
Our guest this week at #gtchat was Dr. Ann Shoplik, Administer of the Acceleration Institute at the Belin-Blank Center for Gifted at the University of Iowa. She founded and directed the Carnegie Mellon Institute for Talented Elementary and Secondary Students (C-MITES) at Carnegie Mellon University for 22 years. Dr. Shoplik is the co-author of Developing Math Talent: A Comprehensive Guide to Math Education for Gifted Students in Elementary and Middle School (2nd ed.), Developing Academic Acceleration Policies: Whole Grade, Early Entrance, and Single Subject; A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students; the Iowa Acceleration Scale; and, the Integrated Acceleration System.
The new Integrated Acceleration System is the latest decision-making tool from Belin-Blank which guides users through the acceleration process. Although developed by the same folks as the Iowa Acceleration Scale, it is different. Perhaps the biggest difference between the two products is that the Integrated Acceleration System is totally online and interactive, whereas the Iowa Acceleration Scale is basically a pencil and paper tool. Another difference is that the Integrated Acceleration System gives the user a detailed report to aid the educational team in producing a transition plan based on team input.
Why is acceleration one of the best options in gifted education? It is still perplexing that misperceptions about acceleration simply do not match the research. Educators’ beliefs and practices persist which are contrary to what researchers know to be true – that well planned and guided acceleration works. Too many teachers and admins receive misinformation concerning acceleration, lack access to current research and professional development, or unfortunately carry personal prejudice against the practice. Acceleration is one of the most cost effective types of gifted educational options, is easily adaptable to individual needs, can benefit GT students by reducing classroom boredom and higher education costs, and reduces the time parents spend in unfruitful advocacy. It prioritizes student access to appropriate academic content and sets them up for success. Acceleration addresses inequities found in traditional gifted interventions and reduces the financial strain on school districts.
It’s important that acceleration decisions are a team effort. Failure to build a team based on the needs of the student and available resources will ultimately result in an unsuccessful acceleration attempt. The stakeholders should include the parents; the GT teacher and or coordinator; the student’s current classroom teacher; above grade in-take teachers; and if appropriate (depending on age), the student. The Integrated Acceleration System assists teams in finding the right fit for students based on the data gathered regarding student interests, ability, and special needs for twice-exceptional students.
Using achievement, aptitude, and ability tests together can enhance the acceleration process by providing invaluable information about the student and insights into what works best for that student. By utilizing these tests, stakeholders can assess a student’s current level of achievement, whether or not they are ready to be accelerated, and if the potential for future success exists should they do decide on acceleration in any form. Acceleration decisions based on information from these tests help to prescribe an ‘end game’ scenario, increase student ‘buy-in’ to the type of acceleration chosen, and reduce the potential for disengagement or even underachievement.
Beyond testing, consideration should be given to psychosocial factors and the level of support expected from the school and the family. It’s extremely important that the student be on-board with the decision to accelerate and should be included in conversations to that end. Concerns should be addressed before any final decision is made. Equally important is to have a plan in place should acceleration not be successful, or circumstances change which would impede progress. All stakeholders should be prepared to offer their support throughout the entire process.
How can parents initiate a review of their child’s potential for acceleration? Parents are their child’s best advocate. They need to be well-informed about what acceleration is and how it can benefit their child. Knowing what resources are available and asking appropriate questions is essential. Parents may need to introduce research resources early in the conversation with their child’s school and teachers. Persistence and a willingness to seek outside advocates when necessary, can lead to successful acceleration.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Meta Page provides information on the chat and news and information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
Acceleration Works! Information for Educators (pdf)
A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students
Academic Acceleration: When is it the right choice for your child? | Dr. Gail Post
What Parents of Gifted Kids Should Know about Grade-Skipping | CTY Johns Hopkins
Acceleration (pdf) | NAGC
Skipping a Grade in Elementary School is Just Fine for Kids, New Study Finds
Guidelines for Developing an Academic Acceleration Policy (pdf) | NAGC
Parents’ Experiences with their Children’s Grade-Based Acceleration: Struggles, Successes, and Subsequent Needs | Australasian Journal of Gifted Education
The Integrated Acceleration System: Answering Your Questions About Grade-Skipping | Belin-Blank
Making Decisions About Grade-Skipping: The Integrated Acceleration System | Belin-Blank
How Do We Prepare a Student for Academic Acceleration? | Belin-Blank
Transition Planning for Grade-Skipping | Belin-Blank
Preparing for an Acceleration Meeting: What’s an Educator to Do? | Belin-Blank
Subject Acceleration: What Are the Issues? | Belin-Blank
Who Makes the Decision about Academic Acceleration? | Belin-Blank
Using Achievement, Aptitude, and Ability Tests for Acceleration Decisions | Belin-Blank
Academic Acceleration has No Negative Long-term Effects on the Psychological Well-being of Gifted Youth (2020) | Vanderbilt University
Grade Acceleration Benefits Learners and Schools. So Why Is It so Rare?
Developing Academic Acceleration Policies
Academic Acceleration | Hoagies Gifted
Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject | Acceleration Institute at the Belin-Blank Center
Photo courtesy of Dr. Ann Shoplik. Image courtesy of Belin-Blank.
Graphic courtesy of Lisa Conrad