Tag Archives: teaching

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.

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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.

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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?

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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.

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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: 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

Scholarships for AP Teachers

The season may be changing, but it is never too late to think of summer! Make sure to save the date for the 2019 AP Teacher Training Institute (APTTI). This will take place at the University of Iowa campus on June 25-28, 2019.

APTTI Calculus 2017-4

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 benefit teachers already teaching AP courses to develop their skills, or gain familiarity with updates to the course.

As deadlines always seem to quickly approach, we want to inform you of the available scholarships that support teachers in attending an APSI. Scholarships offered by the College Board include:

  • AP Fellows Program: For teachers at schools serving minority or low-income students
  • AP Rural Fellows Program: For teachers at rural schools

Additional details and application materials are available on the College Board’s website. The deadline to apply for these scholarships is typically in February, so if you’re considering attending an AP Summer Institute, apply today!

The Iowa Online AP Academy also offers a grant for Iowa teachers to help offset the cost of APTTI registration and attendance. Click here to learn more.

Professional Learning in Fall 2018

Are you attending the Iowa Talented and Gifted (ITAG) Association Conference in October?  The Belin-Blank Center is offering two different credit options, and you can take advantage of one or both of these opportunities.  ITAG’s annual fall conference is focused on “Teaming for Gifted: School-Home-Community,” October 15 – 16, Des Moines, IA (at the Airport Holiday Inn).  Educators can enroll in PSQF:5194:0WKB for either one or two semester hours; the Belin-Blank Center provides a 50% tuition scholarship for the cost of graduate tuition.  Contact Dr. Laurie Croft or Haley Wikoff at educators@belinblank.org for special permission to enroll (guaranteeing that all those who enroll understand that conference attendance is required for this credit).  For educators NEW to gifted education, we invite you to enroll in RCE:5237:0EXW TAG: You’re It! (Seminar in Gifted Education, 2 semester hours, starting at ITAG, online, October 22 – December 7).

ITAG is offering a second professional learning opportunity on Sunday, October 14, and the Belin-Blank Center is offering another credit specifically to facilitate more extended learning related to the Multi-tiered System of Supports (MTSS) and the Advanced Learner.  Educators can enroll in PSQF:5194:0WKC for one semester hour; this credit also provides a 50% tuition scholarship.  Contact educators@belinblank.org for special permission to enroll.

Many Iowa educators and others in the Midwest are looking forward to attending the National Association for Gifted Children (NAGC) Convention in Minneapolis, MN, from November 15 – 18 (pre-convention sessions on November 14 and the morning of November 15 are not required but are wonderful opportunities). The theme for #NAGC18 is recognition of 65 years of commitment to the support of gifted children, and educators can enroll in PSQF:5194:0WKA for one or two semester hours (receiving a 50% tuition scholarship—contact educators@belinblank.org for special permission to enroll).

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Fall semester 2018 also includes three-semester-hour classes; enroll ASAP; very limited space:

  • EDTL:4137:0EXW Introduction to Educating Gifted Students (online, August 20 – October 15);
  • EDTL:4067:0EXW Conceptions of Talent Development (new, online, October 15 – December 14);
  • PSQF:4120:0EXW Psychology of Giftedness (online, 16-week fall semester).

The practicum experience is available each semester; contact educators@belinblank.org for details.

Visit belinblank.org/educators for general information about credit options, including additional classes offered in the “workshop” online format (three weeks for one-semester-hour).  Workshops will also be announced on the gifted-teachers listserv, a valuable resource for advocates for gifted/talented learners.

The Belin-Blank Center has provided professional development opportunities for almost 40 years; we look forward to supporting your learning needs.

 

 

Advanced Learner MTSS Professional Learning Opportunity

The Iowa Department of Education is offering sessions across the state to provide professional learning about the Advanced Learner Multi-tiered System of Support (MTSS) Guide, created to assist classroom teachers who want to ensure all students, including advanced learners, are appropriately challenged in every classroom. The Advanced Learner MTSS Guide is written content neutral and can be used across disciplines for K-12 grade learners.

April 10 Des Moines Holiday Inn Hotel & Suites located at 4800 Merle Hay

April 17 Coralville/Iowa City – Radisson Hotel and Conference Center/Hampton Inn located at 1220 1st Avenue Suite B Coralville, IA

April 20 Sioux City – Hilton Garden Inn Riverfront located at 1132 Larsen Park Road

Districts are encouraged to bring teams comprised of general education elementary classroom teachers, secondary educators, a counselor, teacher leaders, a building administrator, the gifted and talented program coordinator, and gifted and talented program teachers.

For questions about event registration or the PD session itself, contact Rosanne Malek at 515-281-3199 or rosanne.malek@iowa.gov.

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One semester hour of credit available: PSQF:5194:0WKA
(automatic 50% tuition scholarship) 

One semester hour of academic credit may apply to either the Psychology strand or the Programming strand for the State of Iowa Talented and Gifted Endorsement, depending on the student’s choice of readings and project.

You do not have to be a regularly enrolled student at the University of Iowa, nor do you need to apply for admission to the University, in order to register for courses to earn the State of Iowa Talented and Gifted Endorsement. Participants need to register, at no cost, through the Division of Continuing Education:

https://www2.education.uiowa.edu/belinblank/Educators/Courses/registration.aspx 

Questions about this or other credit options available for the TAG Endorsement? Contact Dr. Laurie Croft, Associate Director, Professional Development (laurie-croft@uiowa.edu / 319-335-6148) or Rachelle-Blackwell (rachelle-blackwell@uiowa.edu / 319-335-6148).