Yesterday we got a letter from DS's principal stating that based on his state standardized test scores, he has been identified as "gifted". DH and I just started laughing, saying "What took them so long?" - DS has been in this school for 2 yrs now, took CMTs in 4th grade too. He was also in public schools in RI for 1st-3rd and never "identified" there, though when I took him for testing by school system at age 4.25, hoping to get him PT/OT in kindergarten that fall, they declared him "too smart" to require Special Services. That's when it was *their* screening at age 4 that found him to have gross and fine motor delays (turns out he had a lot of sensory issues).
Anyway, the letter states that "During the day, students are given opportunities to work at their own level through multiple approaches and enrichment activities. Any information we receive on outside opportunities for gifted students will be listed on our website. These out of district opportunities are not endorsed or funded by the school district an d you are free to pick and choose those you think would be appropriate. We share your pride in your child's high level of achievement and ability."
So, it's "We've identified your child as gifted, but we're not (or can't afford to) going to provide any more support to him than we do for other children. Congratulations, and good luck!"
DS told us last year that he was in a special group in Language Arts, so they read different books (though had to answer the same questions and follow the same format in book reports as the rest of the class), had different spelling words (Latin and Greek roots). I haven't heard that his math and science (his strong points) classes were divided into groups by ability like the "guided reading" groups. Of course this letter is coming after the Parent Open House where I could have asked about "groups" - one parent *did* ask about "leveling" and she was reassured that they did not do that - like it was a bad thing, though the little I understood it to be was more like what DS described as last year's "guided reading".
So, I can call to "set up an appointment with the principal to discuss your child's standardized test scores." I'm not really interested in that - we did receive the scores this summer and knew he did well. I would like to discuss "opportunities" (both within and outside the classroom) with each of his three teachers. They usually only offer conferences with the homeroom teacher (at least they did last year when he had 2 teachers), and for about 20 minutes total. I'd like at least that much time with each one of them. To complicate matters, we will be leaving on vacation the day before conferences start (they're having half days during Tgiving week, so we decided that was the best time to take the kids to WDW since their birthdays are that week *and* their cousins from MN and grandparents can join them).
So should I ask to set up conferences with each of his teachers ASAP and not wait another month and a half - 2 months? Do you have any particular questions you think I should ask? I'll check out Hoagies website - I haven't been there in years since it seemed that the school system didn't think DS was anything special, just a good student. I *do* have concerns (already expressed to DS's homeroom/science teacher) that my main goal for him this year is to get him to be more organized. That seems to be a major goal for the school too, since Jr high is coming up quickly (next year) and then kids will have 7 teachers instead of 3. I've already had to run DS back to school to get his math workbook on night - tough b/c now the school is locked and the office doesn't answer the phone after hours even though the principal is there. Even the teachers can't get back in - we had to wait til one came out and she let him in. I told DS that was the last time I was going to run him back 1/2 hr to school, next time he will have to accept the consequences of missed HW.
DH and I have decided not to let DS know about this identification.
sweeby
Sheeisback_GW
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