Goal 3 Module 2

MODULE 3.2

COMMON DATA POINTS USED IN GIFTED IDENTIFICATION

 

Objectives

  1. Learn the various types of assessments used to make identification decisions.
  2. Understand the strengths and weaknesses of various identification data points.
  3. Understand and be able to find important indicators of data point quality.
  4. Understand how the CASA criteria can inform choices of identification data points.

 

Learning Tasks

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

GOAL 3 MODULE 2 PART I

Watch the following video over Common Data Points Used in Gifted Identification Part I.

 

 

GOAL 3 MODULE 2 PART II

Watch the following video over Common Data Points Used in Gifted Identification Part II.

 

 

Goal 3 Module 2 Application Activity #1

How does your district compare? Do you use similar assessments to make identification decisions? Where do you differ?

What parameters does your state put on your district's identification policies? How much discretion is given to districts in your state?

See Figure 7 and Table 10 in the State of the States report

 

Goal 3 Module 2 Application Activity #2

Alignment is where a lot of gifted and talented identification systems fall short.

Take a look at your district’s identification process for a given service and answer the WOULD, COULD, SHOULD questions:

  1. WOULD only students who meet these criteria benefit from the service?
  2. COULD students who do not meet the criteria benefit from the service?
  3. SHOULD students besides those who meet the criteria be exposed to the service or learn the skills developed there? If the answer is yes, why are we conditioning access on these criteria?

 

Goal 3 Module 2 Additional Resources

Callahan, C. M., Moon, T. R., & Oh, S. (2017). Describing the status of programs for the gifted: A call for action. Journal for the Education of the Gifted, 40(1), 20-49. https://files.eric.ed.gov/fulltext/EJ1130614.pdf

Johnson, S. K., & VanTassel_Baska, J. (2022). Handbook on assessments for gifted learners. Routledge.

Ottwein, J. K., Lee, L. E., Peters, S. J., & Dixson, D. D. (2022). Best practices for gifted identification. In J. L. Roberts, T. F. Inman, & J. H. Robins (Eds.), Introduction to gifted education (2nd ed.). Prufrock Press.

Rinn, A. N., Mun, R. U., & Hodges, J. (2020, July). 2018-2019 State of the states in gifted education. National Association for Gifted Children and the Council of State Directors of Programs for the Gifted. https://cdn.ymaws.com/nagc.org/resource/resmgr/2020-21_state_of_the_states_.pdf

 

NEXT STEPS

After completing this module, you'll proceed to Module 3: Qualitative Assessments for GT ID.

 

 

 

This work was supported by a grant from the U.S. Department of Education (award number S206A200007 – 21) as part of the Jacob K. Javits Gifted and Talented Students Education Program. The contributors to this site include Kiana Johnson, Lindsay Lee, Matt Makel, Matthew McBee, Betsy McCoach, Scott Peters, & Tamra Stambaugh.