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this public school successful in addressing your child's
Comments: [YES] [PARTIAL]
from parents who checked YES:
parent with a child in a selective admission public high school
The whole school is for highly gifted students, so the curriculum
has been adapted for them. They do not offer AP classes, but many
students take and pass AP exams. Not only was it a school for
gifted students, but even there, math classes were at two different
levels and some students have been allowed to take classes far
beyond what would be expected for their grade levels. Also, most
students skip a year to get into the school, so they are effectively
being accelerated one year. This isn't obligatory, but it is common.
grouping, FT coordinator at each level, honors classes avail.,
open to acceleration/indiv. study
was successful. Regular public school was a bad fit. The magnet
covered only grades 3-6. Grades 7-12 were regular public school
and were nearly a disaster. Graduated early to escape.
son is grade accelerated (4 years), and then additionally subject
accelerated in math and science.
has been in a public/non-GT: didn't meet needs, a GT magnet: did
OK, Charter: not as well, The best has been 2 grade skips, online
curriculum and subject acceleration into college level classes.
He has also been involved in a Public Online School. I do not
consider this a homeschool because it is a public school.
from parents who checked PARTIAL:
really but he did complete HS very successfully - quite Well respected
by his peers & he did well in spite of the lack of a gifted
program - or much of an academic program overall. A large part
is due to his personality style & in HS I think it had a lot
to do w/the teacher/coach & his participation in a very large
(over 50 students participating), successful Speech & Debate
team program all 4 years as his extra-curricular activity.
acceleration will meet the need, they have been able to do so.
However, when a faster pace of instruction is what is needed,
that is hard to accommodate. Also when a student has intellectual
abilities of high schooler but emotional and organizational maturity
of a young middle school student, it causes problems. In early
elementary years the scool met my son's needs in K and Grade 2,
when his teacher was flexible and able to differentiate curriculum
for him. IN Grade 1 this did not happen and the school did not
meet his needs. It is hit and miss. His needs were best met the
two years he was in a self-contained GT classroom.
three years of elementary school, starting in the 3rd-grade HG
classroom at age 5, were abusive and created severe depression
requiring medical treatment. His significantly older & larger
classmates were physically and verbally abusive. His teachers
were verbally abusive in that they told him he was not "all
that gifted" and did not belong in their classrooms. The
most damaging abuse was that M did not get to learn anything new
in his elementary school years except through his own reading
and interests at home. He was really self-schooled duing those
years. The high school allowed M to enter at age eight and take
selected classes (selected by us) at or close to his level. His
first organized math class was honors precalculus at 8, followed
by AP Calculus BC at 9. He also took AP Computer Science, AP Physics
C, AP Chemistry. The school paid for him to continue his math
beyond AP Calculus with Internet classes from Stanford. He spent
4 years at the high school; the last year was, in hindsight, wasted
the magnet my son attended for grades k and 1 he was subject accelerated
for reading and math, while also given PT and OT for motor skill
issues. We moved and the grade 2-3 school did nothing for differentiation.
He learned virtually nothing those years. He attended a public
charter for his 4th-7th grade years and did well but wasn't given
any special accomodations other than being placed in the highest
is less than an hour a day and is the only thing differentiated
in his curriculum. His language arts potential is just as high
as his math, but is unrealized.
principal would not allow the teacher to spend time developing
materials for my son. The teacher did welcome parents to come
in and allow a few students an hour a week of enrichment. They
allowed the one grade skip which was needed but have made their
indications clear that nothing more will be done. They did group
the probably more gifted into one classroom for 1st grade (1st
time ever) but did not coach the teacher what to do or allow her
the freedom to experiment with them.
teacher this year (10th, AP Calculus) was hell-bent on "proving"
the child not-so-good in math; she eneded up dropping from AP
to Honors last month, and is doing very well with a teacher who's
not putting her down daily. Prior to this, social needs were not
met until the 3rd full grade skip from 5th to 7th. Social needs
met then only by accident of larger school, and two other very
gifted families in the school.
public school has not been able to offer my child the depth and
breadth of curriculum he needs. There is too much spiraling of
curriculum where the same topics are addressed again and again.
