REFLECTING ON INDIVIDUAL CONSIDERATIONS, ACCESS & OPPORTUNITY

 

Objectives

1. Discuss factors that warrant further examination within an equitable identification system, particularly related to individual testing profiles, patterns, and policies.
2. Showcase curriculum resources and instructional strategies found to be effective in closing the opportunity gap by increasing identification.
3. Give examples of successful system/project approaches.
4. Give examples of successful curriculum/resource approaches.
5. Examine patterns across projects and ideas for implementation.

 

Learning Tasks

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

GOAL 4 MODULE 4 Part I

Watch the following video on reflecting on individual considerations within your identification system.

 

 

 

Goal 4 Module 4 Part I Application Activity

Review the example data for achievement and ability or your own data:

Based on the test scores:

1. Who would you identify and in which areas?
2. Who needs further assessment or consideration and why?
3. Does the school psychologist need to be involved?
4. What are your next steps?
5. How does the examination of individual patterns and profiles contribute to equitable identification?

 

GOAL 4 MODULE 4 Part II

Watch the following video about evidence-supported access and opportunity programs that students can engage in before identification.

 

 

 

Goal 4 Module 4 Part II Application Activity

Reflect on the following question:

How might talent scouting programs work in your district to support equitable practices?

Goal 4 Module 4 Additional Resources

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Reading in fundamental. https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf

Lee, L. E., Ottwein, J. K., & Peters, S. J. (2020). Eight universal truths of identifying students for advanced academic interventions. In J. L. Jolly & J. H. Robins (Eds.), Methods & materials for teaching the gifted (5th ed., pp. 61-79). Prufrock Press.

Little, C. A., Adelson, J. L., Kearney, K. L., Cash, K., & O'Brien, R. (2018). Early opportunities to strengthen academic readiness: Effects of summer learning on mathematics achievement. Gifted Child Quarterly, 62(1), 83-95. https://doi.org/10.1177/0016986217738052

Makel, M. C., Peters, S. J., Lee, L. E., Stambaugh, T., McBee, M., McCoach, D. B., & Johnson, K. (2023, January 13). Effective identification through multiple criteria. https://doi.org/10.35542/osf.io/48nv7

Stambaugh, T., Lee, L. E., Makel, M., Peters, S., & Johnson, K. R. (2024). How Does Your Identification System Measure Up? A Guide to Applying the CASA Criteria to Gifted and Talented Identification Systems. Gifted Child Today, 47(4), 246-259. https://doi.org/10.1177/10762175241263983

Peters, S. J., Stambaugh, T., Makel, M. C., Lee, L. E., McBee, M., McCoach, D. B., & Johnson, K. (2023). The CASA criteria for evaluating gifted and talented identification systems: Cost, alignment, sensitivity, and access. Gifted Child Quarterly. https://doi.org/10.35542/osf.io/jf8uc

Peters, S. J., Makel, M. C., Lee, L. E., Stambaugh, T., McBee, M., McCoach, D. B., & Johnson, K. (2023, June 1). What makes for an effective gifted and talented screener? https://doi.org/10.35542/osf.io/sqkae

Project Spark

Stambaugh, T., & Mofield, E. (2016). I, me, you, we. Individuality versus conformity, ELA Lessons for gifted and advanced learners in grades 6-8. Prufrock Press. https://www.routledge.com/I-Me-You-We-Individuality-Versus-Conformity-ELA-Lessons-for-Gifted/Mofield-Stambaugh/p/book/9781618214959

STEM+ Starters (UALR)

William & Mary ELA Curriculum

Young Scholars

NEXT STEPS

After completing this module, you'll proceed to Module 5: Change management to design systems for Optimal 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.