<html><head><meta http-equiv="content-type" content="text/html; charset=utf-8"></head><body dir="auto"><div>Yes, but did any of this information go to the curriculum directors or others outside of the gifted community?<br><br>Sent from my iPhone</div><div><br>On May 26, 2013, at 7:07 PM, "Colleen Boyle, PhD" <<a href="mailto:boyleconsulting@me.com">boyleconsulting@me.com</a>> wrote:<br><br></div><blockquote type="cite"><div><meta http-equiv="Content-Type" content="text/html charset=windows-1252">Reps from ODE are also making it clear that the Common Core does not eliminate the need for acceleration. Gifted Coordinators of Central Ohio met with Brian Roget (ODE's Curriculum Department, Math specialist) and Wendy Stoica (Asst. Director in the Office of Exceptional Children) to talk about this very topic. Brian had put together a nice list of options for math progression in the common core for average, above average, and gifted children. Within the CCSS design, there is the normal math progression for most kids, and there is the option of the Advanced 7th Grade Math/Advanced 8th Grade Algebra or Integrated Math I path for above level or honors kids. Brian also talked about the feasibility of compacting three lower grade math curricula into two years, such as 3-4-5 into the 3-4 years. This would be appropriate for gifted learners who pick up math, including a depth of understanding, very quickly. He did emphasize that districts were discouraged from compacting 6th grade standards because they are a transitional year from arithmetic to mathematics. Finally, in his list of options, he included that subject acceleration may still be very necessary for students who were so advanced that the compacting options were not enough. In GCCO's conversations with Brian and Wendy, we emphasized the need for this message to go out widely, and they were supposed to be working on something to publish in Ides of ODE and on the web alone with communicating that message verbally in their work with educators. I would imagine if you email Brian, he could share that list of options with you for your district. So, between the CCSS actually talking about the need to modify for learners above grade level (see Sally's email for the direct quote or look at the CCSS booklets online), ODE's continued endorsement of acceleration within the Office of Exceptional Children and the Curriculum Department, and NAGC's position statement, we are building an argument to debunk that myth about CCSS being sufficient for gifted learners. Another coordinator made a great argument as well. If an educator believes gifted learners are advanced and need different levels of curriculum than typical learners, and if that same educator believes the CCSS are sufficient for meeting the academic needs of gifted learners, then the logical conclusion to be drawn is that the CCSS are too rigorous for typical learners. People can't have it both ways.<div><br></div><div><div><br></div><div><br><div apple-content-edited="true">
<div style="color: rgb(0, 0, 0); font-family: Helvetica; font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div>Colleen Boyle, Ph.D.</div><div>Gifted Coordinator and Educational Consultant</div><div>Columbus, OH</div><div><a href="mailto:boyleconsulting@me.com">boyleconsulting@me.com</a></div><div><br></div><div>Specialities:</div><div><div>Educational Psychology</div><div>Gifted Education and Psychology</div><div>Educational Administration</div></div><div><br></div><div><br></div></div><br class="Apple-interchange-newline"><br class="Apple-interchange-newline">
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<br><div><div>On May 26, 2013, at 10:59 AM, Anne Flick <<a href="mailto:anneflick@yahoo.com">anneflick@yahoo.com</a>> wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"><div><div style="background-color: rgb(255, 255, 255); font-family: 'times new roman', 'new york', times, serif; font-size: 12pt; "><div><span>Hi Mark,</span></div><div style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><br><span></span></div><div style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><span>NAGC has done a lot of work on this. The link below includes NAGC's statement on the CCSS and gifted learners as well as research:</span></div><div style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><a href="http://www.nagc.org/CommonCoreStateStandards.aspx">http://www.nagc.org/CommonCoreStateStandards.aspx</a><br><span></span></div><div class="yui_3_7_2_33_1369577245899_118" style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; ">Of course, better research opportunities become available only after CCSS are implemented.</div><div style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><br><span></span></div><div class="yui_3_7_2_33_1369577245899_54" style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><span>As usual, the statement's language is a huge understatement when it comes to highly, exceptionally, and profoundly gifted learners.</span></div><div class="yui_3_7_2_33_1369577245899_54" style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><br><span></span></div><div style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><span>Anne</span></div><div style="font-size: 16px; font-family: 'times new roman', 'new york', times, serif; background-color: transparent; font-style: normal; "><br><blockquote style="border-left: 2px solid rgb(16, 16, 255); margin-left: 5px; margin-top: 5px; padding-left: 5px;"> <div style="font-family: times new roman, new york, times, serif; font-size: 12pt;"> <div style="font-family: times new roman, new york, times, serif; font-size: 12pt;"> <div class="y_msg_container"> <hr size="1"> <font face="Arial" size="2"> <b><span style="font-weight:bold;">From:</span></b> "Bohland, Mark" <<a href="mailto:mbohland@mvcsd.us">mbohland@mvcsd.us</a>><br> <b><span style="font-weight: bold;"><br></span></b></font>I must wonder aloud if the gifted community as a whole has
any sense of what “common core” actually means for the education of gifted students. I'm not sure I do.<br><br>Has there been state or national discussion/debate of the issue? Have I just missed it? Has there been something scholarly published that addressed the question?<br></div> </div> </div> </blockquote></div> </div></div>_______________________________________________<br>Ohiogift mailing list<br><a href="mailto:Ohiogift@lists.service.ohio-state.edu">Ohiogift@lists.service.ohio-state.edu</a><br><a href="https://lists.service.ohio-state.edu/mailman/listinfo/ohiogift">https://lists.service.ohio-state.edu/mailman/listinfo/ohiogift</a><br></blockquote></div><br></div></div></div></blockquote><blockquote type="cite"><div><span>_______________________________________________</span><br><span>Ohiogift mailing list</span><br><span><a href="mailto:Ohiogift@lists.service.ohio-state.edu">Ohiogift@lists.service.ohio-state.edu</a></span><br><span><a href="https://lists.service.ohio-state.edu/mailman/listinfo/ohiogift">https://lists.service.ohio-state.edu/mailman/listinfo/ohiogift</a></span><br></div></blockquote></body></html>