Should the Levels of Performance statement for gifted students include their academic and functional behaviors?

Including both academic and functional behaviors in the Levels of Performance statement for gifted students is essential because it provides a comprehensive understanding of each student's capabilities. Gifted students often exhibit advanced academic skills as well as unique social, emotional, and practical skills that contribute to their overall performance.

By integrating academic behaviors, such as higher-level thinking skills, problem-solving abilities, and creativity, educators can better assess and meet the intellectual needs of these students. On the other hand, acknowledging functional behaviors, such as social interactions, emotional regulation, and adaptability, gives insight into how these students navigate their learning environments and interact with peers and adults.

A holistic approach that encompasses all aspects of a gifted student's performance allows for more tailored educational strategies, ensuring that both their strengths and areas for growth are addressed. This promotes not only academic excellence but also social and emotional well-being, creating a conducive learning environment for gifted learners.