Goal Setting and the Gifted Student: Using Interdisciplinary Enrichment Units to Address and Monitor...

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

Practical Application

Goal SettingIntroduction& Purpose

Developing Units

Wrap-up Questions


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.

“No bird soars too high if he soars with his own

wings.” – Ralph Waldo Emerson

Introduction& Purpose


Gifted Programming

Options

Enrichment/Extension Acceleration

Other Supports/Services

Single-subject

In-class Model

Pull-out Model

Whole-grade

Compacting

Credit by examination

Seminars

Independent Study

Mentorships

Concurrent/Dual Enrollment



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?


INDEX CARDS

Goal Setting


“A goal properly set is halfway reached.” –

Abraham Lincoln

http://www.projectsmart.co.uk/smart-goals.html

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


INDEX CARDS

Goal Setting


A. Make sure students know what a goal is and the purpose of GIEP goals in general

Student awareness and participation = Ownership of goals

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

Find a system that works for you and use this to work with your students to set and monitor GIEP related goals

www.frear.cr.k12.de.us/

The Goal Identification Process for Students:

Strategies of a Successful StudentStrategies 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


INDEX CARDS

Goal Setting


www.thelearningchildseries.org/ourguarantee.php

A. Provide time for the students to brainstorm

how the following people can help them meet their goals:

1. Self2. Parents3. 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.

Strategizing : Utilize Goal-Setting Ownership Activities

http://www.thelearningchildseries.org/ourguarantee.php

Identifying how to work on goals:Identifying how to work on goals:


INDEX CARDS

Goal Setting


Classroom Teachers

Students

Challenge Teachers

Parents

Flow of Communication about Goals


INDEX CARDS

Goal Setting


A. Choose a way to have students monitor and record their progress on goals:1. Logs2. Journal entries3. Student/teacher and student/student conferences4. Other ideas?

B. For next GIEP obtain goal progress input from:

1. Students2. Parents3. All Teachers

Monitoring Progress on GIEP Goals

Fourth Grade Challenge Goal Progress SheetFourth Grade Challenge Goal Progress Sheet

First Marking PeriodFirst Marking Period

Unit:Unit:

Second Marking PeriodSecond Marking Period

Unit: Unit:

Third Marking PeriodThird Marking Period

Unit: Unit:

Fourth Marking PeriodFourth Marking Period

Unit: Unit:


INDEX CARDS

Goal Setting


Yearly Progress Monitoring/Revision of GIEP Goals

GIEP Meeting

Ongoing Progress

Monitoring

Student Goal Brainstorming


Developing Interdisciplinary Enrichment/Extension Units

http://www.in2edu.com


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East West North South

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Goal Setting


Here we will share the basics of how we look at the units overall to make sure they have components – the curriculum mapping thingy

Developing Units

•Interpersonal Skills

•Intrapersonal Skills

•Creativity

•Leadership

•Risk-taking

•Self-motivation

•Evaluation Skills

•Organizational Skills

Incorporate a variety of skills when developing interdisciplinary enrichment/extension units such as:


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Goal Setting



Developing Units

•Country Study (5th Grade)

•Geometric Constructions (4th Grade)

•All About Me (3rd Grade)

Three Units as Examples:

Write in unit assignmentsUNIT EVALUATION VIA CURRICULUM MAPPING:

Check off which goal areas are addressed in each assignment


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Goal Setting



Developing Units

Interpersonal/Communication Skills1. Cooperative Learning Activities

2. Peer-evaluation

3. Class discussions

4. Debates

5. Interviews

6. Sharing of projects

7. Speeches/Presentations

8. Skits


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Goal Setting



Developing Units

Intrapersonal Skills

1. Journal reflection

2. Self-evaluation of class assignments

3. Compliments from others and yourself

4. Hanging student work in the hallways / bulletin boards

5. Entering contests

6. Teaching learning styles and multiple intelligences


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Goal Setting



Developing Units

Creativity1. Topic selection

2. Project selection

3. Writing assignments

4. Public speaking opportunities

5. Skits

6. Reading aloud


8. Collages

9. Posters

10. Student-generated project ideas


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Goal Setting



Developing Units

Leadership Skills1. Cooperative Learning Activities in which

one person is designated as leader

2. Group projects

3. Peer-evaluation


5. Debates

6. Interviews


8. Public speaking

9. Peer tutoring


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Goal Setting



Developing Units

Risk-taking1. Topic Selection

2. Project Selection

3. Type of curriculum (example the Stock Market Game)

4. Public Speaking opportunities

5. Cooperative Learning Activities in which one person is designated as leader or they have to share their ideas




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Goal Setting



Developing Units

Self-Motivation1. Culminating Activities

2. Self-selected topics of study or presentation

3. Sharing of projects in Challenge and regular education classrooms

4. Peer-evaluation including compliments

5. Self-evaluation

6. Use of rubrics


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Goal Setting



Developing Units

Evaluation Skills


2. Use of rubrics and checklists

3. Self-evaluation

4. Peer-evaluation

5. Journal writing

6. Stars and wishes


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Goal Setting



Developing Units

Organizational Skills1. Individual projects

2. Group projects

3. Project planners

4. Use of calendars

5. Use of assignment book

6. Required class materials

7. Time-management discussions

8. Daily goal setting


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Goal-SettingDeveloping

UnitsPractical

Application


Practical Application of Ideas:

•Take some time to apply the ideas and strategies that we have discussed.

•Think of a student with whom you work and identify some of his/her goals.

•List some ways to provide opportunities within your curriculum for that student to develop.


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UnitsPractical

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Wrap-up

To Summarize:

Set goals and plan strategies to help meet those goals

Remember the web of communication among parents, teachers, and students.

Plan activities and components within the units to provide growth in these harder-to- measure goal areas.

Re-visit the goals and student progress periodically in order to monitor and measure progress.


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UnitsPractical

Application


Wrap-up Questions

[email protected] [email protected]

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Goal Setting and the Gifted Student: Using Interdisciplinary Enrichment Units to Address and Monitor...

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