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What You Should Know about Talent Searches
The Talent Search model can determine the level of content a student needs to be challenged & pace of instruction – was originated by Dr. Julian Stanley at Johns Hopkins in the 70s. (Corwith, PHP 09/19, NAGC) Talent Search begins with above level testing, assesses abilities as compared to intellectual peers, and finally offers educational opportunities to students beyond what they may have at their local schools. They are research-based assessments that provide an early indication of intellectual ability of students with exceptional mathematical &/or verbal reasoning abilities that can aid in the determination of educational placement.
Talent Search centers are located around the U.S. (as well as in Europe and other countries with slightly different requirements) including Center for Talented Youth (CTY) at Johns Hopkins University, Talent Identification Program (Duke TIP) at Duke University, Center for Talent Development at Northwestern University, Belin-Blank Exceptional Student Talent Search at the University of Iowa, and the Center for Bright Kids, Western Academic Talent Search at the University of Denver. Centers offer above level testing at various times throughout the year for grades 3 to 9 and most offer summer, weekend and online education programs for qualifying students.
Why test above grade-level? Above grade-level assessments compare students with their intellectual peers rather than age or grade peers. Talent Searches are able to provide schools (with permission) and families with information pertinent to individualized education plans. Although different centers use different tests (SAT, ACT, PSAT), the inclusion of sub-tests can help facilitate choosing coursework, college majors, and even career choice.
Talent Searches provide an overall view of a highly-able student’s abilities often missed by standardized testing which can inform educational decisions for both at school and out of school opportunities. Students who qualify are offered placement in prestigious programs offered through the sponsoring universities & gain access to scholarship opportunities. Top scoring participants are invited to regional Recognition Ceremonies. Participating in a Talent Search assessment also provides students the opportunity of experiencing above-level testing.
Talent Search assessments can provide schools (with parental permission) with pertinent data on a student’s abilities that many schools may not be able to obtain due to budgetary restrictions. Schools can determine the need for acceleration, placement in gifted programs, or match students to available programming. Since a Talent Search benchmarks student performance against other high-ability same age/grade peers, schools have context on student learning and growth. (Corwith, PHP 09/19, NAGC)
Each Talent Search center (U.S.) has a website and most cover a specific geographic area. Other universities have Talent Searches which are referenced below. A good source for information on Talent Searches is NAGC or your state gifted organization. In Europe, parents can find information on the European Talent Support Network In Ireland, parents can go to CTY Ireland . 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 2PM NZDT/Noon AEDT/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.
Resources:
Future Career Path of Gifted Youth Can Be Predicted by Age 13
One Parent’s Journey through Talent Search
Johns Hopkins Center for Talented Youth (CTY): Talent Search
What We Know about Academically Talented Students (pdf)
Northwestern University’s Midwest Academic Talent Search (NUMATS)
Belin-Blank Exceptional Student Talent Search (BESTS)
Talent Search: A Driving Force in Gifted Education
What Is The Duke TIP 7th Grade Talent Search, and Why Do It?
Talent Search Programs at Universities
The Talent Search Model: Past, Present, and Future (pdf)
Opening New Doors for Your Top Students (pdf)
How to Keep Kids Excited about Learning: A Guide for Adults
Talent Search (pdf)
Alternative Assessments with Gifted and Talented Students (affiliate link) via @prufrockpress
Handbook for Counselors Serving Students with Gifts and Talents: Development, Relationships, School Issues, and Counseling Needs/Interventions (affiliate link)
Center for Bright Kids Academic Talent Development
Disclaimer: Some resources contain affiliate links.
Images courtesy of Pixabay and Pixabay Pixabay License
Graphic courtesy of Lisa Conrad.
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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.
