Gifted Issues Discussion homepage Forums Learning Environments Working with school? What to ask for???

Knowing the local policies/practices comes into play. Beyond being a tool useful for considering a full grade skip, some schools may use the IAS to prepare a complete record of a student's scores and "thoroughly discuss the case and to consider other curricular options and recommendations for the student." (Manual page 34)

Local policies/practices come into play. The following is a generic answer discussing the role of testing at a high level and not pertinent to a particular school or district. The purpose is to provide background information only.

1) Outside test results may be helpful supplemental information in that they may indicate high ability and/or achievement.

2) To the degree that extensive prep materials may exist for some tests, some schools/districts may not accept outside testing but rather will conduct their own testing/assessment, often with multiple instruments, and check for an indication of fairly consistent range of performance among tests, possibly also cross-checking test results with demonstrated ability/achievement in the classroom.

3) The potential shown by most typical outside or school-administered ability/achievement testing does not necessarily translate directly to curriculum placement or pacing. Tests such as MAP and/or school end-of-year tests may be more indicative of curriculum placement and pacing.

4) The supplemental role of typical ability/achievement tests is then one of suggesting that the child has the intellectual capacity to continue to flourish with advanced academics over time. That said, many life occurrences and events may impact learning and specifically academic progress. Similar to the disclaimer on many financial investments, "past performance does not guarantee future results".

The school will undoubtedly do its own testing, in time, and that will probably be a GOOD thing for DS. The problem is, as we've learned, as long as a DC is in the 99th percentile for their grade, the attitude is mainly "what is the problem?" (even if that 99 percentile means no growth for that individual). (Sigh).

I don't think the "enrichment packets" that DD's teacher had them do went well at all. She basically expected them to do it on their own, and if they finally handed it in with a wrong answer, she would write NO, TRY AGAIN (or something along those lines). There were some actual concepts in there that DD had never been actually taught, like converting units of measurement, leading to extreme frustration because there was no instruction on these advanced concepts. The teacher gave them each a calculator to solve the problem of them not knowing how to do long division with decimals (or whatever). I think it was good she did not make them sit through every single class lesson, and had them do these packets instead, but at a certain point DD just gave up and stopped working on them. She spent ridiculous amounts of time trying to figure out the answers to things, and if she had gotten some help, she could have whipped through it in a fraction of the amount of time. I had volunteered to go in and pull out these kids once per week but was basically ignored. Frustrating. I don't know how DS's teacher normally does it...whether she meets with the "enriched" group as a group and actually instructs/help. If so, then it may work a lot better. The problem was that DD's teacher had all of the low-level kids in that class as well, and guess who the priority was.

Check and see if your district has a policy about subject acceleration. DS scored 98-99th percent accurate on the district tests for second grade math, meeting their policy, but I don't really see it as a decent long-term solution because the pace will still be slow. But I will do that if the teacher is unable to differentiate apppriately for him. I'm not sure if our district has a reading acceleration policy. I know they used to but if a child meets the criteria for both reading and math acceleration they prefer the child do a whole grade skip. That's what I was told when DD was grade accelerated (I would have preferred she stayed in the same grade, and went to the next higher grade for reading and math only--but they did not like that idea). In terms of scheduling, it can be a nightmare to do subject accelerations. Even if they get it to work one year, it might not work the next year. DS's principal told me he would align the schedules of second and third grade math for next year, so that there is at least one third grade teacher that can take him for math if we opt to go that route. Usually they want to plan this out ahead of time, so if you think that's something you want to do, get on the phone with the principal as soon as you can.

In terms of whole grade acceleration, I wouldn't rule it out. There are definite negatives/risks but DD adjusted very well and I can't imagine how bored/miserable she would have been if we hadn't accelerated her.

Oh, blackcat, your poor DD!!! How frustrating!!! That just sounds, please forgive me, like poor (or absent???) instruction. Just because a kiddo is bright, they should not be left to teach themselves - just terrible!

Yes, I think flexibility is key.

Would you believe that I have LOOKED for the local policy on acceleration - and I see NADA, ZIP, nothing.

I think its fair to say that I have what might even be an irrational fear of whole-grade acceleration (caused by my family - LOL). To be fair, by DC are both rather young for grade, so right now, they just seem like BABIES next to the kiddos a grade up! IT's not that I fear for them keeping up with the school work, it's just having them "fit in" socially without always feeling like they are the kid brother or sister that no one wants hanging around. Also, I think DH is very opposed to the idea. I wouldn't rule it out, but I also admit that reading about some of the older kiddos around here with similar LOG, a single grade acceleration is not always adequate (yes, I know - they are all different), and that leaves me feeling very unsettled about it all. I just want my DC to learn AND be happy, KWIM?

1) Agreed. In preparing for advocacy, you may wish to gather and have information available regarding the problems presented by lack of academic/intellectual growth, in the event that comes up in the meeting discussion.
2) Are you indicating that you may prefer to advocate without revealing your DC's outside test scores (which indicate 99th percentile)? If not revealing test scores, what would be the basis for your advocacy, demonstrating advanced ability/achievement?

Honestly, I am trying to figure out what would be best for DS - me being silent for a while (keeping the test scores private for now), and letting THEM try to figure it out/do their own testing (while applying to DYS on my own for an added resource); OR, sharing the scores and see what we can do as a team to ensure DS makes some academic progress this year.

DD9 had no testing (other than achievement testing) until 3rd grade. She survived, but it was not optimal and she is a different (much louder) child. After I had her tested last year, the only thing I regretted was that I had not done it sooner.

Yes, it can be hard to figure out,and you don't have a crystal ball so you don't know how it would go. DD was close to the cut-off and old for her grade, otherwise I would have had more reservations about it. She is now with some kids who are 18+ months older,it is unsettling thinking about high school and her being 16 or 17 surrounded by 18-19 year old boys. And now that she is going into the magnet, I worry about the fact that she will be with kids who are older and also highly gifted...it may be hard for her to keep up. But at the time we accelerated her I had to think about what she needed then, not what MIGHT happen 3 years down the road. I had no idea if she would even have the scores for the magnet.

Yes, not every school may have a policy on acceleration, but most may have a policy/practice statement for gifted. Resources and information about creating an acceleration policy is available from the Institute for Research and Policy on Acceleration (IRPA).

Interestingly, the schools do have a policy suggesting that "students need their giftedness recognized as soon as it is demonstrated."

Great policy, but I'm not sure that our school will implement the policy, if that makes sense?

In reading this snippet out of context, it seems to indicate a policy of identifying (recognizing) giftedness based on demonstrated ability/achievement in the classroom.

Once "recognized", does the policy go on to list ways in which the student's giftedness will be supported, nurtured, developed? Is there a related practice statement?