[Ohiogift] How does / should the GIS "test for growth"

[Ms118rbts at aol.com]

I would reply that yes, we will be pulling students to meet their  
educational needs.  

Common Core (page 4 of LA & Math) states," The standards set grade  
specific standards but do not define the intervention methods or materials  
necessary to support students who are well below or well above grade level  
expectations." 

 
While classroom teachers will "monitor all the students multiple times  a 
year", monitoring is meaningless unless multiple pre-assessments are  done to 
determine starting points of every student, with resulting  appropriate 
curriculum and instructional adjustments. GISs will be  pre-assessing, 
adjusting instruction and documenting growth on above  grade level standards. 
Holding students to grade level  standards limits growth and is based on the least 
important data  point...the child's chronological age.
 
Sally
 
 
 
 
 
In a message dated 5/25/2013 11:15:04 A.M. Eastern Daylight Time,  
giftedtchr at aol.com writes:

Someone  I know (a GIS), asked his/her administrators to consider 
clustering gifted  students next year as one way to help affect academic 
growth in these  students, and to try to avoid conflict with "specials" 
on the days he/she  meets with gifted students. He/she received the 
following note and  question (which has been paraphrased) from one of 
his/her administrators.  

If you received a similar note & question, how would you  reply?  How 
should he/she  reply?

------------------------

Teachers at AnyName Elementary  School are very aware of growth, using 
the new report card measures, and  as we progress, we monitor all 
students multiple times each year.  Which brings me to the gifted 
program in our school. Are we still  going to have gifted  intervention 
specialists pulling students out  of the regular classrooms on a regular 
basis. If so, what measurements  will you be able to show me with 
progress  monitoring?



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