Category Archives: special education

The Strength Based IEP – let it work for the Gifted Learner

Posted on by — 1 Comment ↓

The IEP for the Gifted Learner

IMG_8531As a teacher for Gifted and Enriched students, I have spent many hours working with teachers, parents and learners on developing Individual Education Plans (IEP) for Gifted and Enriched learners. The IEP has a clear purpose and its process for development is not a difficult one to grasp. Regardless of school, district, or even country,  the IEP has similar characteristics: To identify the learner’s strengths and weaknesses,  to set measurable goals and objectives, to identify the tools and resources (including people) needed, to identify the strategies needed to achieve the goals and finally, as a team, to commit. Yes, there are subtle differences in language from district to district (modification, accommodation), but the overall purpose and gist of the IEP remain the same: To set our students up for success by ensuring they are getting a fair chance at learning.

It should be easy then. However, with Gifted learners, there is much debate and discussion about the IEP.  In my school district, we use both group testing (all students in Grade Four are given the CCAT test) followed by Individual testing (WISC-IV) and students usually score within the 95th to 99th percentile on these tests in a variety of areas, including overall IQ. Only a very very small portion of children or adults would score in this range (1-2% of the population). This alone should sound the alarm bells. These students are not in the norm and SHOULD NOT be receiving the same programming as the rest. We would say no different for students who are scoring at the other end of the scale and require significant modifications in their learning. Further, just like within the general population of learners, these students are just as likely to present with a Disability.  Sometimes, the gap between the two areas is quite wide…sometimes debilitatingly so.

Strength-Based Goals:

Many students who are Gifted may not display obvious areas of “Need”. There is no use in searching for areas of weakness simply so you can put it on the form.  CREATE the goal from there overall strength.  On the other hand, many students who are identified Gifted in one area, may struggle greatly in another area or may have significant learning disabilities.  It is important that the student’s IEP sets goals that are also non-academic, such as social skills, organizational skills and personal and intrapersonal skills, which are often a struggle for Gifted learners.

Student-Driven IEP and the PORTFOLIO:

IMG_8446In another post, I shared some strategies on how to involve the students in the IEP process, Here, I emphasis the following and share examples from my own class:

1) Ask for Student Input when developing the IEP. Of course, this would depend on the age group and how you structure the questions and interviews. Around the second week of school, I handed out the IEP’s to the students and had them go through and add, edit, and comment on each of the sections.  Most of them had neither seen or heard of the “IEP” before so it took a bit of time to explain the terms (accommodations, modification, strategies, methods).

2) Meet with the students individually and go through the IEP’s with them explaining how and why this document came to be.  Help them understand their own identification and what they need to best succeed.

During the first month of school students did research on their own exceptionality. Many of the students wrote blogs about what it means to be “Gifted” or as they often see it, “Labelled”. Set aside time for students to continually develop and alter their own programs. Don’t let this be a “one-off” lesson. Build this into a weekly plan. Build it around their Learning Skills.

We did this every week with tea.  We tried to discuss one area of need or learning skill. What does it mean to be responsible? How much independence should students have at what age? What is fair and equal when it comes to learning? How do we advocate and ask for feedback?

4) Provide an organized system for students to view and edit their IEP’s as needed.  Of course, since some parts of this document may be highly confidential, the template would need to be altered.

5) When updating the IEP’s every term, send home the “working copy” along with the formal copy to allow the parents and families to see how much student input is valued

This IEP development strategy takes a lot of trust and relationship-building to work. Students need to feel safe and free to express their honest feelings and advocate for themselves. One student said to me after reading his IEP (prior to his input), said, “Wow, I sound like an anti-social nerd that has no friends”.

Here are a few case examples created by Beth Carey and Zoe Branigan-Pipe (although there are many many many more, since the IEP should reflect each individual child). These examples are only meant to provide a starting point to help when creating a “Gifted” IEP.

Student Profile/Achievement: Student has strong academics in all area’s (All 95% or above); in the 99th percentile of testing. Motivated to learn and always seeking out opportunities, rarely feeling challenged by the school. Proficient in reading (more than 3 grades above) and proficient in Math and Science. Strong abilities in Music and Languages.

Annual Goal: Students will use higher-order thinking skills to enrich the depth and breadth of grade-level learning expectations.

