Tag Archives: acceleration

Trying to Make Decisions about School Placement or Acceleration for Next Year?

We might be able to help!  Above-level testing is a useful tool for gathering data needed for decisions such as: Does my student need additional challenge in a particular subject? Is my child ready to skip a grade?

I-Excel testing will be available this summer. Bright 4th-6th graders can take the test individually or in small groups (supervised by a proctor). I-Excel is an online test, so we are able to offer testing even if schools have not yet reopened. Parents and relatives are not allowed to proctor the test, so testing cannot occur until the stay-at-home guidance is no longer in effect. Licensed educators may proctor the test.

More information can be found in these links:

Are you interested in learning more about I-Excel testing for your child or students in your school? Contact us at assessment@belinblank.org.

We at the Belin-Blank Center are happy to support parents and students in whatever ways we can. Our primary concern is the safety and health of all involved. We recommend that you follow the guidance provided by your governor and local authorities in terms of meeting with people outside your family any time in the next few months.

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. 

Subject Acceleration: A How-To List

This article expands upon some of the ideas presented in the earlier blog, Subject-Specific Gifted Services:

This is when we need to start shifting our thinking from creating one gifted program that serves the “all-around gifted student” to providing services for students with strengths in specific areas. This shift in thinking helps us to be more responsive to our students’ needs and helps ensure that they are challenged in school every day.

Subject acceleration (also called content acceleration) is useful for students who have demonstrated advanced ability in one or more academic areas. Examples include a 2nd grader moving into the 3rd grade classroom for reading, a student taking an Advanced Placement (AP) course, or grouping several advanced 6th graders for math instruction. Subject acceleration can be appropriate for a high-ability student who isn’t recommended for whole-grade acceleration, exhibits an uneven academic profile with an extreme strength area, or has already skipped a grade but needs additional challenge in one area.

Some people might be concerned that subject acceleration may cause academic harm or put students in situations that are too challenging.  Research (such as that provided in A Nation Empowered) tells us otherwise:  

  • High ability students engage in abstract thinking at a younger age than typical students.
  • Accelerated students do not have gaps in their academic backgrounds.
  • Accelerated students will not run out of courses before high school graduation. (Students never really run out of content to study, but the high school might not offer the next course that is needed. In this situation, a student might need to utilize other options, such as dual enrollment or online coursework.)
  • Accelerated students do not “burn out.” Research shows that acceleration leads to higher levels of achievement.

Others may argue that, “We already have enrichment, so why do students need content acceleration?” We agree that STEM clubs, science fairs, English festivals, and pull-out programs provide valuable enrichment. However, they do not provide a systematic progression through the curriculum.

Subject acceleration has many advantages:

  • The regular classroom teacher does not have to search for materials for the advanced student, because that student is removed during class (for example, the student moves to a different class for math).
  • It is more likely that the student will be grouped with intellectual peers.
  • The student receives credit for work completed.
  • The student is appropriately challenged and therefore remains interested in the subject (and in school).
  • Research clearly supports the use of acceleration with academically talented students.

The disadvantages of subject acceleration include:

  • Although the student is now working at a higher level, the pace may still be too slow.
  • If the student is accelerated by only one year, there may be little new content.
  • The student may not receive credit for high school courses completed before enrolling in high school due to district policies.
  • Additional planning and discussion time may be required, if subject acceleration is new in a school or to a particular group of educators.
  • Long-term planning is essential, so the student does not “run out” of coursework before graduating from high school.

Utilizing subject acceleration can be challenging, and it requires us to consider a variety of questions:

  • How are grades and credit assigned?
  • When completing the school’s regular testing, which grade-level achievement test does the student take (“age-appropriate” or new grade)?
  • What transportation is needed?
  • How do we schedule the same subject at the same time for the two grade levels? (For example, one district offers math at the same time every day across the district, so students don’t miss another subject if they are accelerated for math.)
  • What indicators of accelerated coursework are needed on the student’s transcript?
  • How is class rank determined?

Subject acceleration requires careful thought and planning. However, the time invested in thinking through some of the challenges and long-term issues presented by subject acceleration provides an important result:  students who are appropriately challenged and engaged in school.

Additional Resources

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!

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

Gifted Education Awareness Month: Academic Acceleration

This month, we’re bringing back some of our most popular blog posts to celebrate Gifted Education Awareness Month! Today, Dr. Ann Shoplik, Administrator for the Acceleration Institute, explains why it’s so important to advocate for academic acceleration! “Acceleration” can be an intimidating word for some, but did you know that there are at least 20 different forms of academic acceleration?

20 Forms of Acceleration

The word “acceleration” actually refers to over twenty different educational interventions! (Source: A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students*)

 


Why am I an Advocate for Academic Acceleration?

