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    A WA parent, RickF, Mick Costigan, beGalileo, oliviaerin
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    Joined: Oct 2008
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    Yahoo! Gotta love it when an administrator make a data-driven decision. grin

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    I was thrilled. In this time of "options", public schools should be vying for these students.

    Do most of them not understand "mean"? If a seventh grade student takes accelerated courses, but remains a seventh grade student, it brings up the school's scores.

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    Have you had your soon to be fourth grader do the NUMATS at Northwestern Univ. I just spoke to a woman yesterday who told me that the tests are evaluated to assist your child to be taught at the level that they are at. Registration is in September and the test is given in January and Febuary. I have a son who is finishing up fourth grade in Dist. 102 in Buffalo Grove and I will be having him take that test. His Map scores and ISATS put him at gifted for Math but very very high for Reading. Since there are different levels of giftedness that I am trying to learn about I called Northwestern center for the Gifted and Talented. Hope this helps.

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    Hi,

    Chiming in late. This is a bit long. I was able to do a full grade skip(1st - 3rd) for my son (identified PG) in a private school. I found that walking in with
    my test scores, articles and all my arsenal from the beginning helped me a lot. When he went for the admissions test (which I knew
    for sure he would ace) I suggested that they also test him for
    a higher grade. So, he went in once for testing ( at both grade
    levels) and then twice for shadowing - once in his designated
    class and once in a grade ahead. I also said that I would trust the
    school officials decision on this. The results came back - they offered a grade skip option as they found that he related socially and emotionally better with kids who are 2 years older than him than with his peers.

    I think that going in with all pertinent information and data for your case gives you a big advantage.

    Coming to your question regarding planning for next year,
    I actually set up a meeting first with his teacher this year
    voicing my concerns and asking her suggestions on how to deal
    with them (underachievement mainly)She basically gave me the map.
    Told me to meet the Head of Schools and then set up a meeting
    with the next grade teacher and the Special Ed teacher (he
    is in a pull-out program twice a week). She also agreed
    to be present at all the meetings for support. She also asked
    me to show them examples of the kind of work he is doing at home.

    I think I like the idea in having a plan set for the coming year
    because then the teacher knows what to expect instead of my child coming
    in the beginning of the year (after a very enriching summer) and then just be back at where he started.
    However, our school is a very small school with only 1 class/grade so I obviously knew who his teacher is.

    I used the Templeton National Report on Acceleration as the basis of most of my arguments. Gave the school officials a copy as well. You can get a copy of it here
    http://www.accelerationinstitute.org/Nation_Deceived/

    The other option is schools with mixed grades - like a friend of mine sends her daughter to a Montessori program and she has access to all the material she needs at whatever level she
    is in.
    Hope this helps. All the best.

    Smita

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    I am going to be in this same situation this coming school year with both of my kids.
    I have a son finishing up fourth grade with MAP scores reading 262 and Math 228.
    I have spoken to the gifted teacher for next year because he will be going to a school that is 5th and 6th grade only. She said that they pull out of the classroom two times a week and that is with the mix of other gifted students. I am learning about different levels of giftedness. I will have my son take the NUMATS in Jan. at Northwestern University that tests gifted kids above grade level and I was tol that the scores will help teachers teach students with where they are at. That is what I was told. My daughter is finishing up Montessori kind. and is reading now at a third grade reading level... I was not as forceful with the teachers for my son other then saying can you please give him more challenging work...That never happend. So I know that I need to more proactive in a cooperative way such as "How Can We work together." I am waiting a year to have my daughter take a test because I do not think she is ready to be with strangers...not sure? Maybe I should... Any imput about levels of giftedness and experience with that would be really helpful....Thanks in advance.

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    Originally Posted by Laurie W.
    I am waiting a year to have my daughter take a test because I do not think she is ready to be with strangers...not sure? Maybe I should... Any imput about levels of giftedness and experience with that would be really helpful....Thanks in advance.

    How old is your DD, Laurie W? Some kids do mess up in testing due to shyness or orneriness, but most, most, most do just fine. The tests are set up to be fun for the child, as all children perform higher when they are comfortable and having fun. How did your daughter do when she first met her school teacher, for example?

    You are so right with your 'How can we work together on this?' approach!

    For more on LOG, try Deb Ruf's book 'Losing our mind, gifted children left behind.' Some kids are very gifted and don't do the landmarks she talks about in her book, but many do. This is a cheap and easy way to start to understand how LOG might be affecting your children.

    Love and Welcome,
    Grinity


    Coaching available, at SchoolSuccessSolutions.com
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    Thank you for the suggestion. I will check out that book.

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    Quote
    I also think that it's important to keep in mind that the schools are under no obligation to provide the kinds of modifications that you might want for your child.



    I agree with this, but only to the extent that they make a concerted effort. One of the things I have learned very clearly is that schools simply do not run into gifted children as often as they run into children who are struggling academically. Give them a child who cannot pass a class and they can pull action plan 1,2 or 3 from a drawer. Give them a child who tests out of the 4th grade in Kindergarten and the first thing they may well tell you is the location of the nearest $$$$ gifted private school in the area.

    I think schools are under and obligation to tend to children they receive at all ends of the spectrum to the extent they have the resources. I do know that teachers have guidelines, curriculum plans and policies that they may not like but often have to follow. Schools may not have gifted specialists and they aren't going to hire one just for Johnny. But when they DO have the programs, teachers and classes, I selfishly expect them to WORK to put together a plan that can accomodate the children who need it. We all make compromises, parents and schools, and in the end we keep an eye on the best interest of the child.

    When our children came to the school, the school had no protocol for acceleration, grade wise or subject. We were the guinea pigs. If we had simply said that's ok, she can just sit here and be bored to tears, the school would have never adopted the formal policy and protocols they have now. It only takes on parent and one kid. Never forget that!

    Last edited by marieg; 05/21/09 08:36 AM.
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    Hi everyone! I have great news.
    Today was our big meeting (I started this thread in ...early May?) to discuss both girls.
    The principal was awesome, was more concered about social and emotional well being than looking at test scores. She already knew that academically they could handle it.

    DD5 will skip K and go to first.
    DD9 will skip 4 and go to 5th.

    Thanks everyone, for all of the advice! I did bring in the Iowa Acceleration, just as a point of focusing our conversation, which helped. I also had confidence in what I was asking for, thanks to this board and research.


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    Yahoo!! Fabulous news smile smile smile

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