Learning expectation: Student will use divergent thinking skills during classroom learning activities, independent activities and home learning; Student will use convergent thinking skills (bringing together a range of ideas and resources to support a central topic or idea); Student will use critical thinking and questioning skills to enhance the depth of thinking

Teaching strategy: Provide opportunities for the student to learn what it means to think divergently (research/inquiry project, TedX videos..); Provide a schedule/contract for the student (allow, encourage accountability, growth); Support student’s ability to ask questions to/with peers and teachers that encourage others to think deeper about a topic, especially one that focuses on current, local and global issues; Encourage home learning opportunities (use of Khan Academy for skill mastery, use of a blog, community activism – writing and co-created blogs); Encourage and demonstrate the use of mind mapping

Assessment: Student will demonstrate a variety ways to express a skill, concept or idea that is presented to the whole class and will add 2 items in the portfolio each month (self-evaluation); During formal assessments, the student  will provide more than one answer, with justification – even when there is a question with a specific answer; Teacher will provide a comment/feedback to the student during scheduled teacher conference;  Student will bring home a portfolio for parent feedback; Allow students to share the answer orally

Student Profile/Achievement: 

Student consistently exceeds grade expectations in literacy-based subjects and has demonstrated strong verbal abilities and expression (99%tile in oral language abilities and verbal comprehension)

Annual Goal: Students will further develop higher-level oral communication skills.

Learning Expectation: Student will use real-world topics (shared through portfolio and monitored with the teacher) and current events to apply verbal/oral language tools as a way to share and demonstrate learning; Student will investigate, listen  and analyze podcasts of interest (one per month); Student will use oral language to demonstrate learning, discuss ideas and brainstorm using inquiry-based strategies

Student Profile/Achievement: 

Student excels at reading, both fiction (in particular Fantasy Genre)  and non-fiction. Tests indicate strong perceptual reasoning, processing speed and working memory.  The student will read as often as possible and enjoys discussing or debating the content.  The student demonstrates strong comprehension skills and can recall information and facts with ease.

Annual Goal: Students will develop analytical skills in reading using more challenging literature; Student will apply reading strengths to increasing writing (finding new vocabulary and structures)

Learning Expectation: Student will analyze texts by identifying many elements that give the text depth or meaning and will maintain a blog or journal of these elements;  Student will be able to draw a conclusion about the author’s work through in-depth analysis, ongoing discussions and comparisons and will maintain a blog or journal of these elements

Student Profile/Achievement: 

The student writes descriptively and uses figurative language expertly as well as above grade level vocabulary and grammar. Report card grades reflect exceptional written assessment. Gifted Assessment report indicates the student is in the very superior range in all cognitive areas.

Annual Learning Goal: Student will write in a variety of genres using a blog format and will submit at least 4 publications throughout the year to a pre-approved magazine or blog (provide a real-world opportunity); Student will pick 10 new vocabulary words per week and keep a journal of new words.

Learning Expectations: Student  will use poetry and prose to write essays, narratives, and poems and will include figurative language; Student will keep a poetry journal updated weekly; Students will communicate to a wider audience and use reflective and communication skills to respond to others in writing

Student Profile/Achievement: 

The student demonstrates strong abilities in mathematical reasoning, computation and problem-solving. The student has strong processing and working memory skills. Gifted Testing and Report Card grades are consistent in demonstrating that student exceeds above grade level in all mathematical subjects which require modification in the depth and breadth of the content.

Annual Learning Goal: Student will complete several projects related to Math (timelines and content determined in a co-created portfolio); Student will complete a self-monitored Math course (using MOOC, or COURSERA); Student will create a Math Blog that highlights interesting Math problems and discoveries that impact the world around him/her

Learning Expectations: Student will blog weekly about math-related content; Student will be self-directed in his/her math learning by seeking out problems and investigations that related to a specific area (as determined by student and teacher)

 Student Profile/Achievement: 

The student is disorganized at school and home and frequently does not turn in homework and classroom assignments. The student is easily distracted and has trouble staying on task for more than 10 minutes. The student is easily disengaged at school and often complains of being bored. The student has low processing skills and working memory and needs specific accommodations.

Annual Learning Goals Student will complete class assignments on a timeline co-created with teacher and parent; Student will maintain an organized desk, binder (could be an online shared binder) and “to-do” list, to be checked weekly by teacher

Learning Expectations: Student will use technology tools to aid with scheduling (online calendar, online portfolio such as Onenote, Evernote, Google Drive (and can share with the teacher and parent); Students self-organize and  will use to-do lists each day; Student will “check-in” with the teacher each day to guide on-task work and self-monitor how much he/she has completed; Student will keep a portfolio that includes timelines, lists and checklists and will have this monitored by the teacher; Student will use his/her device to take pictures of assignment outlines, homework board, etc

 Student Profile/Achievement: 

The student demonstrates strong leadership skills through on-going involvement in student leadership, clubs, and extracurricular activities. The student demonstrates a strong stance toward social justice including a desire to work in the political arena.