The short answer to this question is that I am tired of gifted students being under-challenged in school. They need the intellectual stimulation that comes from rigorous courses taught at a reasonably advanced level, and acceleration can provide that stimulation. The longer answer is, I am familiar with the research. No educational option for gifted students has the research support that academic acceleration has. In other words, the research is clear and unambiguous: Acceleration works. Gifted students benefit from acceleration. Gifted students are not negatively impacted socially if they are moved up a grade or advanced in a particular subject. Gifted students who accelerate turn out to be higher-achieving, higher-paid adults. In other words, the effects of acceleration are positive, short-term, and long-term.  So why wouldn’t I be an advocate for academic acceleration?

Now that we have the information that is summarized so clearly and succinctly in the comprehensive 2015 publication, A Nation Empowered, it’s time to put that information to work.  There are at least 20 different types of acceleration, including grade-skipping, subject matter acceleration, distance learning, and dual enrollment in high school and college. There are many forms of acceleration, and that means that we can tailor accelerative opportunities to the needs of individual gifted students. Acceleration means allowing gifted students to move ahead in school, at a pace appropriate to their needs. Acceleration can be implemented individually, in small groups, and in large groups.  Each type of acceleration can be used to match the level, complexity, and pace of the curriculum to the readiness and motivation of the student.

Educators and parents do not have to be afraid of implementing acceleration. Tools are available to help them make well-informed decisions. These tools include the book already mentioned, A Nation Empowered, and they also include the Iowa Acceleration Scale (developed to help the team consider all aspects of acceleration, including academic development, social development, physical development, and school and parental support for the decision), IDEAL Solutions (developed to assist educators and parents as they consider subject matter acceleration in STEM subjects), and university-based talent search programs, which help identify students and give them challenging courses they can take in the summer or via online learning opportunities.

If you are interested in advocating for acceleration for an individual student or you’re attempting to change policies in your school or district, consider starting with the information found at the Acceleration Institute website. It includes the tools already mentioned in this article, and many more. Don’t miss the PowerPoint presentation on acceleration, which you can download and share with other educators and families.

We have the research and we have the tools to help us make good decisions about implementing acceleration for academically talented students. Now, we need the courage to act.

Originally posted by Ann Lupkowski Shoplik on March 22, 2016

*Southern, W.T. and Jones, E.D. (2015) Types of Acceleration: Dimensions and Issues. In S.A. Assouline, N. Colangelo, J. VanTassel-Baska, and A. Lupkowski-Shoplik (Eds.), A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students (pp. 9-18). Cedar Rapids, IA: Colorweb Printing

A Visual Guide to Middle School IOAPA Courses

With the introduction of our middle school courses in Fall 2015, many students and teachers may still have questions about the types of courses offered by the Iowa Online AP Academy, who these classes might benefit, and how to select students who will be prepared for and challenged by online coursework.

Based on the information and experiences we have gathered so far, we are excited to provide a visual guide to our middle school classes! These data are based on middle school Iowa Online AP Academy (IOAPA) courses taken during the fall 2015 semester.We hope they will be helpful as you and your students consider plans to register for 2016-17 courses through IOAPA.

If you are looking for more information about IOAPA’s middle school classes, check out our past posts on middle school courses and above-level testing, or visit our website. Make sure to check back here soon for our high school courses recap!

IOAPA Fall 2015 MS Data Infographic

 

Conference on Academic Acceleration

Belin-Blank Advanced Leadership Institute at the University of Iowa

July 24-26, 2016

Registration Now Open

Pre-Institute: The Iowa Acceleration Scale, Sunday, July 24, 2016, (2-5 p.m.), $75.

Learn how to maximize the value of the Iowa Acceleration Scale (3rd edition), a tool designed to help educators and parents make data-driven decisions about academic acceleration.

Participants are invited to attend the Belin-Blank Advanced Leadership Institute Speakers Reception, Sunday evening, 5:30 – 7:00 p.m.

Two-Day Institute: A Nation Empowered: Research-Based Evidence about Acceleration and Gifted/Talented Students. Sunday, July 24, 2016: Speakers Reception 5:30 – 7 p.m. Institute is on Monday, July 25 (9 a.m. to 7 p.m., plus optional evening activities) and July 26 (8:30 a.m. to noon), $250, early registration fee.  Bring a friend!  Group registrations (2 or more registrations submitted together) are discounted, $225 per person, early registration fee.

Meet the editors and authors of A Nation Empowered; interact with others who have successfully implemented acceleration in their schools; choose from multiple sessions focusing on practical applications of how to implement acceleration in schools; and create your own plan for next steps!

