Presentation on theme: "Acceleration What factors should be considered When accelerating gifted students to ensure their success?"— Presentation transcript:
1AccelerationWhat factors should be considered When accelerating gifted students to ensure their success?
2What is gifted acceleration? Acceleration includes single-subject acceleration, whole grade skipping early entrance to school and Advance Placement courses.According to Gross, Colangelo, & Assouline in “A Nation Deceived”It is NOT…*Pushing a child*Forcing a child to learn advance material*Forcing a child to socialize with older children before they are readyIt IS…*Matching the level and complexity of the curriculum with the readiness and motivation of the child.
3Types of Acceleration Mentoring Extracurricular Programs *Early Admission to KindergartenEarly Admission to First GradeGrade-SkippingContinuous ProgressSelf Paced InstructionSubject Matter Acceleration/ Partial AccelerationCombined ClassesCurriculum compactingTelescoping Curriculum (results in advanced grade placement)MentoringExtracurricular ProgramsCorrespondence Courses/Online CoursesEarly GraduationConcurrent/Dual EnrollmentAdvance placementCredit by ExaminationAcceleration in CollegeEarly Entrance into Middle School, High School, or College
4Early Admission to Kindergarten Early Admission to First Grade Early admissions accelerations allow students to enter the grade prior to the required age or skip to the first grade.
5Grade-Skipping Continuous Progress Placing a student in a grade above their age and peersGrade-Skipping Continuous ProgressContinually giving a student higher content as prior content is mastered when the student’s progress exceeds that of his/her peers.
6A sub type of continuous progress acceleration where the student determines the pace of progression. Self Paced Instruction Subject Matter Acceleration/ Partial AccelerationPlacing a student in a higher grade for part of the day, or teaching using higher level materials/subject matter.
7Combined Classes Curriculum Compacting Placing students in different grades in the same classroom.Combined Classes Curriculum CompactingReducing the amount of introductory activities or instructional objectives so the student may be taught more advanced content or participate in an enrichment activity.
8Telescoping Curriculum (results in advanced grade placement) Mentoring Student is taught content in less time than normal. (completing one year course in one semester) so that the student may advance grades.Telescoping Curriculum (results in advanced grade placement) MentoringStudent is paired with a mentor who provides advanced pacing of instruction.
9Extracurricular Programs Correspondence Courses/Online Courses Student enrolls in after school or summer programs that confer advance instruction.Extracurricular Programs Correspondence Courses/Online CoursesWork a student signs up for outside of the regular classroom through mail or internet.
10Early Graduation Concurrent/Dual Enrollment Students complete increased amounts of course work so that the graduation requirements are completed early.Early Graduation Concurrent/Dual EnrollmentStudents take courses at one level and receive credit on both that level and a higher level.
11Advance placement Credit by Examination After completing the course students may take a test and confer college credit.Advance placement Credit by ExaminationTaking a mastery test and receiving advanced standing credit.
12Advanced level of instruction at least one year ahead Acceleration in College Early Entrance into Middle School, High School, or CollegeStudent complete content early and earns an advancement to the next level of school.
13What factors should be considered when accelerating gifted students to ensure their success?
14Social and Emotional Effects Things to consider:Students who are being accelerated should be screened for social readiness, and emotional maturityIn selecting candidates for acceleration consideration should be given to the possibility that a student who demonstrates low motivation, social withdrawal or isolation, and negative attitudes toward school or academic work could be good candidates for the acceleration optionIowa Acceleration Scale is used to determine student’s readiness for grade skipping.However, no studies have shown significant negative impacts of acceleration on social and emotional development overall. (A few individual students show negative impacts)
15Twice Exceptional/Dual Exceptionalities Things to consider:The type and severity of disabilityRecommendations of the school psychologistA combination of strategies/programs may be needed to meet the needs of the twice exceptional student
16The English Language Learner/Under Represented Ethnicities Things to consider:Proficiency in English may cause difficulty with interpersonal relationships with peersParent’s feelings/supportParental educational experiences could be an influencing factor
17Factors in Parent’s Support (For ALL Gifted) Things to consider:Culture and economics statusLevel of educationAmount of parent involvement/support that can be provided
18Acceleration MythsAcceleration creates social/emotional problems for gifted studentsGifted students are rejected by their peers when accelerated.The accelerated students faces potential academic burn out.There will be gaps in a student’s knowledge if we accelerate themStudent misses out on leadership opportunities if they leave their peer group.
19Dispelling Acceleration Myths Myths do not stand up to the evidence provided by the research, but myths are repeatedly offered by parents, educators and related professionals.The reality is studies show there is no significant negative social/emotional impact when accelerating.Acceleration serves to solve many social/emotional issues for gifted students.We accelerate students because they are well ahead of their age peers in their academic development and knowledge. Gifted students are swift learners and any gaps quickly disappear.Acceleration is one of the easiest forms of catering for gifted students. If a student is appropriately accelerated, they require a lesser degree of curriculum differentiation
20ResourceA Nation Deceived: How Schools Hold Back America’s Brightest StudentsThe Socioaffective Impact of Acceleration and Ability Grouping:Dispelling the Myths with Research and Realitydispelling%20the%20myths%20with%20research%20and%20reality%20v1.6.pdIowa Acceleration ScaleAcceleration of Gifted StudentsTypes of Acceleration