Making Acceleration Work Webinar

8/9/2019 Making Acceleration Work Webinar

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WATG Webinar

Benjamin Kossow

Spring 2010


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Roadmapy Three main goals of the presentation:

y Acceleration is a research-proven strategy for meeting

the needs of some gifted childreny In order to determine the appropriateness of

acceleration, the proper use of multiple and variedassessment measures is important.

y Support for the accelerated students doesnt end withthe decision to accelerate: successful accelerationrequires long-term support.


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First thoughtsy NAGC: Educational acceleration is one of the

cornerstones of exemplary gifted educationy

Adjust the pace of instruction to the students capabilityy Provide appropriate challenge

y Avoid repetitious learning

y Reduce time necessary to complete traditional schooling

y Controversial practice for many people why?y Past experiences

y Hearsay

y Societal perception

y Teen years and beyond


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Vocabularyy Grade level acceleration:

y The process of moving a child a year (or more) above

their current grade levely Subject acceleration:

y The process of moving a child a year (or more) abovetheir current grade level in a specific content area

y

Early entrance:y Allowing a child to start school prior to when their age

level peers would enter


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yANation Deceived:How Schools Hold Back

Americas BrightestStudents


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Why Accelerate?:

What theResearch Saysy Meta-analysis of different research shows bright

students almost always benefit from acceleration

y Other gifted education measures are less effective thanacceleration

y Similar performance on achievement with older, non-accelerated peers

yAccelerated students more likely than non-acceleratedstudents to pursue advanced degrees


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Why Accelerate?:

What theResearch Saysy Some research indicates a small improvement in

attitude towards school

yAccelerated students consistently outperform theirnon-accelerated peers academically

yAccelerated students equally likely to participate inextra-curricular and co-curricular activities

y Few negative social/emotional effects have been noted


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Social-Emotional Concernsy The myth that acceleration is inherently dangerous to

gifted children is wrong

y Some groups can be vulnerable to negative effects andmore caution should be used in using acceleration:

y Boys

y Students unlikely to be above the median in the new

classy Students with attention problems

y Students with poor fine motor skills

y Students from conflicted and/or unsupportive families


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Research recommendationsy Transition should be carefully planned and involve

parents, teachers, and the student

yAcademic gaps should be addressedy Gradual transitions generally preferable

y Students should be coached on how to handle thechange

y Student interests should be consideredyAssessment of childs abilities, skills, and personal

characteristics should precede a decision to accelerate


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Assessing to Acceleratey Begins with a strong gifted education assessment

profiley

Aptitude testingy Full-scale IQ tests

y Academic testingy Math and reading tests

y End of year testing

y

Above grade level tests (like EXPLORE, ACT/SAT, etc.)y Rating scales

y Determine parent and student attitude

y Iowa Acceleration Scale


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Iowa Acceleration Scaley Not a test, but a tool to aid discussion

y Helps the school sort through test data, school history,

observed relationships, attitudes towards learning andschool, and other factors

y Pilot testing with over 150 students

y Includes manual to help with use

y Excellent tool for helping guide a school and its staff


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Supporting Accelerationy Start with a district plan

y Whos responsible?

y Timeliney How to support the parents, students, and teachers

y Educate teachers, administrators, and parents

y What is acceleration?

y What acceleration is noty Differentiation still continues

y Social-emotional concerns


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Supporting Accelerationy Supporting the child

y Know the child

y Identify strengths and weaknessesy Gradual or thrown in the deep end?

y Frequent monitoring at first

y Lifelines for the child

y

Review after six weeksy Review after each year


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Inconclusiony Research shows acceleration to be a proven strategy for

meeting the needs of some gifted children.

y

Determining the potential success of a grade or subjectacceleration requires the use of multiple and variedassessment measures.

y Supporting the accelerated child doesnt end with theactual acceleration, it merely begins. Successful

acceleration requires long-term support.


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Wisconsin Department of Public Instruction

Wisconsin Association for Talented and Gifted

Making Acceleration Work Webinar

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