Download - TeacherTraining IAS Gifted and Talented
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The Iowa Acceleration ScaleBelin-Blank Center for Gifted Education
Nicholas Colangelo, Ph.D.Susan Assouline, Ph.D.Clar Baldus, Ph.D.
Presentation for NHA Accelerated Learner Teacher Training
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Development of the Iowa Acceleration Scale (IAS)Based upon the clinical and research work of the Belin-Blank Center.Unique Features:Type I vs. Type II ErrorsGuidance
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Two primary purposes to the IASThe main purpose of the scale is to guide educators through a discussion of the academic and social characteristics of the student.
A secondary purpose is to help educators avoid the danger of making a decision based upon selected biased recall of past events.
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Attitudes about accelerationImplicit attitudes about acceleration
Research-based attitudes
Red Shirt vs.Green Shirt
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Most Common Methods of Acceleration of Gifted StudentsGrade LevelType of AccelerationPrimary (K-3)1. Early admittance to school2. Ungraded primaryIntermediate (4-5)1. Ungraded classes2. Grade skippingMiddle school1. Three years in two2. Senior high classes for creditSenior high school1. Extra load-early graduation2. Advanced placementSource: Gallagher & Gallagher (1994).
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Range and Types of Accelerative Options(From Southern & Jones, 1991)Early entrance to kindergarten or first gradeGrade skipping
Subject-matter accelerationCurriculum compacting
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Range and Types (continued)Telescoping curriculumMentorshipsExtracurricular programsEarly entrance in to junior high
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Advantages to Using the IASA more objective look at the studentAn analysis of the major factors to be considered in making a decisionGuidelines for weighting the relative importance of the major factorsDocumentation of the students strengths and concernsA numerical range to guide the discussion and decision of accelerationA standard of comparison with students who have had successful accelerations
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Limits to Using the IASNot a standardized testConservative instrumentBiased against underachievers(Non-producers / underachievers)Not designed for multiple skips, early graduation, or early entrance to collegeDoes not provide specific alternatives to whole-grade acceleration
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The ManualThe Top Ten Issues
How To Complete the Scale
Relevant Educational and Psychological Research
Sample Cases
References
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Critical ItemsLevel of ability as measured by an intelligence test
Grade level of sibling
Attitude of student
These items are CRITICAL to successful whole-grade acceleration. If any items apply to the student, whole-grade acceleration is not recommended
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The Top Ten IssuesAcademic Ability and AchievementBest Time to AccelerateAge and School Grade of Sibling(s)Importance of Developmental CharacteristicsAcademic Advancement and Social-Emotional LagsSchool System Support
Parental RoleThe ATHLETE
What are the Options
What if the student who is ready for acceleration remains at the current grade level?
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Levels of Giftedness and Prevalencefrom Miraca Gross, Understanding our Gifted, Winter 2000LevelIQ RANGEPrevalence
Mild115-1291:6 1:44Moderately130-1441:44 1:1,000Highly145-1591:1,100-1:10,000Exceptional160-1791:10,000-1:1millionProfoundly 180+Fewer than 1:1 million
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The IAS is comprised of 11 Sections:Section I- General InformationStudentFamilyChild Study Team
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Section II: Critical ItemsLevel of ability as measured by an intelligence test
Grade level of sibling
Attitude of student
These items are CRITICAL to successful whole-grade acceleration. If any items apply to the student, whole-grade acceleration is not recommended
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Section IIIIII: School History- Has the student been identified as gifted?- What are the areas in which the student has demonstrated high ability?
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Sections IV-VIIV: Prior Ability and Achievement Test Result
V: Prior Professional Evaluation Services
VI: Academic Ability and Achievement
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Assessment: Ability vs. AchievementAbilityWISC-IIISB:IVWoodcock-JohnsonOtis-Lennon School Ability TestCognitive Abilities TestSlossen Intellignece Test
AchievementITBSCaliforniaWoodcock-JohnsonStanford Diagnostic ReadingStanford Diagnostic MathematicsMetropolitan
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Assessment Issues with respect to accelerationAbility and/or AchievementAvailabilityAbove-level vs. grade-levelPlacement/ProgrammingPrior Assessment . . . Evaluation AssessmentWho and When?
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Sections VII - VIII
VII: School and Academic Factors
VIII: Developmental Factors- Age- Physical Size- Motor Coordination
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Section IXInterpersonal Skills- Emotional Development- Behavior- Relationship with Peers- Relationship with Teachers- Participation in Non-school Extracurricular Activities
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Section XAttitude and Support- Student- Parent- School System- Prior Planning
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Section XI: Grand Total and Guidelines70 to 90 = Excellent Candidate
54 to 69 = Good Candidate
43 to 53 = Marginal Candidate
42 or fewer = Not recommended
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IAS Summary and Planning SheetReviews the Score
Designates educator for carrying out the Plan
Indicates timeline for implementation
Records names of team members and their level of agreement with decision
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Role of the Facilitator: Nuts and BoltsBe preparedPrepare your teamProvide InformationCollect all profile informationReview information from prior meetingsPreplan optionsSelect a receiving teacherSchedule the meetingCare and feeding of the receiving teacherFollow-up with parents, teachers, and student
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IAS Research119 Case files4th grade femaleShe is doing very well. Continues to show much maturity, scores on ITBS at 99+ and she is active in extra curricular activities. Parents and staff are convinced this was the right decision for this child. We thank you for your collaboration9th grade maleIn Fall of 1999 was a freshman at a private college. Graduated with a 3.950 high school gpa.
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Research continuedWhat happened to students for whom the decision was not to accelerate?Not accelerated to another grade level, but has received accelerated curriculum in the area of language arts [math]Compacted curriculum
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Issues Since PublicationScores well above the normBias against underachievementBias against creativeNot much room for nuancesImportance of getting along in schoolScoring issues -- single scores vs. cumulative effectSibling Issues
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ConclusionWe know that the IAS has helped over 100 educators make appropriate decisions
We want to continue the research
Users of the IAS are invited to send completed Summary and Planning Sheets to the Belin-Blank Center
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Thats NOT all FolksThe Belin-Blank Center will continue to act as your consultant no charge.Send in completed forms.
Questions: 800-336-6463
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NickNickPast = anecdotal, past experience, etc.SusanDo not recommend acceleration look at alternativesSpecific alternatives cannot be prescribedSusan
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