IOAPA: Helping Students’ Stress

If you can believe it, we are nearing the end of the semester! Students may feel pressure from upcoming or past due assignments, projects and tests for their IOAPA courses. Helping students to recognize and manage their stress is an important skill that will continue to help them in their education path and future career. 

Identifying stressed students is important, particularly because in 2013, teens reported their stress level to be higher than levels reported by adults.  Students’ stress often looks different from a typical adult’s stress. The American Psychological Association (APA) released an article to help adults identify signs of stress in children and teenagers.  Some helpful tips to identify their stress include:

Watch for negative changes in behavior, as adolescents may have a difficult time recognizing when they are experiencing stress and verbalizing it . Understand that “feeling sick” may be caused by stress, because stress can appear as physical symptoms such as stomachaches and headaches. Be aware of how your child or teen interacts with others, as children may act out in other settings when they do not feel like themselves. Therefore, communicating with teachers or parents can provide a better understanding and more context of your child’s interactions. Listen to what the student is saying, as increased negative self-talk may be a sign of stress, and always seek additional support if necessary. 

BSI Global & Cultural Studies 2018-6

In 2013, teens reported increased stress when they did not get enough sleep. Further, 20% of teens reported exercising less than once a week or not at all, and 39% reported skipping a meal due to stress. Parents and teachers can model healthy coping strategies to manage stress, and encourage students to exercise, eat well, and sleep!

For additional resources, see:

7 Tips for Helping Your Child Manage Stress

12 Tips to Reduce your Child’s Stress and Anxiety

Bethune, S. (2014). American Psychological Association survey shows teen stress rivals that of adults. American Psychological Association (202), 336-343.

 

 

Message From the Director: How Did We Get From 1988 to 2018? Phase VI (2013-2018)

This six-part retrospective has been an opportunity for me to reflect not only on the three-decade history of the Belin-Blank Center, but also on my own professional trajectory in the field of gifted education and talent development, which spans the same time frame. Although no educator can pinpoint the exact date when his or her professional career began (was it during student teaching, when you had the class to yourself for the first time; when you signed your first contract; when you tested – by yourself – your first student; or when your defended your dissertation and the committee members refer to you as Dr.?), there is always a period in which you can look back and say that the journey was finally underway.

For me, that was 1988.  With a newly minted University of Iowa PhD in hand, I headed east to Johns Hopkins University to start my post-doctoral fellowship with Professor Julian Stanley.  Just a few weeks before I left Iowa City, the Iowa State Board of Regents had recognized the establishment of the Connie Belin National Center for Gifted Education.  Today’s readers know that the Belin Center was renamed the Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.   The expansion of the name (1995) also reflected the expansion of the Center’s services and programs.

In 1990, I applied, and was hired, for the Center’s very first professional position.  I happily joined the small group (one director, one secretary, and a few graduate students) in 1990.  I have been invested in the work of the Center ever since, becoming the Center’s director in December 2012, just as Phase VI commenced.

BBC Staff 1997

The years 2013-2018 were phenomenally productive, the reason being entirely because the Center has a collaborative team of professionals who administer the programs and provide the services.  Every program has been elevated during the past five years and there are many new programs that have started.

Belin-Blank staff 6/2018

Belin-Blank Center faculty and staff

Our oldest programming, for teachers, introduced the Chautauqua Series during the past few summers, infusing a strong sense of community among educators.  Summer student programs now include the Perry Research Scholars Institute for 8th – 10th graders and the Summer Art and Writing Residency Programs for 9th – 11th graders.

The Perry Research Scholars Institute was made possible through an endowment from the Perry Family.  A generous endowment from Mary Bucksbaum Scanlan and her husband, Patrick Scanlan, made possible the Bucksbaum Early Entrance Program that allows selected high school students to skip the last two years of high schools and begin the university as early as 10th grade.

A significant Talent Development Grant from the Jack Kent Cooke Foundation established the STEM Excellence and Leadership Program, an after-school STEM enrichment program, in ten rural districts in Iowa.  The results from that program led to the funding from the National Science Foundation for a deeper investigation of the informal learning environment provided by this program.  The NSF grant was followed by a Javits grant that will allow us to increase the numbers of underrepresented students who are identified for gifted programming and implement a career exploration intervention.

