This is my first post (see me waving?) The information I have read so far has been so incredibly helpful! I apologize in advance for the length of this email.
We have twin boys who are 8 yrs old, in 2nd grade at a public school. Based on initial (group) testing through the school�s GT identification process it appears as though they are mildly to moderately gifted. We will be doing individual testing on our own later this month, but the initial results (mild to moderate) seems about right to us. We�d be surprised if that was far off (either higher or lower).
They currently attend our local public STEM elementary school (newly STEM as of this year). Their �academic� school work has yet to stretch their brain. On the plus side the STEM features provide interesting enrichment by way of Lego Robotics, Science experiments, lots of technology integrated. We have sort of just lived with the fact that they are not challenged in the core subjects. We have worked with them at home, particularly in math. We also pull them out 3-4 weeks a year to travel and our principal/teacher is completely supportive. Our principal is wonderful, open and forward thinking, doing the best he can with the resources available. I should add, he is willing to work with any ideas that we have to bolster things up next year, but there are no resources available for that and none of the teachers have any sort of training in working with GT kids or implementing differention/acceleration. Despite that, I have many ideas for next year�.many of which I have learned from this forum. We are meeting again with the principal next month once he knows who their teacher will be, which could affect what options may work next year. Considering�.on-line math programs, keep them home a couple half-days a week and I can work with them, hire a college student to go over to their school a few times a week to pull them out to do challenging math, etc. Again, the principal is open to ALL of these ideas. We are luck in that area.
BUT, my question really is not about how we can keep them challenged����my question is��is that important or is it ok to just let them �be�. They are VERY happy, never complain about school or being bored, love their friends and all sports, love gym and recess the best, haven�t had any emotional or behavioral challenges. Their teachers rave about their citizenship and behavior. In a nutshell�.they are very �mainstream� type of kids in their personalities and interests. They like the days with no homework. They actually seem pleased that they can tackle the material in school with ease and (of course) are feeling good in terms of self-confidence (but not out of control). When I have after-schooled them in math it brings groans and moans and they would much rather be outside playing �can we skip today�?. They love to converse and learn about new things through conversations with dad and I (many many questions about life, people, events etc), but NOTHING academic or �formal� is exciting to them. So, again, my question is��what are the �risks� of just letting them �be� 8 year olds who are bright, feel confident, yet are coasting. The one thing that comes to mind is�..when they DO need to step it up (in middle school) will they be able to? Will they be able to develop study skills needed? Will they have the focus to spend 15 minutes on a math problem? On the other hand, they ARE �high drive�/�want to succeed� kind of boys so perhaps they WILL transition nicely to the more challenging work.
Any advice is much appreciated!
Amber
SIDENOTE about the GT PROGRAM (not at our elementary school):
Our school district has bare bones programming/identification methods for gifted/high ability students. We have 8 elementary schools and the only programming the gifted ONE 3rd/4th combined class of 20 students and ONE 5th/6th combined class. So a total of 40 kids across 8 elementary schools are receiving any sort of 'services' for GT/High Ability. The classes are self-contained within one of the elementary schools (not the one we currently attend) and have a really poor reputation for quality of teachers (not trained in GT), excessive homework, etc. The large majority of families offered a spot decline it. The two families I know with a child currently enrolled are not happy with the program. If one or both of the boys is invited to join the classrooms it is highly unlikely we would move them there. Outside of these two classrooms there is close to zero differentiation, and zero acceleration across the elementary schools. They are adequate, basic.
