As we know, every child is different. Just because a child has been identified as needing gifted services does not mean that their needs are the same as another. Each child has different strengths, weaknesses, prior experiences, and interests. It is important to review the Gifted Individualized Education Plan, or GIEP, for each child on your roster. Remember, a GIEP is a strength-based document. The goals should provide interaction with new ideas, skills, and topics that enhance the curriculum. These experiences are based upon individual student strengths, interests, and needs. You will not find a goal for any area of “weakness” here.
The most critical component to review prior to starting the school year are the annual goals, which include short-term learning outcomes and specially designed instruction. In the state of PA, gifted educators are encouraged to create standards-based annual goals and outcomes that students can further in both the regular education and gifted support classrooms. This means that not only can you enrich a child with lessons and activities offered in your gifted classroom, but you can also enrich students in their regular classrooms and collect data from assessments that align with their goals. I would recommend utilizing data from both settings as it will provide the most complete picture of the student as a whole.
In addition, consider the specially designed instruction very carefully. You must provide the modifications, adaptations, and accommodations listed to your very best ability. Examples may include time in a small group setting, access to complex text, real-world application of skills, and opportunities to problem solve. Note the frequency of these items and make them happen.