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Accelerating GT Students
Academic acceleration is a cost-effective way to meet many of the needs of gifted students across the spectrum which is hampered only by myths debunked long ago. It is, however, only as good as its implementation. A well-researched educational plan that is responsive to individual student needs can make all the difference in success or failure for the student.
With all the research in existence, why do some educators/admins still balk at acceleration? It only takes one poorly executed attempt at acceleration for a single student to influence school administrations for decades thereafter in a school district. Unfortunately, too often decision makers do not take the time to review the research involving academic acceleration. Outdated information propagated at the undergraduate level is rarely challenged.
Pertinent information that should be included in consideration of acceleration is test scores, psychological evaluations, and teacher and parent observations. An often forgotten part of acceleration is taking into consideration how the student feels about acceleration and the possible effects on the family. If a child does not want to be accelerated, it probably won’t work.
Every school district should have a policy on acceleration. This will ensure that the process is equally applied to all students; everyone is aware of the option to accelerate; and provides guidelines for the process. Administrators should take a deep dive into all the avenues of acceleration and make the information available to their faculty and parents to aid in the decision-making process and to provide adequate resources.
For most GT students, the earlier the acceleration; the easier it is to minimize knowledge gaps. Most students being considered for acceleration are generally identified as to having above-grade level abilities. For older GT students, knowledge gaps can be addressed by such avenues as summer school, tutoring, online classes, the use of mentors, or independent study.
Parents who want to support the acceleration process need to keep open lines of communication with school administrators and those teachers who will be directly involved with their child’s program. They should take the time to talk to their GT child about all the facets of acceleration as well as other family members who may be affected by the child’s acceleration. It’s always better to work through the issues beforehand. A transcript of this chat may 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/1 AM 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 Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
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:
Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject (pdf)
Dual Enrollment: Participation and Characteristics (pdf 2019)
Understanding Acceleration Implementing Research-Based Practices for GATE (pdf)
Life in the Fast Lane: Effects of Early Grade Acceleration on High School and College Outcomes
Subject Acceleration: Who, What, How?
Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject
Acceleration or Enrichment? Which one is better for gifted kids?
A Nation Empowered Vols. 1 & 2 (Free Download)
What One Hundred Years of Research Says About Ability Grouping and Acceleration for Students K-12
Why is Academic Acceleration (Still) So Controversial?
Why Am I an Advocate for Academic Acceleration?
Possible Economic Benefits of Full-Grade Acceleration
Academic Acceleration: Is It Right for My Child?
NAGC TIP Sheet: Acceleration (pdf)
LesLinks: Acceleration (LiveBinders)
Cybraryman’s Acceleration Page
Sprite’s Site: Columbus Cheetah, Myth Buster – Myth 6
Sprite’s Site: Belonging – A Place of Sanctuary
Hoagies: Academic Acceleration
Duke TIP: Academic Acceleration and Ability Grouping Work
Davidson Young Scholars – How We Can Help
College Versus Kindergarten and Radical Acceleration
Image courtesy of Flickr CC BY-NC-ND 2.0
Graphic courtesy of Lisa Conrad
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Acceleration for Gifted Students
Many people mistakenly think of acceleration as only skipping a grade; but it’s so much more. Acceleration can take place at all levels of education from early primary to college. Parents can check to see if their child’s school allows for early admission to kindergarten/1st grade/high school or college. Other types of acceleration include mastery-based learning, independent study, and single-subject acceleration. Classroom modifications can include curriculum compacting, curriculum telescoping, and multi-age classrooms. Honors classes, AP, IB and dual-enrollment are also considered types of acceleration.
There are some considerations to take into account when deciding on acceleration. Parents should evaluate school policy to determine if there’s sufficient support for acceleration K-12. All stakeholders should determine the ‘end-game’ before accelerating a student and what benefits will accrue for the student. Consideration must be given to whether or not the child wants to be accelerated; without ‘buy-in’, it will fail. Risks of not accelerating an academically advanced student are increased dropout rates, underachievement, and disengagement.
