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Writing IEP's for


She has won several creative writing contests. TCAP Scores at the 96%ile reflect this advanced ability in writing. Goal Student One will write in a variety of genres. – PowerPoint PPT presentation

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Learn more at: https://www.tn.gov
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Title: Writing IEP's for

Writing IEP's for
  • Gifted Students
  • This presentation is the property of Lynn Howard
    and Tara Strang,
  • Hamilton County Department of Education.
  • Permission is granted to use this presentation
  • in conjunction with proper credit given to the

Gifted Definition Tennessee State Department of
  • Intellectually Gifted means a child whose
    intellectual abilities and potential for
    achievement are so outstanding the childs
    educational performance is adversely affected.
    Adverse affect means the general curriculum
    alone is inadequate to appropriately meet the
    students educational needs.

  • In educational terms, 'Gifted' means that the
    child has an educational need in one or more
    subject areas. Giftedness is not a good thing, a
    nice thing, or related to doing well in a regular
    education class. Gifted is not any other type of
    "thing" in particular. The term identifies a
    need. For the purposes of education law in
    Pennsylvania the term "gifted" applies to a child
    who learns differently enough from most other
    children to require measures and methods beyond
    those used in the normal grade-level taken in the
  • http//www.hoagiesgifted.org/unofficial_guide

  • Eligibility for services as a gifted student
    is based on evaluation in each of the following
    component areas Educational Performance,
    Creativity/Characteristics of Intellectual
    Giftedness, and Cognition/Intelligence
  • The student must meet Criteria of the TN K-12
    Intellectually Gifted Assessment.
  • The team must agree that the general curriculum
    alone is not adequate to meet the students
    educational needs.

Determining Adverse Affect
  • The rigor available to a student in the general
    program is a critical factor in determining if
    Adverse Affect exists.
  • The team must compare the students assessment
    results, which give present levels of
    performance, with the general classrooms
  • Are the general classrooms requirements within
    the students zone of proximal development?

Vygotskys Zone of Proximal Development
Making Meaning A student makes meaning of new
learning in his/her own brain based upon previous
experiences and the language attached to those
experiences. The richer a childs experiences,
the more meaning he/she can make of new
information. Tools for Cognitive Development
Scaffolding gives a support to help the student
reach a level that would otherwise be beyond
his/her reach. Mediated learning The Zone of
Proximal Development ___a student can
___________________a student cannot____ do
without help do even with help
The ZPD falls between these two points on the
Evaluating Rigor and Enrichment Available in the
Regular Program.
  • School median test scores
  • Grouping practices of the school
  • Specific information about school curricula
  • Acceleration opportunities
  • Classroom observations
  • Work samples
  • Collaboration with classroom teacher or grade
  • Enrichment opportunities available in the school

The Student is an Eligible Gifted Student
Design Appropriate Services And Write an IEP
Gifted is NOT a Program.
  • It IS
  • appropriately designed services which meet the
    educational needs of the student based on
    identified strengths and interests, as well as
    social/emotional needs.

Using Assessment Results
  • Use descriptive/narrative information from any or
    all of the following, including but not limited
  • Tennessee Teacher Observation Checklist
  • Tennessee Creative Thinking Checklist
  • Tennessee Parent Information Form
  • Parent Interview
  • Psychological Report
  • Classroom Observations
  • Teacher Interviews
  • Gifted Evaluation Scale 2 (GES2)

Using Assessment Results
  • In addition to descriptive/narrative information,
    scores may provide additional data valuable to
    the team.
  • Psychological Report
  • TCAP percentiles (Not Advanced, Proficient,
  • Grades, Report Cards, GPA, etc.

Writing Present Levels of Performancefor the
Intellectually Gifted Student
  • Write a descriptor of those areas where the
    student performs at an advanced level, to include
    more than a standardized test score.
  • If needed, write a descriptor of those areas of
    weakness which may impact the students ability
    to achieve at their optimal potential, to include
    more than a standardized test score.

Writing Present Levels of Performancefor the
Intellectually Gifted Student
  • Present levels of performance should also address
    the students interests and educational and
    career goals.
  • Specific social and/or emotional needs may need
    to be addressed. Further information may be
    found at www.sengifted.org.

