__________SCHOOL DISTRICT

GIFTED INDIVIDUALIZED EDUCATION PROGRAM (GIEP)

Gifted Student: Seventh Grade Student
School Year: 2006 – 2007 GIEP Team Meeting Date: --/--/06

Student Name: DOB: --/--/1995 Grade: 7

Parent Name:

Address: Phone:

School: _______ Middle School

County of Residence: _______

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.
POSITION (typed or printed)
Parent 1, 2, 3 Parent
1, 2, 3
Parent Parent
Student 1 Student *
1, 2, 3
School District Representative
1
School District Representative
1, 2, 3
Teacher of Gifted, Middle School
1
Teacher of Gifted, Elementary
1
Collaborative Support Teacher, Elem.
1
English Teacher, Middle School
1
Guidance Counselor, Middle School
1
Math Teacher, Elem. & Middle School
1, 2
Reading Teacher, Middle School
1
Science Teacher, Middle School
1
Social Studies Teacher, Middle School
2
English Teacher, Middle School
2
Social Studies Teacher, Middle School
3
Reading Teacher/Specialist, Middle School

Superscripts 1, 2 and 3 indicate participation as a GIEP team member for particular versions of
Student’s 7th grade GIEP: (1) 5/31/06 version, (2) 9/19/06 version, (3) 10/24/06 version
(The Parents requested that we waive the holding of a physical GIEP Team meeting for this
version. All members of the GIEP Team have agreed to this GIEP by phone and email.)

* The student may participate if the parents choose to have the student participate.

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I. PRESENT LEVELS OF EDUCATIONAL PERFORMANCE
Student had been accelerated to 6th grade. The following information reflects Student’s
current performance levels in core academic subjects at the end of the third marking
period of the 05 – 06 school year:

• MATH: Student is performing at a 90% level with the district’s Algebra 2 program at a
9th grade level and is starting Chapter 6 on 4/4
• READING: Student is reading on a 9th to 12th grade level. See data listed below.
• WRITING: Student is successfully writing on a sixth grade level, scoring predominately
3’s and 4’s on a four point rubric.
• SPELLING – Student is currently successful with an independent spelling program taken
from Greek Root words and on spelling words from the National Spelling Bee list (first
level, letters A - C)
• VOCABULARY : Student is defining words from the same National Spelling Bee list
and from classroom required vocabulary.

Performance in Current Programs

Math - Student participated in the AMC 8 competition and placed second in the district.
Student had the top score in Pennsylvania for 6th graders out of 408 5th and 6th graders.
Out of the 6,697 participants, only 12 in the state had a higher score, regardless of age.
Student’s 6th grade Math Bowl team placed first in the district.

Student took the AMC 10B and had the 14th highest score in Pennsylvania regardless of
age out of 1431 total participants. He had the highest score for any 6th grader taking the
AMC 10B or 10A. Actually, he was the only PA 6th grader taking the AMC 10 this year.
Nationally, Student had the 2nd highest score on the AMC 10B for 6th graders.

Reading – Student participates in a small group of accelerated readers in the classroom.

They work with reading materials on an 8th – 9th grade level. The genres covered included
realistic fiction, science fiction, historical fiction, fantasy and classic/adventure. Student
scored 90% or above on most assignments.

Writing – Student is performing on a proficient level on narrative, persuasive and

informational writings. Student has focused on skills that include transitions, main idea,
and supporting details in his writing. He has also learned to use commas correctly. See
attached charts for an overview of skills taught and performance by date.

Student is usually able to maintain a clear focus and organizes his ideas in a sequential
manner. His use of proper mechanics, such as punctuation and spelling, has improved.

Student still needs to improve his use of transition sentences and to properly support or
defend his ideas. He seems to assume that the reader shares his beliefs and background
information. A third concern pertains to his writing style. The majority of his pieces
have rigid, logical structure. He needs to vary sentence structure, use colorful words,
flashback, metaphor, personification, etc.