We are currently looking at subject-specific acceleration, compacting
and/or grade skipping for next year.
full-time gifted program did not meet my child's academic needs.
The charter Montessori school does meet my child's needs.
isolation was the biggest problem. Not that he was not accepted,
all the teachers from Jr. High, HS and college said he fits right
in but from not having anyone like him that he could be friends
with. We live in a town of 600 people.
accelerated enough, no support for math and we had to do it ourselves
Montessori differentiation has worked well for my 9 year old.
He did grades 1-3 homeschooling afternoons after Kindergarten.
My 6 year old is with a teacher who I have had to push to get
advanced work with my daughter. She completed 3rd grade homeschooling
before entering first grade a year early, and tested on the 5th
grade level for reading and math and the 3rd grade level for writing
last summer. Her teacher wanted to start her with beginning math,
reading, and spelling. She is now working on reasonable levels
in reading and spelling, but still working well below her level
program loosely follows a Renzulli enrichment model -- no elimination
of regular curriculum or acceleration.
grade skipped her from 1st to 3rd to meet her needs.
is twice exceptional - gifted with LD. His LD is being met with
guided study period and aide to help organize him.
used the 1 day/week program as social time. That was okay, but
not great. She was far different from the kids in that group,
but she did have some good experiences and a great teacher. The
jump to 9th grade was great, 10th grade started out okay, but
it has become less effective -- she is bored again and finds the
pace/depth tedious and lacking.
of his academic needs are met through homeschooling.
public school failed my daughter for 8 years (K-7). They do not
recognize gifted students and did nothing on thier own initiative.
When I pushed the issues, however, they were willing to make the
accommodations that I wanted.
with acceleration and customized programming, it's still holding
acceleration was good and we'd do it again. However, even a 2
grade advancement was not enough academically in some areas, and
she was socially pretty isolated. We withdrew her from school
the following year after the new teacher was very unreceptive
to having a younger student. (This school was NOT in California,
FWIW, but in North Dakota, where we lived until last summer.)
of public schools was good for half of second grade and half of
4th due to good teachers. The other school was not good for 3rd
grade d/t teachers not taking her needs for accomodation due to
a vision handicap into account so we left after the 1st half of
the year and started homeschooling.
was not enough for a PG kid; no true peers. 2yr acceleration in
math was fine for 4th grade, but needed algebra in 5th, not offered.
He was very isolated socially, and there was no effective way
for the school to address this.
he is in High School at a different school district, taking 4
HS classes and 2 University classes, and I would call that partial
success. He actually tolerates HS because of the opportunity to
take Uni classes and because he found friends (most of them also
in HS/Uni program)
gifted language arts program was woefully inadequate. Science
Olympiad program (not necessarily gifted) was wonderful. Accepted
her elementary grade skips accomodating her as a 9 y.o. 7th grader.
Allowed her to take the 8th grade algebra class as a 7th grader.
she took geometry and algebra II at the local community college
in 8th, substituting an extra elective at the middle school. No
special accomodations in any class, just plain group instruction.
Math, science, and language arts somewhat ability grouped but
still below her level. Social studies way below level.
of peer-grouping until later (middle school) years. Inconsistent
and insufficient challenge in differentiated instruction.
school would give what I asked for, but made no attempt to do
anything on their own for him. The only differentiation was EPGY
math in the classroom in the 3rd grade.
first grade, she did Johns Hopkins EPGY Math, at my request, in
the classroom, with me. That was it. Everything else has been
status quo for her, and she cannot take it anymore. That is why
we are opting to homeschool for next year.
from parents who checked NO:
could/would offer him nothing until 4th grade because "most
kids even out by 3rd grade".
grade accelerations was still not enough to meet our daughter's
needs. They felt that they had done enough by allowing the accelerations
and stopped there.
bored bored. Teased. And tortured.
being profoundly gifted, my son also has profound neurological
impairments that affect his fine and gross motor skills, his vision,
etc. We have spent most of the school year trying to get his teacher
to understand that a child can be gifted and disabled at the same
time. As a result, he was getting accommodations for neither his
giftedness nor his disabilities. After hiring an advocate, we're
beginning to make some progress, but it's slow and frustrating.
