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 authors.
Gifted Definition – Tennessee
State Department of Education
“Intellectually Gifted” means a child whose
intellectual abilities and potential for
achievement are so outstanding the child’s
educational performance is adversely
affected. “Adverse affect” means the
general curriculum alone is inadequate to
appropriately meet the student’s
educational needs.
GIFTED HAS A SPECIFIC MEANING
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
classroom.
http://www.hoagiesgifted.org/unofficial_guide.htm
GIFTED ELIGIBILITY IN TENNESSEE
A TWO PRONG PROCESS
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
1.
The student must meet Criteria of the TN K12 Intellectually Gifted Assessment.
2.
The team must agree that the general
curriculum alone is not adequate to meet
the student’s 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 student’s
assessment results, which give present
levels of performance, with the general
classroom’s requirements.
 Are the general classroom’s requirements
within the student’s zone of proximal
development?

Vygotsky’s
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 child’s 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 continuum.
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 level
 Enrichment opportunities available in the
school program

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 to:
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, etc.)
PLAN, EXPLORE, SAT, ACT, etc.
Grades, Report Cards, GPA, etc.
Writing Present Levels of Performance
for 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
student’s ability to achieve at their optimal
potential, to include more than a
standardized test score.

Writing Present Levels of Performance
for the Intellectually Gifted Student
Present levels of performance should also
address the student’s 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 needs.
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 student’s
individual profile will exhibit a range
of interests and passions, strengths
and weaknesses, which should be
considered by the IEP team.
The following slides are examples
which should not limit the IEP
team’s 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
96%ile 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 85%ile
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
90%ile 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 assignments.
Objectives
For skills where Student Three has not shown mastery, he will
complete 90% homework, and class assignments.
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 extracurricular activities. This aligns with her desire to work in the
political arena.
Goal
Student Four will apply the attributes of leadership based on
the Lincoln on Leadership book.
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 text.
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 98th%ile.
Her processing speed is at the 37th%ile. 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 longterm 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 fiction.
Goal
Student Seven will improve his written language skills.
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 alpha-smart
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.
STUDENT NEEDS DRIVE THE
IEP DECISIONS
BE FLEXIBLE
BE CREATIVE