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The following comments are from _______ high school English teacher who worked
with Student on writing skills: “Our weekly sessions were holistic in nature and driven
by the expectations of Student himself. We have worked mainly in the three modes of
writing, and I feel that we mirrored the activities that Teacher’s name was doing in class.
I attempted to push Student to consider his writing as a process rather than just the
solution to a problem. We worked at going deeper for meaning and understanding in his
writing. I was fascinated with his ability to use many of the grammatical conventions
with ease. As far as placement, I feel that Student understands the focus and conventions
of written language, but needs to mature into his style and content.

Social Studies and Science – Student took third place in district Science Fair. He
completed the topics for 5th grade science and social studies using reading materials from
the middle school level. His projects were well organized and his time management skills
were effective. In the sixth grade classroom he has completed both courses with an “A”
average. Student’s writing in the content area is improving although he tends to continue
to use subject-verb construction for most sentences when writing factual material.

Reading Assessment Data

On April 3 and 4, 2006 the Burns/Row IRI and the DRA 80 were administered by
_______. On the IRI Student’s accuracy in reading was at and above 96% on grade
levels 8 -12. His fluency was significantly higher during the silent reading portion of the
IRI, and this did not affect comprehension that was within the Independent and
Instructional ranges. On the Word Lists, which measure decoding and pronunciation of
words, Student scored in the Independent range on all graded lists from 8 -12.

Burns/ Row Informal Reading Inventory Edition 6 Word Lists

Grade 8 95% Independent
Grade 9 90% Independent
Grade 10 90% Independent
Grade 11 90% Independent
Grade 12 90% Independent

Oral Reading Portion

Grade WPM Accuracy Comprehension Range
8 167 99% 100% Independent
9 156 96% 95% Below Independent
10 139 99% 95% Independent
11 151 99% 90% Independent
12 126 98% 60% Below Instructional
Silent reading Portion
Grade WPM Comprehension Range
8 367 100% Independent
9 322 80% Instructional
10 276 90% Independent
11 248 90% Independent
12 269 80% Instructional

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 DRA 80 (Developmental Reading Assessment)
Nonfiction chosen by the student

DRA Reading Engagement Score

Wide Reading 4
Self-Assessment and Goal-Setting 4

DRA Oral Reading Fluency

Expression 4
Phrasing 4
Rate 3
Accuracy rate 4

DRA Comprehension Skills/Strategies

Prediction 4
Summary 4
Literal Comprehension 4
Interpretation 4
Reflection 4
Metacognitive Awareness 3

DRA Total Score 126 DRA Stage (114-128) Independent Middle School Eighth

2. Interests and Special Abilities

• Loves problem solving activities and logic puzzles
• Boy Scouts
• Competitive nature and desire to achieve goals motivates Student to strive for higher
placement in competitions
• Keen interest in current events

3. 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
• Exceptional ability in decoding, fluency, rate of reading, comprehension through
higher levels of thinking (compare/contrast; details; inference)

4. Needs
• Math computation and problem solving skills at accelerated level and rate
• Reading instruction should emphasize content, background knowledge, depth and
literary devices in high school level books
• Continued development of writing. Encourage proof-reading before handing in work.
• Continued instruction in different genres of writing. Specific skill areas of need

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 include:
1. Use of transition sentences
2. Varying sentence structure (type of sentences and vary approach from a rigid
logic structure)
3. Adding detail to support ideas so that others may follow his reasoning
• Continued development of advanced word vocabulary with an emphasis on word
etymology
• Enrichment in Science to address advanced reading level, rate of acquisition,
retention of information and skill with the scientific process.
• Enrichment in Social Studies to address advanced reading level, rate of acquisition,
retention of information, and skill with problem solving.
• Student needs to receive support in ways to advocate choices for himself in academic
areas in a positive manner
• Student needs to develop self-monitoring approaches for his organization skills.
• Student needs opportunities for small group interaction with intellectual peers.

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

1. Annual Goal
Student will demonstrate 90% accuracy of 10th grade curriculum math computation and
problem solving as measured by performance based assessments.
Student will receive enrichment to increase the depth and breadth of his math program.

2. Short Term Learning Objectives

2a. Student will demonstrate 10th grade Geometry-Trigonometry skills with 90% accuracy as
evidenced by performance based assessment.