So, why are so many school administrators and teachers resistant to acceleration? Ignorance of the benefits of acceleration for academically gifted students is the primary reason. A simple solution is to educate them! Most of them receive little to no professional development concerning the many potential types of acceleration available. Few have experience with acceleration or have access to current research concerning its benefits. Finally, personal prejudice against advanced students can cloud judgement when considering acceleration.
Here are some tips to make an accelerated transition go more smoothly. Parents should provide strong evidence that their child is ready for acceleration – testing, grades, student desire. Prepare everyone on what to expect – the student, parents, classmates and teachers; informed transitions are more successful! Early admission and acceleration in the primary years can mitigate age differences and increase time spent with intellectual peers.
What options exist if acceleration does not work out? This is a rare occurrence and one which is better avoided by good preparation rather than correcting later. Consideration should be given to fixing what isn’t working rather than exiting the program. If the student decides to suspend acceleration, it’s easier done at the secondary level where multi-grade classes are generally more available.
Parents are usually the initial advocates for acceleration. Many school administrators feign opposition to acceleration out of ‘concern’ for student. Be sure to point out the financial benefits to the school district. Advocating for any school policy begins at the state level; know your state’s laws concerning acceleration. Parents should find or start a Parent Advocacy Group; strength in numbers!
It is important to keep in mind why you are considering acceleration and reasons it will benefit a particular student. No plan will work if the child is not a willing participant. Acceleration is a cost effective means to providing an excellent educational opportunity for an academically gifted students. A transcript of this chat may be found at Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
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
Links:
Iowa Acceleration Scale 3rd Edition, Complete Kit
Guidelines for Developing an Academic Acceleration Policy
Slay the Stay-Put Beast: Thoughts on Acceleration
Why Am I an Advocate for Academic Acceleration?
What Is Curriculum Compacting?
Why is Academic Acceleration (Still) So Controversial?
Academic Acceleration (YouTube 5:35)
What is so threatening about academic acceleration?
Should My Gifted Child Skip a Grade?
A Time to Accelerate, A Time to Brake
Good Things about Grade Acceleration
Successfully Advocating for Your Child’s Grade Skip
Acceleration Options in the FBISD: Preparing the Gifted Child for Their Future (pdf)
Keller ISD Advanced Academics – Parent Resource Portal
Cybraryman’s Gifted and Talented Advocacy Page
#gtchat Blog: How to Advocate for Acceleration at Your School
Types of Acceleration and their Effectiveness
UT Austin High School: Early Graduation
Sprite’s Site: Columbus Cheetah, Myth Buster – Myth 6
Texas Statutory Authority on Acceleration
Photo courtesy of Hein Waschefort (Own work) via Wikimedia Commons CC BY-SA 3.0
Graphic courtesy of Lisa Conrad
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How to Advocate for Acceleration at Your School
This week, #gtchat continued our series on acceleration and the new report A Nation Empowered with guest Dr. Ann Shoplik, administrator of The Acceleration Institute and co-editor of the report. Our topic of discussion was How to Advocate for Acceleration at Your School addressing both the needs of parents and teachers.
Dr. Ann Shoplik
We first asked, “What factors should be considered when contemplating acceleration?” Dr. Shoplik suggested, “Academic achievement, ability, and aptitude; school and academic factors such as attendance, motivation, and attitude toward learning. Also, developmental factors such as physical size, small & large motor coordination as well as interpersonal skills, relationships with peers and teachers, outside-of-school activities. How important are athletics to student/family?” In addition, “Student and parent attitude toward acceleration; the school system’s attitude and support; plus planning for the future: what’s available?”
How do you begin to advocate for acceleration for a particular child? Any advocacy effort needs to begin with a good plan and fact-finding about available options. Lisa Van Gemert, Youth and Education Ambassador for Mensa, told us, “I like to start the conversation with teachers in this way, “We’re noticing this. What are you noticing?” Dr. Shoplik’s advice was to “begin at the source. Talk to teacher, gifted coordinator, and principal. Ask for help devising a challenging curriculum and program. Enlist the principal’s help. However, [remember that] many haven’t had opportunity to study acceleration in college.”
