Presentation on theme: "Acceleration WHAT FACTORS SHOULD BE CONSIDERED WHEN ACCELERATING GIFTED STUDENTS TO ENSURE THEIR SUCCESS?"— Presentation transcript:
Acceleration WHAT FACTORS SHOULD BE CONSIDERED WHEN ACCELERATING GIFTED STUDENTS TO ENSURE THEIR SUCCESS?
What 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 ready It IS… *Matching the level and complexity of the curriculum with the readiness and motivation of the child.
Types of Acceleration *Early Admission to Kindergarten Early Admission to First Grade Grade-Skipping Continuous Progress Self Paced Instruction Subject Matter Acceleration/ Partial Acceleration Combined Classes Curriculum compacting Telescoping Curriculum (results in advanced grade placement) Mentoring Extracurricular Programs Correspondence Courses/Online Courses Early Graduation Concurrent/Dual Enrollment Advance placement Credit by Examination Acceleration in College Early Entrance into Middle School, High School, or College
Early 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.
Grade- Skipping Continuous Progress Continually giving a student higher content as prior content is mastered when the student’s progress exceeds that of his/her peers. Placing a student in a grade above their age and peers
Self Paced Instruction Subject Matter Acceleration/ Partial Acceleration Placing a student in a higher grade for part of the day, or teaching using higher level materials/subject matter. A sub type of continuous progress acceleration where the student determines the pace of progression.
Combined Classes Curriculum Compacting Reducing the amount of introductory activities or instructional objectives so the student may be taught more advanced content or participate in an enrichment activity. Placing students in different grades in the same classroom.
Telescoping Curriculum (results in advanced grade placement) Mentoring Student is paired with a mentor who provides advanced pacing of instruction. Student is taught content in less time than normal. (completing one year course in one semester) so that the student may advance grades.
Extracurricular Programs Correspondence Courses/Online Courses Work a student signs up for outside of the regular classroom through mail or internet. Student enrolls in after school or summer programs that confer advance instruction.
Early Graduation Concurrent/Dual Enrollment Students take courses at one level and receive credit on both that level and a higher level. Students complete increased amounts of course work so that the graduation requirements are completed early.
Advance placement Credit by Examination Taking a mastery test and receiving advanced standing credit. After completing the course students may take a test and confer college credit.
Acceleration in College Early Entrance into Middle School, High School, or College Student complete content early and earns an advancement to the next level of school. Advanced level of instruction at least one year ahead
What factors should be considered when accelerating gifted students to ensure their success?
Social and Emotional Effects Things to consider: Students who are being accelerated should be screened for social readiness, and emotional maturity In 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 option Iowa 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)
Twice Exceptional/Dual Exceptionalities Things to consider: The type and severity of disability Recommendations of the school psychologist A combination of strategies/programs may be needed to meet the needs of the twice exceptional student
The English Language Learner/Under Represented Ethnicities Things to consider: Proficiency in English may cause difficulty with interpersonal relationships with peers Parent’s feelings/support Parental educational experiences could be an influencing factor
Factors in Parent’s Support (For ALL Gifted) Things to consider: Culture and economics status Level of education Amount of parent involvement/support that can be provided
Acceleration Myths Acceleration creates social/emotional problems for gifted students Gifted 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 them Student misses out on leadership opportunities if they leave their peer group.
Dispelling 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
Resource A Nation Deceived: How Schools Hold Back America’s Brightest Students http://www.accelerationinstitute.org/nation_deceived/ The Socioaffective Impact of Acceleration and Ability Grouping: Dispelling the Myths with Research and Reality http://www.tasgifted.com/PDF/Acceleration- dispelling%20the%20myths%20with%20research%20and%20reality%20v1.6.pd Iowa Acceleration Scale Acceleration of Gifted Students http://www.fldoe.org/ESE/pdf/gift_accel.pdf http://www.fldoe.org/ESE/pdf/gift_accel.pdf Types of Acceleration http://www.davidsongifted.org/db/Articles_print_id_10313.aspx http://www.davidsongifted.org/db/Articles_print_id_10313.aspx