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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