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Acceleration Options Revealed
The University of Texas at Austin High School
Holly Victoria Noval, CC Flickr
Contact Information Heather Vaughn
Coordinator of Advanced Academics 512.471.3693
http://highschool.utexas.edu/gt_advanced_early.php
• highschool.utexas.edu
highschool.utexas.edu
Our Mission Improve outcomes for school districts, educators, and students across Texas and beyond, by creating innovative learning experiences and provide strategic support services.
UTHS Programs & Services • Diploma Program • High School Courses • Credit by Exams (CBEs) • Parent & Student Resources • G/T, Advanced, & Early Readiness • ELL, LUCHATM, & Migrant • Partner Schools • Professional Development
Video
Are your gifted students accelerating or stuck on the escalator?
League of Women Voters, flickr CC
WHY ACCELERATE?
Research says… • Holding gifted students back can be more
stressful for them than moving forward. • Grade-skipping has aided social
relationships. • Single-subject and grade acceleration has
demonstrated significant academic growth. • Acceleration has been a highly successful
intervention technique with intellectually gifted learners.
Bailey, S. (2004), Guidelines for Accelerated Progression Manual (2000), Robinson (2006)
Grade Acceleration Allows a gi*ed student to shorten the amount of years
needed to complete K-‐12 curriculum
Fits students that process and achieve well beyond peers, that are highly mo?vated and independent, that are socially mature, and that have wide-‐ranging interests
Results in improved social adjustment and self-‐esteem
Results in academic gains of 1+ years of addi?onal educa?onal growth
Guidelines for Accelerated Progression Manual (2000), Rogers (2002), Robinson (2006)
Is the Grade Acceleration Working?
Learning comfortably
Bonding with classmates
Preference for this learning environment
Making academic progress
Guidelines for Accelerated Progression Manual (2000), Rogers (2002), Robinson (2006)
Discussion • What examples of grade acceleration
have you experienced in your district? • Who promotes grade acceleration in your
district?
Single Subject Acceleration
Allows a gi*ed student to move more rapidly
through content mastery in a single subject area
Fits students that process and achieve well beyond peers, that are highly
mo?vated and independent, and that
prefer challenge
Results in academic gains of about 3/5 of a year’s addi?onal educa?onal
growth
Guidelines for Accelerated Progression Manual (2000), Rogers (2002), Robinson (2006)
Is the Subject Acceleration Working?
Keeping up with
expecta?ons
Learning comfortably
Interac?ng with
classmates
Supervision of student’s work
Preference for this learning environment
Guidelines for Accelerated Progression Manual (2000), Rogers (2002), Robinson (2006)
Discussion • What examples of subject acceleration
have you experienced in your district? • Who promotes subject acceleration in
your district?
Who is a Good Candidate? These are guidelines, not imperatives.
A student that exhibits: • Academic capacity
above the placement class average
• Good physical health • Social and emotional
readiness
Even if all expectations for acceleration have been met, the best educational interest of the student must be considered.
Bailey, S. (2004), Guidelines for Accelerated Progression Manual (2000), Robinson (2006), Rogers (2002)
Responsible Acceleration Highlights
• Occur at natural transition points • Plan a trial period of 6-9 weeks • Avoid excessive expectations for grade
advancement • Base acceleration decisions on facts
Bailey, S. (2004), Guidelines for Accelerated Progression Manual (2000), Robinson (2006)
When to Consider Acceleration Options Op#on Age Range Grade Range
Single Subject Accelera?on 6-‐18 *6-‐14
1-‐12 *1-‐8
Grade Accelera?on 6-‐18 1-‐12
Tes?ng Out 7-‐22* 2-‐13*
Correspondence/ Online Learning
9-‐18 *12-‐18
3-‐12 *7-‐12
Advanced Placement/ IB 14-‐18 *16-‐18
8-‐12 *10-‐12
Mentorships 15-‐18 *17-‐18
9-‐12 *11-‐12
Rogers (2002)
HOW CAN STUDENTS ACCELERATE?
Credit by Exam (CBE) • According to Texas State Board of Education
rules, school districts must offer examinations for acceleration at every grade level and for every subject area offered in grades K-12.
• To help schools serve this mandate, UT High School offers a wide array of exams.
• Students may advance to the next course once
they have received credit from the district.
Credit by Exam (CBE) • With approval from the local school district,
students seeking placement credit in a subject area in which they have not received prior instruction may earn credit by passing these exams with a grade of 80% or above.
• Each exam has a three-hour time limit.
• Students may test with a local/ school proctor or arrange for an exam at the UT DEV Testing Center.