Base Goals on Present Levels of Performance
Goals should not be written because that is your
program. Many gifted students may have similar
needs, but goals must be individualized even if
students are in the same service delivery group
and working on the same activity.
The Goals agreed upon by the IEP Team
will determine the level of service the student
As with all special education students, a
continuum of services should be available for
eligible Intellectually Gifted Students.
IEP Scenarios
This section of the presentation is designed to
be interactive we encourage
questions, comments, and other participation.
As with any special education student, the gifted
students individual profile will exhibit a range
of interests and passions, strengths and
weaknesses, which should be considered by the IEP
The following slides are examples which should
not limit the IEP teams creativity and
imagination in designing the IEP.The team may
find The Gifted Intervention Manual (Hawthorne
Educational Services, Inc.) a useful tool.
Student One
  • Present Level
  • Student One writes descriptively, including the
    use of above grade level vocabulary, syntax, and
    semantic skills. She has won several creative
    writing contests. TCAP Scores at the 96ile
    reflect this advanced ability in writing.
  • Goal
  • Student One will write in a variety of genres.
  • Objective
  • Student One will use prose and poetic models to
    write essays, narratives, and poems.

Student Two
  • Present Level of Performance
  • Student Two can mentally add and subtract 3 digit
    numbers with accuracy. She knows all addition,
    subtraction, and multiplication facts through 12.
    She is still working on mastery of division
    facts. Current TCAP scores at the 85ile do not
    accurately reflect classroom performance.
  • Goal
  • Student Two will be accelerated one grade level
    for math instruction.
  • Objective
  • Student Two will complete all homework,
    classwork, quizzes, and tests in the 4th grade
    math curriculum.

Student Three
  • Present Levels of Performance
  • Student Three is disorganized and frequently does
    not turn in homework and classroom assignments.
    His TCAP scores in the 90ile range in all areas
    indicate that he continues to meet grade level
    benchmarks and standards even though he does not
    turn in work.
  • Goals
  • Student Three will complete homework and class
  • Objectives
  • For skills where Student Three has not shown
    mastery, he will complete 90 homework, and class
  • Accommodations
  • Compacting, including pretesting, and alternate
    assignments, for skills which are mastered.

Student Four
  • Present Level of Performance
  • Student Four shows excellent leadership skills
    through her involvement in student government,
    clubs, and extra-curricular activities. This
    aligns with her desire to work in the political
  • Goal
  • Student Four will apply the attributes of
    leadership based on the Lincoln on Leadership
  • Objective
  • After reading and discussing the chapters on
    people, character, endeavor, and communication
    Student Four will practice implementing the
    strategy and discuss the results in a class
    seminar with others who are also studying this

Lincoln on Leadership
Student Five
  • Present Level of Performance
  • Student Five has an advanced ability to reason
    and figure out solutions using novel information
    (fluid ability). He tested out of ESL services
    two years ago. Currently his vocabulary is low
    relative to measured cognitive ability.
  • Goal
  • Student Five will increase his expressive and
    receptive vocabulary.
  • Objective
  • In consultation with his teachers, Student Five
    will read 3 books per grading period, based on
    interest and curriculum units, with increasingly
    difficult vocabulary.

Literature circle, vocabulary tests, vocabulary
exploration through discussion groups.
Student Six
  • Present Level of Performance
  • Student Six has verbal skills within the very
    superior range. Her verbal comprehension,
    abstract verbal reasoning, and expressive
    vocabulary skills are at or above the 98thile.
    Her processing speed is at the 37thile. Teachers
    report trouble with work completion, particularly
    in math.
  • Goal
  • Student Six will improve her work completion.
  • Objective
  • With the accommodations listed, Student Six will
    complete all math assignments 100 of the time.
  • Accommodation
  • Extended time for testing, classwork may be
    completed at home, abbreviated assignments.

Student Seven
  • Present Level of Performance
  • Student Seven has strong visual-spatial ability
    and good long-term retrieval skills. He has a
    weak vocabulary, poor written language skills,
    and poor fine motor functioning. He also has low
    motivation. He has a keen interest in science
  • Goal
  • Student Seven will improve his written language
  • Objective
  • Student Seven will write science fiction stories
    as alternate assignments at least 4 times per
    grading period, when agreed upon by the teacher.
    The teacher will provide a rubric for grading.
  • Accommodation
  • Written work will be completed on a computer or

Student Eight
  • Present Level of Performance
  • Student Eight has a strong interest and ability
    in math and science. He was an outstanding
    student in AP Biology and scored a 4 on the AP
    Biology Exam. He wishes to pursue a career in the
    medical field.
  • Goal
  • Student Eight will investigate career choices in
    the medical and science field.
  • Objective
  • Student Eight will complete 2 job shadowing
    experiences of his choice.
  • Accommodations
  • Absences for job shadowing experiences will be
    considered excused at the school.

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