New here....

Avatar for olgafelton
iVillage Member
Registered: 05-09-2003
New here....
5
Wed, 04-06-2011 - 9:59pm

Actually I think I did visit this board once or twice a year or so ago when my son was younger, but now I have more specific questions.

Photobucket



Th
iVillage Member
Registered: 05-24-1999
Sat, 04-16-2011 - 11:47pm

Welcome!

Cathie, mom to Audrey & Emily 12 yrs, Libby 2 yrs
iVillage Member
Registered: 01-05-2005
Tue, 04-12-2011 - 8:04am

I'm a little concerned that there is no gifted program and that the principal is "all for" moving ahead, without really doing any evaluation or testing. It's not at all that I think your son is not capable of it, but to me, that's a red flag for "we don't really want to evaluate or treat the problem - maybe if we just push him ahead, mom will be satisfied." Our oldest dd moved from first to second grade at a similar school (no gifted). It took us a few years and a few more kids to realize that this was probably not the best solution - in a few short months she was also at the top of that grade, and needing enrichment (which wasn't forthcoming). I wish we had instead worked with the teachers to get some differentiation. For us - with future kids- what worked best was meeting the the principal or student services coordinator and getting approval and support first, then meeting with teachers. Once the ball got rolling, we would/do meet with them at the end of one year to talk about accommodations for the next. I try to suggest simple ways to enrich/differentiate, and luckily, that has become more of a focus at our school.

As for testing, it really depends. Only our first got tested, and the fact that she was PG really didn't help us. With our younger ones, doing the out-of-level achievement testing seems to have more of an impact on teachers. I don't agree, but most don't seem that responsive to IQ tests. However, when we could concretely show on out-of-level testing that ds was working at the same level as someone four grades ahead, using tests that were also used by our district, that seemed to make them notice.

As for stimulation, I understand your son not wanting to do more work at home. If you can find something short and simple though, it probably would be good for him. We had a few

iVillage Member
Registered: 02-14-2009
Mon, 04-11-2011 - 3:25am

Welcome (back) here! I'm sorry that you have to deal with a teacher who is fast to assess you as 'one of those parents'. Try not to let that get to you too much, as you need her to work along with you for now. Could you ask her if it would be ok for your son to bring some interesting work to school so he could work on it in the classroom, instead of something she agrees on he already knows quite well? If he could bring something that truly motivates him, she would see with her own eyes what he's capable of. And then it would be easier to talk with her about further enriching and compacting.....

Suzanne
Avatar for turtletime
iVillage Member
Registered: 05-13-1998
Thu, 04-07-2011 - 10:24am

Hi, and welcome back. I agree with above that asking for some differentiated curriculum in order at the very least.

iVillage Member
Registered: 05-18-2005
Thu, 04-07-2011 - 10:06am

Many gen ed programs will do differentiated instruction within the same classroom.

http://i218.photobucket.com/albums/cc248/gwennyc/b6yfcl.png<A href="http://s218.photobucket