Carol Bainbridge, gifted expert at About.com, then asked, “What do you do when those beginning moves don’t work? I’ve had many parents ask that question.” Dr. Shoplik recommended, “Take a “We’re on the same team” approach. Focus on what’s best for child: Proper placement and challenge. Use available tools: Iowa Acceleration Scale, A Nation Empowered. Share research.”
Advocating as a parent often requires a different approach than that of a teacher considering accelerating their students. “Share research with other parents, start a parent group for gifted. Many voices saying the same thing is helpful! Support local teachers and gifted coordinators who are advocating for your child. Work with your state gifted organization.Making policy changes is a long slow process. Focus on your child and what is best for then,” said Dr. Shoplik. Also, it important to “know the lingo”. Educators respond better if you talk their language! Karen Ryan, gifted specialist, added, “Follow up with the plan and talk with your child to be sure their needs are being met; they are making progress towards their goals.”
Dr. Shoplik recommended, “Take a “We’re on the same team” approach. Focus on what’s best for child: Proper placement and challenge.
When advocating for policy change within a school district as a teacher, Dr. Shoplik explained, “Learn the facts. Study the research. Understand the available resources. Use local schools as examples as you advocate in your school. Combine forces, share information with other local districts. Connect with your state gifted organization. Know your state’s acceleration policy and work to improve it, if needed. Find an advocate in the system. Are nearby districts accelerating? School boards like to keep up with neighbors!” A full transcript can be found at Storify.
For our friends following this chat:10% discount on A Nation Empowered Enter: Coupon Empower1516. Limited time!
Global #gtchat Powered by the Texas Association for the Gifted and Talented and sponsored by GiftedandTalented.com is a weekly chat on Twitter. Join us Fridays at 7E/6C/5M/4P in the U.S., Midnight in the UK and Saturdays 11 AM NZST/9 AM AEST to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
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
Links:
Advocacy – Working with Your Child’s School
Snappy Comebacks for Grade Accelerated Children
Parenting Tips on Educational Advocacy
Genius Denied: How to Stop Wasting Our Brightest Young Minds (Amazon)
Academic Advocacy for Gifted Children
Successful Advocacy for Gifted Students (pdf)
Advocating for Exceptionally Gifted Young People: A Guide Book (pdf)
How to Advocate for a Bright Kid in a State with No Gifted Funding
Iowa Acceleration Scale Manual 3rd Edition (Amazon)
Acceleration Institute: Question & Answer
Advocating for Your Gifted Child within the Public School System
The Advantages of Acceleration
Acceleration for Students in 8th Grade and Younger
Acceleration Institute: Annotated Bibliography
Guidelines for Developing an Academic Acceleration Policy
Advocating for Gifted Programs in Your Local Schools
Radical Acceleration of Highly Gifted Children (pdf)
Acceleration Institute: States’ Acceleration Policies
Cybraryman’s Gifted Advocacy Page
Sprite’s Site: Columbus Cheetah, Myth Buster – Myth 6
Hoagies Gifted: Academic Acceleration
What About Early Entrance to Kindergarten?
Graphic courtesy of Lisa Conrad and Pixabay. CC0 Public Domain
Photos courtesy of Dr. Ann Shoplik.
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Models in Gifted Education
Due to the sheer number of models in gifted education, it was decided that five models would be discussed during the course of our hour-long chat. Additional models will be briefly covered in this blog post. A full transcript of the chat may be found at Storify.
Models considered:
- Renzulli’s School Wide Enrichment Model (SEM) ~ a widely used model which appeals to a broader definition of giftedness.
- Betts’ Autonomous Learners Model (ALM) ~ a self-directed learning approach.
- VanTassel-Baska’s Integrated Curriculum Model (ICM) ~ specifically high ability learners.
- Gagné’s Differentiated Model of Giftedness and Talent ( DMGT) ~ distinguishes between natural ability & talent development.
