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    A WA parent, RickF, Mick Costigan, beGalileo, oliviaerin
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    Joined: Apr 2008
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    Quote
    This ultimately led me to the conclusion that the score doesn't help much. Once you're past 140, it really becomes an individual fit issue depending on personality and resources available.

    Ah yes, you summed it up nicely for me.

    Thanks everyone for your responses, it was very helpful. I guess my next order of business is to figure out what to ask for. There is not much time left in school so I'm not sure if it's worth it now or wait until next year. DH and I are discussing HSing him. This summer we might do a trial run and see how it goes and then ask DS if it's even something he'd want.

    OH yes, the book "Parenting Gifted Kids" has a 2006 copyright but that doesn't mean the info is not out of date.

    I never thought much about IQ but also never realized it is such a murky area. I think things are further muddied with the new tests seemingly to test lower (that is what the psych said). It's hard to determine what it all means.

    I do plan to get the IOWA acceleration scale book and see how it comes out for both of my boys. I have one entering K in the Fall.

    thanks again everyone for making me feel welcome!

    Still Dazed&Confused but perhaps a little less so....

    (and special thanks to Dottie wink )

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    Good plan!
    I would ask for accomidation ASAP, because
    1) stomachaches
    2) constant complaints in an easygoing kid
    3) not much new seems to get done during spring fever, which lasts from about now until the end of the school year, so now is a great time for subject accelerations to test the waters for next year...a full skip if you can get one.

    How is the handwriting and written production?

    Grinity


    Coaching available, at SchoolSuccessSolutions.com
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    Yes, a couple of months is a lifetime for a child. I wouldn't let the school coast for your child if you can avoid it.


    Kriston
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    I absolutely think you need to consider each case individually. If your child is unhappy in school, then something needs to change.

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    Handwriting is OK. I've asked Teacher about writing and she said she does great and all that she has to do for him is to walk by his desk and say "Oh I can't wait to read more about X." We have PT conference in 1.5weeks so I'm trying to formulate a plan......

    You are so right in that 3months is a lifetime for a child. I've mentioned things such as pretesting and going to 3rd grade for math and she just looked at me like I was speaking in a foreign language. I think the curriculum doesn't easily allow them to see what DS is capable of. I also call him my concept kid. He loves making that next leap to a concept, but always doesn't want to do the nitty gritty to become fully proficient in that area.

    I think a previous poster is right in that I need to help him be proficient in those areas such as time tables that the school looks for. His knowledge of WWII won't help much.

    I should clarify that I"ve been in contact with the teacher a number of times. She did a few accommodations for him which helped a little. She sends home challenge math problems and if its a separate sheet, he doesn't have to do the regular homework. He also spends time reading rather than sitting in on some of the math lessons. He was working on an independent research project w/ another science-talented boy from another class but that fell through due to scheduling conflicts. One time she gave him a battery, insulators, conductors and he had to make a circuit and determine which of the items were insul and cond. HE LOVED IT. He then gave a presentation to the class and she said he was a natural. OK< next on my list, think of something else like that for him to suggest to the teacher. She asked me for advice so I need to have some ideas ready.

    Thanks for helping me to work through my thoughts!

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    I agree with what the others have said here, but I just wanted to let you know that I sympathize and that we've been going through the same thing with our 3rd grader (stomach aches, headaches, hating school). She has not had a full IQ test, but her WASI FSIQ was 134 with a VIQ of 140 and PIQ of 119. I originally thought the school should be able to serve her in the regular classroom, but it's obviously not happening. I agree with the others that kids are different, and how they respond to the regular classroom depends on many factors. You are doing the right thing by questioning this.

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    Pinkpanther...sorry you're in the same situation. The GT teacher said that our district doesn't believe in acceleration (not sure if she meant only grade or also subject) only enrichment. sigh....

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    I agree with gratified. DD did not qualify for gifted services because she's highly verbal and the school uses a nonverbal screener. When we questioned it, we were pretty much told that it's just the way it's done. However, we have pursued it further, and now we've been told that yes, they can give DD a more verbal screener. Sometimes, you just have to be persistent, especially when the child is displaying physical/emotional distress.

    Good luck!

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    I think it's the "Say no and maybe they'll go away" philosophy of dealing with problems.

    I once worked at a company with a computer specialist whose first response to any request was ALWAYS, "It can't be done." The more annoyed you were by that answer, the more likely you were to get a "Well, okay" instead. I think he learned that saying "no" lightened his workload, so he just issued a blanket "no" without even listening to the question. A good bit of the time, people just accepted it.

    I suspect the exact same thing is going on in a lot of schools...


    Kriston
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    Gratified,

    How did you go about getting the school to do all that? I don't think our school even does above-grade level testing. Do those tests have names, or are they individual, like the Credit By Exam? I'd love to hear how you got them to cooperate. Or, if you've posted that somewhere, you could point me there.

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