Annual Learning Goals: Student will lead at least TWO events, club or organizations throughout the school year (school-based, online or community-based); Student will maintain at a leadership blog (choice of topic)

Learning Expectations: Student will read a book about leadership development and will share the overall learning, thought and reflections of the book on his or her blog; Student will register the School as a “We Act School” and be the communication link for the school and will complete the on-line follow up focusing on local and global initiatives.

 Student Profile/Achievement: 

The student has a superb memory for facts and detailed information and has an intense focus on the area of interest.  Whatever the class is working on is of no interest to the student.  He/She seems disengaged from school and does not follow classroom routines. The student is unaware of social conventions and lacks social insight.  The Student can be disruptive in class.  Testing demonstrates student is proficient in all areas of WISC IV.  The student does not see the need to demonstrate this.

Annual Learning Goals:  the Student will demonstrate knowledge in all areas of the curriculum through a variety of self-chosen ways; Student will share knowledge of his/her interest with class and engage in conversations about his/her topic; Student will develop a working knowledge of social conventions and social insights.

Learning Expectations: Student will conference with the teacher to decide on ways to demonstrate knowledge of topics covered in class; Student will develop an organization and communication tool to share with teacher and parent; Student will share the topic of interest with class or school through oral or visual presentations, blogs, small group lessons etc.: Student will learn a good variety of social norms and how to understand specific social situations and feel comfortable in those situations

 Student Profile/Achievement: 

IPRC – Statement of Strengths and Needs indicate that areas of need include: Peer interaction, leadership, additional opportunities to negotiate her own learning outcomes; more stimulation and motivation from peers with similar abilities and interests.

Annual Goal: Student will become more self-aware of her needs as a gifted learner

Learning Expectation/Objective: Student will strengthen social-emotional skills within a variety of context and with a variety of people: Student will participate actively in opportunities to work in groups with like-minded peers; Student will participate in explicit relationship-building opportunities using whole group circles and class meeting: Student will use blended learning tools, blogs, e-portfolio and ongoing communication with each other and with parents.

 

 

Print Friendly, PDF & Email

Gifted and Learning Disabled – The dichotomy in learning

Posted on by — 2 Comments ↓

DSC_0086 (2)I have students attend my After School Program (STEM focused Makerspace)  every Wednesday who struggle in their regular school. Many of these students struggle academically and socially. Yet, these same students, at the Makerspace,  perform skills and engage in social and academic activities that demonstrate knowledge of math, science, engineering and ARTs  with a proficiency beyond their age and grade level and with a strong level of motivation and confidence. It is often confusing for them for their parents. It got me thinking about the amount of Learning Disabled and Gifted students we see on a regular basis. Students that struggle to find and demonstrate ways that show what they know.

I had a conversation with two students this week,  both from different areas of the city, different grades and from different school districts and yet both had the same story to tell.  I highlight these conversations here to demonstrate the dichotomy with how students are performing in regular classes and how they are performing in self-driven Makerspaces  outside class time.

Note: A Makerspace is defined as a learning environment that is designed around the concept of making, creating, designing and innovation. These spaces bring in the ART with Math, Engineering, Science and Technology and allow for a good degree of autonomous, self-paced and passion passed learning.

I write this post in hopes that parents and teachers read it and begin  take a second look at the child/learner in front of them. What if the student is LD (Learning Disabled) but is also highly intelligent, highly gifted, highly creative? What if WHAT the student needs is to be surrounded by other students and learners how are engaged in hands-on learning activities? What if the student’s IEP (Individual Education Plan) could be based on STRENGTHS instead of WEAKNESSES?  Regardless of the test result (CCAT, Report Card, EQAO) could the child be Gifted?

 

ART“My teachers thought I was dumb”.  “I thought I was dumb” – Grade 10 Student.

Interestingly,  in their middle school years, the students I spoke with, were tested as “highly Gifted” and both were deemed as “Dual Exceptional”.  This means, that they were both Gifted as well as Learning Disabled.  You can compare the LD (Learning Disabled) to wearing glasses. Without the glasses, many people would be debilitated, wouldn’t perform, would be unable to complete tasks.

 

The idea of dual exceptional students is confusing for teachers or parents since LD (Learning Disability) is often affiliated with intelligence (even though this is incorrect).  If a student is not completing their work, cannot make decisions, struggles with problem solving or self-regulation, is impulsive or behaviour,  is slow in grasping a concept and has high anxiety, how could they possibly be Gifted? Shouldn’t they know better?