"A's" & "B's" w/o cracking a book.
were only willing to move him for one class and that was done
at the expense of the classes he enjoyed (gym, computers, French,
and music). He spent 2 periods in his classroom doing nothing
(sometimes being asked to go into the hall so he wouldn't disturb
the other children) then pulled out of the classes he enjoyed
togo to reading. He learned nothing in Math, science, or social
studies. We had been told the teachers were working out schedules
and didn't know until half way through the year when he started
making himself sick to stay home that he was not going to reading
when his class was having reading. We stopped it as soon as we
found out. At the end of the school year the K teacher, who was
the 3rd grade teacher the year before, told us not to expect him
to learn anything in 1st grade because he already knew the entire
1st grade curriculumn(by the end of 2nd grade they are 2 years
ahead and maintain 2 years ahead through 8th grade). Our response
was why didn't you say something earlier.
school #1 correctly identified our daughter as being PG and attempted
to create a program for her and three other children, none of
us really understood what was needed. They tried a one-size-fits-all
program and placed her with probably the worst possible teacher
for her. The staff at School #2 initially agreed to provide accommodations,
however the teacher refused. When my daughter became emotionally
depressed and shut down, the staff agreed w/the teacher, saying
she would have to earn the right to have the accommodations.
a freshman in HS & has most definitely shut down - at this
point am not really sure if a good program would make a difference
or not, what little our HS does offer is definitely not doing
it for him. Been watching this coming for the past 3 years as
he's complained about being totally bored, totally unchallenged,
& is getting absolutely nothing out of school but some bad
social habits. His personality is much different than older bro
& his main goal right now is his independence. He does do
what minimal work is required to get "B's" & "A's",
but really doesn't care a whole lot anymore.
learned nothing new for YEARS.
have no accomodations for asynchrony. If the child isnt writing
at a high level, they can't participate in the literacy program
for the gifted. They do not accellerate at all. Even the guidance
counselors and social workers are not pleased with this. Many
of our gifted asychronus kids could handle 2-3 grade levels of
accelleration in math and science but htey must stay with age
peers only. Hence, my child who is studying at a highschool math
level++ is only eligible for a grade 4 gifted math pull out one
hour per week.
started K early & did 2nd & 3rd in one year. That worked.
Started 4th this year and was bored and frustrated. All they offer
in response is to pre-test each unit, skip assignments for material
mastered & do enrichment while class does unit. No acceleration.
Also offered limited (2 hrs in Soc. St. & Science, 3 hrs.
in reading each 9 weeks) opportunity to work with other highly-able
students on above level work. But 7 hours every nine weeks was
not enough for me to accept, and that came only at the 2nd or
3rd IEP meeting this year.
and grade acceleration was just more of the same with older children
- not more enriched or challenging. Atmosphere was increasingly
anti-intellectual. He asked in 1st grade to go to a school where
he could learn something, despite attending 3rd grade half the
pulled him out after 2 years and are now working with school to
assess his actual achievement levels in order to properly place
him next fall
different teachers said they simply didn't have the ability to
teach her and the other kids in the class. She was too young emotionally
and socially to fit into the older groups, which still moved too
slowly for her learning pace. There was nothing for her, and they
advised us to find a private school. We were heartbroken.
elementary principal was anti-gifted and pro future football.
The middle school was forced to worry more about pregnant 12 olds
and drugs and did not focus much attention on advanced academics.
there has been some gifted programming, it is not available in
all subject areas and does not even begin to address my son's
current academic levels, or move at an appropriate pace. There
is no attempt in our school district to provide differentiation
within the classroom - all children must go through the "regular"
curriculum at the "regular" pace - so any enrichment/gifted
programming is in addition to, not instead of, grade-level instruction.
So, for instance, my son has 2 math classes this year: the regular
6th grade class and the advanced class where they're doing the
7th grade curriculum. And he is expected to do ALL of BOTH classes
- even when the 6th grade class is covering a topic that was previously
covered in the advanced math. Frustrating for all involved!!!
was not permitted and the ft gt program worked at one year above
grade level (elementary) The 7th grade journey lasted 3 weeks.
