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</o:shapelayout></xml><![endif]--></head><body lang=EN-US link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'>Hi, all:<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'>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 <b>txt frm</b>. (How unfortunate!) Give them a copy of Thomas Edison’s scientific journals written in an impeccable cursive hand. . .<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'>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 where <b>grades are not administered</b> and activities/projects are geared around individuals’ interests, GIS-led instruction, and WEPs</span><span style='font-size:12.0pt;font-family:"Cambria","serif"'>. </span><span style='font-size:12.0pt;font-family:"Cambria","serif"'>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 <span style='background:yellow;mso-highlight:yellow'>exceed grade-level academic indicators and benchmarks</span>” (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. <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'>Thank you,<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'>Chip</span><span style='font-family:"Cambria","serif"'> </span><span style='font-size:12.0pt;font-family:"Cambria","serif"'> <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;font-family:"Cambria","serif"'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>Edward A. Hawks, III, M.Ed.<o:p></o:p></span></p><div><div><div><div><div><div><div><div><div><div class=MsoNormal><span style='font-size:8.0pt;font-family:"Arial","sans-serif"'><hr size=5 width=506 style='width:271.9pt' noshade style='color:black' align=left></span></div></div></div></div></div></div></div></div></div></div><p class=MsoNormal><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>Gifted Intervention Specialist <b>/</b> Exceptional Student Education<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>Kent City School District<o:p></o:p></span></p><div><div><div><div><div><div><div><div><div><div class=MsoNormal><span style='font-size:9.0pt;font-family:"Arial","sans-serif";color:red'><hr size=5 width=507 style='width:272.4pt' noshade style='color:red' align=left></span></div></div></div></div></div></div></div></div></div></div><p class=MsoNormal><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>“What he seemed, he was—a wholly human gentleman, the <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>essential elements of whose positive character were two and <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>only two, simplicity and spirituality.” <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:9.0pt;font-family:"Arial","sans-serif"'>(Douglas Southall Freeman on Robert E. Lee)<o:p></o:p></span></p><p class=MsoNormal><o:p> </o:p></p></div></body></html>