What to Include in an IEP for Gifted: A Guide to Supporting Gifted Learners.

My state (PA) is one of the states that acknowledges gifted students and requires IEPs for gifted students. It’s an area where honestly, I don’t have a ton of confidence because all of my clients and client experience in this area is 2E students. 2E is short for twice exceptional.

Meaning, the student is academically gifted (or sometimes called gifted and talented) and has a learning disability of some kind. As such, I’m usually focused on the learning disability portion and getting those needs met, primarily. But, I’ve also learned that is the wrong way to approach this, as far as advocacy– approaching the skill deficits and getting that resolved first, before worrying too much about the gifted part. When you address both simultaneously and effectively, you often see needs (particularly behaviors) fade.

I was a gifted (2E actually) student in the 70s and 80s, and it was terrible. I hated it, I hated every minute of it. I would be bussed to another building with kids older than me, and I had to miss specials. Even better– I was in adaptive PE. So if that’s not a nightmare for popularity–being super smart and terrible at sports, I don’t know what is.

Another weird thing–when I went to the “gifted” program at this other school, we spent a lot of time playing Boggle. I’ve heard that’s not unusual either. It was like they had these super smart kids and they had no idea what to do with us. One bright spot: One year my team won statewide Olympics of the Mind. We did a marionette show about Jacques Cousteau. Anyway…..

How do you test for Gifted?

Giftedness is usually identified through standardized testing that measures cognitive abilities, academic achievement, or both. The most common tests include:

• WISC (Wechsler Intelligence Scale for Children)
• Stanford-Binet Intelligence Scales
• Woodcock-Johnson Tests of Cognitive Abilities and Achievement
• Naglieri Nonverbal Ability Test (NNAT)
• Ravens Progressive Matrices
• Cognitive Abilities Test (CogAT)

A full evaluation often includes an IQ test and sometimes achievement tests to see if the student is performing significantly above grade level. Some schools use teacher checklists or rating scales as part of the process, but those are less reliable.

Private neuropsych evaluations are usually more thorough than school ones, especially for identifying twice-exceptional kids.

Do all states offer Gifted IEPs?

No, not all states offer Gifted IEPs. Only a few states require schools to provide services for gifted students under state law, and even fewer offer something called a “Gifted IEP” or GIEP. Pennsylvania is one example.

IDEA (the federal special education law) does not require schools to serve gifted students unless they also qualify under one of the 13 disability categories. So if a student is gifted but doesn’t have a disability, they might not get any services at all—depending on the state.

You have to check your state’s education code or department of education website to see what they offer and require.

For the states that offer GIEPs, is that the same as FAPE?

No, a GIEP is not the same as FAPE.

FAPE—Free Appropriate Public Education—is a federal mandate under IDEA. It guarantees that students with disabilities receive special education and related services designed to meet their unique needs at no cost to the family.

GIEPs (Gifted Individualized Education Plans) are not covered by IDEA. They’re governed by state law, and not all states even require gifted education. In states that do offer GIEPs (like Pennsylvania), they may offer specially designed instruction, but it’s not held to the same legal standard or procedural protections as FAPE.

So while both may involve individualized plans, only an IEP under IDEA guarantees FAPE. A GIEP does not.

What rights do parents have with GIEPs?

Parental rights with GIEPs depend entirely on state law, since gifted education isn’t covered by federal IDEA law. In states that require GIEPs—like Pennsylvania—parents usually have the following rights:

• The right to request gifted evaluation for their child.
• The right to written notice and consent before evaluation or placement.
• The right to be part of the GIEP team and participate in meetings.
• The right to disagree with the proposed GIEP and use the state’s dispute resolution process, which may include mediation or a hearing.
• The right to access educational records and have them explained.
• The right to periodic reevaluation and progress monitoring.

However, these rights and the specific processes (like timelines, evaluation criteria, or dispute procedures) vary by state. Some states offer minimal protections or no formal gifted services at all.

So, it’s crucial to check your state’s gifted education regulations or department of education website to know exactly what rights parents have.

Who is on a GIEP team?

A GIEP team typically includes:

• The student’s parent or guardian
• At least one of the student’s current teachers
• A school district representative (someone who can commit district resources)
• A gifted education teacher or specialist
• The student (if appropriate, usually around age 14 and older in some states like PA)

Additional members may include school psychologists, counselors, or others with knowledge of the child’s needs. Like an IEP team, the GIEP team is responsible for developing the student’s plan, reviewing progress, and making updates annually.

GIEP: Acceleration vs Enrichment

It’s also important to understand the difference between acceleration and enrichment when writing GIEP goals. Acceleration means moving the student through the curriculum at a faster pace—think skipping a grade or doing next year’s math now. Enrichment, on the other hand, goes deeper rather than faster. It’s about exploring concepts in more depth, applying learning in new ways, or making interdisciplinary connections.

