Subject Acceleration

A student is considered a good candidate if they have done each of the following:

• Clearly demonstrated consistent high ability in one or two subject areas
• Clearly demonstrated accelerated performance in one or two subject areas when compared to their peers
• Has Full Scale IQ or cognitive score at least one standard deviation above the mean (115 – guideline provided by Iowa Acceleration Scale   
• Consistently scores in advanced category on state assessments (if available) 
• Likes challenges
• Has good school attendance
• Demonstrates a positive attitude, neither overestimating or under-estimating his/her ability
• Completes assignments with care
• Is motivated to do well
• Adapts easily socially and emotionally to new and/or challenging environments
• Received challenging and enriching instruction but still cannot have their needs met at the current grade level

This statement in isolation is not a reason to refer a student for the acceleration process. It is important to understand that being “bored” can have a number of meanings. It does not always indicate the curriculum is not challenging enough. In some instances, it can actually mean that something may be a little too challenging for the student, so they are using avoidance. Through dialogue with your child and the teacher, get some insight on what exactly being “bored” means. Is it too easy? Too hard? Not an area of interest? Something else?
 

Sometimes despite numerous enrichment and extension opportunities, it is possible that your child needs the additional challenge of a subject or whole-grade acceleration. This intervention is for a small percentage of the population, and a student need not be identified as gifted in order to be referred for acceleration.

A number of factors, including quantitative and qualitative, are used by an acceleration team to make an informed decision on best placement for a student. This becomes a permanent placement after a six-week transition period. A student who just qualifies is probably not the ideal candidate for acceleration. One must examine the potential for long-term achievement. Accelerated students should be expected to achieve, relative to their new grade peers, at a high level that is generally comparable to their performance in their previous grade. These students are typically in the top 10 percent in a class, and one would expect them to remain in the top 10 percent throughout their academic career. Thus, test scores should be strong in order for acceleration to be successful. With a subject acceleration, a student then is assessed at that grade level for any state testing.

For more information on subject acceleration, visit the Acceleration Institute website. For families considering whether subject acceleration is the right intervention for their child, contact the child’s teacher and/or GT resource teacher to get an idea of the student’s progress within the classroom and what extension and enrichment opportunities have been implemented to stretch and engage the learner. You may also contact the Gifted & Talented Services staff with any questions about acceleration and request an application for the school to review.