GIFTED IEP information

[Artseegirl]

You all have some very interesting posts regarding gifted IEPs--I wish that every parent would get this involved!  I am the case manager and teacher of almost 50 gifted students at my school.  I write an inordinate amount of IEPs, so here's a (little) information.  By the way, no one EVER trains gifted teachers or case managers on how to write IEPs.  I had to attend many special education workshops on how to write an IEP, the legal issues, etc.  Of course, gifted IEPs are different than special education IEPs, but there is little to no information regarding this special subgroup.  Here are some things I know about the questions you all ask:

1.  All IEPs SHOULD have what is termed "measurable" present levels and goals.  Present levels are based on assessments and diagnostic reports.  Present levels should not say, "____ is advanced in reading," the present levels should have actual numbers of standardized test, gifted diagnostic tests etc.  These should be as objective as possible.  Goals are based on present levels.  Goals need to say that the child will progress by so much (we use a 90% or above scale) by a certain date--usually one year after the IEP is written.  There also needs to be something in there about how your child is to be assesssed--tests, rubrics, etc.

2.  There is a page called the "Least Restrictive Environment."  This page should list all of the accommodations necessary in the general education classroom.  This is where you can insist they insert things like curriculum compacting, pretesting, etc.  There is also a space here for homework accommodations.

3. I agree that 1-2 hours per week is not enough for many gifted elementary-aged students.  Changing this requires RADICAL reorganization of the school itself, like grouping kids (research says that is is very effective, yet many rail against it), or having the gifted teacher work with classroom teachers on differentiation.  As a former classroom teacher, I can tell you that this is very tough.  Teachers have to let go and teach in a more cooperative manner,  this is hard for many.

4. Find out what you school uses to identify gifted students.  This is crucial.  There are some very good assessments and some that are biased and incomplete. 

Hope this helps!

:)

[ollyoxenfree]

Hi and thanks for the suggestions for IEPs. Your post sparked my curiosity a little on one issue, grouping: 

Originally Posted by Artseegirl 

3. I agree that 1-2 hours per week is not enough for many gifted elementary-aged students.  Changing this requires RADICAL reorganization of the school itself, like grouping kids (research says that is is very effective, yet many rail against it), 

Regarding the part I've emphasized in bold - do you have links or citations, please and thanks!

 

Many years ago, I saw some research supporting specialized, congregated classes for gifted education. I think I lost it when I changed computers and I haven't been able to find it since (although I haven't looked very hard, either). I know from experience how well grouping can work for these students, but it would be nice to have the academic back-up. 

And welcome to the forum! 

[Artseegirl]

Hi,  

My best suggestion, because there is SO much out there about grouping, is to search "grouping" on the NAGC website.  Also, when I was receiving my master's, I obtained several good, scholarly articles from the ERIC website.  Just enter "gifted AND grouping."  I used a textbook at one point to refer to grouping, it's Education for (maybe "of") the Gifted and Talented by Davis, Rimm, and Siegle.  This is an excellent resource for anyone who wants to know more about gifted education.  Good luck.

[ollyoxenfree]

Thanks for replying  . There is one paper in particular that I recall about gifted students, as opposed to other special education students, obtaining  benefits from ability grouping. I'll see if I can track it down again.