2b. Student will complete enrichment activities to increase the depth and breadth of his math
program. These activities will be determined by Student’s math teacher and may include:
• graphs of cosecant, secant, and cotangent functions
• periodic graphs and amplitude
• periodic graphs and phase shifts
• applications of sinusoidal functions
• graphs of inverse trig functions
• simplifying trigonometric expressions
• prove trigonometric expressions
• solve trigonometric equations

3. Specially Designed Instruction

3a. Accelerated math programming to be provided through 10th grade curriculum taught by a
secondary certified math teacher.
3b. Pretest of skills in math to allow rapid progression when skills are demonstrated to 90%

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 accuracy.
3c. Enrichment to be provided by Student’s math teacher to add depth and breadth to the
curriculum.

4. Support Services
Student will participate in the AMC Math Competition (AMC 8, AMC 10, and AMC 12 if
rules permit).

B. READING
Need: Reading instruction should emphasize content, background knowledge, depth and
literary devices in high school level books.

1. Annual Goals
• Student will be able to read independently on the twelfth grade level based on the IRI.
• Student will be able to apply 15 to 20 literary devices to short stories or novels on a high
school level.
• Student will be able to analyze literature at a high school level in order to increase his
background knowledge and depth of understanding.

2. Short Term Learning Objectives

2a. Student will be able to read 1 out of 2 twelfth grade passages with 99% accuracy and
90% comprehension as measured by the IRI by March 1, 2007.

2b. Student will be able to identify and describe the use of 15 out of 20 literary devices in
both oral and written format in short stories, novels, and poetry on a high school level with a
rubric score of 3 or 4. The literary devices shall include: alliteration, antagonist, climax,
conflict, context, exposition, plot structure, point of view, setting, characterization,
metaphor, simile, personification, onomatopoeia, hyperbole, theme, symbolism, mood,
creative license, and tone. The literary devices will be covered according to the following
schedule:
• Nine by end of January 2007
• Six more by end of March 2007
• Five more by the end of May 2007

2c. Student will be able to cite specific examples from literature to show increases in back-
ground knowledge and depth of understanding at a high school level with a score of 3 or 4
on a rubric or a score of 90% on performance-based assessment on 80% of the assessments.

3. Specially Designed Instruction

3a. Reading instruction to include small group homogeneous literature circles two times per
year and/or individualized skill development with the teacher of the gifted.

3b. Reading instruction to include extension activities based on the content presented to
extend background knowledge and depth of understanding.

3c. The Teacher of the Gifted will work with Student to monitor his progress and prepare

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 him for the 12th grade IRI by using at least 10 passages from the Jamestown Timed
Readings Plus Book 9 (12th grade). She will work with Student at least once or twice a
month, using at least 1 or 2 passages each time, from November 2006 through February
2007. When Student and the Teacher of the Gifted agree that Student has made sufficient
progress and is fully prepared, the Reading Specialist will administer the 12th grade Burns
& Roe IRI. If Student does not meet Short-Term Learning Objective 2a above, the
Teacher of the Gifted will continue to work with Student using the Jamestown passages
and the Reading Specialist will administer a second form of the Burns & Roe IRI by
March 1, 2007.

C. WRITING
Needs:
• Continued development of writing. Encourage proof-reading before handing in work.
• Continued instruction in different genres of writing. Specific skill areas of need
include:
1. Use of transition sentences
2. Varying sentence structure (type of sentences and vary approach from a rigid
logic structure)
3. Adding detail to support ideas so that others may follow his reasoning

1. Annual Goal
Student will write narrative, informative and persuasive pieces, scoring 3 & 4 on 8th grade
curriculum-based writing rubrics after teacher instruction, self-checking, and peer editing.

2. Short Term Learning Objectives

2a. Student will be able to show evidence of proofreading as shown by a score of 3 or 4
on the mechanics/conventions portion of a rubric on 80% of his writing.

2b. Student will be able to show evidence of transition sentences as shown by a score of 3
or 4 on the organization portion of a rubric on 80% of his writing.

2c. Student will be able to show evidence of varied sentence structure as shown by a
score of 3 or 4 on the style portion of a rubric on 80% of his writing.

2d. Student will be able to show evidence of strong supporting details as shown by a
score of 3 or 4 on the content portion of a rubric on 80% of his writing.

