Great! Glad to hear you found
A Nation Deceived without me posting the link in this thread.
I glanced at the original post and had a difficult time making sense of it due to the spacing and the lack of bullets or some means to mark the start of a new idea. I thought of posting an edited version but did not due to:
1) lack of time to wade through the gobbledygook, and
2) equivocating about replicating something which could potentially be identifying to teachers at your school who may read this forum...
But, since you asked... here goes! Possibly with this attempt at a re-formatted GIEP more members may respond as well.
It seems the information was pulled from a chart or table format... Just guessing on how to assemble the pieces, not guaranteeing that this is assembled correctly...
II. Goals and Outcomes:
A.
Annual Goal #1:
- Read and analyze developmentally appropriate texts at the current instructional and independent reading level.This does not mention or document the instructional level, the independent reading level, or the gap between them.B. Short-Term Learning Outcomes:
Short Term Objective- Given instructional-level reading material, the student will apply higher-level thinking skills to analyze, synthesize and evaluate information
Objective Criteria- Complete written and oral responses to literature with a minimum score of proficient based on teacher established rubrics.
Assessment Procedures- Review of written and verbal responses: Established rubrics
- Teacher/Student conferences
- Teacher observation
TimelineBi-annually
C. Specially Designed Instruction (include this information for each annual goal)
SDI Projected Date for Initiation - Anticipated Frequency - Location - Anticipated DurationThe above information may provide some of the 5Ws (who, what, where, when, why, how) which would describe the student experience under this "Specially Designed Instruction".- Provide challenge and require complex responses
Challenge - in what form? Raising instructional reading level?
Complex response - nebulous, subjective, and may involve differentiated task demands- Conferencing between student groups and teacher
How are the children grouped... by readiness and ability???- Flexible grouping
Cluster grouping by ability, reading level?- Small group instruction
Again, how are students grouped?- 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
IMO, the "level" should be specified/documented. Out of 7 points provided, only two actually describe INSTRUCTION.A.
Annual Goal #2:
To develop effective creative thinking and expression in both oral and written communicationB. Short-Term Learning Outcomes:
Short Term Objective - 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.
Objective Criteria- Demonstrate proficiency evaluating ideas and events in unique ways as well as construct original projects
LOL, some may say that is what I am doing hereAssessment Procedures - Review of solutions developed
- Review of work products
- Established rubrics
- Teacher/Student conferences
- Teacher observation
TimelineBi-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
Not a fan of differentiated task demands.- Opportunities to work, learn, and problem-solve as a member of a group
- Extension activities
A.
Annual Goal #3:
Develop higher level thinking skills and apply to various situations and tasks.B. Short-Term Learning Outcomes:
Short Term Objective - Select and apply logical/critical thinking skills to single and multiple solution/open-ended problems
Objective Criteria- Demonstrate proficiency solving single solution logic problems and when developing appropriate and pragmatic solutions to open-ended tasks
Assessment Procedures- 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
TimelineBi-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
May be interesting?- Direct instruction in methods of evaluating alternative solutions
This sounds valuable.
- 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
This may be valuable, if meaningful choices and options are given... may teach, encourage, and support student self-advocacy skills. This document strikes me as a plain vanilla boiler plate which may be provided to each student at any ability level. Group work could be anything... including "count off 1-2-3-4... ones meet the the back corner, twos in the middle of the room... "
Most of the GIEP triggers my BS meter, therefore I will add a link to
buzzwords. However I found two things which may be valuable in the 3rd goal.
Depending upon your
State Laws and local school policies, a GIEP may not be required, or there may not be guidelines like those which exist for
IEPs. Long story short, we may not like it, but the school may not be required to change it or provide further clarification or detail.