Family Medicine Career Insights: Training, Scope, and Salary
Dive into the career journey of Dr. Dennis C. Stevens, a Pediatrician and Neonatologist, who shares his unique path from Family Medicine Residency to his current roles. Explore the educational steps, certification examinations, and the comprehensive nature of family practice. Gain valuable insights into the salary expectations and work hours in the mid-west for family medicine practitioners.
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Presentation Transcript
QUALITY EP COMPLIANCE AND PEER 2021 UPDATE
WHERE ARE YOU? I am an expert at gathering relevant information to assist me in writing strength-based, measurable, individualized EP goals with accompanying objectives. I am able to write strength-based EPs with measurable goals and objectives. I can write goals but need assistance with one or more of the following: making them measurable writing objectives relating goals to PLEP Statement I understand that students who are gifted have an Educational Plan.
WHAT IS AN EP? Educational Plans (EPs) are developed for students identified solely as gifted. The EP is a legal document that helps structure the services to an individual gifted student.
KEY QUESTIONS FOR EP DEVELOPMENT How is this student gifted? Where is the student currently performing? What does this student need to ensure continued learning gains? What areas of strength, skills and accomplishments does this student present?
PRESENT LEVELS OF EDUCATION PERFORMANCE Special considerations (could be none) Concerns of the parent for enhancing the education of the student Based on the strengths and interests of the student and the results of recent evaluations, including class work and state or district assessments, the student is able to: The student's exceptionality / giftedness results in the need for: insert service here: (differentiated curriculum/enrichment strategies/curriculum compacting/curriculum acceleration/consultation between classroom teacher and teacher of the gifted)
EXAMPLE Most recent assessments: Florida Standards Assessment (date~data~breakdown of scores) i-Ready (date~data~breakdown of scores) Grades (date of report card) Based on informal teacher data (date) parent input (date) (Student name) is a bright, motivated, and articulate student. His/her academic strengths are evident in the areas of reading and math. (Student name s) interests are music, dance, and science. Based on his/her level of academic performance/exceptionality/giftedness (he/she) requires enrichment strategies.
A MEANINGFUL EP GOAL SHOULD: specifically identify what we expect the student to achieve be positive not be a goal EVERY student is expected to achieve at this level be realistic and challenging provide clear direction for the teacher of the gifted be meaningful and worth the time to master focus on what the student needs beyond the general curriculum clearly indicate how we will know when the goal has been accomplished include methods for evaluating progress toward mastery of the goal describe a skill or product that can be seen and measured objectively
KEY POINTS Goals / Objectives Every EP must have 2 goals. One Goal must be in the curriculum domain, the second goal can be an additional curriculum goal or another domain area (communication, etc) Each EP goal must have 2 objectives (that directly relate to the goal). should be broad enough to work in any service model shouldn t be based on curriculum such as I-ready, AR, etc. There is a bank of approved goals and objectives available for use. Present Levels of Performance - special considerations -parent concerns - info about strengths, interests, assessments, classwork, grades, etc. -how the giftedness presents need for a special program
DEVELOPING GOALS CONDITIONS (CONTEXT, FORMAT, TOOLS, TIME) During problem-based learning While working in a group With multiple presentation options In the general education classroom Using electronic media During a semester
OBSERVABLE BEHAVIOR The behavior must be able to be measured. The behavior should be stated using verbs and phrases that describe actions to be observed. Examples: The student will read above grade level The student will use a variety of tools and methodologies The student will identify. . . . The student will develop products The student will set goals
CRITERION Examples: Grade/age level Rate Percentage Descriptive Statement Above grade level as measured by a recognized assessment In 3 out of 4 attempts With 80-90% mastery* According to the Creative Problem Solving 6- step process earn a minimum of 85% on a scale/rubric
DEVELOPING GOALS Must be a direct link between PLEP statement & goals - Example PLEP: iReady testing places student clearly above grade level in reading ? and will score a 4 out of 5 on a teacher-created rubric. Example goal: Student will complete one product each semester using above grade level reading - Example PLEP: Teacher and parent input describes student s capacity for creative problem-solving. The student needs a differentiated curriculum augmented with creative and critical thinking. ? evaluated criteria and test conclusions and will score 85% on 4 out of 5 assigned tasks. Example goal: Every nine weeks the student will create original solutions and products based on
OBJECTIVES Intended to measure the progress toward the goal Focused on skills, strategies or steps to be mastered to accomplish a goal Must have at least two for each goal Can use bank (make sure content matches)
PUT IT ALL TOGETHER Goal: During a school year, the student will demonstrate research and independent learning skills scoring 90% on at least 3 out of 5 project assignments. Objective: The student will select a topic and research, complete a final product and present to the teacher and class. Objective: The student will prioritize goals by importance, time, resources and sustainability to complete project assignments.
STAGGERING SERVICES When you're are writing an EP for a student who will transition you need to include services for the transition. (Example on next slide) There should not be mass meetings correcting services if staggered this will eliminate the need
KEY POINTS TO REMEMBER An EP must be in place before a student receives gifted services and at the beginning of each school year. Parents must have opportunities for input in the development of the EP. An EP is valid for three years (or less), except at the high school level, when an EP can span all four high school years. At least one general education teacher must participate in the development of EPs. The EP should be accessible to each teacher of the student, who should know of their responsibilities.
PUTTING IT ALL TOGETHER Quality Plans site / job aid Gifted sharepoint PEER training site PEER App/LaunchPad
GIFTED SHAREDRIVE To be added to the Gifted Share Drive: Email Amanda Howell: Howell.Amanda@brevardschools.org
WHERE ARE YOU NOW? I am an expert at gathering relevant information to assist me in writing strength-based, measurable, individualized EP goals with accompanying objectives. I am able to write strength-based EPs with measurable goals and objectives. I can write goals but need assistance with one or more of the following: making them measurable writing objectives relating goals to PLEP Statement I understand that students who are gifted have an Educational Plan.
