Pathways to Acceleration: Signposts for the Evaluation Committee Gifted Education Services ODE Office for Exceptional Children

Acceleration  Allows students to move academically at faster pace;  Designed for students interested, able and ready to learn at faster pace; and  Effective, inexpensive, available to any school district.

Referrals  All districts must accept referrals from students, parents, teachers, pediatricians, psychologists.  Some districts solicit referrals through staff and parent communications, district Web site.

Evaluation Committee Members  Principal  Current Teacher  Accelerated Content Teacher  Parent or Legal Guardian  Gifted Coordinator and/or Intervention Specialist

Principal Role  Solicit or accept student referrals  Provide overview of staff roles, duties  Share components of building schedule  May assist in evaluation committee meeting(s) facilitation

Current Teacher Role  Provide information about: Student’s performance in current grade level Examples of achievement, information about social/emotional factors

Accelerated Teacher Role  Inform committee of expectations for students at that grade level

Parent Role  Provide information about: Social/emotional concerns Academically oriented achievements outside school

Gifted Coordinator Role  Serve as acceleration coordinator and/or evaluation committee facilitator  Provide information about effective acceleration practices, tools to aid in process

Psychologist Role  Administer tests  Interpret test results  Compare test results to other students of same age, grade or ability

GIS Role  If student identified as gifted, provide: Information about student’s performance under gifted instruction Academic support during transition period

Guidance Counselor Role  Optional role  Help mediate conflicting viewpoints  Address social/emotional issues affecting student achievement

Special Education Coordinator  Required if student referred for acceleration has dual exceptionalities: Help define how acceleration may be affected by student’s special education needs

Collecting Assessments Data Types:  Ability tests  Achievement tests  Aptitude test  Social/physical/emotional factors  Student motivation  Other data, such as KRA-L, examples of work, additional test data

Signposts for Early Entrance  Use: Iowa Acceleration Scale (3 rd Edition) Test substitutions for assessing ability in very young students Achievement scores that may be converted to an aptitude score

Signposts for Whole-Grade Acceleration  Use Iowa Acceleration Scale (3 rd Edition)  Collect a variety of data: Ability test Achievement test Aptitude test Motivation, social/emotional factors

Signposts for Single-Subject Acceleration  Use a variety of data: Ability test Achievement test in single subject Aptitude test in single subject

Guidance for Early Graduation  Purpose: To provide earlier-than-typical access to full-time postsecondary educational opportunities  Evaluation: Based on past academic performance; measures of achievement based on state academic content standards; successful completion of state- mandated graduation requirements

Iowa Acceleration Scale 3 rd Edition  Research-based tool for: Analyzing students data Predicting student success

Reaching a Decision  Use consensus to make decision to accelerate or not accelerate.  If unable to reach consensus, use majority vote.

Decision Not To Accelerate  If the referral was for whole-grade evaluation: consider subject acceleration as another option

Decision Not to Accelerate  If the referral was for single-subject acceleration: offer enrichment opportunities

Decision Not to Accelerate  If the referral was for early graduation: consider credit flexibility

The Parent Appeal  Parent has right to appeal evaluation committee’s decision if not in agreement.  Appeal generally made in writing to district superintendent within 30 days of committee decision.

Decision to Accelerate  Next steps: Create a Written Acceleration Plan (WAP) Assign staff member (WAP facilitator) to ensure smooth implementation of acceleration

Whole Grade/Subject Acceleration  WAP facilitator will: Address acquisition of minor “gaps in knowledge” Monitor student adjustment Help coordinate move to different building Provide orientation session or transition activities

Overseeing Transition Period for Early Entrance  WAP facilitator will: Address fine motor skill deficits with minor accommodations Provide orientation session

Making it Permanent  At end of successful transition period: Obtain parent’s or guardian’s consent to make acceleration permanent Record acceleration in student’s cumulative folder to make acceleration permanent for remainder of student’s K-12 experience

Reaching the Destination  We do not have a crystal ball.  We do have some good tools for predicting student success. National research projects show high success with a large majority of students accelerated after a thorough evaluation process.

Information  Assouline, S., Colangelo, N., et al (2009). Iowa Acceleration Scale, 3 rd Edition. Scottsdale, AZ: Great Potential Press.  Buros Institute.  The Templeton National Report on Acceleration (2004). A Nation Deceived. Iowa City, IA: Belin-Blank.

Additional Information  For more information: Contact: Visit ODE website, education.ohio.gov, search keyword: accelerationeducation.ohio.gov