Hi everyone,
I have two sons (ages 10 and 8) who were just identified for our school's gifted program. I guess you may need to know their IQ's to help me with my questions: DS10's FSIQ was 145 and DS8's was 144. Both boys are exceptional readers, writers, and science students. Their math skills are very high, but they still enjoy the regular classroom math activities. They are both extremely musical. Also, DS10 has a strong interest in science, and is highly talented in this area. I should mention that DS8 makes me CRAZY because he is very bright, but the sloppiest printer in the 2nd grade! (However, his cursive and detailed diagrams/drawings are just beautiful!)
So, on to my concerns! I just had my IEP meetings for my children last week and I was shocked by 1) the school's ridiculous 3-page documents that they felt addressed my sons' needs (identical documents for both--very different--kids), and 2)the school's extremely limited plan for addressing the needs of my children.
The current IEP would give my children a 1 1/2 hour pullout in every 6-day cycle. During this 1 1/2 hour time, the librarian (who doubles as the gifted teacher one morning per 6-day cycle) will work with my kids on independent study projects, literature circles, and math concepts. The pullout occurs in a group setting, with other, similar-aged gifted kids.
I asked about several things: pre-testing options for spelling and math, alternate assignments, acceleration for science, music lessons for my younger son, and writing goals for the IEP. I was told that none of these things are ever written into IEPs and that I needed to address these needs with the classroom teachers next year. I guess that puts me in a position of just hoping that we get a good/cooperative teacher for each boy next year? I was also told that the current budget cuts here in PA make it impossible for them to commit to a "contract" stating that the music or science teacher would be able to cooperate in my children's gifted programming.
Our school's gifted teacher is ONLY present for them during their designated 1 1/2 hour time slots. The teacher is simply unavailable during all other days/times, and cannot help with any other enrichment/acceleration that my children need.
Is this the norm? I'm shocked! I was hoping our district would treat my children just as they treat the students in need of learning support assistance. Our school's LS teacher is present all day long--and the children can go to her during any appropriate subject (i.e., if they have trouble with reading, they go to her room during that period--no matter what time of day). Why don't schools have a dedicated gifted teacher to do the same for the children with giftedness as their exceptionality? Or is it the case that most schools DO have a dedicated gifted person? (Is my district just terrible compared to the others in Pennsylvania?)
What you all would do if you had been given the recommendations/IEPs that I received? I was under the impression that the one-size-fits-all gifted pullout was no longer considered adequate for meeting the needs of gifted kids! These IEPs contained nothing that was individually written to address the specific needs of my children. I feel that it was just a generic form that the IEP team uses for all of the gifted kids. I didn't sign the NORA, and the school reps plan to meet with me in a week to review their new "plan."
One more question: I did not allow our school's psychologist to test them, as I do not have confidence in her abilities. The outside assessments I sought were great--but they were pricey! Can the school require me to have them re-tested at some point? And if so, how soon?
Thanks for any help you can provide!
jellyb