Both have their place, but enrichment is often more effective for keeping gifted students engaged, especially when paired with their interests. A good GIEP goal should clarify whether it’s targeting acceleration or enrichment—or both—and explain how the student’s learning will be extended meaningfully beyond the general education curriculum.

What goes in a gifted learning plan?

A well-written gifted IEP (GIEP) should include more than just a goal or two. Here’s what teachers and teams should be including to make it meaningful and effective:

1. Present Levels of Educational Performance (PLEP): This is your baseline. It should reflect the student’s current academic strengths, cognitive abilities, interests, learning style, and areas of need (especially for 2E students). It’s not just test scores, include anecdotal data, student input, and classroom observations.

2. Areas of Strength and Interest: List the specific subjects or skill areas where the student excels. Go beyond “math” or “science”—if they’re obsessed with robotics or mythology, say that. This is where student voice matters most.

3. Annual Goals: These should be SMART goals tied to the student’s strengths and passions. Avoid generic “complete enrichment packet” goals. Think project-based, research-focused, or application-heavy tasks. They should stretch the student but still be realistic.

4. Specially Designed Instruction (SDI): What are you doing differently for this student? It could include differentiated curriculum, independent study, mentoring, compacted lessons, or flexible pacing. For 2E students, this section may also include supports for executive functioning, sensory needs, or emotional regulation.

5. Support Services: List any related services or supports the student needs to access the curriculum—this might include assistive technology, access to a quiet workspace, or social-emotional check-ins, especially for 2E students.

6. Assessment and Progress Monitoring: How will progress toward the gifted goals be measured? What will be used instead of—or in addition to—standard classroom grading?

7. Program Modifications or Accommodations: This could include things like flexible grouping, alternate assessments, or permission to pursue independent research during class time. For 2E students, make sure any needed accommodations for their disability are included and clearly written.

8. Instructional Delivery: Outline how instruction will be provided. Will it be pull-out, push-in, cluster grouping, or something else? Be specific so everyone’s on the same page.

9. Participation in General Ed and Extracurricular Activities: Note any modifications or enrichment provided during regular classes and electives. Also mention access to clubs, competitions, or other opportunities to develop strengths.

How to Write Gifted IEP Goals

When writing GIEP goals, start by identifying the student’s strengths, interests, and passions—that’s your foundation. Gifted education isn’t about doing more of the same work or working ahead in the textbook. It’s about deeper, more meaningful learning. A well-crafted GIEP goal should be based on what lights the student up, whether that’s science, creative writing, math puzzles, music, or coding. Once you know what excites them, you can build SMART goals (Specific, Measurable, Achievable, Relevant, and Time-bound) around those areas.

The goal should push the student just beyond their current level in a way that keeps them engaged, not overwhelmed. It should also allow for some choice and independence, since ownership over learning is often what gifted students crave most.

Gifted IEP GIEP Goal Ideas

Here are some goal ideas for a GIEP, depending on the student’s areas of strength and interests. These should still follow SMART goal structure—Specific, Measurable, Achievable, Relevant, and Time-bound.

ELA / Literacy Enrichment:

• Student will research and write a 5-page analytical essay on a literary theme of their choice using at least three sources, with 90% accuracy in grammar and structure, by the end of the semester.
• Student will complete an independent reading project on a novel 2+ grade levels above current grade, presenting findings through a visual or oral presentation with a rubric score of 85% or higher.

Math Advancement:

• Student will complete an accelerated math curriculum (one grade level ahead) with 85% mastery as demonstrated on unit assessments.
• Student will solve multi-step real-world math problems using algebraic reasoning, scoring at least 90% accuracy on quarterly enrichment tasks.

STEM or Research-Based Goals:

• Student will complete a self-directed science inquiry project using the scientific method and present results at a school or regional science fair.
• Student will code a functional program or app to solve a real-world problem, documented through a project portfolio and presentation.

Creative/Arts Goals:

• Student will produce a portfolio of original artwork in a chosen medium, demonstrating growth in technique and creative expression, as measured by a teacher-created rubric.
• Student will compose and perform an original music piece reflecting understanding of rhythm, structure, and composition by the end of the school year.

Social-Emotional / Self-Advocacy Goals (especially for 2E):

• Student will identify and articulate personal learning strengths and challenges, and participate in IEP/GIEP meetings by contributing at least one idea or request.
• Student will practice and demonstrate self-advocacy by independently requesting needed supports in 4 out of 5 opportunities as documented by teacher observation.

Project-Based or Independent Study:

• Student will design and complete an independent study project in a topic of personal interest, including a proposal, research phase, and final presentation, with 90% completion of agreed milestones.

At the end of the day, a GIEP should be just as individualized and thoughtful as any IEP, it’s not just a checkbox or a packet of busy work (like, you know, a game of Boggle). It’s a living plan that helps gifted students stay challenged, supported, and excited about learning. When done right, it builds confidence, deepens understanding, and gives students the chance to explore their potential in ways the standard curriculum often doesn’t allow. Whether you’re a parent or educator, the goal is the same: to make sure these kids don’t just get by, they thrive.