Implementing Evidence-Based Practices in Gifted Education
Professional Learning Modules on Universal Screening, Grouping, Acceleration, and Equity in Gifted Programs
Susan K. Johnsen, Monica Simonds, Marcy Voss
- 330 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Implementing Evidence-Based Practices in Gifted Education
Professional Learning Modules on Universal Screening, Grouping, Acceleration, and Equity in Gifted Programs
Susan K. Johnsen, Monica Simonds, Marcy Voss
About This Book
According to the Every Student Succeeds Act (ESSA), evidence-based practices are supported by rigorous research designs and demonstrate that they improve student outcomes, but the actual implementation of these practices in schools is limited. This essential guidebook assists coordinators of gifted education in implementing three evidence-based practices: universal screening, grouping, and acceleration. Each module includes an overview of research, administrative and assessment considerations, forms for implementing the practice, scripted presentation slides for educators and parents, and resources. Modules may be used by educators within a series of workshops for an entire school district, on an individual campus or for important stakeholders.
Frequently asked questions
Information
MODULE 1
Universal Screening
- Background Information for the Instructor
- Professional Learning Activities
- Resources
- References
MODULE 1
Background Information for the Instructor
- Goals
- Big Ideas
- Background Research
- Definition
- Rationale and Purpose for Universal Screening
- Effects of Universal Screening
- Legal Concerns
- Challenges
- Administrative Considerations
- What District or State Policies Should Be Considered?
- What Are the District Requirements to Meet Federal and State Laws?
- What Is the Process to Select Assessments and Plan for Universal Screening?
- What Specific Challenges Related to Scheduling and Students' Needs Must Be Addressed Before Universal Screening Assessments Are Implemented?
- How Is the Testing Schedule Communicated?
- How Are Assessments Scored and Results Interpreted?
- How Might Administrators Create a Culture of Change to Facilitate the Implementation of Universal Screening?
- Assessment Considerations
- Does the Test Match Programming and Services Within a Domain?
- Does the Test Match Student Characteristics?
- Is the Test Technically Adequate?
- How Do Educators Develop and Use Local Norms?
- Glossary
Goals
- Define and describe the purpose of universal screening and its research base.
- Describe the effects of universal screening.
- Identify challenges related to legal concerns, parents/guardians, teachers, and time.
- Write school policies and protocols related to implementing universal screening.
- Evaluate the effectiveness of universal screening policies and protocols.
Big Ideas
- Universal screening is one component for increasing the representation of culturally, linguistically, and economically diverse (CLED) students in gifted and talented programs.
- Universal screening yields data that can be utilized for multiple purposes.
- Connecting universal screening to district goals and desired student outcomes builds support and opportunities for professional learning.
Background Research
Definition
Rationale and Purpose for Universal Screening
- ā” Universal screening improves the number of referrals for gifted services.
- ā” It reduces sources of bias in referrals.
- ā” It increases identification opportunities for underrepresented groups (e.g., students who are English language learners, economically disadvantaged, and/or culturally diverse).
Effects of Universal Screening
- ā” Universal screening increases participation rates among students from traditionally underrepresented groups,
- ā” More schools identify students who are gifted
- ā” Achievement gains are similar for students identified under the new universal screening program compared to the previous referral program.
Before Universal Screening | After Universal Screening |
---|---|
Students in the gifted and talented program were overrepresented by White students from high-socioeconomic backgrounds. Only 28% of gifted students in the third grade were African American or Hispanic although these students made up 60% of the population. | Universal screening led to a 180% increase in participation rates among students from traditionally underrepresented groupsāthose who were African American, Hispanic, ELLs, or from lower income backgrounds. |
In the target district, 18% of the schools contained 50% of the gifted students. | With universal screening, 57% of the schools contained 50% of the district's gifted. |
Achievement gains indicated that students identified under the new universal screening program benefitted as much as those who had been identified in the referral system. |