when you phrase it that way, it's a no brainer.
That's because we are only focusing on one variable. In real life, there are many variables to be considered.
The difficult part is now figuring out after school logistics between my husband and me.
If I recall, one of the links about "school fit" discussed the idea of making a list of PROs and CONs, which will be different for every family. Work on this with your spouse and child... your family's list will be different than this:
Option 1: Local SchoolPROs- convenient commute
- may allow more time to spend with child on enrichment activities and/or afterschooling
- may be able to utilize State laws when advocating
CONs- may not provide appropriate academic challenge
- may not group with intellectual peers
Option 2: Gifted SchoolPROs- higher likelihood of academic/intellectual peers
- may be more open to advocacy (depends on school policy)
CONs- time spent on length of commute
- afterschool logistics
- length of commute may require purchase of a new car earlier than budgeted
- tuition cost may be a factor
Even in this skeleton of a list, we see several unknowns. They are denoted by my classic overuse of the word "may."
- Research your State Laws.
- Research each school's policies.
- Review your family budget.
- Discuss tradeoffs, parental roles, and division of labor.
- Ask about acceleration at each school (become familiar with the
Iowa Acceleration Scale(
IAS) and learn whether each school uses it)
- Scheduling a school visit and time for your daughter to shadow may be helpful for gathering information to fill in the unknowns which are related to school fit. If possible, for each school, arrange a school visit/tour for parents and child, and time for your child to shadow independently:
1) a day (or half-day) to shadow with the
kids she would be with next year
2) a day (or half-day) to shadow in the
grade level which she (and the kids she met during the 1st shadowing experience) would be in next year... to check out the curriculum, classroom rules and expectations, etc at the level she would experience following her acceleration.
In working with the school to arrange these shadow days, in receiving your child's observations, and in receiving the teacher's feedback on your child's shadowing experience... you may learn a lot about how the school will be to work with, ongoing. You and spouse also get to try out the commute.
puffin: she has a few friends at the school, but they wouldn't be in the same grade.
At the local school, the friends would be in the sending grade... not the receiving grade (the one she accelerates into)? If so, my tip would be to begin to meet new friends who are older... check out whatever activities are offered locally... sports, dance, music, theater, museum, lego, library programs, etc.
Some activities may be a good fit for a gifted child when the child is at the lower end of the age range. For example: Program for 7-9 year old children may be a decent fit for a gifted 7 year old.
Learn to advocate for inclusion for your child when there is a minimum age cutoff. In general you may find success by advocating based upon what your child has in common with the age of children the program was designed for. Using the example above of a program for 7-9 year old children (typically 2nd through 4th grade), and advocating for inclusion of a 5 or 6 year old:
- Child follows instructions well,
- takes turns,
- gets along well with older children,
- reads at or above 4th grade level,
- or whatever is pertinent to the group or activity for which you are seeking inclusion for your child.
You may need a letter of reference or teacher recommendation for future inclusion advocacy, so be sure to talk to the leader at the end of the activity or program to inquire on their view of the "fit"... and potentially their willingness to help your child gain access to possible future opportunities. Ask for their contact information, and give them yours. Keep in touch with an occasional positive anecdote. At some point, if they are interested in learning about "kids like her," there are lots of articles to choose from on the Davidson Database.
Make sure that your child understands that in addition to enjoying the activity itself, being included is an opportunity to possibly
meet some kids who may become friends based on conversations sparked by their mutual interest in the activity.
BTW, if you don't already talk about your day, this may be a great time to begin having those conversations over dinner. All family members looking forward to sharing about their day can be a great life-long aid in self-reflection and an aid in decision-making.