2e. Student will write an informative essay, focusing on supporting a strong thesis
statement. He will show mastery with an average score of 3 or 4 based on a writing
rubric.

2f. Student will use plot twists in order to create a narrative story. He will show mastery
with an average score of 3 or 4 based on a writing rubric.

2g. Student will use multiple sources to create a biography presentation on a

Revolutionary War figure. Student may choose to create a PowerPoint presentation,

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 iMovie, or other type of presentation as part of the project. He will show mastery with an
average score of 3 or 4 based on a writing rubric.

2h. Student will develop a persuasive piece of writing that supports opinions with well-
reasoned arguments. He will show mastery with an average score of 3 or 4 based on a
writing rubric.

3. Specially Designed Instruction

3a. Student will receive writing instruction by attending a regular 8th grade English class
in place of a 7th grade English class.

3b. If Student selects a technical project such as iMovie, the classroom teacher or teacher
of the gifted will provide needed support.

3c. Upon Student’s self-advocacy for a replacement writing project, his classroom
teacher will help him design an alternative project.

4. Support Services

4a. At the conclusion of a writing project, the 8th grade English teacher will communicate
with Student’s parents regarding his rubric scores, strengths, and areas of need.

D. VOCABULARY

Need: Continued development of advanced word vocabulary with an emphasis on word

etymology

1. Annual Goal
Student will demonstrate recognition of word parts, their origin and their meaning at a 7+
grade level.

2. Short Term Learning Objectives

2a. Student will learn the meaning and origin of a variety of root words, prefixes, and
suffixes and use them to decipher the meaning of words with an average of 90% accuracy
based on a self-scored workbook, beginning with Word Roots, Level B, Book 1.

3. Specially Designed Instruction

The classroom teacher will allow Student to work in the vocabulary workbook and self-
score his work during SSR time.

E. SCIENCE AND SOCIAL STUDIES

Needs:
• Enrichment in Science to address advanced reading level, rate of acquisition,
retention of information and skill with the scientific process.

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• Enrichment in Social Studies to address advanced reading level, rate of acquisition,
retention of information, and skill with problem solving.

1. Annual Goals
Student will complete enrichment or replacement projects in science and social studies
with a score of 90% on performance-based assessments or rubrics.

2. Short Term Learning Objectives

Science
2a. Student will complete an enrichment or replacement project in the area of Space –
Black Holes according to the parameters in Specially Designed Instruction below and
with a score of 90% on performance-based assessments or rubrics.

2b. Student will complete an enrichment or replacement project in the area of Genetics –
Fruit Fly Genetic Crosses according to the parameters in Specially Designed Instruction
below and with a score of 90% on performance-based assessments or rubrics.

2c. When additional enrichment or replacement activities are provided due to Student’s
self-advocacy, he will complete that activity according to the parameters in Specially
Designed Instruction below. If an assessment is appropriate, Student will score 90% on
performance-based assessments or rubrics.

Social Studies
2d. Student will complete an enrichment or replacement project in the area of Place –
Current Events Related to Government and Mid-term Elections according to the
parameters in Specially Designed Instruction below and with a score of 90% on
performance-based assessments or rubrics.

2e. Student will complete an enrichment or replacement project in the area of Geographic
Tools - Geocache according to the parameters in Specially Designed Instruction below
and with a score of 90% on performance-based assessments or rubrics.

2f. When additional enrichment or replacement activities are provided due to Student’s
self-advocacy, he will complete that activity according to the parameters in Specially
Designed Instruction below. If an assessment is appropriate, Student will score 90% on
performance-based assessments or rubrics.

3. Specially Designed Instruction

3a. In the following areas, Student will complete replacement or enrichment projects.
The classroom teacher will do advance preparation for these projects with Student’s
input. Student will then meet with the classroom teacher to do final planning and design
of the project, to determine if the project is enrichment or replacement, and to determine
what effect the project will have on assessment. A substitute project may be chosen
based on discussion and agreement among Student, the classroom teacher, Student’s

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 parents, and the teacher of the gifted. Each project may be independent or with a small
group.