- Gentry’s Total School Cluster Grouping (TSCG) ~ employs differentiation within the framework of inclusion.
The first question was to ask, “Why there are so many different models in gifted education?” The consensus was that a wide variety of models allowed for greater choice to meet the needs of gifted students. It was also pointed out by several people that because there is no one definition of ‘giftedness’ that different models responded to particular definitions. Different models appeal to different school settings – rural, urban, suburban, region of the country. Each model’s perspective may be from different vantage points – intellectual, social-emotional, neurological (Gifted Challenges).
“Just like every gifted kid is different, every community, district, and school has its own needs and demands.” ~ Jeffrey Farley, Middle School Teacher in Beaumont, Texas
Certain models seemed better suited to either the elementary or secondary level. In fact, the moderator pointed out that several of the models had modules specific to each level. Some models of gifted education are geared toward self-contained classrooms more common in the lower grades K-3. Other models are been adapted for content specific areas of instruction.
Factors that might be considered to ensure the success of any chosen model included flexibility; availability of professional development so that all stakeholders fully understand the program is critical; sufficient budget to implement a new program; a mind-set that is supportive of gifted education in general; as well as parent and community support.
“We need more support and training for teachers in their higher education teacher prep programs!” ~ Toby Brown, PhD candidate teaching at Oklahoma State
Would it be better to simply consider acceleration or multi-age classrooms as opposed to implementing a specific model? Academically, acceleration is an excellent option; other considerations–maturity, siblings, sports–still play a role. In the final analysis, the most important factor voiced by most of our chat participants was CHOICE! Every child is different and every child should have options to choose from that best meet their individual needs.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & 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
Individual Models and Links
School Wide Enrichment Model: “In the SEM, a talent pool of 15-20% of above average ability/high potential students is identified through a variety of measures including: achievement tests, teacher nominations, assessment of potential for creativity and task commitment, as well as alternative pathways of entrance (self-nomination, parent nomination, etc.). High achievement test and IQ test scores .automatically include a. student in the talent pool, enabling those students who are underachieving in their academic school work to be included.” ~ from the Executive Summary, Renzulli and Reis
The Schoolwide Enrichment Model Executive Summary Renzulli/Reis
Research Supporting SEM & Extensions of Gifted Ed Pedagogy to Meet Needs of All Students
Preparing Students for Success by Helping Them Discover & Develop Their Passions
Autonomous Learners Model: ““The Autonomous Learner Model (ALM) was initially created to provide students with alternative learning environments. The main goal of the ALM is to create independent, self-directed learners. Ideally, students will become lifelong learners through the ALM. The philosophy of the ALM is “to do it with the gifted, and not to them.” This philosophy embodies the belief that teachers should become facilitators and students should become learners. Students will go through each of the five dimensions of the ALM and they will gradually gain more control over their own learning.” Models for the Gifted (website)
The Autonomous Learner Model for Teaching and Learning (pdf)
The Autonomous Learner Model for Developing Potential (pdf)
Integrated Curriculum Model: “ICM was specifically developed for high-ability learners based on current research evidence at the time of what worked with gifted learners. It has three dimensions: (a) advanced content, (b) high-level process and product work, and (c) intra-and interdisciplinary concept development and understanding.” Gifted Child Quarterly 2007 51: 342
What Works in Curriculum for the Gifted (pdf) Joyce VanTassel-Baska
Differentiated Model of Giftedness and Talent: “Francois Gagné’s differentiated model of giftedness and talent considers behaviors that appear spontaneously easy different from those that require mastery through extensive training. According to Gagné, giftedness is a superior natural ability whereas a talent is an ability/skill that has been developed exceptionally well. From this perspective, a talent implies a gift, but a gift does not automatically imply a talent.” Duke TIP
