1. TLC: Collaborative Planning
Susan Baum, Ph.D.
Robin Schader, Ph.D.

2. The TLC Planning Framework
Reason(s)
for Plan
Taking Stock
(interests, strengths, learning preferences, experiences)
“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

3. The TLC Planning Framework
Reason(s)
for Plan
Taking Stock
(interests, strengths, learning preferences, experiences)
“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
Stress related symptoms.
Eric has problems fitting in socially.
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

4. The TLC Planning Framework
Reason(s)
for Plan
Taking Stock
(interests, strengths, learning preferences, experiences)
“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
decodes at 6th grade level, is 3 yrs above grade level in math and spelling.
loves to draw and build with legos.
has a superb visual memory.
preference for non- fiction.
passion for gourmet cooking.
drawn to music
Stress related symptoms.
Eric has problems fitting in socially.
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

5. The TLC Planning Framework
Reason(s)
for Plan
Taking Stock
(interests, strengths, learning preferences, experiences)
“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
decodes at 6th grade level, is 3 yrs above grade level in math and spelling.
loves to draw and build with legos.
has a superb visual memory.
preference for non- fiction.
passion for gourmet cooking.
drawn to music
Teacher input:
Working w/adults one-on-one
Completing challenging math assignments
Parent input:
Cooking
Discussing non-fiction material
Drawing
Singing in church
Student input:
Doing science
Stress related symptoms.
Eric has problems fitting in socially.
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

6. The TLC Planning Framework
Reason(s)
for Plan
Taking Stock
(interests, strengths, learning preferences, experiences)
“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
decodes at 6th grade level, is 3 yrs above grade level in math and spelling.
loves to draw and build with legos.
has a superb visual memory.
preference for non- fiction.
passion for gourmet cooking.
drawn to music
Teacher input:
Working w/adults one-on-one
Completing challenging math assignments
Parent input:
Cooking
Discussing non-fiction material
Drawing
Singing in church
Student input:
Doing science
Eric learns something new each day.
– input from Eric
Eric develops friendships.
Eric’s mother’s perspective
Eric has talent development opportunities.
from Eric’s mother
Eric learns to stay focused and becomes self-regulated.
from the teacher
Eric is happy and stays eager to learn.
from Eric’s father
Stress related symptoms.
Eric has problems fitting in socially.
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

7. What’s Available: Exploring Possibilities
Menu of School Services
Content Options
Talent Development Options
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

8. What’s Available: Exploring Possibilities
Menu of School Services
Content Options
Talent Development Options
ASK YOURSELF:
(teachers’ level of familiarity with gifted students?)
(specialists’ level of familiarity with gifted students?
(are there other students that could benefit?)
(parent ability to absorb expenses for options?)
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

11. the chart, are those options needed for
Think of this as a filter, with options at the top that are appropriate and good for all students. Then students are grouped by interest and ability so they can work more in-depth and at a more appropriate rate. Finally, at the bottom of
the chart, are those options needed for
only a few (or even individual)
students with special needs
(such as a math student
who may be 3 or 4
years ahead in
a particular
subject).

12. What’s Available: Exploring Possibilities
Menu of School Services
Content Options
Talent Development Options
K-2 school
Heterogeneous classes
Social worker and psychologist
Enrichment specialist: language arts
ASK YOURSELF:
(teachers’ level of familiarity with gifted students?)
(specialists’ level of familiarity with gifted students?
(are there other students that could benefit?)
Middle school chorus
Gourmet cooking classes at community center
Minds in Motion
Eli Whitney Museum weekend classes in engineering and design
(parent ability to absorb expenses for options?)
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

13. IEP: Working Design (for Nov./Dec.)
Grade-level
Benchmarks
Least Restrictive Learning Environment
Talent Development Options
Necessary Support
Outcomes (how is it working?)
The Learning Concern™ (TLC) Program: Baum & Schader, 2005

14. IEP: Working Design (for Nov./Dec.)
Grade-level
Benchmarks
Least Restrictive Learning Environment
Talent Development Options
Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Outcomes (how is it working?)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]

15. IEP: Working Design (for Nov./Dec.)
Grade-level
Benchmarks
Least Restrictive Learning Environment
Talent Development Options
Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Outcomes (how is it working?)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]

16. IEP: Working Design (for Nov./Dec.)
Grade-level
Benchmarks
Least Restrictive Learning Environment
Talent Development Options
Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Cooking: weekend cooking school (parents will enroll Eric).
Drawing: participation in middle school weekly studio art program.
Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.
Outcomes (how is it working?)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
[Explore available options within the school and community.]

17. IEP: Working Design (for Nov./Dec.)
Grade-level
Benchmarks
Least Restrictive Learning Environment
Talent Development Options
Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Cooking: weekend cooking school (parents will enroll Eric).
Drawing: participation in middle school weekly studio art program.
Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.
Parent: resources (travel, time, private lesson funding)
Sensory integration program.
School: transportation to middle school; Eric excused from regular classroom without penalty.
Advanced math curriculum materials. Literacy specialist for support in reading comprehension.
Support for developing social skills with age-mates. (counselor in classroom, working in context).
Outcomes (how is it working?) [this section is completed at the end of the time period]
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
[Explore available options within the school and community.]
[What is needed to create the settings and options? How can the responsibility be shared?]

18. IEP: Working Design (for Nov./Dec.)
Grade-level
Benchmarks
Least Restrictive Learning Environment
Talent Development Options
Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Cooking: weekend cooking school (parents will enroll Eric).
Drawing: participation in middle school weekly studio art program.
Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.
Parent: resources (travel, time, private lesson funding)
Sensory integration program.
School: transportation to middle school; Eric excused from regular classroom without penalty.
Advanced math curriculum materials. Literacy specialist for support in reading comprehension.
Support for developing social skills with age-mates. (counselor in classroom, working in context).
Outcomes (how is it working?) [this section is completed at the end of the time period]
Eric’s stress related behaviors have disappeared. He is successfully working on challenging material. His willingness to explore appropriate fiction has increased. He shows more awareness of how to interact socially with age peers.
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
[Explore available options within the school and community.]
[What is needed to create the settings and options? How can the responsibility be shared?]