Making Acceleration Work Webinar

Making Acceleration Work : 

Making Acceleration Work WATG Webinar Benjamin Kossow Spring 2010

Roadmap : 

Roadmap Three main goals of the presentation: Acceleration is a research-proven strategy for meeting the needs of some gifted children In order to determine the appropriateness of acceleration, the proper use of multiple and varied assessment measures is important. Support for the accelerated students doesn’t end with the decision to accelerate: successful acceleration requires long-term support.

First thoughts… : 

First thoughts… NAGC: Educational acceleration is one of the cornerstones of exemplary gifted education Adjust the pace of instruction to the students’ capability Provide appropriate challenge Avoid repetitious learning Reduce time necessary to complete traditional schooling Controversial practice for many people – why? Past experiences Hearsay Societal perception Teen years and beyond

Vocabulary : 

Vocabulary Grade level acceleration: The process of moving a child a year (or more) above their current grade level Subject acceleration: The process of moving a child a year (or more) above their current grade level in a specific content area Early entrance: Allowing a child to start school prior to when their age level peers would enter

Slide 5: 

A Nation Deceived: How Schools Hold Back America’s Brightest Students

Why Accelerate?:What the Research Says : 

Why Accelerate?:What the Research Says Meta-analysis of different research shows bright students almost always benefit from acceleration Other gifted education measures are less effective than acceleration Similar performance on achievement with older, non-accelerated peers Accelerated students more likely than non-accelerated students to pursue advanced degrees

Why Accelerate?:What the Research Says : 

Why Accelerate?:What the Research Says Some research indicates a small improvement in attitude towards school Accelerated students consistently outperform their non-accelerated peers academically Accelerated students equally likely to participate in extra-curricular and co-curricular activities Few negative social/emotional effects have been noted

Social-Emotional Concerns : 

Social-Emotional Concerns The myth that acceleration is inherently dangerous to gifted children is wrong Some groups can be vulnerable to negative effects and more caution should be used in using acceleration: Boys Students unlikely to be above the median in the new class Students with attention problems Students with poor fine motor skills Students from conflicted and/or unsupportive families

Research recommendations : 

Research recommendations Transition should be carefully planned and involve parents, teachers, and the student Academic gaps should be addressed Gradual transitions generally preferable Students should be coached on how to handle the change Student interests should be considered Assessment of child’s abilities, skills, and personal characteristics should precede a decision to accelerate

Assessing to Accelerate : 

Assessing to Accelerate Begins with a strong gifted education assessment profile Aptitude testing Full-scale IQ tests Academic testing Math and reading tests End of year testing Above grade level tests (like EXPLORE, ACT/SAT, etc.) Rating scales Determine parent and student attitude Iowa Acceleration Scale

Iowa Acceleration Scale : 

Iowa Acceleration Scale Not a test, but a tool to aid discussion Helps the school sort through test data, school history, observed relationships, attitudes towards learning and school, and other factors Pilot testing with over 150 students Includes manual to help with use Excellent tool for helping guide a school and its staff

Supporting Acceleration : 

Supporting Acceleration Start with a district plan Who’s responsible? Timeline How to support the parents, students, and teachers Educate teachers, administrators, and parents What is acceleration? What acceleration is not Differentiation still continues Social-emotional concerns

Supporting Acceleration : 

Supporting Acceleration Supporting the child Know the child Identify strengths and weaknesses Gradual or thrown in the deep end? Frequent monitoring at first Lifelines for the child Review after six weeks Review after each year

In conclusion… : 

In conclusion… Research shows acceleration to be a proven strategy for meeting the needs of some gifted children. Determining the potential success of a grade or subject acceleration requires the use of multiple and varied assessment measures. Supporting the accelerated child doesn’t end with the actual acceleration, it merely begins. Successful acceleration requires long-term support.

Thank you : 

Thank you Wisconsin Department of Public Instruction Wisconsin Association for Talented and Gifted