/Trigonometry (10th grade) curriculum. He receives instruction from a high
school math teacher.
• STUDENT receives enrichment provided by his math teacher to add depth and breadth
to his math curriculum. Enrichment that was covered so far this school year includes:
trigonometry equations and graphs in much greater depth than what is normally covered
in Honors Geometry-Trigonometry; completing very complex and difficult geometric
proofs; practice AMC 10 and AMC 12 problems; sample problems for the Lehigh
competition.
• STUDENT scored 790 (out of a possible 800) on the Math SAT taken as a 7th grader in
December 2006 at age 11.
• STUDENT scored Advanced on the 6th grade Math PSSA test taken as a 6th grader in
spring 2006. In March 2007 he took the 8th grade Math PSSA test; scores will not be
available until the 2007 – 2008 school year.
• STUDENT participated in the AMC Math Competition. He earned a perfect score in
the AMC 8 competition – one of only three students in the state of PA to do so.
STUDENT scored 111 on the AMC 10B.
• STUDENT participates in MathCounts through a gifted pullout. He placed 1st and his
team placed 4th in a regional competition at Millersville University. STUDENT placed
20th at the state MathCounts competition in late March 2007.
WRITING
• STUDENT is performing at an A level (97% average) in an 8th grade English class.
• STUDENT has written informative and persuasive pieces, receiving scores of
proficient and advanced (3 & 4) using 8th grade curriculum-based writing rubrics. He
will complete a narrative piece during the 4th marking period in spring 2007. His writing
instruction and practice have focused on skills that include proofreading, transition
sentences, varying sentence structure, and adding detail to support ideas.
• On STUDENT’s Informative Essay he earned an A- or 3 (Proficient). The breakdown
of rubric scores is as follows:
Focus: 3
clear focus on thesis statement throughout; effective conclusion
Content: 3
good intro, body & conclusion; use of FRESCAs (facts, reasons, examples, statistics,
comparisons, or anecdotes) to support thesis statement/topic sentences
Organization: 3/2
effective 5 paragraph essay format; few transitions utilized
Style: 3
appropriate control of language/stylistic techniques; details/vocabulary create consistent
tone; variety of sentence structure
Conventions: 3
minimal errors in grammar, spelling, punctuation; proofreading & editing skills displayed
• On STUDENT’s Persuasive Essay he earned an A or 4 (Advanced). The breakdown of
rubric scores is as follows:
Focus: 3.5
- clear focus throughout; arguments mostly on-topic
Content: 4
effective use of FRESCAs to convincingly support opinions with facts and examples
Organization: 4
- ideas presented in logical manner; effective use of transitional sentences
Style: 3
- tone respectful & confident; varied sentence structure; sometimes
“wordy”
Conventions: 3.5
minimal errors in grammar, spelling, punctuation; proofreading & editing skills displayed
• STUDENT’s Narrative Essay will be completed and assessed during the 4th marking
period (spring 2007).
• STUDENT scored 520 (out of a possible 800) on the Writing SAT taken as a 7th grader
in December 2006 at age 11.
• In February 2007 STUDENT took the 8th grade Writing PSSA test; scores will not be
available until the 2007 – 2008 school year.
• The following comments are from Gregg McGough, high school English teacher who
has been working with STUDENT on writing skills:
My weekly sessions with STUDENT focus on enrichment beyond what he would
receive in an English or reading class. We discuss poetry and read passages critically.
Currently we are working on MLA research design in order to prepare STUDENT for
high school level work. STUDENT is a voracious reader who seems to be able to
make connections between concepts and ideas beyond his youthful age. It is my
belief that STUDENT can handle honors work at the 9th grade level.
READING
• STUDENT is able to read independently on a twelfth grade level as measured by the
Burns & Roe IRI (Informal Reading Inventory) administered on February 28, 2007 by the
reading specialist. His scores were as follows:
Comprehension:
100 %
Accuracy:
99.5 %
Fluency:
143 words per minute
• STUDENT also showed reading comprehension and accuracy at a twelfth grade level
as measured on 18 passages from the Jamestown Timed Readings Plus Book 9 (12th
grade) administered from November 2006 through February 2007 by the teacher of the
gifted. His average comprehension score was 93 % and his average accuracy was 98.7
%.
