WV GIFTED EDUCATION GUIDELINES

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 Goals
      Measurable academic and functional annual goals must be related to the needs described in the present levels of academic achievement and functional performance statements. The IEP must include a statement describing how the student's progress toward IEP goals will be measured and when the parent will be informed of the student's progress toward meeting the annual goals (such as quarterly or other periodic reports, concurrent with the issuance of report cards).


INDIVIDUALIZED EDUCATION PROGRAM

                                                                                                                       Page___ of ___

Student’s Full Name __Jay Doe____________

Date _4/7/2010

PART VIII: ANNUAL GOALS, Part A (For students who are taught the WV CSOs)
Denotes critical skill(s) to consider for extended school year. (Not applicable for students identified as gifted.)

Progress:

How and when will the student's progress toward the IEP goals be reported to the parent(s)? Specify.

How? Progress Reports                    When? End of each grading period

Goal 1: Functional Skills

By the end of the 2011-2012 school year, given instruction in project based learning and the research process, Jay will accomplish each stage of the research process including making a topic web, a KWL Chart, developing essential questions, finding and using a variety of primary and secondary sources, and developing a product that informs or helps, with 100% mastery as observed and measured during each class session by a portfolio assessment of work.

Goal 2: Functional Skills

By the end of the 2011-2012 school year, using Paul's reasoning model and presented with real-life projects, Jay will apply the steps of a problem-solving model to complete a project with the highest level of proficiency on a 4-level problem solving rubric for 3 out of 4 trials.

Goal 3: Functional Skills

By the end of the 2011-2012 school year, given guidance through Project Based Learning, Jay will complete a project, sustaining the problem solving process over four grading periods at the distinguished level of proficiency as measured by the Learning Skills/Behavior Rubric.

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