I just had my first ever Kindergarten GIEP meeting - I felt good about the whole thing, until I started carefully going over the agreement. I understand that the "goals" section is supposed to be vague, but I feel like there are almost no specifics in the short-term or SDI sections either - no real timelines or specific mesurements. Can anyone with more experience weigh in and let me know if this is acceptable. Here are the three sections - sorry if this is a long post:
II. Goals and Outcomes:
A. Annual Goal:
Read and analyze developmentally appropriate texts at the current instructional and
independent reading level.
B. Short-Term Learning Outcomes:
Short Term Objective Objective Criteria Assessment Procedures Timeline
Given instructional-level reading
material, the student will apply higher
-level thinking skills to analyze,
synthesize and evaluate information
Complete
written and oral
responses to
literature with a
minimum score
of proficient
based on
teacher
established
rubrics.
Review of written
and verbal
responses
Established
rubrics
Teacher/Student
conferences
Teacher
observation
Bi-annually
C. Specially Designed Instruction (include this information for each annual goal)
SDI Projected Date
for Initiation
Anticipated
Frequency
Location Anticipated
Duration
Provide challenge and require complex
responses
Conferencing between student groups
and teacher
Flexible grouping
Small group instruction
Independent book conferencing with
teacher
Assistance provided when needed to
choose books for independent reading
that are on her independent reading
level
Guided reading instruction using
higher-level texts
Extension activities for comprehension
skills
A. Annual Goal:
To develop effective creative thinking and expression in both oral and written
communication
B. Short-Term Learning Outcomes:
Short Term Objective Objective Criteria Assessment Procedures Timeline
Generate, classify, and evaluate
ideas, objects, and /or events in
unique and/or new ways to construct
original projects that illustrate
solutions to real-life problems or
concerns.
Demonstrate
proficiency
evaluating ideas
and events in
unique ways as
well as
construct
original projects
Review of
solutions
developed
Review of work
products
Established
rubrics
Teacher/Student
conferences
Teacher
observation
Bi-annually
C. Specially Designed Instruction (include this information for each annual goal)
SDI Projected Date
for Initiation
Anticipated
Frequency
Location Anticipated
Duration
Student choice with clearly defined
outcomes
Conferencing between student groups
and teacher
Provide student with a variety of
presentation options
Facilitate problem-based or inquiry
learning
Flexible grouping
Small group instruction
Direct instruction in methods of
evaluating alternative solutions
Direct instructions in creative thinking
techniques
Differentiate tasks and assignments to
foster individual creativity
Opportunities to work, learn, and
problem-solve as a member of a group
Extension activities
A. Annual Goal:
Develop higher level thinking skills and apply to various situations and tasks.
B. Short-Term Learning Outcomes:
Short Term Objective Objective Criteria Assessment Procedures Timeline
Select and apply logical/critical
thinking skills to single and multiple
solution/open-ended problems
Demonstrate
proficiency
solving single solution
logic
problems and
when
developing
appropriate
and pragmatic
solutions to
open-ended
tasks
Review of written
and verbal
responses
Review of solutions
developed
Review of work
products
Established rubrics
Teacher/Student
conferences
Teacher
observation
Teacher review of
student’s written
and oral responses
to literature
Teacher-made
tests, Curriculum based
assessments,
Performance-based
assessments, &
Problem-solving
tasks
Bi-annually
C. Specially Designed Instruction (include this information for each annual goal)
SDI Projected Date
for Initiation
Anticipated
Frequency
Location Anticipated
Duration
Provide challenge and require complex
responses
Conferencing between student groups
and teacher
Apply higher order thinking skills
(application, analysis, evaluation, and
synthesis)
Small group instruction
Direct instruction in problem-solving
strategies
Direct instruction in methods of
evaluating alternative solutions
Direct instructions in creative thinking
techniques
Direct instruction in the use of
inductive and deductive thinking
Identify student’s interest for
compacting and substituting work
Thanks for your patience!