Released last spring, A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students, includes updated information about the best-researched yet most under-utilized educational option for gifted students: academic acceleration. In spite of the strong research base supporting the implementation of the many forms of acceleration, many schools do not routinely utilize any of the options, and educators often express concerns about accelerating students, assuming that doing nothing is better than taking a “risk” with acceleration.

All Institute participants will receive a copy of A Nation Empowered. The Institute will include a strong focus on applying the research in practical settings, and participants will have opportunities to learn from educators who have successfully implemented various forms of acceleration, as well as hear from parents and from students who have benefited from one or more accelerative options.  Audience: gifted education teachers, administrators, school counselors, parents.

Discounts are available for students and groups, and an academic credit option is also available (50% tuition scholarship provided by the Belin-Blank Center).

Registration Now Open

What About Early Entrance to Kindergarten?

Portal to Another World

Parents who are considering early entrance to kindergarten for their children have a lot of questions! They are certainly concerned whether or not this is the right decision for their child, and they wonder how to make the decision.

1. One of the myths we hear is that precocious preschoolers no longer stand out a few years after they enter school. People might say that the other students “catch up” once they reach 1st or 2nd grade. Do talented 4-year-olds actually plateau in their learning and end up not being that far ahead of their peers?

This question comes up frequently, especially with younger students who are just entering school. In a nutshell, the answer is “no.” Gifted students tend to perform better than average students all the way through school. The caveat here is that they thrive when they are consistently challenged. If left to languish in an under-stimulating classroom, they don’t do as well. Gifted students need a challenging environment, and early entrance to kindergarten might provide just the challenge needed.

2. What types of schools are most receptive to having students skip grades or enter kindergarten early?

 Schools differ remarkably on this, and, unless there is a specific written policy on early entrance to school or grade-skipping in general, the response might depend on the administrator. For example, a school may not have a policy specifically supporting early entrance to kindergarten, but a given principal might be very receptive to the idea and work carefully with families that might need that option.  A huge public school system might have the resources to challenge students effectively, but it might have a policy in place that prevents students from entering school early. A small, under-resourced school with an innovative principal and small classrooms might provide exactly what a student needs. Parents need to spend some time researching the schools in their area and asking questions concerning early entrance to school.  Volume 1 of A Nation Empowered (www.nationempowered.org) is a quick read and provides a lot of information supporting various types of acceleration and is an ideal resource to provide to a busy principal or administrator.

3. How do we figure out if my child should enter kindergarten early?

 There are lots of great resources that can help you with this important decision. First, see the Acceleration Institute website:  www.accelerationinstitute.org. Look for the section for parents (http://accelerationinstitute.org/parents.aspx) and Questions and Answers (http://www.accelerationinstitute.org/Resources/QA/).  Also, look at the chapter on whole-grade acceleration and early entrance to kindergarten in Volume 2 of A Nation Empowered (www.nationempowered.org). The book is available for purchase, and it is also available as a free download from the website. There is also a tool specifically designed to help families and schools make good decisions about grade-skipping and early entrance to school, the Iowa Acceleration Scale (http://www.accelerationinstitute.org/Resources/IAS.aspx).

4. Is it possible to find schools who will provide a more customized education while allowing my child to be surrounded by age-peers?

 Yes. They might be public, private, or parochial schools. Again, you’ll need to do some research in your area to find the best fit.  Additionally, take a look at acceleration policy information provided here:  http://www.accelerationinstitute.org/Resources/Policy/By_State/Default.aspx. It will help to be informed about policies in your state, if you are going to approach a public school with your questions. This article presents data about state cutoff dates for kindergarten entry: http://ecs.force.com/mbdata/mbquestRT?rep=Kq1402

5. What types of questions should we be asking when looking for schools that are the right fit and can accommodate a precocious preschooler?

This website is helpful:  http://www.hoagiesgifted.org/choose_school.htm

In fact, I encourage you to explore the Hoagies gifted website in general. It’s chock-full of information!  See:  Info about early entrance to kindergarten: http://www.hoagiesgifted.org/kindergarten.htm and the Blog Hop on acceleration (the individual stories from families are great!): http://www.hoagiesgifted.org/blog_hop_acceleration.htm

You might also enjoy reading one parent’s experience with early entrance to kindergarten: http://tinyurl.com/kgzlwbo. The author discusses concerns such as physical development and social development. The last paragraph concludes, “One principal I spoke with was honest about this.  ‘We used to test children for kindergarten readiness, but there were too many problems when a child didn’t qualify for kindergarten.  Now we just use a cutoff date.’  Our children deserve better than this.”