Science
Space – Black Holes
Genetics – Fruit Fly Genetic Crosses

Social Studies
Place – Current Events Related to Government and Mid-term Elections
Geographic Tools - Geocache

3b. Upon Student’s self-advocacy for an enrichment or replacement activity in other

areas, his classroom teacher will work with Student, consistent with the self-advocacy
provisions in F below, to determine if enrichment or replacement should take place. If it
is determined that enrichment or replacement is needed, his classroom teacher will help
him design an alternative or additional activity and to determine what effect the activity
will have on assessment. This process will generally occur within 3 days after self-
advocacy.

F. INDEPENDENT LEARNING SKILLS

Needs:
• Student needs to receive support in ways to advocate choices for himself in academic
areas in a positive manner.
• Student needs to develop self-monitoring approaches for his organization skills.

1. Annual Goals
• Student will verbally self-advocate and explain his academic needs to classroom
teachers using positive approaches. NOTE: The teacher of the gifted will document the
dates and times she meets with Student to work on this goal; otherwise, this goal does not
need to be measured.
• Student will develop self-monitoring approaches for his organizational skills.

2. Short Term Learning Objectives

2a. Student will be exposed to at least three different strategies for approaching adults in
different situations in order to self-advocate and explain his academic needs.

2b. No short term learning objective is required for the annual goal for organizational
skills.

3. Specially Designed Instruction

3a. The teacher of the gifted will meet with Student regularly throughout the school year
to work with Student on self advocacy strategies. These meetings will initially take place
once a cycle for at least 10 to 15 minutes beginning with the second cycle of school, and
will be decreased in frequency when Student, his parents, and the teacher of the gifted
agree that he no longer needs to meet as often. This may occur during 5th period SSR

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 time.

4. Support Services
4a. Whenever Student self-advocates with one of his classroom teachers, that teacher will
notify the teacher of the gifted to report on Student’s attempt, its success (how well and
how positively it was articulated), and how it is being resolved.

4b. The teacher of the gifted will act as liaison between Student, his classroom teachers,
and his parents to facilitate the self-advocacy process and resolution.

4c. Within Student’s regular meetings with the teacher of the gifted, the teacher of the
gifted will work with Student on organizational skills by reviewing Student’s planner and
discussing other organizational issues that may arise.

G. SMALL-GROUP INTERACTION

Need: Student needs opportunities for small group interaction with intellectual peers.

1. Annual Goal
• Student will participate in one or more gifted pullouts offered by the teacher of the
gifted and other teachers.
• Student will have the opportunity within his regular classes to work with small groups
rather than independently.

2. Short Term Learning Objectives

2a. In the fall, Student will work with the teacher of the gifted and his parents to choose
one or more gifted pullouts in which to participate throughout the school year.
Consideration will be given to Student’s interests as well as his schedule. (Student’s
individual schedule of gifted pullouts, as well as a description of the pullouts, will be
added to this GIEP in the fall of the 2006-2007 school year.)

2b. Student will be offered or may self-advocate for the opportunity to work with small
groups of intellectual peers in his regular classes when appropriate for the content being
studied and the type of work to be done.

3. Specially Designed Instruction

3a. The teacher of the gifted and/or classroom teachers will provide gifted pullouts, as
chosen by Student, on various cycle days and periods.

3b. The regular classroom teachers will place Student in a small group instructional
setting when appropriate for the content being studied and the type of work to be done.

III. Support Services needed to ensure the student Student benefits from or gains

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 access to a gifted education program

• Information regarding competitions relevant to Student provided to the family by the

teacher of the gifted or the regular education teachers. (Possibilities include: Science
Fair, Spelling Bee, Challenge 24, TSA, MathCounts, Quiz Bowl)
• Information regarding the SAT test for 7th graders through CTY/Johns Hopkins will
be provided by the teacher of the gifted to Student’s parents in the fall of 2006.
• Information regarding other gifted opportunities, such as Cmites, will be provided by
the teacher of the gifted to Student’s parents in a timely manner as s/he receives such
information.
• Planning for the next school year beginning no later than March, 2007.
• The teacher of the gifted will help classroom teachers locate resources for enrichment
or replacement as needed.

V. DATES
A. Projected date when services and programs will begin: 8/30/06
B. Anticipated duration of services and programs: 6/6/07

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