Category Archives: Acceleration

I Think My Child Needs to Skip a Grade

Recently, we received this email:

My son just finished second grade. I think he needs to skip a grade and start fourth grade in the fall.  We are looking for help in requesting a whole grade skip.  I have learned that acceleration is not mandated in my state. How should we start? Is there a formal way of putting in my application?

The Belin-Blank Center doesn’t provide a formal application for acceleration that will work in every state, but we can give you some direction to get you started.

First, learn about the policies in your state and your school or district. Are there policies regarding acceleration on the state or local level?  A good place to begin is the policy page on the Acceleration Institute website.

Gather some information about acceleration, so you have an understanding of the research and how acceleration can be used with gifted students. Over the last 70 years, an impressive body of research has been built up that demonstrates that acceleration is an effective tool for challenging gifted students. An excellent place to start learning about that is A Nation Empowered. Volume 1 includes an overview of acceleration and is suitable for sharing with busy administrators and others who might be looking for a summary on acceleration. Volume 2 includes the research behind this option.  This research demonstrates that acceleration helps gifted students to maximize their academic potential; it also shows that acceleration does not cause a negative impact on social/emotional development.

Keep the lines of communication open. Meet with your child’s teacher, gifted coordinator, and/or principal. Learn about the options in your school. Share with them your concerns about ensuring your child is challenged in school. Understand that these professionals might not have been exposed to much information about acceleration in their training, so some of the information you have discovered might be new to them.

Go through the decision-making process. If a student is a candidate for a whole-grade skip, we advocate using the Iowa Acceleration Scale. This tool was developed specifically to address this question and helps families and educators to work together to consider aspects of development that are important in a decision about grade skipping. These include the student’s ability, aptitude, and achievement, as well as developmental factors, physical and social development, and support from the school and family.

Alternatively, or perhaps in addition to a conversation about a whole grade skip, you might think about subject acceleration. Moving ahead in one or more subjects might be the best alternative for a student who isn’t ready for a whole grade skip or has already skipped a grade, but needs additional challenge in a particular subject. An important tool for this discussion is above-level testing.

No discussion of acceleration is complete without considering social development—this is typically the first concern people mention when we start discussing any type of acceleration, especially grade-skipping.  Research shows that carefully selected students who accelerate do just fine socially. There might be a short adjustment period for the student, but the students typically adjust just as well socially or somewhat better socially than their chronologically older grade-mates. These students fit in just fine.

After collecting the appropriate data and participating in thorough discussions with educators and administrators, you should come to a consensus about what is the best decision for your child. Whatever the decision is now, remember that you might need to revisit it again in the future. A student who skips a grade now might need additional acceleration at some later point, or a student who isn’t accelerated now might need acceleration in the future. Also, remember that acceleration doesn’t solve all issues around challenging talented students.  Your child might still benefit from academic summer programs, additional enrichment in school, concurrent enrollment, individually-paced instruction in a strength area, etc. The goal is to challenge the student systematically throughout the school years.

Resources

Assouline, S. G., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students. Iowa City, IA: Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. www.nationempowered.org 

Assouline, S. G., & Lupkowski-Shoplik, A. (2011). Developing Math Talent (2nd ed.). Waco, TX: Prufrock Press.

See www.accelerationinstitute.org for more evidence. 

The 2019 Iowa AP Index

The Belin-Blank Center is excited to announce the release of the 2019 Iowa AP Index!

The Iowa AP Index was developed in 2005 by the University of Iowa College of Education’s Belin-Blank Center for Gifted Education and Talent Development. The Iowa AP Index serves to recognize the Top 50 Iowa accredited public and nonpublic high schools for providing Advanced Placement (AP) opportunities to Iowa’s high school students.

The Iowa AP Index provides a measure of AP opportunities. The AP Index is the ratio of AP Exams taken by students to the number of graduating seniors. A high AP Index indicates a school has developed a culture that encourages students to take AP courses and exams. Schools with index scores in the top 50 are publicly recognized for their commitment to providing AP opportunities. Schools that are not in the top 50 are notified separately regarding their index ranking. 

This year, Rivermont Collegiate in Bettendorf is the top Advanced Placement school in Iowa, according to the Iowa AP Index.

In previous years, Rivermont Collegiate was classified as a Specially Accredited College Preparatory School in the Iowa AP Index. However, Rivermont Collegiate is accredited by the Iowa Department of Education, and therefore is no longer considered specially accredited. Rivermont Collegiate is now recognized with the accredited public and nonpublic schools in the Iowa AP Index.

