"It is not an easy task to balance the expectations of being gifted while trying to overcome learning challenges. Consequently, twice exceptional students need a strong support group to assist them with several key emotional issues that may impede their academic achievement: anger, fear of failure, a strong need to control, low self esteem, and sometimes, even the fear of success." - Author Jean Strop and David Goldman (Citation), From Understanding Our Gifted
Seven Steps to Strategic Planning for Twice-Exceptional Students
1. Identify Stakeholders
The first step is to identify the stakeholders — those people who will be impacted by the
resulting instructional plan or who will play a role in implementing the plan. Stakeholder groups for
twice-exceptional education should include representatives from gifted education, special education
(special education teachers, school psychologists, social workers, occupational therapists, speech/
language pathologists), classroom teachers, administrators, counselors, students, and parents.
2. Organize a Problem-Solving Team
The problem-solving team must include representatives from each stakeholder group. Identify a
facilitator who will guide the process and ensure a supportive environment. This group will
collaborate to develop an instructional plan for the student, monitor its success and measure student
growth.
3. Determine Strength/Interests
Identify the student’s strengths and interests and determine specific data points to inform the
decision-making process. In what areas does he/she excel? What data tells you so? What comes easily
for him/her? What data tells you so? What are the passions and interests of the student? What does
he/she enjoy doing during free time? How do you know?
4. Determine Challenges/Concerns
Identify the student’s challenges and concerns and determine specific data points to
inform the decision-making process. What content areas come as a challenge for the
student? What data tells you so? What are behavioral concerns?
5. Select One Strength and One Challenge for Focus
Choose one strength and one challenge upon which the instructional plan will focus.
Decide if the problem-solving team has other questions and whether additional data needs to be
gathered.
6. Develop an Action Plan
Having a clear understanding of what you want to accomplish unifies the commitment of the team.
Develop an action plan that has specific measurable outcomes by: determining appropriate
interventions, the length of the intervention, and establishing a review date when the team will meet
again. The action plan should include: goals, interventions to achieve goals, interventionist (person
who will be responsible for delivering intervention), frequency and duration, method of progress
monitoring, materials needed, and necessary accommodations and/or modifications.
7. Implement Instructional Plan
Implement the selected interventions with the student being careful to record the student’s
response and success or lack of success. Facilitator of the problem-solving team should follow up with
responsible individuals to ensure the plan is being implemented as designed.
http://www.cde.state.co.us/gt/download/pdf/twiceexceptionalresourcehandbook.pdf
The first step is to identify the stakeholders — those people who will be impacted by the
resulting instructional plan or who will play a role in implementing the plan. Stakeholder groups for
twice-exceptional education should include representatives from gifted education, special education
(special education teachers, school psychologists, social workers, occupational therapists, speech/
language pathologists), classroom teachers, administrators, counselors, students, and parents.
2. Organize a Problem-Solving Team
The problem-solving team must include representatives from each stakeholder group. Identify a
facilitator who will guide the process and ensure a supportive environment. This group will
collaborate to develop an instructional plan for the student, monitor its success and measure student
growth.
3. Determine Strength/Interests
Identify the student’s strengths and interests and determine specific data points to inform the
decision-making process. In what areas does he/she excel? What data tells you so? What comes easily
for him/her? What data tells you so? What are the passions and interests of the student? What does
he/she enjoy doing during free time? How do you know?
4. Determine Challenges/Concerns
Identify the student’s challenges and concerns and determine specific data points to
inform the decision-making process. What content areas come as a challenge for the
student? What data tells you so? What are behavioral concerns?
5. Select One Strength and One Challenge for Focus
Choose one strength and one challenge upon which the instructional plan will focus.
Decide if the problem-solving team has other questions and whether additional data needs to be
gathered.
6. Develop an Action Plan
Having a clear understanding of what you want to accomplish unifies the commitment of the team.
Develop an action plan that has specific measurable outcomes by: determining appropriate
interventions, the length of the intervention, and establishing a review date when the team will meet
again. The action plan should include: goals, interventions to achieve goals, interventionist (person
who will be responsible for delivering intervention), frequency and duration, method of progress
monitoring, materials needed, and necessary accommodations and/or modifications.
7. Implement Instructional Plan
Implement the selected interventions with the student being careful to record the student’s
response and success or lack of success. Facilitator of the problem-solving team should follow up with
responsible individuals to ensure the plan is being implemented as designed.
http://www.cde.state.co.us/gt/download/pdf/twiceexceptionalresourcehandbook.pdf
Supporting Success In School
Twice-Exceptional students require a dual emphasis programming focus that alters as necessary over time. This comprehensive educational plan focuses on a student's strengths as well as challenges- this balance is crucial for student success.
Components for 2E student successs include:
For more detailed information, view the 'In School' Tab, located under the 'Strategies for Student Success' Tab.
Components for 2E student successs include:
- acceleration
- content extension
- higher-order thinking skills
- affective guidance and counseling
- differentiated instruction
For more detailed information, view the 'In School' Tab, located under the 'Strategies for Student Success' Tab.