ACCESS

 

Objectives

1. Understand concepts of universal access, equity, and proportionality.
2. Understand the difference between underrepresentation and disproportional representation.
3. Understand which particular source of underrepresentation Optimal Identification addresses as well as those that it does not address.
4. Be able to calculate representation indices in their own district's gifted population.

 

Learning Tasks

1. Watch Goal 2 Module 2d Video Part I
2. Watch Goal 2 Module 2d Video Part II
3. Watch Goal 2 Module 2d Video Part III
4. Complete Goal 2 Module 2d Application Activity (recommended)
5. Read Goal 2 Module 2d Additional Resources (recommended)

GOAL 2 MODULE 2D PART I

Watch the following video over access (Part I).

 

 

 

GOAL 2 MODULE 2D PART II

Watch the following video over access (Part II).

 

 

 

GOAL 2 MODULE 2D PART III

Watch the following video over access (Part III).

 

 

Goal 2 Module 2d Application Activities

Goal 2 Module 2d Application Activity #1

How's Your School (or District) Doing?

Watch this video: https://youtu.be/mZh8ECtIuqc

Open this handout: https://osf.io/nt9kz/

Calculate and analyze the current representation rates/indices in your school or district: https://ocrdata.ed.gov/search/district

 

Goal 2 Module 2d Application Activity #2

Think about your identification system.

What is it measuring besides need or readiness for the service?

• Think about the NSW transportation for testing issue

Are any of those factors group specific?

• Are lower-SES families less likely to know they have to apply?

Would two students with equal need or readiness for the service have the same change of being identified even if they:

• Were different genders?
• Were from different ethnic group?
• Spoke different languages at home?
• Behaved differently in the classroom?
• Had a different family structure?

 

Goal 2 Module 2d Application Activity #3

1. The most effective "solutions" to disproportional representation will combat the causes of achievement and poverty differences.
2. Removing barriers to equitable access can help, but will not close the gap.

Think about what actions your school can take related to #1 or #2. What is actually in your power to do regarding improving equity in gifted identification?

 

Download the Goal 2 Module 2d Application Activities

 

Goal 2 Module 2d Additional Resources

 

NEXT STEPS

After completing this module, you'll proceed to Module 2e: Applying the CASA Criteria.