Wallace_Group3.jpgAmong all the growth in programming, we also hosted two Wallace Symposia (2014 and 2018).  The 2014 Symposium was co-hosted with the National Association For Gifted Children in Washington DC and the 2018 was co-hosted with Vanderbilt and Johns Hopkins Universities in Baltimore, MD.  We updated A Nation Deceived with a new two-volume publication A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students and developed an online, above-level test for 4th – 6th graders, which can be used in schools and thus allow teachers to benefit from the information available through above-level testing.  We also established a collaboration with the Iowa Neuroscience Institute (INI) to further our work with twice-exceptionality.

We celebrated three decades, and especially the past five years of inspiring potential and nurturing excellence, with an open house showcasing our innovative programs and featuring a special presentation by two Iowa Neuroscience Institute (INI) colleagues, Dr. Ted Abel, director of the INI, and Dr. Jake Michaelson, director of the UI Spark site.  The collaboration with INI will greatly enhance our work with twice-exceptionality.

The past five years are a testament to the collaborative spirit exemplified by the staff.  The growth over three decades, from a small group of professionals to a fully- functioning center has been phenomenal.

Hear our story in this special commemorative video.

See You at NAGC!

The National Association for Gifted Children (NAGC) will hold its 65th annual convention on November 15-18 in Minneapolis, Minnesota. Our staff will be available to discuss our programs and services, and answer any questions you may have, at Booth 610 in the Exhibit Hall. We will also be delivering several presentations, and we hope to see you there!

12

NAGC Convention presenters from the Belin-Blank Center include Dr. Susan Assouline, Professor in the Department of Psychological & Quantitative Foundations (P & Q), Myron and Jacqueline N. Blank Endowed Chair in Gifted Education, and Director of the Center; Dr. Laurie Croft, Clinical Professor of Gifted Education in the Department of Teaching and Learning (T & L) and Associate Director, Professional Development at the Center (and NAGC Board Member); Dr. Megan Foley-Nicpon, Professor in P & Q and Associate Director, Research (Past Chair, Research & Evaluation Network); Jan Warren, Assistant Director, Student Services at the Center (Chair, Arts Network); Dr. Alissa Doobay, Supervisor, Psychological Services; Dr. Joy Goines, Staff Psychologist, Assessment and Counseling Clinic; David Gould, Administrator, Bucksbaum Academy; Dr. Lori Ihrig, Supervisor, Curriculum and Instruction; Dr. Duhita Mahatmya, Administrator, Research Methodology; and Dr. Ann Lupkowski-Shoplik, Administrator, Acceleration Institute. In addition, other familiar names in gifted education from the University of Iowa, Dr. Clar Baldus, Clinical Professor in Teaching & Learning, Consultant for the Arts at the Center (Past Chair, Arts Network), Dr. Susannah Wood, Associate Professor in Counselor Education, and colleagues Dr. Carol Smith, Clinical Associate Professor, and Dr. David Duys, Associate Professor, will be presenting at the NAGC Convention.

 

Gifted Education Awareness Month: Go-To Resources on Academic Acceleration

Governor Reynolds declared the month of October to be Gifted Education Awareness Month. The Iowa Talented and Gifted Association (ITAG) proposed many activities to celebrate giftedness in your school and district! Here on our blog, we revisited some of your all-time favorite posts all month long. 

First, we encouraged you to think about who your talented students are and what they need to stay challenged and engaged at school. Then, we gave away the best-kept secret in gifted education and shared why we should all be advocates for academic acceleration. Finally, we discussed educational assessments, including twice-exceptional assessments, and explained when and for whom they might be helpful.

Although October is coming to a close, we know that for advanced learners, and their families and educators, every month is gifted education awareness month. To carry you forward from here, we are sharing some of our most helpful resources. We hope you can return to these again and again as you continue to advocate for your own gifted students. 


Go-To Resources on Academic Acceleration

Screen Shot 2018-10-16 at 1.25.34 PMA Nation Deceived, published in 2004, is still relevant today. It highlights disparities between the research on acceleration and the educational beliefs and practices that often run contrary to the research. We highly recommend Volume 1, which contains responses to common myths about acceleration.

ne-cover-vol-1-full

The update to that publication, A Nation Empowered, came out in 2015. You can download the free pdf here or obtain a paper copy or Kindle version here. Volume 1 contains many stories about acceleration, and those seem to resonate with people. Volume 2 contains the up-to-date research supporting acceleration.