We had high hopes for this program since it served the upper 1%
and offered 2-3 years subject acceleration . They refused to grant
my child the LD accomodations she needed since she was operating
5+ years above grade level. Since her hearing loss is a whopping
98% while in a classroom she really needed the accomodations.
entered public school 2 years grade accelerated from private school.
Public school was 1+ year behind private school. Also, child does
not learn from methods used for normals.
is a high achiever and they lump these students in with the average
students not allowing them to accelerate in any way.
school district doesn't have any commitment to gifted beyond offering
a 2 hour/week pullout run by parents who've had a weekend "gifted"
course. Not appropriate, and my child was too young to even be
school department does not have the adequate training in gifted
or gt/special needs children. The gifted teachers do not know
how to adequately determine the child's needs, whether it be differentiation,
compacting or acceleration of any form.
asynchronous with above 160 tested IQ, and learning disability
(dysgraphia / encoding dyslexia). To a great extent, the curriculum
was not right for my son's learning style (visual/spatial). A
one year acceleration simply was no where near what he needed.
really did not even try. Threw us a bone with subject then grade
acceleration -- too little, too late. Reneged on promises of further
acceleration, assigned her to extremely poor teacher after acceleration
who was on probation and subsequently fired for inappropriate
remarks to students. Altogether awful.
was WAAAAAAAAAY below this kids ability level, organizational
level, intellectual level, interest level. The only good thing
was the social interaction. Son made many good friends and greatly
enjoyed the social aspect of school.
regular classroom teacher did not understand my son until the
final conference of the year when the gifted teacher explained
why he was the way he was. (duh...)
could never catch up with his abilities and didn't want to do
enough of an individual program to address his level.
school expected children to adapt to the program since enrollment
was by choice. If the program wasn't a good fit then they helped
students locate other schools. Adapting the program was not an
provisions at all, besides of early entrance to 1st grade
son, has been to several public schools. K,1, and 2 at one which
provided some subject acceleration. For 3rd and part of 4th he
was in a full time gifted program at another public school in
our district. This program was great for 3rd but did not meet
his needs for 4th. I pulled him mid year to homeschool. We then
enrolled him in a new charter school for 5th grade. This school
grade skipped him to 6th where he did all 7th grade work and Algebra
1. They grade skipped him to 8th since he had done all 7th grade
work, and also, they were originally going to provide Geometry.
This school had not met his expectations as the charter states
they were going to have a math and science curriculum, which they
staff did not recognize my son's problems as anything other than
him being "emotionally immature." The WISC-III showed
a gap of 38 points (VIQ>PIQ), so he needed accommodations as
well as acceleration.
did not understand my child's extreme needs and it was harming
her by causing high anxiety in my child.
they claimed he was instructed at 6 grade level in English and
Math (while he was in 4 grade), my son was bored and definitely
in need of further acceleration, which the school refused to consider.
He was having organizational problems (which he never had earlier,
in accelerated/gifted setting in home country), and he started
to display all classical signs of depression.
tried initially to address their needs, but then refused to provide
further accommodation until the boys were willing to "jump
the hoops" - ie show extremely high achievement in all areas
before they'd consider any further accommodations. But the boys
were so bored they refused to co-operate.
did not actually address her needs. Tried to patch it, or at best
give her books 1 grade level above her class. Never any instruction
with it, just isolating her in the classroom. Clean closets, frog
tanks, help others. She spent most of her time in the nurse's
office. Migraine headaches from boredom. (Possibly some headaches
not that severe, but she did manage to escape the classroom!)
Spent most of our time after school trying to meet her academic
needs (requests actually!)
was no plan, everything was ad hoc. The accelerations were not
enough without curriculum compacting. The administrators and teachers
did not address the learning disabilities and in fact tried to
undermine the programs stating that he was not as bright as we
thought. He was constantly bored. He started to get bullied. The
curriculum was not relevant to his interest areas. His depression
and anxiety worsened which impacted on his ability to attend school.
support; by their tests she was not gifted; her teacher yelled
at students in the class
above, only pullout offered, some teachers did better than others
in differentiating, but all ultimately could only focus limited
attention of the one kid who was way ahead when they had to consider
all the grade level kids and the several falling behind.