CHALLENGE CYCLE 5
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Apr 3, 2024
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Latawiec 1
Natalia Latawiec
Dr. Housand
Intro to Gifted Ed
February 20, 2024
Challenge Cycle 5
KEESHA RECOMMENDATION
There are many details to consider when evaluating Keesha. The most obvious would be her academic excellence. She consistently scores high on standardized tests, even those that are only administered to students older than her. As a fourth grader, she is enrolled in fifth-grade science and reading classes and a sixth-grade math curriculum. Another thing to point out is that she expresses interest in subjects that are not shared amongst her peers, but rather those who are in the grades above hers. Outside of academics, she also shows creative interest in playing violin.
This shows diversity in her giftedness. Overall, she is a happy child and has good self-esteem. When I evaluated Keesha using the Iowa Acceleration Scale Form, section seven, she received a score of 19 out of a possible 22 points. Based on this alone, she would be considered an excellent candidate for whole-grade acceleration. This would mean that at the end of this year,
she would be able to enroll as a sixth grader instead of as a fifth grader. I understand that in doing this may raise some concerns for Keesha’s success at school, but I am confident that she will succeed seeing her current performance. In terms of grade-skipping, it is a common concern that she may miss critical basic skills that she would need in sixth grade. “However, many gifted students acquire knowledge and skills
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far ahead of their grade levels and learn either independently or from an interested parent or older sibling. That is, the “missing skills may not be missing at all. As a precaution, a series of diagnostic tests for the grade to be skipped acan identify missing skills, and the motivated gifted child typically can learn these quickly, either working independently or with the help of interested adults.” (Rimm et al., 2017)
The second common concern would be how she would socially adjust to her older peers. Many people believe that gifted students struggle with adjusting to their new classmates and environment. In Keesha’s case, it is clear that she has no issues with making friends with students older than her, especially since she made two friends who are in the fifth grade. The issue Keesha actually faces is being accepted by her other fourth grade classmates. Letting Keesha grade-skip would end up being beneficial for her, especially since many gifted children are better adjusted for socializing with older kids. “The current research-based consensus is that in most cases gifted students are quite comfortable with their intellectual peers– older students – and suffer no noticeable maladjustment or neuroses.” (Rimm et al., 2017). TERONE RECOMMENDATION
Terone has a great passion for science. Outside of school, he reads advanced adult books about new topics in the life sciences, like Lives of the Cell
by Lewis Thomas. He is also enrolled in science classes at his local museum and shows his interest in the life sciences by observing small animals in his room. He enjoys observing these animals’ behaviors and tries to recreate some of the experiments Pavlov has conducted.
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It is important to note that his parents asked the school if he should be moved ahead a grade because he shows signs of boredom with the third-grade curriculum. Terone shows that he performs at grade level in classes such as math. He also shows signs of being less motivated in school. He has been turning in fewer assignments in all of his classes, including science. When I evaluated Terone using the Iowa Acceleration Scale Form, section seven, he received a score of 13 out of a possible 22 points. Based on this alone, he would be considered either a good or marginal candidate for whole-grade acceleration. Based on the possibility of him
being a marginal candidate, I would not recommend him for whole-grade acceleration, but instead, I would recommend other programs that would be beneficial to him. I believe that the best options for him would be either subject-skipping acceleration or a telescoping program. In subject-skipping acceleration, Terone would be “taking classes or studying particular subjects with students in higher grades.”. (Rimm et al., 2017) In this case, he would be taking science classes in the grade above his own. This program would require flexibility from his teachers, so an alternative to this would be a telescoped program. Telescoping is best described as an example, where in Terone’s case, he would be eligible to collapse two years of science into one. This program can be spread across longer or shorter periods, such as four years of work being done in three years. Creating a plan for this type of program may be challenging, but if Terone has a counselor who can design a plan as early as possible, then this program would be very beneficial.
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