The top 10 schools in the 2019 Iowa AP Index behind first-place Rivermont (index of 4.71) are:

2. Valley High School (West Des Moines, index of 2.70)

3. Valley Lutheran High School (Cedar Falls, index of 2.55)

4. Roosevelt High School (Des Moines, index of 2.48)

5. West Senior High School (Iowa City, index of 2.26)

6. John F. Kennedy High School (Cedar Rapids, index of 2.23)

7. George Washington High School (Cedar Rapids, index of 2.10)

8. Wahlert Catholic High School (Dubuque, index of 1.91)

9. Muscatine High School (Muscatine, index of 1.88)

10. Iowa City High School (Iowa City, index of 1.86)

Magnet Schools: We also want to give a special recognition to Des Moines Central Academy (index of 2.63), which is not ranked with the Iowa public and nonpublic schools.

To view the top 50 AP schools in Iowa, visit www.iowaapindex.org.

Are You Thinking about Early Entrance to College? This May Be the Time to Take the ACT

The Belin-Blank Center frequently recommends above-level testing for academically talented students because it gives students the opportunity to “show what they can do” and demonstrate their abilities on a test that was developed for older students. This is a common-sense approach to discovering academically talented students. These students have already performed very well on grade-level tests, and they need a greater challenge to demonstrate their aptitudes fully.

Using a grade-level achievement test to measure the aptitudes of an academically talented student is kind of like using a 3-foot yardstick to measure someone who is 5 feet tall. The grade-level yardstick isn’t long enough to measure the student’s height accurately. By giving a student a test that was developed for older students (an above-level test), we are making our yardstick longer and helping to learn more precise information about the student’s capabilities.

The ACT, the test that many students take in 11th or 12th grade as part of the college admissions process, has been used since the 1980s to discover students who are ready for greater academic challenges. We recommend that 7th-9th grade students who have already performed very well on grade-level achievement tests (such as the Iowa Assessments) be encouraged to take the ACT. They can take this test through any one of the university-based talent searches, including the one offered by the Belin-Blank Center.

What can you do with the information? Scores on the ACT can be used to qualify students for a wide variety of programs, including programs offered by the Belin-Blank Center. An important opportunity selected students might also consider is early entrance to college. The Belin-Blank Center hosts the Bucksbaum Academy, which is an early entrance to college program for students who have completed 10th or 11th grade. We recommend that 9th graders who are interested in considering early entrance to college take the ACT in June or in the fall of 10th grade.

If your student is a 9th grader this year, it’s not too early to think about taking the ACT. Students can take the test in June and receive their scores during the summer. This information can then be included in the admissions packet submitted to the University of Iowa. It’s important to note that applicants to the Bucksbaum Academy must take the ACT or SAT by November of their 10th grade year in order to be considered for some University of Iowa scholarships.

Even if your academically talented 7th-9th grade students aren’t thinking that early entrance to college is in their future, we still encourage them to take the ACT. Taking this test at a young age provides bright students with many advantages: (1) more information about their aptitudes, (2) opportunities to qualify for a variety of summer and school-year programs, (3) the chance to try out a fun challenge, and (4) for students earning outstanding scores, the opportunity to be recognized in a formal recognition ceremony at the University of Iowa.

Introducing the Iowa AP Index Archive

It’s officially spring, which means we are getting closer to releasing the 2019 Iowa AP Index! The Iowa AP Index serves to recognize the Top 50 Iowa accredited public and nonpublic high schools for providing Advanced Placement (AP) opportunities to Iowa’s high school students.

The Iowa AP Index provides a measure of AP opportunities. The AP Index is the ratio of AP Exams taken by students to the number of graduating seniors. A high AP Index indicates a school has developed a culture that encourages students to take AP courses and exams. Schools with index scores in the top 50 are publicly recognized for their commitment to providing AP opportunities. Schools that are not in the top 50 are notified separately regarding their index ranking. 

Do you ever wonder about the history of your school’s participation in AP, or the history of AP in Iowa? The Belin-Blank Center has released the Iowa AP Index since 2005, which means there is quite a collection of data of how AP opportunities have evolved in various schools throughout the state!

This year, were are introducing an updated Iowa AP Index Archive.  This archive shares data from the last 12 years. The Iowa AP Index Archive provides information about Iowa’s average AP Index, and also provides a directory of the schools who ranked in the Top 50 from 2005 to 2017.

Check out the AP Index Index Archive, here! Also, keep an eye on this page for the 2019 AP Index to be released later this spring.

Advanced Placement Teacher Training Institute (APTTI)

Are you starting to make summer plans? Don’t forget to add the Advanced Placement Teacher Training Institute (APTTI) into your summer schedule! This professional development opportunity takes place at the University of Iowa campus on June 25-28, 2019. Registration is now open!

