The Iowa Acceleration Scale

1. The Iowa Acceleration Scale Belin-Blank Center for Gifted Education Nicholas Colangelo, Ph.D. Susan Assouline, Ph.D. Clar Baldus, Ph.D. Presentation for NHA Accelerated Learner Teacher Training

2. 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 Errors Guidance

3. Two primary purposes to the IAS • The 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.

4. Attitudes about acceleration • Implicit attitudes about acceleration • Research-based attitudes • Red Shirt vs.Green Shirt

5. Most Common Methods of Acceleration of Gifted Students Grade Level Type of Acceleration Primary (K - 3) 1. Early admittance to school 2. Ungraded primary Intermediate (4 - 5) 1. Ungraded classes 2. Grade skipping Middle school 1. Three years in two 2. Senior high classes for credit Senior high school 1. Extra load - early graduation 2. Advanced placement Source: Gallagher & Gallagher (1994).

6. Range and Types of Accelerative Options(From Southern & Jones, 1991) • Early entrance to kindergarten or first grade • Grade skipping Subject-matter acceleration • Curriculum compacting

7. Range and Types (continued) • Telescoping curriculum • Mentorships • Extracurricular programs • Early entrance in to junior high

8. Advantages to Using the IAS • A more objective look at the student • An analysis of the major factors to be considered in making a decision • Guidelines for weighting the relative importance of the major factors • Documentation of the student’s strengths and concerns • A numerical range to guide the discussion and decision of acceleration • A standard of comparison with students who have had successful accelerations

9. Limits to Using the IAS • Not a standardized “test” • Conservative instrument • Biased against underachievers • (Non-producers / underachievers) • Not designed for multiple skips, early graduation, or early entrance to college • Does not provide specific alternatives to whole-grade acceleration

10. The Manual The Top Ten Issues How To Complete the Scale Relevant Educational and Psychological Research Sample Cases References

11. Critical Items • Level 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

12. Academic Ability and Achievement Best Time to Accelerate Age and School Grade of Sibling(s) Importance of Developmental Characteristics Academic Advancement and Social-Emotional Lags School System Support Parental Role The ATHLETE What are the Options What if the student who is ready for acceleration remains at the current grade level? The Top Ten Issues

13. Levels of Giftedness and PrevalencefromMiraca Gross, Understanding our Gifted, Winter 2000 LevelIQ RANGEPrevalence Mild 115-129 1:6 – 1:44 Moderately 130-144 1:44 – 1:1,000 Highly 145-159 1:1,100-1:10,000 Exceptional 160-179 1:10,000-1:1million Profoundly 180+ Fewer than 1:1 million

14. The IAS is comprised of 11 Sections: • Section I - General Information • Student • Family • Child Study Team

16. Section II: Critical Items • Level 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

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

19. Sections IV-VI • IV: Prior Ability and Achievement Test Result • V: Prior Professional Evaluation Services • VI: Academic Ability and Achievement

23. Ability WISC-III SB:IV Woodcock-Johnson Otis-Lennon School Ability Test Cognitive Abilities Test Slossen Intellignece Test Achievement ITBS California Woodcock-Johnson Stanford Diagnostic Reading Stanford Diagnostic Mathematics Metropolitan Assessment: Ability vs. Achievement

24. Assessment Issues with respect to acceleration • Ability and/or Achievement • Availability • Above-level vs. grade-level • Placement/Programming • Prior Assessment . . . Evaluation Assessment • Who and When?

25. Sections VII - VIII • VII: School and Academic Factors • VIII: Developmental Factors - Age - Physical Size - Motor Coordination

30. Section IX • Interpersonal Skills - Emotional Development - Behavior - Relationship with Peers - Relationship with Teachers - Participation in Non-school Extracurricular Activities

33. Section X • Attitude and Support - Student - Parent - School System - Prior Planning

37. Section XI: Grand Total and Guidelines • 70 to 90 = Excellent Candidate • 54 to 69 = Good Candidate • 43 to 53 = Marginal Candidate • 42 or fewer = Not recommended

38. IAS Summary and Planning Sheet • Reviews 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

39. Be prepared Prepare your team Provide Information Collect all profile information Review information from prior meetings Preplan options Select a receiving teacher Schedule the meeting Care and feeding of the receiving teacher Follow-up with parents, teachers, and student Role of the Facilitator: Nuts and Bolts

40. IAS Research • 119 Case files 4th grade female • “She 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 collaboration” 9th grade male • In Fall of 1999 was a freshman at a private college. Graduated with a 3.950 high school gpa.

41. Research continued • What 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”

42. Issues Since Publication • Scores well above the norm • Bias against “underachievement” • Bias against “creative” • Not much room for “nuances” • Importance of getting along in school • Scoring issues -- single scores vs. cumulative effect • Sibling Issues

43. Conclusion • We 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

44. That’s NOT all Folks • The Belin-Blank Center will continue to act as your consultant – no charge. • Send in completed forms. • Questions: 800-336-6463