The Acceleration Institute website has many, many resources on academic acceleration for parents, educators, policy makers, and researchers.

20 Forms of AccelerationWhen most people think of acceleration, they think of either skipping a grade or moving ahead in a particular subject. But did you know there are at least 20 different types of acceleration within the broad categories of grade skipping and subject acceleration?

Thinking about early entrance to kindergarten? These resources will be helpful.

What about early entrance to college? Start here and then head over to the Bucksbaum Academy website.

How do you make an informed decision about skipping a grade? The Iowa Acceleration Scale is a highly recommended tool.

Screen Shot 2018-10-16 at 4.07.28 PM.pngDo you have a talented math learner? Be sure to check out the book, Developing Math Talent, by Susan Assouline & Ann Lupkowski-Shoplik (published by Prufrock Press, 2011). Build student success in math with the only comprehensive parent and teacher guide for developing math talent among advanced learners of elementary or middle school age. The authors offer a focused look at educating gifted and talented students for success in math.

To help answer questions about which students are ready for subject acceleration, consider investigating I-Excel, an online, above-level test for high-ability 4th-6th graders. I-Excel offers the research-supported power of above-level testing in a convenient online format.

If you’re wondering whether your child is ready to be accelerated, these tips for parents can help guide you. This Tip Sheet from the National Association for Gifted Children (NAGC) will also be helpful.

Does your school need to create or update its policy on academic acceleration? Guidelines for Developing an Academic Acceleration Policy are available in a free download. This document supports schools in creating a comprehensive and research-based acceleration policy that is compatible with local policies. (And be sure to keep an eye out for an update to this publication, Developing Academic Acceleration Policies: Single Subject and Whole Grade, in late 2018!)

If you’re a fan of podcasts, you can listen to Dr. Ann Shoplik talking about acceleration on Mind Matters, and Dr. Megan Foley-Nicpon discussing twice exceptionality on Bright Now by Johns Hopkins Center for Talented Youth (CTY). Or check out our own podcast, The Window, and listen to our founder, Dr. Nicholas Colangelo, engage thought leaders on issues relating to maximizing human potential and directing talent toward a larger social good.Screen Shot 2018-10-16 at 4.08.59 PM

We know that TAG educators can sometimes feel a bit isolated from their other colleagues in gifted education. If you are looking for a group of like-minded professionals and experts to connect with and share ideas, be sure to subscribe to the Gifted Teachers’ Listserv.

Connect with your state and national organizations, the Iowa Talented and Gifted Association (ITAG) and the National Association for Gifted Children (NAGC). The Iowa Department of Education’s Gifted and Talented webpage also has helpful resources and information about important legislation affecting gifted education. Not in Iowa? Find information about your state gifted association, statistics, and policies concerning gifted education here.

For a comprehensive look at all things gifted education, grab a cup of coffee and settle down to peruse Hoagies’ Gifted Education Page and the Davidson Institute for Talent Development’s database.  The Hoagies’ Gifted Blog Hop on acceleration was so excellent, it was offered a second time (with fresh content) in “Acceleration, Again.”

Follow our own @AnnShoplik and @LCroft57 on Twitter, who often tweet about topics related to acceleration and gifted education, and read through the hashtags, #nationempowered#gtchat, and #gifteded.

And finally, be sure to connect with the Belin-Blank Center on social media (you can find us on Twitter, Facebook, and Instagram) and subscribe to our newsletter to stay updated all year long!

Professional Learning: Always Available

The fall term is flying by, and we have had teachers enrolled in a wide variety of online learning opportunities, from three-semester-hour classes to one-semester-hour workshops focusing on specific topics over three weeks.  We have had 99 individuals who have enrolled for 221 semester hours of credit; seven of our students this fall are educators from India who are learning to better serve their gifted/talented students in their schools.  Current registrations for conference credits (options at the Iowa Talented and Gifted [ITAG] Association conference and the National Association for Gifted Children [NAGC]) add another 17 people earning 29 semester hours of credit, most often applied to credits required for the Talented and Gifted Endorsement.

woman-791185We still have two online fall credit options available.  One workshop, EDTL:4096:0WKA Special Topics: Personal Learning Plans and the Gifted Students, is helpful for any Iowa educator who needs to provide plans for identified students, in compliance with Iowa Code.  Educators from other states will benefit from learning more about this option, an important component in the continuum of options recommended by the NAGC.