• STUDENT is able to identify and describe the use of literary devices in both oral and
written format in short stories, novels, and poetry on the high school level with rubric
scores of 3 or 4. A list of literary devices and STUDENT’s rubric scores from written
work are:
Metaphor
3
Simile
3
Point of View
4
Protagonist/Antagonist
4
Characterization
4
Conflict
4
Plot Structure
4
Exposition
4
Rising Action
Climax
Resolution
Foreshadowing
Alliteration
Context
Personification
Onomatopoeia
Hyperbole
Symbolism
Setting
4
4
4
4
4
4
3
4
4
4
to be completed and assessed during the 4th marking
Theme
to be completed and assessed during the 4th marking
Mood
to be completed and assessed during the 4th marking
Creative License
to be completed and assessed during the 4th marking
Tone
to be completed and assessed during the 4th marking
period
period
period
period
period
• STUDENT is able to analyze literature at a high school level, showing increased
background knowledge and depth of understanding. He is performing at an A level (99%
average) and scoring 3 or 4 on rubrics.
• STUDENT scored 600 (out of a possible 800) on the Reading SAT taken as a 7th grader
in December 2006 at age 11.
• STUDENT scored Advanced on the 6th grade Reading PSSA test taken as a 6th grader
in spring 2006. In March 2007 he took the 8th grade Reading PSSA test; scores will not
be available until the 2007 – 2008 school year.
VOCABULARY
• STUDENT has completed about half of Book B1, Word Roots: Learning the Building
Blocks of Better Spelling and Vocabulary (Grades 7-12+), working independently and
self-scoring during SSR time in English class. His average accuracy is 96%. He corrects
all mistakes and makes sure he understands the correct answers.
SCIENCE
• STUDENT performed at an A level (94% average) in 7th grade science. He completed
a replacement/enrichment project in the area of Space – Black Holes and another in the
area of Genetics – Fruit Fly Genetic Crosses. He has the opportunity to self-advocate for
additional enrichment or replacement activities, but to date has not chosen to do so in
science class. STUDENT is currently taking 8th grade science (physics unit – 4th marking
period) in place of 7th grade science.
SOCIAL STUDIES
• STUDENT is performing at an A level (103% average) in 7th grade social studies. He
completed a replacement/enrichment project in the area of Place – Current
Events/Midterm Election and will complete another in the area of Geographic Tools Geocache. In addition, STUDENT self-advocated for a replacement/enrichment project
on Modern Asian Architecture, which is currently in progress.
Interests and Special Abilities
Boy Scouts
Competitive nature and desire to achieve goals motivates STUDENT to strive for higher
placement in competitions
Keen interest in current events
Avid interest in rock climbing
Competes on the Quiz Bowl team
Participates in MathCounts, Model United Nations, and Stock Market Game
Strengths
Exceptional ability in Math Reasoning and Calculations
Continued interest in development of independent learning skills
Focused and on task; highly motivated
Strong verbal skills
Advanced rate of acquisition and retention of information
Voracious reader with excellent comprehension of higher level texts
Needs
• Math computation and problem solving skills at accelerated level and rate
• Continued development of writing skills with an emphasis on:
writing mechanics
creative writing
adding more detail to support ideas
pulling examples from literature to support writing responses
using the MLA citation method
• To minimize repetitions and to allow STUDENT to self-advocate for enrichment or
replacement in academic areas when necessary
• Preparation for high school level science and social studies classes for material missed
in 8th grade
• To meet the FCS requirement outside of school by correspondence
• To be supported in his transition to high school
II.
ANNUAL GOALS, SHORT TERM OBJECTIVES AND
SPECIALLY DESIGNED INSTRUCTION BY CONTENT
AREAS:
A.
MATH
Need: Math computation and problem solving skills at accelerated level and rate
Annual Goals
1a. STUDENT will demonstrate 95% accuracy in the Honors Math Analysis course and
90% accuracy in the Honors Advanced Programming course as measured by performance
based assessments.
