[Ohiogift] Gifted Resource Room Question

[Edward A. Hawks III]

So, it sounds as if there is some latitude with SLOs being created to
reflect higher-level assessments. Students are going to be assessed, at
grade-level, within the regular ed. classroom. It would make sense that the
resource room would provide assessments that reflect growth by raising the
bar from the get-go and showing growth at that grade-level, whatever it may
be (e.g., 5th grade superior cognitive students being pre-assessed on a 7th
grade math algebraic standard and showing a year's growth for that grade
level). Is this correct?

 

Thank you for the input,

 

Chip

 

Edward A. Hawks, III, M.Ed.

  _____  

Gifted Intervention Specialist / Exceptional Student Education

Kent City School District

  _____  

"What he seemed, he was-a wholly human gentleman, the 

essential elements of whose positive character were two and 

only two, simplicity and spirituality."  

(Douglas Southall Freeman on Robert E. Lee)

 

From: ohiogift-bounces at lists.service.ohio-state.edu
[mailto:ohiogift-bounces at lists.service.ohio-state.edu] On Behalf Of Colleen
Boyle, PhD
Sent: Thursday, June 27, 2013 1:59 PM
Cc: Ohiogift Listserv
Subject: Re: [Ohiogift] Gifted Resource Room Question

 

Based on ODE's SGM training, there are a few things to know about SLO's for
resource rooms:

 

1.  The standards addressed in a GIS' SLO for a resource room must be
academic content standards.

2.  All students are expected to show growth.

3.  So, if pre-assessment indicates a need to use above level standards with
a corresponding post-assessment, that is acceptable and expected.

 

Essentially, as long as the standards used on the SLO are appropriate for
the gifted population in question, are academic in nature, and reflect what
is being taught in the classroom, they are acceptable regardless of level.

 

When going throughout the SGM training, I was THRILLED to hear Carolyn
Everidge Fry from ODE say that kids who max out a pre-assessment in the
regular classroom would need to be assessed in the end using a measure that
went beyond the grade level standards.  (She followed it up by saying if
select students needed all above grade level standards, then maybe
acceleration is a better option - love hearing that from ODE staff outside
of the OEC.  :))  She also talked about capstone projects, etc. that
classroom teachers could/should use to allow top students to show growth
beyond the grade level standards.  Now, that conversation was based on a
typical ten ed classroom.  But, in conversations with Carolyn and other ODE
staff, they have acknowledged the resource class for gifted learners will
have some unique features.  A committee within OAGC has been working with
ODE to generate some model SLOs for a variety of gifted classrooms along
withs one guidance documents.  The first SLO for a resource class has been
posted on ODE's site.  More will be posted soon.  I also have an article
being published in the fall OAGC Review on this topic and will be presenting
at the fall OAGC conference on the topic.  The word is getting out slowly
but surely.  Carolyn's team is great for answering questions as we move
forward.  But, I would suggest starting with the resources already available
online on ODE's site.  They have quite a bit of good stuff there.

 

 

Colleen Boyle, Ph.D.

Gifted Coordinator and Educational Consultant

Columbus, OH

boyleconsulting at me.com

 

Specialities:

Educational Psychology

Gifted Education and Psychology

Educational Administration

 

 

 

 

On Jun 27, 2013, at 9:32 AM, Edward A. Hawks III <eah3rd at windstream.net>
wrote:





Hi, all:

 

Part I - I was watching the Zimmerman trial and was appalled that a 19 year
old young woman couldn't read cursive handwriting in a letter. At this rate,
future generations will not be able to read our nation's original documents
unless they are written in txt frm. (How unfortunate!) Give them a copy of
Thomas Edison's scientific journals written in an impeccable cursive hand. .
.

 

Part II - I know many of our discussions on this listserv pertain to gifted
students and higher-level classes (e.g., advanced, CP, PSEO, etc.). My
question pertains to students in the resource room wheregrades are not
administered and activities/projects are geared around individuals'
interests, GIS-led instruction, and WEPs. According to the Operating
Standards for Identifying and Serving Gifted Students (2008), "gifted
students need differentiated curriculum and instruction and support services
in order to fully develop their cognitive, academic, creative, and artistic
abilities or to excel in a specific content area, including opportunities to
exceed grade-level academic indicators and benchmarks" (p. 7). With annual
evaluation for educators and the need to show a year's growth, as one of the
components, how will the resource room look in terms of academic levels for
superior cognitive students? Will the GIS prove growth based on grade-level
Ohio-Developed Standards or is there latitude with, say, pre-assessing a
higher level concept and then giving the final assessment for growth
purposes? Any guidance to a source would be greatly appreciated.

 

Thank you,

 

Chip   

 

Edward A. Hawks, III, M.Ed.

  _____  

Gifted Intervention Specialist / Exceptional Student Education

Kent City School District

  _____  

"What he seemed, he was-a wholly human gentleman, the

essential elements of whose positive character were two and

only two, simplicity and spirituality." 

(Douglas Southall Freeman on Robert E. Lee)

 

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