To complicate matters, the GIFTED student with LD may need specific accommodations but the content, the grouping, how the content is delivered, the level of content might need additional modifications. Are we accommodation for the Learning Disability as well as the Giftedness?  Many times, these LD gifted students require opportunity to work with other Gifted Students.  But many times, because of there LD, the teacher may be focusing on assisting the student with these deficits rather than enriching the curriculum, instruction and learning. Thus, the student is working with their LD counterparts rather then there Gifted counterparts. 

This article gives some great insight about Gifted and LD students: “What teachers need to know”

http://ldatschool.ca/assessment/gifted-students-with-lds-what-teachers-need-to-know/

 

This article shares research about the value of homogenous classes and how these congregated classes server the needs of Gifted students, differently than other types of homogeneous special needs classrooms.

http://www.tandfonline.com/doi/abs/10.1080/02783190209554146

 Intellectually gifted individuals with specific learning disabilities are the most misjudged, misunderstood, and neglected segment of the student population and the community. Teachers, school counselors, and others often overlook the signs of intellectual giftedness and focus attention on such deficits as poor spelling, reading, and writing. (Whitmore & Maker, 1985, p. 204)

 

One student shared his story with me. In elementary school, his teachers were so concerned about his ability to learn as well as his lack of motivation that  they recommended he be put in a self-contained/congregated class for Learning Disabled and ‘Developmentally Disabled’ students. According to his teachers, his reading and writing were far behind the other students. He didn’t read until after his first grade  and was seen as being far behind his peers in Math. The problem wasn’t his understanding of the concepts, but instead HOW he learned them. He couldn’t retain information (working memory) and he processed information with difficulty and very slowly but he could spend hours focused on learning one specific task. So, he was described as being “Slow” and of course this was reflected on his report card and also reflected how the teacher treated him as well as programmed for him.   He tells me that even from an early age, he was drawn to creative, hands-on activities – especially those that focused on building (lego, for instance) but these tools and choices were only provided when his other work was complete (which was rare).  The psycho-educational assessment eventually identified him as being Gifted with a Learning Disability. The student laughed aloud when he shared this with me. He thought it was a joke. He was always seen as the ‘dumb one’. He looked around the room and noted that he wasn’t the only one with this story.  Today, this student is a lead programmer and builder for an award winning Robotics team. Many would argue, that while he continues to struggle in some areas of academia, the expert computer science , engineering, and programming skills are those that are needed more than ever in our society.

Still, what I notice over in over in my job as a teacher for gifted is a dichotomy between the assessment and evaluation (and consequently programming) of the student and what the student actually knows and is capable of, his/her level of thinking. The evaluation is sometimes focused on the learning disability rather than what the student knows about the material (the how versus the what).

I wonder how many VERY INTELLIGENT, CREATIVE and OUTSIDE THE BOX THINKING  students are misrepresented because they are seen as behavioural or slow?

It is important to understand that Gifted isn’t just about being smart.  While there is no universally accepted definition of Gifted, the National Association of Gifted states, “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).” Read NAGC’s position paper, Redefining Giftedness for a New Century: Shifting the Paradigm. – See more at: https://www.nagc.org/resources-publications/resources/definitions-giftedness#sthash.fYgGWaDk.dpuf

Another student (she was a visiting alumni currently in her first year of college) made the point that many of the students here (she was referring to the Robotics Team)  the very students that are designing, programming and competing in world-wide robotics competitions struggle academically. She was the media representative and wrote speeches, articles and created media presentations to access funding. Her grade in English was mid-60’s. She would often be writing a speech for her team while also having to write an essay. Her speech would receive an award grant her team funding, while her essay would get an low average mark.

IMG_0442I asked the students I was working with that day (Grade Eight Gifted Students, Grade 9 – 12 Secondary Students)  if the same  level of engagement, trust, autonomy and safety that they felt in their Robotics Makerspace also existed or connected back into their regular classrooms.

One of them explained – when grades and assessment are dictated by the teacher or school, rather than through their own errors (like in robotics, programming) it changes the mindset of the activity and the authenticity fades. They don’t do it because someone is grading them, but instead because it is important to them personally. Students’ self-accommodate and modify as needed by using the people, tools and devices around them to help them. The students explained that there was very little connection to what they were doing with their Robotics Team and academics, and yet, many academic professionals come visit and observe to try to learn from them. They identified this dichotomy quite well.

For these dual exceptional students, teachers and parents need to be willing to think outside the box when it comes to programming and assessment. We need to be understanding with these students doing things differently and be willing to find a variety of ways for these students to show what they know, even if it means taking unplanned opportunities for assessment or evaluation.

Print Friendly, PDF & Email