1b. STUDENT will receive enrichment to increase the depth and breadth of his math
program.
2. Short Term Learning Objectives
2a. STUDENT will demonstrate Honors Math Analysis skills with 95% accuracy as
evidenced by performance based assessment.
2b. STUDENT will demonstrate Honors Advanced Programming skills with 90%
accuracy as evidenced by performance based assessment.
2c. STUDENT will complete enrichment activities as needed to increase the depth and
breadth of his math program. These activities will be determined by STUDENT’s math
teacher, STUDENT, and STUDENT’s parents, and might include Can Do Calculus to
extend his Math Analysis coursework.
3. Specially Designed Instruction
3a. Enrichment in Math Analysis will be provided by STUDENT’s math teacher when
advocated by student to add depth and breadth to the course. Math instruction with a
member of the math department will be available after school twice a week through an
existing program.
3b. Enrichment in Advanced Programming will be provided by STUDENT’s math
teacher when advocated by student to add depth and breadth to the course. The
Programming Lab will also be available during homeroom periods on Wednesdays.
4. Support Services
4a. STUDENT will participate in the following competitions:
AMC Math Competition (AMC 10, AMC 12)
Continental Math League - 9
American High School Math Exam
Pennsylvania Math League – High School
4b. The Gifted Facilitator will provide information to STUDENT’s parents regarding
downloading software to learn JAVA programming.
4c. A National Honor Society mentor with experience in advanced math will be
available to STUDENT for math to address preparation for the AMC tests and other
competitions.
B.
WRITING
Need: Continued development of writing skills with an emphasis on:
writing mechanics
creative writing
adding more detail to support ideas
pulling examples from literature to support writing responses
using the MLA citation method
Annual Goals
1a. STUDENT will demonstrate 95% accuracy in proofreading and writing mechanics
on performance-based assessments or a score of 3 & 4 on 9th and 10th grade curriculumbased writing rubrics.
1b. STUDENT will demonstrate 90% accuracy in creative writing skills based on
performance- based assessments or a score of 3 & 4 on 9th grade curriculum-based
writing rubrics.
1c. STUDENT will demonstrate 92% mastery in adding detail to support ideas and of
pulling examples from literature to support writing responses based on performancebased assessments or a score of 3 & 4 on 9th grade curriculum-based writing rubrics.
1d. STUDENT will demonstrate 95% accuracy in the use of the MLA citation method
based on performance based assessments.
2. Short Term Learning Objectives
2a. STUDENT will demonstrate 95% accuracy in proofreading and writing mechanics
on performance-based assessments or a score of 3 & 4 on 9th and 10th grade curriculumbased writing rubrics:
• English: STUDENT will demonstrate 95% accuracy in proofreading and
writing mechanics through the completion of five major writing assignments
including an editorial, a personal memoir, and three writing prompts. The writing
prompts will be administered at the beginning, mid-point, and conclusion of the
semester.
• History: STUDENT will demonstrate 95% accuracy in proofreading and
writing mechanics on the process analysis research paper and all other writing
assignments of the US I course.
2b. STUDENT will demonstrate 90% accuracy in creative writing skills based on
performance-based assessments or a score of 3 & 4 on 9th grade curriculum-based writing
rubrics in the following pieces of writing:
• English: STUDENT will score 3 or 4 on a writing rubric in the completion of a
personal
memoir, short story, poetry collection, and science fiction/fantasy story.
• History: STUDENT will score 90% in any creative writing assignments based
on the specific writing rubrics used in the US I course.
2c. STUDENT will be able to demonstrate 92% mastery in adding detail to support ideas
and of pulling examples from literature to support writing responses based on
performance-based assessments or a score of 3 & 4 on 9th grade curriculum-based writing
rubrics in the following pieces of writing:
English: STUDENT will complete
Tom Sawyer summer reading: essay
Short Story Unit: three responses to literature
October Sky: personal narrative, research project (using MLA citations), 5
responses to literature, study guide responses to literature (demonstrating
higher order thinking skills)
Romeo and Juliet: 5 responses to literature (including script writing),
research project (using MLA citations)
Huck Finn: editorial, 5 responses to literature, study guide type responses
to literature (demonstrating higher level thinking skills).