For anyone attending the NAGC convention in Minneapolis in November, the Belin-Blank Center provides a credit option (PSQF:5194:0WKA) for a choice of either one or two semester hours of credit. As with other credit options, those who are interested must be registered as a Distance and Online Learner (belinblank.org/educators/reg), and contact educators@belinblank.org to override the restriction for the conference credit, ensuring that anyone who registers understands that conference attendance is required.  The Belin-Blank Center provides a 50% tuition scholarship for the graduate tuition rate for conference credits, in an effort to support educators’ interest in learning through these opportunities.

The Center is offering one online credit over Winter break. Current Readings and Research in Gifted Education (EDTL:4085:0WKA) will allow educators to review the information they most need for their students and schools.  The class begins on December 26 and ends on January 11, 2019, getting the new year off to a great start.

laptop-819285

Spring enrollment hasn’t opened yet, but the Center will be providing a variety of online three-semester-hour classes, including content focused on identification, on classrooms and curriculum, and on programming models.  As well, Administrative and Policy Issues (EPLS:4110:0EXW) is available as a two-semester-hour online class.  A variety of one-semester-hour online workshops will allow educators to focus on topics such as curriculum development, mathematics for gifted learners, and issues of perfectionism.  Classes for each semester are posted at belinblank.org/educators/courses.

 

Who Needs Subject Acceleration? The Nuts and Bolts of Decision-Making

Some students are ready for subject acceleration – but which students, exactly? How do we know which students have mastered the classroom curriculum and are ready to handle more advanced work in a specific subject? Another related (and important) question is, how do we make sure they won’t have any gaps, if they move ahead?

STEM_Excellence_Hygienic_Lab_Trip_2017-4

Important tools that help us make decisions about subject acceleration include achievement testing and above-level testing.

Achievement testing includes standardized, grade-level tests such as the Iowa Assessments, TerraNova Test, and Stanford Achievement Test. These tests help us compare students to other students their own age. Typically, we recommend that students scoring at the 95th percentile or above on at least one of the main subject areas of one of those tests should be considered for further testing. (If your school uses eITP, check out this great tool for an easy way to find these students.) These students have correctly answered most of the items of the test, and we don’t really know what additional information they have mastered. For those students, the next step is above-level testing. (An important note: We do not require that students earn scores at the 95th percentile on the Composite of the test, just in a specific subject area. So, for example, we focus on finding math-talented students by looking at students’ scores on the math subtests.)

An above-level test measures a student’s aptitude. At the Belin-Blank Center (and at many university-based talent searches around the country), we use a test that was developed for older students and administer it to younger students. Some of the young students earn high scores, some earn low scores, and some earn moderate scores on that test. That information helps us to understand which students are ready for more.

Who is ready for the next step?

We have several rules of thumb for making decisions about what should happen next. One rule of thumb is the 50th percentile rule: Students earning scores at the 50th percentile or higher on an above-level test (when compared to the older group of students) are likely candidates for subject acceleration. Why the 50th percentile? The 50th percentile represents average performance for students at the grade level of the test. When a talented student earns a score at or above the 50th percentile on an above-level test, it is a good indicator that their performance is comparable to average students at that grade level. It’s a good indicator that they are ready for more challenge.

How can educators use this information?

If a group of students takes an above-level test, educators can examine the scores of the students and group them for instruction based on their test scores. For example, if 5 students scored at the 50th percentile or above when compared to older students on whom the test was normed, those 5 students could be grouped in an accelerated class in that subject area or moved up a grade in that subject. Students earning lower scores would benefit from a more enrichment-oriented approach and can be grouped accordingly. Of course, other things to consider when making decisions about subject acceleration include grades earned and specific content already mastered.

shutterstock_270696455

What about gaps?

