In my consultancy practice I am often engaged to provide expert support to parents and schools when they are considering accelerating an academically gifted student. This support is often sought when parents and teachers disagree about whether a student is a good candidate for acceleration, or when participants are uncertain about the proposed process. I’m very pleased to provide this guidance so the right student is selected AND a rigorous process is put in place to ensure ongoing success for the student well beyond the day of the acceleration 'event'.
Oftentimes the only part of the acceleration process that is considered is the decision-making to determine the student’s suitability. When acceleration is treated as an ‘event’ the ongoing success of the acceleration is often left to chance. The following provides a guide of the process of acceleration, plus general recommendations for supporting candidates for acceleration and already accelerated students at each stage of the acceleration journey.
The acceleration process has three clearly defined stages.
1. Preparation before acceleration: Data gathering, decision-making and actions prior to the ‘event’.
Identify a team. Allocate a staff member to act as ‘coordinator’ of the case.
The school needs to follow their school or sector acceleration process or, if these are non-existent, look to an evidence-based instrument, such as the IOWA Acceleration Scale.
Gather sufficient data;
Determine if the student is a good-enough candidate. ie is acceleration an appropriate option and will they be at least in the top quartile of the receiving cohort;
Plan for the ‘event’. Important considerations include: when it will take place, who is the receiving teacher (their understanding of gifted education and willingness to support an accelerated student) and what is the grouping of the receiving cohort.
Prepare the student via orientation to location, classroom, teacher and cohort.
Write an initial IEP to support the success of the acceleration. Include stakeholders such as coordinator, parents/caregivers, current and receiving teachers, and student, if appropriate. Determine three goals that include academic, social and emotional supports to ensure a smooth transition. Make it for a short-term, such as the first five weeks or up to the end of the first term of the acceleration.
Provide the receiving teacher with gifted education professional learning to increase their knowledge, understandings and skills prior to the ‘event’.
2. The ‘event’ – the day of acceleration
On the student’s first day of an acceleration, the coordinator supports the student to navigate this day. eg find class, checks in with them.
Classroom teacher ensures student is settled into the cohort. eg select an appropriate buddy, preferably a student with similar ability and interests.
Classroom teacher and coordinator communicate with each other and parents.
Enact IEP.
3. Ongoing Support – the ongoing actions to ensure success
Team including coordinator, new teacher and parents meet during student’s first week.
Ongoing - coordinator checks in with student at regular intervals, initially at least weekly.
Ongoing – IEP. Review IEP at regular intervals, at least once per term.
The above are my suggested actions to ensure the success of an acceleration. I hope you find it useful.
You can find more information about acceleration at the following:
· NAGC
I wish you every success with accelerating and supporting your students. Please reach out if you need assistance.
Helen