Gifted Issues Discussion homepage Forums Parenting and Advocacy advice for accelerating in science, math (long)

Hi
I'm a new to this group, but I think you all may have some good advice for me.

I have a school meeting next week with the GT and lower school heads to discuss how to accommodate DS9 (4th grade, pg, not accelerated). He was identified as pg last year and we didn't have time to implement any significant changes before the end of the year. This year, after countless emails and discussions, we were able to get him accelerated into 5th grade math (he and another student go to the GT room). Initially, I was told he could go at his own pace, which I took to mean he could plow through the 5th grade math then move on to 6th grade and beyond. But in reality, it meant he wasn't allowed to work past the 5th grade level, so they slow him down with brain teasers and problem solvers.

Clearly this isn't working, and we are prepared to start homeschooling next year if we need to. But we do want to give the school one last chance to work with us since we like so much about the school otherwise. And most importantly, DS has bonded with his future 5th grade science teacher (they talk between classes or after school) and is really looking forward to his science/physics class next year. I like that he has someone who shares his enthusiasm for science other than just me and his younger brothers.

The math plan that the school devised (without my input, or at least without considering my input) was for DS to stay one grade ahead (i.e. do 6th grade math in 5th grade, do pre-algebra in 6th grade). When I learned this from the GT specialist, I pointed out that he is already doing algebra now (at home). So here I am again, advocating the need for a faster pace, more challenge, less repetition, etc.

I need to have some solid suggestions for how they can accommodate him from here on out. He doesn't need very much instruction and I am willing to supply some materials if I need to. Have any of you had success in getting a school to use online math courses outside of their typical curriculum (which is Everyday Math at his school)? How was this monitored? How did the school satisfy their need for assessment? This is a private school, so they don't have as many rules to play by (legally). But they are generally opposed to acceleration - subject matter and esp. grade - so I need to hold their hands and make it less scary. This is all, of course, assuming they are now actually willing to consider further acceleration.

As for science, the 5th grade curriculum he'll have next year introduces physics, which he loves, but it appears from my quick review to be the kind of things he has done at summer camps (foam tubing roller coasters, Rube Goldberg experiments). Not that he wouldn't enjoy the heck out of doing it again, but I'd like to know if anyone has any suggestions for how he could get more in depth with what is already in place. Other topics covered are electricity (building circuits with soldering irons) and general classical mechanics. I haven't spoken with his future science teacher about this, but when I do, I'd like to offer suggestions since it is my understanding that the school has never had a student at this level of giftedness before, and so he probably won't understand what DS is capable if I don't give him some examples of what he can handle. The most obvious accommodation would be some special projects, which DS would enjoy, but I'm not sure how willing the teacher will be to stay late to work with him if DS needs him to. I can help him with projects, but I'd love to encourage this developing mentorship opportunity with DS's teacher. And I'm sure his teacher would have a lot more fun with it than his haggard, marginally creative mom.

We are just now coming out of a bullying situation which seems to have embarrassed the school (DS was relentlessly bullied which the school wasn't seeing). To their credit, however, when I brought it to their attention after realizing DS couldn't handle what was being thrown at him, they really circled the wagons and stopped the behavior for now. So I feel like I have the upper hand, and I need to capitalize on this while it lasts. As a paying "customer" you would think I always have the upper hand, but for whatever reason, it never seems that way.

One last question (sorry this is long): To justify holding him back/slowing him down, the school likes to use the argument that they want to make sure there aren't any gaps in his education. I hate this argument! In the past I've responded by telling them that he fills in the gaps quickly on his own whenever they arise, but they still think their argument holds water. To deflect this at our meeting I'd like some new material. The only response I've thought of is that they don't hold kids back from moving to the next grade because there are gaps in their understanding. They must be assuming that they'll pick it up as they go along. Any other ideas?

Thanks in advance for any advice or suggestions on what has worked for you or what you think might work for us.

