Gifted Issues Discussion homepage Forums Identification, Testing & Assessment Iowa Acceleration Scale Whole Grade v Subject Only

The only copy is checked out of my library. I understand there to be ten sections-General Information, Critical Items, School History, Assessment of Ability, Aptitude and Achievement, School and Academic Factors, Developmental Factors, Interpersonal Skills, Attitude and Support.
WISC V score is on file as is MAP score. Is there any other testing required for the elementary child? Will my child be involved in the IAS administration or is the IAS just an "adult" thing? I've already read the article on the IAS on the Hoagies site.
When looking at whole grade v subject, how does unequal performance in subjects weigh in? For ex, child is strong in math for current grade , but stronger in reading or vice vera?

The Iowa Acceleration Scale is a frequently discussed topic on the forums. Others may be able to share their recent experiences which may be similar to your circumstances, but in the meanwhile here are some links to old posts which seem to touch upon your questions.

This old post discusses tests for Ability, Aptitude, Achievement for the IAS.

The IAS does gather information on the how the child feels about a possible acceleration. Because the child provides input into the process, yes, the child is aware of and involved in the IAS administration. However I've never known a child's involvement to include attending the decision-making meeting.

This old post discusses single subject acceleration (SSA), IQ cutoff.

Our DD was evaluated by two different school systems: the second grade skip was handled by a small private school and the sixth grade skip was evaluated by a large public school district. Both times the IAS committee did not include our DD (nor do I think it should have). DD filled out a survey for the second skip, of course did all the testing, and met with school counselors and psychologists for both, but as for the actual evaluation committee meeting, she was not present.

Best of luck,
--S.F.

Another factor at play with subject acceleration is the school's ability to differentiate. Reading is easier to differentiate, so a child who is advanced but less strong in reading might have needs met with differentiation. However if that students is very strong in math, which is harder to differentiate, the school may propose subject acceleration in math with differentiation in reading. This is probably ideal for the high achiever or the bright-and-balanced intelligent child who fits well with age peers socially.

My experience is that strong reading was overlooked. The school didn't seem to grasp that my son was as advanced in all subjects (science, social studies) as he was in reading because he was absorbing content so fast due to his strong reading. They treated his strong reading almost like a splinter skill that didn't require anything, rather than an indication that he was advanced in all subject areas. They offered single subject acceleration in math only, which prompted me to switch schools.

This is likely an effect of Common Core. Common Core changed the emphasis on reading from fiction to nonfiction (that's good), but in elementary years the Common Core model is built so that science and social studies are presented through reading and language arts. So, when children are being compared to above grade level in elementary years, the Common Core schools are really only looking at math and reading. I think this makes subject acceleration seem like a good solution in cases when a child would be better served by whole grade acceleration.

As a person who enjoys viewing things from a variety of vantage points then comparing/contrasting... I will share this link to Fiction or Nonfiction? Considering the Common Core’s Emphasis on Informational Text (NYT, The Learning Network, by Amanda Christy Brown and Katherine Schulten, December 13, 2012) which provides essays from several schools of thought... pro, con, and neutral.

That said, the IAS is still a great tool regardless of the current set of standards or curriculum emphasis.