[Ohiogift] Gifted Resource Room Question

[Colleen Boyle, PhD]

Yes, this is correct. Also, for kids who are returning to you for an additional year in resource room, you may not need to pre-asses; you may be able to use summative assessment data from the resource room from the end of the prior year if the standards addressed are the same topics. 

The one thing to keep in my is that ode is providing guidance, but all slos are approved in district. That means you want to have these conversations with you administrators along the way. 

Sent from my iPhone

On Jun 27, 2013, at 2:25 PM, "Edward A. Hawks III" <eah3rd at windstream.net> wrote:

> 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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