A Differentiated Model of Giftedness and Talent (pdf) Gagné
Gagné’s Differentiated Model of Giftedness & Talent from DukeTIP
Total School Cluster Grouping: “Cluster grouping model that takes into account the achievement levels of all students and places students in classrooms yearly in order to reduce the number of achievement levels in each classroom and facilitate teachers’ differentiation of curriculum and instruction for all students and thus increase student achievement.” ~ From Total School Cluster Grouping & Differentiation, by Marcia Gentry and Rebecca L. Mann, p. 9
Total School Cluster Grouping & Differentiation (Amazon) Marcia Gentry
Total School Cluster Grouping (pdf) via Iowa TAG Presentation Slides by Marcia Gentry
NRC G/T: Promoting Student Achievement & Exemplary Classroom Practices Through Cluster Grouping (pdf) Gentry
“All Together Now?” in Education Next Winter 2011 by Mike Petrilli
Additional Models
Parallel Curriculum Model (PCM) ~ Tomlinson: “The Parallel Curriculum Model is a set of four interrelated designs that can be used singly, or in combination, to create or revise existing curriculum units, lessons, or tasks. Each of the four parallels offers a unique approach for organizing content, teaching, and learning that is closely aligned to the special purpose of each parallel.” ~ Parallel Curriculum Model Powerpoint Presentation, New Zealand Ministry of Education
Presently Gifted (website): Parallel Curriculum Model
Introduction to the Parallel Curriculum Model (pdf)
Introducing the Parallel Curriculum Model (pdf)
The Parallel Curriculum: A Design to Develop Learner Potential and Challenge Advanced Learners (Amazon) Tomlinson and Kaplan et al
Talents Unlimited (TU) ~ Schlichter: “Talents Unlimited (TU) is an empirically based staff development model structured to help educators develop the creative and critical thinking skills, or talents, of their students. This model embraces the philosophy that traditional academic success is not the only indicator of somebody’s ability to think and solve problems, and that a person can express his or her intellectual potential in a variety of forms. The model categorizes six talent areas– Productive Thinking, Decision Making, Planning, Forecasting, Communication, and Academic– and outlines a staff development program to help teachers nurture each of these talents in the classroom.” ~ from Models for the Gifted (website)
Talents Unlimited. A Critical and Creative Thinking Skills Model. Awareness Packet (pdf)
Talents Unlimited, Inc. Prezi by Jennefer Lowke 9/30/2013
Purdue Three-Stage Enrichment Model for Elementary Gifted Learners (PACE) ~ Feldhusen: “Regardless of age or content area, the core goal of this model is to move the student from novice toward practitioner. This model can be implemented as a wide-reaching program, or as a smaller curriculum. Through three distinct stages, this model begins with covering basic levels of knowledge, continues with the application of that knowledge and skills, and finishes with students solving real-life problems. Because of its simple steps, this model is not difficult to implement, needing only a variety of resources for students to interact with at the second and third stages. This model is both flexible and adaptable to many different settings and is low cost.” ~ from Models for the Gifted
International Handbook of Giftedness and Talent P. 352
Encyclopedia of Giftedness, Creativity, and Talent P. 323
Multiple Intelligences (MI) ~ Howard Gardner: “According to this theory, “we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences – the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains.” ~ from “The Distance Learning Technology Resource Guide,” by Carla Lane at Multiple Intelligences
Howard Gardner’s Theory of Multiple Intelligences (pdf)
Big Thinkers: Howard Gardner on Multiple Intelligences at Edutopia (video)
More Models (All links from Models for the Gifted (Google Site):
General Links on Models in Gifted Education:
Models for the Gifted (Google Site)
Systems & Models for Developing Programs for Gifted & Talented, 2E (Amazon) Renzulli & Gubbins
Tough Choices: Ten Curriculum Models (Prezi)
Introduction to Definitions and Conceptions of Giftedness (pdf) Robert J. Sternberg
Curriculum for Highly Able Learners That Conforms to General Education and Gifted Education Quality Indicators http://goo.gl/r12q9
Links from chat participants:
Cybraryman’s Design Thinking Page
Cybraryman’s Understanding by Design Page
Cybraryman’s IEP Individualized Education Programs
Young, Gifted, and Black: What I’ve Learned While Raising a Gifted Child
