Gifted Issues Discussion homepage Forums Parenting and Advocacy IAS - what above level test for the scoring?

Does anyone here know what level to test with for the Iowa Acceleration Scale above level test? I mean, if your child is in 3rd, looking to skip 4th do you test with 4th grade or 5th grade? One year ahead of current level or two?
We used two years ahead, but the tester noted this was an exception because there was no test for one year ahead (kindergarten) at the time we tested. I don't have my manual - donated it to the school and never replaced it!
Thanks - someone on another board is asking for the info.

Some listed tests include ITBS/EXPLORE/ACT/CAT/Pllus/SAT/SCAT or CTP-IV Remember that the scores should not exceed eight (points)

The tests are scored in such a way that no points are earned for a test below 50%, half credit point is earned from scores between 50% and 75%, and full points are earned for points above the 75th percentile, in the various subject areas.

HTH
Grinity

Thanks! I knew someone would have info but sure didn't expect a direct quote from the manual!

Dottie: this what I recalled, that the manual really doesn't say what level to use compared to the age level of the child. But it certainly does matter how far ahead you test, since the scale specifically awards higher points (supporting grade acceleration) to higher scores. So a school could certainly manipulate numbers and try to hold a child back by testing too high, not considering the actual level of the test, couldn't they?

I agree that the 4th grade level was perfect for MrWiggly. This question was actually for someone on another board who is dealing with a school where the psychologist and social worker "administered" the IAS and then presented the info to the parents as a done deal and NOT supporting a grade skip.

I thought it makes sense to just use the next year's test, to see how the child would compare to the class going into the same grade you are planning to have the accelerated child go in to. So that a 3rd grader who tests in the top percentiles of a 4th grade test would certainly be appropriate academically to skip 4th and enter 5th. I suppose you could argue that a 3rd grader who tests in the top percentiles on a 6th grade test is ready to enter 7th grade (or at least do 7th grade level work academically). Isn't that the general logic of using above level testing??

Dottie - I'm nearly comatose at this point so I probably shouldn't even try to figure this out but here goes anyway. Let's just suppose a 2nd grader (near the end of the year) scores 50th% on a 5th grade test, then it would OK for that child to skip TO 4th grade? If that child scores 50th% on a 4th grade test, then that child should NOT skip to 4th grade? If that child scores 95th% across the board on a 3rd grade test, that child should go into 3rd grade and not 4th?

Dazey

I was referring to your statement about not skipping to a grade if a child wasn't in the 90s in most subjects. DH thinks DSalmost 5 should be skipped. I'm considering getting the IOWA book to see how he might come out. Our district doesn't do grade skips but the info might give me the push to HS him.

Dazey-
I think the IOWA book was one of the most useful ones to me when I was a newbie - it explained the difference between an 'IQ' test, and an achievement test, and an 'above-level' test. That really helped me sort things out.

I think your proposed use is a wonderful way to use the Manual. You district may still not 'do gradeskips' by perhaps with the information in there, they would do subject accelerations, which are better for some kids, and almost always part of the whole package for HG/PG kids.

Also - if you do HS, and you aren't a total 'unschooler' you'll have to know where to start looking for learning materials, so having that information at your fingertips is a help.

There is such thing as a test which changes as the child takes it - those tests are the best of all IF they give detailed feedback. For example, on NWEA's MAP test, a child can be great at some aspects of Math, and need help in others, and they can give you really detailed feedback. Same with Language Arts. Aleks.com also offers an online teaching resource that can be used in this way, for Math, and don't be put off by the fact that they 'say' they start in 3rd grade Math.

What we, our schools, and our children really need is to have tests that reveal in detail what the child knows, what the child doesn't know, and a suggestion about what they might be ready to learn next. I call this teaching to a child's 'readiness level.' My kid was ready to learn about how our government works long before he could tell time. He was on a different developmental path than most people can concieve of.

We weren't in a position to homeschool him, but I think I would made sure he could do elementary school stuff at grade level, hothoused touch typing, and then 'unschooled' him with the rest of the time availible. Of course, every thing looks simple when one doesn't have to actually do it, yes?

Best Wishes,
Grinity

An additional consideration may be that achievement tests are also a reflection of what the child has been taught. I know that they also demonstrate aptitude above level, but I can�t help but reason that if two children are equally gifted, but one is lock-stepped and one is subject accelerated, the child with more advanced instruction will test higher in that subject after a period of time.

Last year, my DS (then 10) and locked-stepped in Saxon Math through 5th grade, scored at the 97th percentile for grade level achievement and the 75th percentile against 8th grade norms for the math subtest of the Explore. According to �Developing Math Talent�, a score at the 50th percentile warrants enrichment and a score at or above the 75th percentile warrants subject acceleration. After one year of grade accelerated instruction, he took the Explore test again and earned a 98th percentile against 8th grade norms.

Both years, he scored beyond his educational experience, but I don�t think he could have improved to that degree, without some additional exposure and instruction. I guess my conclusion is that if a child scores at or above the 75th percentile on an above level test, they may very well have the aptitude to learn fast and well enough with higher level instruction to catch-up to the 90th+ percentile after one year.

For reasons that I can�t explain, I feel that math may be the most instruction/exposure dependant subject. For example, DS had scored much higher in science reasoning last year, but that subtest does seem more a measure of reasoning ability than science knowledge.