Sundance
btw - I'm posting this on tagfam also - sorry if you read it twice.

Wow. Your hands are full. I'd start with reading all the laws for your state. Then A Nation Deceived is a great resource.

Are you in one of the more protected states?

I would highly suggest you talk to the science teacher you mention. Ask him if there is a time you can get together and talk. Tell him how interested in science your DS is, tell him the kinds of sciency things he's been learning on his own, and pour on the truly-felt flattery about how much your DS loves him and how you feel that you'd really like to encourage a mentoring relationship between them. I don't know if it's proper or not -- anyone? -- but perhaps he could be a paid (or unpaid) science tutor for your son.

Also, totally agree with you on filling in the gaps. He'll clearly have no problem doing it IF there are gaps, and you're right that they advance students at the end of every year who have gaps in their knowledge.

Wish I could be more help!

Sorry your in such a fustrating situation. If you really like the school and think you DC can hang in there I would suggest you try more modifications. I can only help with the Math.

School may be afraid to accellorate him too fast. You might consider slowing the pace by more depth in math. There are online Math classes for gifted kids with more depth. Check out EPGY at Stanford, John Hopkins, and Northwestern (see database) Or You could condense the current grade or test out of units and then provide something else. My son likes the Mindware.com books.
Or let DC use his time learning programing.

Definitely get Developing Math Talent, book. This lists lots of Math options. This book states you just can't run out of math. BUT a school can run out of teacher capable of teaching DC's level.

My understanding is often Math in school doesn't have much logic. It's good for Talented Math students to expand abilities with logic and different kinds of Math.

http://www.davidsongifted.org/db/Articles_id_10260.aspx (this has talent searches that have online classes)

Developing Math Talent. Assouline, S. & Lupkowski-Shoplik, A.
ISBN: 1882664922 Prufrock Press Inc. 2003

Hi Sundance! I'm glad you found our group. I second reading Developing Math Talent and looking into EPGY program. We are in a similar situation with dd in terms of private school not legally having to serve gifted needs, Everyday Math, and bullying issues.

My personal bias is that the EM program isn't deep enough for some pg students no matter how much they are accelerated.

DD's school has accelerated her in math but I'm not so sure about her going up to the middle school at 9, if nothing else their schedule is really different even though its in the same building - rotating class period and some different holidays - so I thinking about advocating for them doing the EPGY program so she can move at her own pace... I'm not sure how that conversation is going go over...

If you child qualifies for Davidson Young Scholars you might want to consider applying, especially since it sounds like you already have test scores.

Keep us posted,
Chrys

Thanks for all the advice...it's very helpful and has given plenty to do for the weekend!
DS was just admitted to DYS, so I am hoping that when I talk to the FC I can get additional info as well.

As for the problem solving skills - I agree with you onthegomom...they are essential. I think the problem is that the teacher is relying on those alone to satisfy his need for "acceleration" when that's not what they are achieving. We have started some AoPS and he really enjoys doing this type of work. But he complains that he isn't learning anything new in 5th grade math since it's just a review of 4th, and I have to agree. There are very few new concepts introduced. I get that that is the cyclic nature of Everyday Math, and it makes sense for some types of learners, it just doesn't work for him. So while he is enjoying the brain-teasers and is getting some valuable experience with them, he isn't exactly progressing to new frontiers the way he would like. Make sense? And again, we are capable of doing this at home, but with extracurriculars, play time and the time constraints of a large family, he doesn't have enough time to get to where he wants to be. He took the EPGY test last night so we're looking at the offerings there and trying to decide if he can complete either pre-algebra or algebra before the end of school. I feel like if I had something like that to show the school, they would finally get it. As it is, it's just me saying, "He likes to do his algebra workbooks on the weekend..." They probably envision me sitting next to him, grilling him relentlessly while all his friends play outside.

Thanks for the suggestions and support. So nice to discuss this freely finally!
Sundance