Additional Resources

Educators, We Need Your Help!

ne_flyer_4_print-1-thumbComplete a brief survey and add your voice to A Nation Empowered: Evidence Trumps the Excuses That Hold Back America’s Brightest Students This survey taps attitudes toward and knowledge of acceleration and preparedness to provide gifted education. You do not need to have classroom experience with either of these to participate in this study. The goals for the 10-to-15-minute survey include assessing the ways professionals are trained to work with gifted learners and gathering information about the breadth and depth of knowledge regarding the practice of academic acceleration and its varying forms.

https://uiowa.qualtrics.com/SE/?SID=SV_431Yd3WwTory9rD

Upcoming Webinar: Objective Decisions on Grade Acceleration

Mark your calendars for Tuesday, November 12, 4:30 – 6:00 p.m.

The Iowa Acceleration Scale (IAS) has been successfully used by educators and administrators throughout the country since 1998 to objectively determine if a student would benefit from whole-grade acceleration.  The IAS guides a child study team (including educators, teachers, parents, and other professionals) through a discussion of the academic and social characteristics of the student.  Dr. Susan Assouline, lead author of the Iowa Acceleration Scale, will lead this Webinar, exploring the instrument and answering your questions.

The Webinar  (or DVD option) is required to enroll in the available credit option; the online credit will explore challenges to acceleration, as well as alternatives to whole-grade acceleration.  Participants will go through the process utilized in the IAS*.

The cost for either the Webinar or a DVD of is $45 (the cost for both is $55).

More information and the link to registration is available at belinblank.org/webinar  

 

Academic credit is available. Automatic tuition scholarship (50% of graduate tuition, or $226, for one semester hour). Contact Laurie-Croft@uiowa.edu.

* The Iowa Acceleration Scale Manual can be purchased through the Belin-Blank Center for less than the cost at most other outlets.  Please contact Rachelle-Blackwell@uiowa.edu (or 800-336-6463 / 319-335-6148) for details.  One copy of the form used to complete the scale will be provided at no cost to those who purchase the manual through the Center.

Share Your Acceleration Policy Successes

Dr. Maureen Marron

Dr. Maureen Marron,
Associate Research Scientist,
Institute for Research & Policy on Acceleration

In my overview of the Institute for Research and Policy on Acceleration (see previous entry), I made special mention of IRPA’s support for districts and states to develop acceleration policies and practices.

Without a doubt, there are many current and serious conversations about education, from school budget cuts to accountability issues to the elimination of gifted programs. At the same time, there are some bright spots for gifted students all across Iowa and throughout the country, and we want to shine a spotlight on your school’s successes with acceleration policy.

We invite you to share with us how your school has made acceleration work. Is your school currently writing an acceleration policy? Does your school have an existing acceleration policy that you can share? What tips do you have for making sure that the policy is effectively implemented? Send news of your school acceleration success to me, Maureen Marron, at maureen-marron@uiowa.edu.

In turn, IRPA will share your ideas and policy links in a new “District Policies” section on the IRPA Website (www.accelerationinstitute.org/).

The Belin-Blank Center Supports Acceleration

Dr. Maureen Marron

Dr. Maureen Marron,
Associate Research Scientist,
Institute for Research & Policy on Acceleration

For over a decade, the Belin-Blank Center has been committed to advocating for academic acceleration for high-ability students. We put our support behind acceleration because it is an effective intervention that benefits high-ability students academically and socially.

Since 2006, the Institute for Research and Policy on Acceleration (IRPA) at the Belin-Blank Center has served as a central location for acceleration research and advocacy. IRPA’s activities are designed to answer three questions:

1. What is acceleration? In A Nation Deceived: How Schools Hold Back America’s Brightest Students (download at no cost), we define acceleration, report on its effectiveness, and refute misconceptions.

2. Is acceleration the right choice for my student? IRPA has created instruments, books, and guides to assist with acceleration decisions, including IDEAL® Solutions for Math Acceleration, the Iowa Acceleration Scale (3rd ed.), and Developing Math Talent (2nd ed.).

3. How can school policy be written to include acceleration? In 2009, we collaborated with the National Association for Gifted Children, and the Council of State Directors of Programs for the Gifted to produce Guidelines for Developing an Academic Acceleration Policy.

The Guidelines document (in print or online at no cost) presents recommendations in five key areas for developing an acceleration policy and provides an easy-to-use Checklist for Developing an Academic Acceleration Policy. Contact me (maureen-marron@uiowa.edu) to make arrangements for copies to share with your school board, administrators, or attendees at your state talented-and-gifted association conference.

This is an abbreviated explanation of IRPA’s activities. Please visit www.accelerationinstitute.org to learn more about acceleration and our activities.