There is a section in the GIEP where you record a student’s Present Levels of Educational Performance, or PLEPS. This is where you paint the picture of the student as a learner. It is updated annually and contains information about the child’s performance, strengths, and interests. All sections, except the classroom performance/grades section, should be written in narrative form.
Academic/cognitive strengths: For students new to the program, include scales or inventories here. For example, you can include composite score summaries and a full scale IQ from the Wechsler Intelligence Scale for Children. If a gifted rating scale was used with the child’s teacher, present this information as well. Parent input from the initial evaluation could also be included. For current students, collect information regarding the student’s abilities and assessments as observed by teachers over the past year. You can read more about teacher input here.
Achievement results (aligned to grade/course level standards to indicate instructional level): For students new to the program, use the achievement results from the initial evaluation. For example, you may want to use Reading Comprehension, Math Composite, and Essay Composition scores as they most often indicate a need for enrichment in the classroom and future GIEP goals. For current students, report the most recent state standardized testing results here. In the absence of these types of results, use local benchmarks or tests/quizzes that indicate the child’s performance over time. For example, scores from several sequential math chapter tests or the most recent five cold comprehension quizzes could demonstrate a child’s achievement in math and reading.
Progress on goals (for annual review only): If the student is new to the gifted program, make note of this. If the child is not new to the program, report progress on GIEP goals and STLOs from the past 12 months. The information should be measurable and specific as it relates to the goals.
Aptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas: Information about the child’s extra-curricular interests derived from surveys or conversations should be included here. Academic interests, leadership, and service opportunities can be included as well. You can read more about student and parent input here.
Grades/classroom performance as indicated by subject area teachers: This section is pretty straightforward. I often create table that includes the most recent grades. I like to include percentages as well, but that is a personal preference. If meeting early in the school year, it would also be appropriate to include quarterly grades from the previous year.