APTTI is a College Board approved Advanced Placement Summer Institute (APSI). AP Summer Institutes provide subject-specific training for teachers who are interested in teaching an AP course. Summer Institutes can also support current teachers of AP courses seeking to develop their skills, or gain familiarity with the course.

“It [APTTI] not only provided me the opportunity to gain an understanding of AP-teaching, but I gained resources and new ideas that I now apply to all of my classes. “

“The training was invaluable…I find myself continually going back to my notes, looking at the resources I obtained at the training, and even emailing the facilitator who still quickly responds to me even though it has now been 2.5 years. I would not be as successful in my classroom had it not been for this training.”

Funding

The Iowa Online AP Academy (IOAPA) offers the AP Institution Grant, a grant to support Iowa teachers in attending APTTI. (Participation in IOAPA not required.) This grant will cover $450 (more than 80%) of the $550 registration fee.  Click here to learn more and click here to access the grant application. This application is due June 1st, 2019. 

Academic Credit

Teachers who register for APTTI may pursue additional opportunities for graduate-level academic credit and/or Iowa licensure renewal units (additional fees and registration required). University credit is NOT included in the cost of APTTI. Click here to learn more about academic credit options!

Apply today here, and email us at aptti@belinblank.org with any questions or concerns.

Changes to AP: Beginning Fall 2019

The College Board is implementing some changes and new resources for Advanced Placement (AP) courses! These changes and resources are to provide better support throughout the school year, and to give students the best opportunity to succeed on AP exams. For more information on these changes, click here.

Beginning August 1 2019, AP teachers and students will have access to a variety of new online classroom resources.

What’s new:
  1. AP teachers and students will complete a short digital activation at the start of the year. Students and teachers will then have access to new online classroom resources!
  2. Schools will need to order AP exams by new deadlines in October and November. The College Board hopes that once students commit to the exam, they will more readily invest themselves in their classes.
  3. Classroom resources such as AP question banks, a performance dashboard, and unit guides will be available online.
What will stay the same:
  1. Exams administration during the first two full weeks in May
  2. Exam fee and exam fee reduction
  3. Scores will be reported on usual timelines

Follow us on Twitter @belinblankIOAPA to stay updated on all Iowa Online AP Academy and AP news!

Challenging Learners Who Already Understand Grade Level Material

Guest post by Gerald Aungst
Adjunct lecturer at the University of Iowa’s Belin-Blank Center, and Gifted Support Teacher at the Cheltenham School District in Pennsylvania

The Belin-Blank Center moderates a Gifted Teachers’ Listserv, where educators from all over Iowa, the United States, and the world share resources, information, and support related to gifted education. This post originated on our listserv by Gerald Aungst, who graciously agreed to share his thoughts on our blog, as well. All opinions belong to the author and do not necessarily reflect the position of the Belin-Blank Center or University of Iowa. 

Anyone who has had to sit through a meeting or training session about a topic which you understand well knows the feeling. You want to get on with it and move into something new and different. You want something useful. You want something meaningful.

And yet the idea persists in schools that when a student masters a skill quickly or already understands a topic we are introducing to the rest of the class, the best thing we can give that advanced learner is more of the same. “Oh, you finished the math worksheet already? Here’s another one with more problems to do.” Or “You wrote that 5-paragraph essay already? Well, then I guess your next essay needs to be 10 paragraphs.”

There is a place for honing and maintaining a difficult skill. Professional basketball players keep practicing free throws. Professional musicians keep practicing scales. But we need to ask if “more of the same” is the best option for a student with the limited time we have them in school.

Do you have colleagues or administrators who don’t see the value of giving advanced learners new, different things so they can continue to learn and grow? Here are a few resources to help you make your case.

Start with the NAGC position statements, which include references to relevant studies:

The Acceleration Institute has abundant resources on different options for acceleration. This brief policy summary, for example, has some great talking points for administrators. For more comprehensive explanations and a thorough review of extensive research on the topic, share A Nation Empowered to show why acceleration works.

Differentiation is another way to help students who may know some of the material in advance or who pick it up quickly. For quick overviews check out 7 Reasons Why Differentiated Instruction Works and What Works for Differentiating Instruction in Elementary Schools (many of these ideas are adaptable to middle and high school learners as well).

And of course Susan Winebrenner’s book Teaching Gifted Kids in Today’s Classroom is full of strategies for differentiating and accelerating for advanced learners, backed up by decades of experience and research.

For more posts by Gerald Aungst, visit his website at geraldaungst.com.

If you are an educator looking for professional learning opportunities to help you better teach and understand gifted children, be sure to check out the Belin-Blank Center’s extensive list of courses and workshops on programming and curriculum. Each course corresponds to one of the educational strands necessary for the Iowa Talented and Gifted Endorsement and will help you develop your expertise in the new NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education. For more information, visit belinblank.org/educators