Three book reviews of independent reading. Three writing prompts
(beginning, middle, and end of spring semester)
• History: STUDENT will be able to demonstrate 92% mastery in adding detail
to support ideas and pulling of examples from primary and secondary sources to
support writing responses based on the specific writing rubrics used in the US I
course.
2d. STUDENT will demonstrate 95% accuracy in the use of the MLA citation method
based on performance based assessments.
• English: STUDENT will demonstrate 95% accuracy on two research projects
and an editorial during the course of the semester.
• History: STUDENT will demonstrate 95% accuracy in the use of the MLA
citation method when writing the process analysis research paper of the US I course.
3. Specially Designed Instruction:
3a. Writing mechanics: STUDENT’s English teacher will provide instruction in
proofreading nomenclature once at the beginning of the semester. The English
Department chair or another English teacher will be available upon request during
periodic club periods during the semester for which STUDENT does not have Honors
English.
3b. Creative writing: STUDENT will be provided with instruction outside of the regular
classroom to complete creative writing assignments.
3c. Adding more detail to support ideas: STUDENT will be provided with writing
instruction outside of the regular classroom that will encourage the use of greater detail.
3d. Pulling examples from literature to support writing responses: STUDENT’s English
and history teacher will provide instruction as he works on writing pieces for National
History Day.
3e. Using the MLA citation method: STUDENT will be provided additional instruction
as needed.
4. Support Services
4a. The Social Studies teacher will give STUDENT the opportunity to participate in the
National History Day competition.
4b. A copy of the Bedford Handbook will be provided to STUDENT.
4c. A copy of the MLA Handbook will be provided to STUDENT.
C.
INDEPENDENT LEARNING SKILLS
Need: To minimize repetitions and to allow STUDENT to self-advocate for enrichment
or replacement in academic areas when necessary.
Annual Goals
1a. STUDENT will verbally self-advocate and explain his academic needs to classroom
teachers.
2. Short Term Learning Objectives
2a. STUDENT will verbally self-advocate for less repetition, replacement work,
enrichment work and/or other academic modifications in his regular classes when
necessary.
3. Specially Designed Instruction
3a. Upon STUDENT’s self-advocacy for academic modifications, his classroom teacher
will work with him to determine if a modification should take place. If it is determined
that modification is needed, the classroom teacher will help STUDENT design an
alternative or additional activity and to determine what effect that activity will have on
assessment.
4. Support Services
4a. Whenever STUDENT self-advocates with one of his classroom teachers, that teacher
will notify the gifted facilitator and STUDENT’s parents and will keep both up-to-date
on all communication, decisions, and progress that are made to follow through with
STUDENT’s request for academic modifications.
4b. The gifted facilitator will be available to act as a liaison between STUDENT, his
classroom teachers, and his parents to facilitate the self-advocacy process and resolution.
III.
Support Services needed to ensure the student benefits from or gains access
to a gifted education program:
• Information regarding competitions relevant to STUDENT provided to the family by
the gifted facilitator or the regular education teachers. (Possibilities include: Science
Fair, Quiz Bowl, Model UN, chess club, mock trial, etc.)
• Information regarding other gifted opportunities will be provided by the gifted
facilitator to STUDENT’s parents in a timely manner as s/he receives such information.
• Science and social studies materials will be provided to STUDENT over the summer of
2007 so that he can fill in any gaps in 8th grade curriculum before entering high school.
• The school district will provide information on FCS courses through the American
School so that STUDENT can fulfill his FCS requirement outside of school.
• STUDENT will meet with Mrs. Bookman weekly for the first 6 weeks of the school
year and periodically thereafter to receive support in his transition to high school.
• Planning for the next school year beginning no later than March, 2008.
IV.
DATES
A.
Projected date when services and programs will begin: 8/27/07
B.
Anticipated duration of services and programs: 6/05/08
PAGE
PAGE 1