Gaps are often a concern for educators and families considering moving students ahead. We worry that a student who is advanced will miss some critical information by skipping over some content. To help with this problem, achievement testing for the class the student will skip is helpful. If a student is skipping 5th grade math, for example, it’s useful to give that student an end-of-5th-grade exam or an achievement test that measures what is typically taught in 5th grade math.  The student will likely get a very high score on that test, but the testing may point out specific areas the student has not yet mastered. A mentor or teacher can then work with the student on the concepts he or she missed in order to get the student up to speed before starting the 6th grade math class.

Summary of the steps

Step 1 is administering the grade-level standardized achievement test. Students earning scores at the 95th percentile in the relevant subject area are recommended to move on to Step 2, aptitude testing. In Step 2, students take an aptitude test, which is a test that was developed for older students. The Belin-Blank Center provides above-level testing using two different aptitude tests: I-Excel for bright 4th-6th graders or the ACT for bright 7th-9th graders. In Step 3, those students also take achievement tests on the higher level content, so we can determine if there are any gaps in the students’ backgrounds. Finally, the student is placed in an advanced class.

The outcome of participation in I-Excel or ACT testing? Students and parents who are better informed about students’ academic strengths, and educators who confidently provide curriculum tailored to those strengths.  Making data-based, objective decisions results in students who are consistently challenged in school.

For more information, see:

Screen Shot 2018-10-16 at 4.07.28 PMThe book, Developing Math Talent, by Susan Assouline & Ann Lupkowski-Shoplik. See especially the chapter on the Diagnostic Testing->Prescriptive Instruction Model for detailed information about using tests to help inform decisions.

The Best-Kept Secret in Gifted Education: Above-Level Testing — This post offers an overview of the theory and research behind above-level testing.

I’m Ready to Set Up I-Excel Testing for This Year: Where Do I Start?— Specific steps for setting up I-Excel are included in this post.

Have Your 7th-9th Graders Registered to Take the ACT? — This post includes useful information about using the ACT as an above-level test for 7th through 9th grade students. Current information about fees, test session dates, and registration deadlines can be found at www.belinblank.org/talent-search.

Still have questions? 

Visit belinblank.org/talent-search for more information, or email assessment@belinblank.org.

Gifted Education Awareness Month: Services at the ACC – Educational Assessment

In Iowa, October has been declared Gifted Education Awareness Month! To celebrate, we’ll be revisiting some of your favorite posts from the blog all month long. We get a variety of questions about what our Assessment and Counseling Clinic does and how to know if a particular service is right for a given child. Today, we’re focusing on educational assessments.


Services at the ACC: Educational Assessment

Dr. Alissa Doobay, Licensed Psychologist, Supervisor of Psychological Services
Dr. Alissa Doobay, Licensed Psychologist, Supervisor of Psychological Services

Individualized educational assessments are conducted to assist with academic planning.  They involve individual assessment of intellectual and academic skills, including above-level skills, as well as a screening of psychosocial factors that may be relevant in academic planning decisions.  These assessments are not diagnostic in nature; therefore, they cannot be submitted to insurance for reimbursement.

Following the assessment, parents are provided with a comprehensive report detailing the test results and our recommendations. The cost depends on the number of hours spent, but a typical educational assessment includes approximately 6 hours of testing and costs $730.

Some initial reasons to consider an individualized educational assessment include:

  • You’re considering whole grade acceleration and would like to get the bulk of the information needed all at once.
  • The student is in 3rd grade or younger, and therefore too young for most other assessments.
  • The student has behavioral/cognitive factors that result in individualized assessment being more accurate than group-administered (e.g., 2e students who don’t “test” as well as expected based on knowledge).

We also offer twice-exceptional assessments, which include intellectual and academic testing in addition to a diagnostic assessment to determine whether the child meets criteria for a particular psychological diagnosis (e.g., Autism Spectrum Disorder, ADHD, Specific Learning Disorder, anxiety or depression, etc.). These evaluations are conducted by a licensed psychologist and may be submitted to insurance depending on your insurance provider. There is a currently a waitlist for twice-exceptional assessments.

Could an educational assessment help your child?  You can request an appointment through our online intake form.

Originally posted on January 12, 2017