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A student's G's should be reviewed regularly to make sure their testing is used in part to guide their IEP's

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Realizing that kids with the same testing label still process things in a different way based on environment and experiences.

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The G's are vital to our understanding of a students gifts and area of need. Accommodating the areas of cognitive weakness and using their cognitive strengths to help accelerate their progress. 

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The G's are vital to our understanding of a students gifts and area of need. Accommodating the areas of cognitive weakness and using their cognitive strengths to help accelerate their progress. 

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I will be looking at the G's before giving IEP goals and accommodations.

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i will use my better understanding of the G's to help accommodate the students and help with their goals.

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I now know and have the understanding on how to recognize a student's low G's and then find accommodations to help support their deficits.

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I now know and have the understanding on how to recognize a student's low G's and then find accommodations to help support their deficits.

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Finding ways to best inform support staff and general education teachers that are implementing the accommodations/modifications based on the why (G scores)

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It was very interesting to look at each specific skill set of the students at the same grade level with the same disability. I noticed the vast difference in their areas of strength and weakness. I also noticed the large difference in the individual students area of general intelligence.

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Now that I have a better understanding that every student has different needs, I can properly make the modifications needed to help those students. 

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Now that I have a better understanding that every student has different needs, I can properly make the modifications needed to help those students. 

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The most challenging part for me was searching for the G's in the FIE. If my students were evaluated using the play based system then the G's were not in their FIE. I only found the G's in the FIE for students in 3rd grade or older.

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Not so much the Gs, what I thought was great was the collaboration with the team

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Not so much the Gs, what I thought was great was the collaboration with the team

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I will use my prior knowledge of strengths based training and my better/new understanding of the G's to better plan lessons and accommodations that will have a better impact on my student(s).

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I will use my prior knowledge of strengths based training and my better/new understanding of the G's to better plan lessons and accommodations that will have a better impact on my student(s).

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Now that I understand the G's more clearly, I can correlate their lessons to their strengths better.

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Now that I understand the G's more clearly, I can correlate their lessons to their strengths better.

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I can apply my understanding of the G's to better accommodate and guide my IEP goals.

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Now that I have a better understanding of what the G's mean I feel I am better able to help meet accommodations for the students

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Now that I have a better understanding of the G's I'm able to better accommodate the student.

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now that I have an understanding of the G's, I know where to look for the correct information.

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I will use my further understanding of the GE's to better apply individual accommodations

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Looking at a student that has both visual and auditory processing deficits really shows why it's so necessary to teach multi-sensory.

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Now that I have an understanding in what the G's are I need dig thoroughly before writing IEP's and recommending accommodations.

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Search for accommodations to correlate with the Gs that are low according to FIE.

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Learning more about the meaning of each G, and relating it to the students that we already know, as well as learning how to use those low areas to drive an IEP.

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I am going to look at the students' low Gs and then I will add accommodations to support those deficits.