Anyway, these are just my personal opinions and conclusions.

oh my aching head ... overload overload overload

OK, so ... GT said district does not accelerate. She further went on to say that *they* think "but what will the child do in the next grade?" She rolled her eyes etc and basically told me she doesn't agree w/ this policy but it is what it is.

This is all so new to me. Basically I have a 2nd grade boy who has been bored out of his mind for 3yrs. Well 1st grade wasn't bad as the teacher was more project based and did fun math games so even though their was no acceleration in math, the games were fun.

I had him tested by a private psych to see where he is. He tested MG based on FSIQ w/ WISCIV, but hits DYS partial qualifications based on VCI. Teacher says he is advanced in all areas and she is recommending him for gifted program due to his level of science, math, and reading ability. Creative thinker, out-the-box thinker, mature for his age, etc etc. Gifted program is 1hr/week pullout for enrichment.

The next step I was going to take was WJIII achievement testing to see where DS is. I don't see him getting DYS scores on that nut I guess I could be wrong as I was on IQ. I realize WJIII is a different type of achievement test than an above-grade level test.

We have no private school options nearby. We are considering HSing.

Given that nutshell, what further testing and grade level would you recommend? Move ahead w/ WJIII? SCAT testing? But we don't have any other achievement scores to qualify to take the SCAT so I guess we'd have to do the WJIII anyhow. Explore test?

HELP!

Dazey

So sign up for SCAT testing through CTY talent search? Which grade level? If he's end of 2nd grade (should I think of as beginning of 3rd grade), should I sign up for 5th grade? Oh that just sounds way too high.

And honestly, I don't think he needs a full grade skip. I think what he needs is curriculum compaction.

I see there is a May 13 deadline for Talent search application, followed by June 15 test registration and test date of June 30. That gives me some time to digest all this and come up with a plan. We likely won't get to WJIII testing until summer.

Yes I can see how a grade skip is easier to implement than compacting.

Dazey

Thanks for your post Grinity!

LOL - those who know me would be laughing at the thought of me as an unschooler - I'm more in the middle.

I've been told by GT that school doesn't subject accelerate either but perhaps w/ objective numbers from IOWA something could be worked out.

I'm about ready to give up and just HS him...then I could teach each subject on his level. Such a tough decision... I hate advocating but w/ the WISCIV scores and hopefully (fingers crossed) great WJIII scores, I'll have objective numbers and not be labeled as one of those moms.

Dazey

Just wanted to comment, back to the original question: the poster from the other board provided that the school used the WIAT for his son at two levels - 1st grade (his current level) and 4th grade. He tested out in the 98th% on grade level (with some scatter) and then ranged from 9th% to 50th% on 4 th grade level. The dad wants a skip to 2nd for the rest of this year with moving into 3rd next year. I think the achievement scores support that.

My understanding of the IAS is that it isn't to be used as a clear cut pass/fail test. It is meant to be used a as a guide, as a starting point for discussion. The manual, as I recall, points out how a score that does not support whole grade acceleration may in fact still indicate that the child would benefit from subject acceleration. When we had our son tested at U of Iowa, where the IAS was developed, the psychologist (director of the testing center there) told us that we could use the IAS *without* above level testing and just eliminate that score total from the overall total (adjust all the categories for final score down by the points not tallied). I believe that the scale is intended to be flexible in that way.

My understanding about a successful grade skip is in keeping with your thoughts, Dottie. That a successfully accelerated child will still be in the top of their new class. You want challenge, not misery!

Another thought - the Woodcock Johnson is not really a great achievement test for gifted kids. It is designed for the purpose of identifying learning difficulties. It is the one our son was first tested with and one that schools are very familiar with, but not the best when looking for achievement scores in the GT population (from what I've read on hoagies and elsewhere).

After lots of reading on these threads I'm looking forward to having my son do EXPLORE testing during next school year. I hate the thought of too much testing, though. I've written the principal an email requesting a meeting whether the Stanford tests are back or not to discuss differentiation and compacting. It is definitely what my son needs now. Not another grade skip. I've read that most gifted kids advance two years on achievement testing for every year of schooling. Hopefully that will show up now that we've had test/re-test for my son. If the school can see that his achievement moves faster than their curriculum perhaps they will let him move ahead more quickly.

Dottie, one can take the SCAT anytime after you register?

I'm confused about how to use the SCAT. If you take SCAT for CTY they give you a score with percentiles. What do those percentiles mean? Is your child being compared to other kids in grade level? Or is this an out of level test?

Thanks Dottie! I went back and looked at the score sheet I got for DD. She missed the cutoff for the summer classes by 2 points on the verbal (her strength) but it looks like she was pretty much in the middle of the pack. She may do better next year...she was really nervous about the testing center. It's nice to know that was on an above level test and compared to other bright kids.

No, I was mistaken. I went back and looked and the report I got had no percentiles on it. I must have been remembering something another poster said about CTY scores.

Now, it just has raw scores and scaled scores and the table showing the cutoffs for programs. That is why I wasn't sure about the level of the test.

Hmmmm. Thanks, Dottie! That's what I wanted to know. I wonder why they stopped reporting that? And how does one use the SCAT for the IAS without the percentiles?

I am not considering a skip for DD at this point. I was more curious than anything. I'm sure you understand, Dottie