Creation of CBEs • Developed and
reviewed by highly qualified teachers
• Aligned with 100% TEKS
• Audited by content experts
• Annual audit results are reported to TEA
Exams Available Kindergarten-8th grade
– Science – Social Studies – Language Arts – Math
High School Exams Available
CTE
• Business Informa?on Management (A/B)
ELA
• English 1 (A/B)* • English 2 (A/B)* • English 3 (A/B) • English 4 (A/B)
Fine Arts and Speech
• Art 1 (A/B) • Communica?on Applica?ons
High School Exams Available Health and PE
(1 Semester Course)
• Health 1 • PE 1A: Founda?ons of Personal Fitness
• PE 1B: • Bowling/Cycling • Bowling/Golf • Bowling/Racquetball • Cycling/Golf • Cycling/Racquetball • Golf/Racquetball
Languages Other Than English
• French 1 (A/B) • French 2 (A/B) • Japanese 1 • Japanese 2 • Korean 1 • Korean 2
Languages Other Than English
• Mandarin Chinese 1 (Tradi?onal)
• Mandarin Chinese 1 (Simplified)
• Mandarin Chinese 2 (Tradi?onal)
• Mandarin Chinese 2 (Simplified)
• Spanish 1 (A/B) • Spanish 2 (A/B) • Spanish 3 (A/B)
High School Exams Available Science
• Integrated Physics & Chemistry (A/B)
• Biology (A/B)* • Chemistry (A/B) • Physics (A/B) • Environmental Systems (A/B)
Social Studies & Economics
• World Geography Studies (A/B)
• World History Studies (A/B)
• U.S. History (A/B)* • U.S. Government • Economics
Mathema?cs
• Algebra 1 (A/B)* • Geometry (A/B) • Algebra 2 (A/B) • Pre-‐Calculus (A/B)
Exam Preparation • Free, printable study guides on our
website • TEKS Format:
• (Number) – Knowledge and Skill Statement • (Letter) – Student expectation
• TEKS Language: Including vs Such As • “Including” references content that must be
mastered • “Such as” illustrates possible examples
http://tea.texas.gov/curriculum/teks/
Example of “Including” Kindergarten Science TEKS (7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to:
(B) observe and describe physical properties of natural sources of water, including color and clarity
Example of “Such As” Kindergarten Science TEKS (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:
(B) make predictions based on observable patterns in nature such as the shapes of leaves
Example of Both Kindergarten Science TEKS (8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:
(C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.
Exam Preparation • Released STAAR Exams
– Reading and Mathematics, grades 3–8 – Writing at grades 4 and 7 – Science at grades 5 and 8 – Social Studies at grade 8
• End-of-course assessments for English I, English II, Algebra I, Biology and U.S. History
http://tea.texas.gov/student.assessment/staar/
Exam Preparation • Reduce test anxiety
– Encourage students to review the study guide
– Assure students that the exam only determines what they know
– Teach students relaxation techniques
Who Awards Credit? • Each district will determine acceptance of
exam scores and grant credit. • Local policy will determine the
expectations and exam administration windows.
Example District Policy Klein ISD • Elementary and Intermediate
students may accelerate an entire grade level or one core course by taking Credit by Exam (CBE) and scoring 80 on the required assessments. Kindergarten and Grade 1 students must meet the state enrollment requirements before registering for Credit by Exam.
Example District Policy Klein ISD • High School Credit Courses Students may
earn credit for high school courses by scoring an 80 or above on a Credit by Exam (CBE). Students must not have prior instruction in the course they are attempting. Credit will be awarded for core high school courses after the student has successfully completed both semester exams.
Benefits of CBEs • Rigor
– Exams are rigorous and relevant
– Developed by certified teachers
• Success – Aligned with TEKS – Shows mastery of material
• Access – Allows students to take
courses at their academic level
• Completion – Can assist in early
graduation
Concerns with CBEs • K-8th grade –
students advance to next grade level
• May lead to gaps in knowledge
• High School – pass A but not B
Virtual EyeSee, CC Flickr
Questions?
References Bailey, S., Chaffrey, G., Gross, M., Macleod, M., Merrick, C., & Targett, R. (2004). Types of acceleration and their effectiveness. Retrieved November 16, 2015, from http://www.davidsongifted.org/db/Articles_id_10487.aspx Guidelines for Accelerated Progression Manual. (2000). Retrieved November 16, 2015, fromhttp://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/accel_guide.pdf Robinson, N. (2006). Duke TIP. Retrieved November 16, 2015, from https://tip.duke.edu/node/796 Rogers, K. B. (2002). Re-forming gifted education: How parents and teachers can match the program to the child. Scottsdale, AZ: Great Potential Press.