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

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

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.

Attitudes about accelerationImplicit attitudes about acceleration

Research-based attitudes

Red Shirt vs.Green Shirt

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).

Range and Types of Accelerative Options(From Southern & Jones, 1991)Early entrance to kindergarten or first gradeGrade skipping

Subject-matter accelerationCurriculum compacting

Range and Types (continued)Telescoping curriculumMentorshipsExtracurricular programsEarly entrance in to junior high

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

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

The ManualThe Top Ten Issues

How To Complete the Scale

Relevant Educational and Psychological Research

Sample Cases

References

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

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?

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

The IAS is comprised of 11 Sections:Section I- General InformationStudentFamilyChild Study Team

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

Section IIIIII: School History- Has the student been identified as gifted?- What are the areas in which the student has demonstrated high ability?

Sections IV-VIIV: Prior Ability and Achievement Test Result

V: Prior Professional Evaluation Services

VI: Academic Ability and Achievement

Assessment: Ability vs. AchievementAbilityWISC-IIISB:IVWoodcock-JohnsonOtis-Lennon School Ability TestCognitive Abilities TestSlossen Intellignece Test

AchievementITBSCaliforniaWoodcock-JohnsonStanford Diagnostic ReadingStanford Diagnostic MathematicsMetropolitan

Assessment Issues with respect to accelerationAbility and/or AchievementAvailabilityAbove-level vs. grade-levelPlacement/ProgrammingPrior Assessment . . . Evaluation AssessmentWho and When?

Sections VII - VIII

VII: School and Academic Factors

VIII: Developmental Factors- Age- Physical Size- Motor Coordination

Section IXInterpersonal Skills- Emotional Development- Behavior- Relationship with Peers- Relationship with Teachers- Participation in Non-school Extracurricular Activities

Section XAttitude and Support- Student- Parent- School System- Prior Planning

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

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

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

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.

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

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

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

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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