[Ohiogift] Whole-grade testing question

[Eric C Calvert]

Just a couple of additional quick thoughts on this:

1: Moving toward whole grade screening, it may be a good time for gifted coordinators to talk with their school psychologists, special education staff, and ELL specialists about choosing appropriate tests for each student. There's no one test that's "best" for all cases. Consider what might make your default test an inappropriate measure for the subgroups of students in your school, and then investigate alternatives that allow appropriate accommodations that some students with disabilities may need. For students who are not yet proficient in English, explore options available in their native languages and/or non-verbal tests. Remember, you don't have to use the same test with every child to accomplish "whole grade" screening. Like curriculum, assessment can and should be differentiated, too. Mix and match approved tests so that each student gets a test that is accessible and valid for him or her.

2: (Stealing a thought from Sally Krisel) Think about how to frame the testing so that something good comes out of it for every student assessed, not just those who earn scores high enough for gifted identification. Consider how the scores can be used to help a student recognize and cultivate a personal strength, help guide parents in supporting out-of-school learning, and help regular classroom teachers make good grouping,  differentiation, and enrichment choices. Just because a test is being used as part of gifted ID screening doesn't mean it can't or shouldn't be put to other good uses. 

Have a good weekend,

Eric
________________________________________
From: Ohiogift [ohiogift-bounces at lists.osu.edu] on behalf of Sally Roberts via Ohiogift [ohiogift at lists.osu.edu]
Sent: Friday, September 30, 2016 1:03 PM
To: artsnyder44 at cs.com; ohiogift at lists.osu.edu
Subject: Re: [Ohiogift] Whole-grade testing question

After long discussions with the special ed director, our conclusion was that any child who had access to the regular curriculum should have access to the testing opportunity. That is what mainstreaming is.
Sally
(retired


-----Original Message-----
From: Art Snyder via Ohiogift <ohiogift at lists.osu.edu>
To: ohiogift <ohiogift at lists.osu.edu>
Sent: Fri, Sep 30, 2016 10:45 am
Subject: [Ohiogift] Whole-grade testing question

Colleagues,

How do your districts handle whole-grade testing when it comes to students who are not proficient in English, or who are special-needs students who simply cannot do the work?

We are contemplating a district policy that involves a statement such that these students have already had multiple assessment opportunities (since they had to have these for special needs designations) and can be exempted from the whole-grade nationally-standardized testing for giftedness.

Further testing these poor children seems so futile and a disservice to them, as they could better use those hours in their specific programming!

Your reactions, please!

Jean Kremer
Jean.Kremer at mcesc.org<mailto:Jean.Kremer at mcesc.org>

Gifted/Talented Supervisor
Montgomery County Educational Service Center
200 South Keowee Street
Dayton, Ohio 45402
o937.225.4598 x 3003 c937-369-7510
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