Which statement is true regarding the documentation of present levels of performance on a Gifted IEP?

The statement that both standardized and non-standardized measures can be used when documenting present levels of performance on a Gifted IEP is accurate because a comprehensive evaluation of gifted students requires multiple sources of data to capture their abilities and needs effectively.

Standardized tests are valuable as they provide objective data and can quantify a student's performance in comparison to a normative sample. However, they may not fully reflect a student's unique talents, creativity, or specific learning styles. Consequently, non-standardized measures, which can include teacher observations, student portfolios, formative assessments, and performance tasks, offer qualitative insights into the student's abilities and potential.

Utilizing both types of measures ensures a holistic understanding of the student's strengths and challenges, which is crucial in developing an effective and personalized educational plan. This collaborative approach leads to identification of giftedness that encompasses both cognitive abilities and creative or academic talents, ensuring that the IEP reflects the full spectrum of the student's competencies.