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Designing an Accelerated Math
Curriculum
Michelle Swain, Director of Gifted and Advanced Academic Services, Round Rock ISD
Daniel Brillhart, TAG Specialist, Round Rock ISD
Outline of Topics
1. Once Upon a Time
2. Research
3. Round Rock’s TAG Services Today
4. Unofficial Pilot
5. Designing an Accelerated Curriculum - Nuts and Bolts
6. Resources to Support an Accelerated Curriculum
Once Upon a Time
Accelerated Math
6th grade - all of 6th and ½ of 7th grade content
7th grade - ½ of 7th and all of 8th grade content
8th grade - Algebra I
TAG Math
6th grade - all of 6th, 7th, and 8th grade content
7th grade - Algebra I
8th grade - Algebra II
If identified for gifted
services in math
Research
“...these goals can be attained more readily by the gifted, who can plunge deeper
into learning, explore farther, and acquire more advanced concepts, meanings,
and relationships that the average students. Some of these objectives can be
realized faster or at an earlier developmental stage than with the average
student. Having these experiences at earlier ages may result in qualitatively
different learnings, in opportunities for more extended study, or in additional
learnings”
(Passow, 1958)
A Nation Deceived - Research Findings
Fifty years of research shows that moving bright students ahead often makes
them happy.
Students who are moved ahead tend to be more ambitious, and they earn
graduate degrees at higher rates than other students.
An overwhelming majority of accelerated students say that acceleration was
an excellent experience for them.
Accelerated students feel academically challenged and socially accepted.
A Nation Empowered - Important Points
Acceleration is the most effective academic intervention for gifted children.
For bright students, acceleration results in both long-term and short-term
beneficial effects, academically, psychologically, and socially.
Acceleration is a very low-cost intervention for addressing the needs of gifted
students.
High-ability students who are economically vulnerable achieve considerably
less without support for their abilities than economically secure students.
Educators need to ensure that options for acceleration are available for
students at all stages of the learning process.
Designing an Accelerated Curriculum
Reis, Westberg,
Kulikowich, and
Purcell 1998
A Nation Empowered - Important Points
The few problems that have been experienced with acceleration have
stemmed from inadequate planning and insufficient preparation on the part
of educators or parents.
Educational equity does not mean educational sameness; rather, equity
respects individual differences in readiness to learn and recognizes the
value of each student.
Unofficial Pilot
Why?
Round Rock’s TAG Services Today
Academic Focus
Four Core Areas - Language Arts, Math, Science, and Social Studies
Identification
General Ability
Specific Academic Aptitude
Accelerated Curriculum in Math
Starts in 3rd grade; covers 3rd through 8th grade math in 3rd through 6th grade (1.5
years/year of seat time)
Results
Higher STAAR passing rates and scores than students taking the course at the
designated age
Higher Algebra I EOC passing rates and scores than 8th or 9th graders
97% of accelerated students go on to take 4 years of math in high school
Large percentage of 7th grade Duke TIP students receiving state and grand
recognition
Large percentage of National Merit Scholars
But there was room for improvement...
Algebra I Data Supported Acceleration
Designing an Accelerated Curriculum
Big Question:
To Test Up or Not To Test Up?
TEKS Coverage
What to cover?
Resources to Support Accelerated Curriculum
Textbooks
Resources to Support Accelerated Curriculum
Teacher Training
Resources to Support Accelerated Curriculum
TAG Math Boot Camp
TAG Math Boot Camp Results
Pre-
Assessment
Post-
AssessmentGrowth
Rising 4th 57% 71% +14%
Rising 5th* 53% 67% +14%
Rising 6th 55% 76% +21%
Resources to Support Accelerated Curriculum
Curriculum Resources
Books
Questions and Answers
?
Session Code
P0-712
