Teacher GIEP Input for Present Levels of Educational Performance 2020
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Email *
Teacher's Last Name *
Class you teach *
If you have given the CDT for Biology, Algebra, or English please record the latest score the student received here, this is part of the required data gathered for PLEP (Present Levels of Educational Peformance)
Identified Gifted Student First Name *
Identified Gifted Student Last Name *
Student's current cumulative grade in this class (numerical grade 0 - 100) *
Individual Observations
Please use this form to share academic and cognitive strengths & characteristics demonstrated by the identified Gifted student on a consistent basis and that you could provide evidence to support your rating. KEY: 1 - Not Observed, 3 - Periodically, 5 - Consistently.
This section addresses Intellectual Ability that the student exhibits: *
Uses rich, extensive vocabulary to convey thoughts, Makes connections between current and previous learning across subjects, Reasons things out independently, Asks in-depth questions regarding why or how things work, Learns independently beyond what is expected, Demonstrates a pursuit of interests in a variety of areas
Not Observed
Consistently
Strengths: Please report any examples from your classroom observations where the student has demonstrated achievement, performance or expertise in your academic area as evidenced by excellence of products, portfolio or research, as well as criterion referenced team judgment.  
This section addresses Acquisition & Retention that the student exhibits: *
Understands concepts the first time they are introduced through reading or direct instruction, Requires one or two repetitions for mastery, Draws generalizations and synthesizes from information presented by teacher, Draws generalizations and synthesizes from information learned independently, Demonstrates ease of higher order processing skills or abstract reasoning (think of the 8 extended thinking skills: abstracting, compare/contrast, classifying & categorizing, constructing support, analyzing perspective, inductive reasoning,  deductive reasoning, error analysis)
Not Observed
Consistently
Strength: Please report any evidence that would support an observed or measured high rate of acquisition/ retention by this student.  If you have evidence that refutes this, please share as well.
This section addresses Creative Productive Thinking that this student exhibits: *
Offers unusual and clever responses, Finds numerous ideas or solutions to problems, Projects non-confirmative, individualistic attitude, Displays an active imagination, Displays extraordinary curiosity and is speculative, Demonstrates adventurous thinking, Develops original products and unique ideas
Not Observed
Consistently
This section addresses Motivation & Persistence that this student exhibits: *
Demonstrates self-motivation, self-regulation, and independence, Displays little need for external motivation, Strives toward perfection; is self-critical, Persists until tasks are completed, Becomes absorbed and truly involved in activities or topics, Sets high goals for self and makes plans to reach them, Takes risks and shows willingness to try something new, Thrives on academically challenging activities, Displays strong feelings, opinions, or perspectives
Not Observed
Consistently
This section addresses Leadership & Planning that this student exhibits: *
Makes decisions, Demonstrates strong study skills, Justifies decisions or resolutions logically, Identifies resources needed for tasks, Foresees consequences of decisions, Presents a plan of attack for the group when given a problem, Finds alternate solutions to move the group forward, Facilitates group dynamics or activities, Analyzes perspectives from multiple viewpoints; shows flexibility
Not Observed
Consistently
Structure: Please report any evidence of measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise. (please check all that apply or define 'other' based on your observations) *
Required
Structure: Based on your experience with this student, what instructional recommendations would you make to enrich and/or accelerate this child’s learning in their next class in your content area?
for example list any Independent learning ideas, tiered assignments, places where content could be extended
Observations: comparable to the class mean
Please use this section to characterize the identified gifted student's performance compared to the class mean; not just performance demonstrated by the identified Gifted student. All students in your class can be enriched so to differentiate please respond with the identified student in mind.
KEY: 1 - slower than class mean, 3 - equal to class mean, 5 - faster than class mean.
This student's concept attainment for new learning outcomes/content objectives is *
Slower than class mean
Faster than class mean
The complexity of the tasks this student is able to complete successfully is *
Lower than class mean
Better than class mean
This student's ability to apply new content/ideas in my class is *
Slower than class mean
Faster than class mean
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