Introduction

The majority of ISELP implementation should take place in the student’s regular classroom. However, the development of the initial ISELP program, the regular review of the program, and updates to the program (as needed), are usually coordinated by the ISSP teacher. Key aspects of the ISSP teacher’s role as it relates to supporting the student engaged in ISELP include the following:

1. Regularly support and collaborate with the classroom teacher to effectively develop ISELP programming
2. Providing strategies for teachers who have students engaged in ISELP in their classes, including consulting around programming opportunities
3. Supporting teachers in understanding the complete learner portrait of the student engaged in ISELP
4. Coordinating with classroom teachers to ensure appropriate accommodations are working and are meeting the needs of the student
5. Being involved in development of transition plans and assisting students to execute plans
6. Supporting classroom teachers in developing, reviewing, and updating IEPs
7. Providing more information about Special Education programming to families/caregivers, as needed
8. Accessing additional supports and resources (e.g., SERT, PSSP, Itinerants, community-based, etc.), as needed
9. Coordinating supports and additional interventions to support student engaged in ISELP

The primary role of the classroom teacher is to assist students engaged in ISELP to develop their intellectual and academic potential in collaboration with the student, parent/caregiver, and the ISSP teacher. This development is framed through the Gifted/Enhanced Learning Plan in the student’s IEP. Teaching a Gifted child comes with excitement and challenges. Educators must have the skills to differentiate their instruction to help students across the achievement spectrum grow to their full learning potential. The ISSP teacher can assist the classroom teacher to provide the appropriate accommodations and learning experiences that will support the student’s learning needs. The interplay between the student, classroom teacher and ISSP teacher is integral to offering the most effective learning environment for the learner who is part of ISELP.

The graphic below highlights the roles and responsibilities of the ISSP teacher, student, family, and classroom teacher and how they are each inter-connected in the ISELP program at a school.

As the learner engaged in ISELP will often learn faster, and can form an elaborate and differentiated knowledge of a topic, more so than the learner who does not require the support of ISELP programming, there are some specific strategies and tips for the ISSP teacher to consider in order to provide adequate and useful support. This section offers tips and consideration for monitoring the progress of the learner engaged in ISELP and for supporting teachers in offering effective programming.

Summary and Highlights

Monitoring the progress of the learner engaged in ISELP is necessary to provide the appropriate academic and socio-emotional support to ensure success.

Supporting program extensions and differentiation

To adequately support program extensions or differentiation, it is imperative that the ISSP teacher emphasize with classroom teachers that:

1. Extensive/Alternative work should not be in addition to the standard work.
2. Evaluation of work produced in this manner should be assessed based on the standard, grade-level appropriate curricular expectations.

Providing learners engaged in ISELP with additional work and grading “harder” on an alternative set of expectations is punitive (e.g., extra-workload, stricter expectations in terms of grades) and it is likely that the student will build a reluctance to attempt such work.

Supporting classroom teachers with effective programming strategies can be one of the more delicate matters that an ISSP teacher will deal with in order to support a student who is engaged in ISELP. The ISSP teacher’s ultimate goal will be to act as an advocate for the learner’s needs while working with the student to develop their ability to self-advocate with classroom teachers.

Mental health and well-being

Gifted learners will frequently develop in an asynchronous manner. For example, cognitively they can be quite mature relative to their peer group (e.g. greater ability for abstract reasoning, eloquent use of language, etc.) but socially can be immature and unsure as to how to relate to their peers. This can lead to anxieties and feelings of not belonging. It is important for the ISSP and/or Guidance teacher to keep apprised of their feelings in this regard.

Additional supports for the learner engaged in ISELP can be accessed through PSSP staff, as required, through the Student Review Process.

Goal setting and transitions

As students approach middle school and secondary education, it’s crucial for them to consider their educational pathways.

School teams should communicate the choices and associated timelines to families/caregivers and students to aid in goal setting and planning, to provide for the necessary time for the student to consider options and make an effective decision that supports their goals.

It’s also important to recognize that Gifted learners often face challenges in this decision-making due to their diverse interests, talents, and family expectations. Goal setting becomes a key component in gathering student input for their Individual Education Plan (IEP) annually. These students, often high achievers with extensive extracurricular involvement, need guidance to evaluate educational programs that align with their interests and learning profile, while also exploring additional opportunities without overextending themselves.

In-Depth