My son or daughter received straight A's (or all 3's/4's at the K-5 level) , but they did not get into the gifted program. How is this possible?
Report card grades are only one of the measures used for identification into the gifted program. Because we use multiple measures to get a comprehensive look at the potential of the "whole child," it is possible they did not perform as well in other areas. Furthermore, according to state law, we use local norms when determining a need for services. This means your child is meeting success in their regular programming.
My child is not eligible for Tier 3 (pull-out services), but can benefit from being challenged in their regular classwork. How can I be sure this is happening?
Through our tiered programming of supports, all students receive enrichment oportunities throughout their learning. For example, differentiated instruction, flexible grouping, choice boards, learning centers, and supplemental materials are just some of the ways individual students receive challenging work that is appropriate for their level. These supports, and the students who receive them, can vary based on the particular content area being explored.
My child's teacher told me they would refer them to the gifted program. Why were they not admitted?
Teachers can complete a recommendation using a Renzulli gifted behavior learning scale, which is one of the measures used in the identifcation process. Even though a teacher may choose to fill out the form, they may not have fared as well in the other areas assessed.
Please know that it is not appropriate to contact your child's teacher with the intent of questioning them about scores on this rating scale, as this undermine the integrity of the process.
How can I get my child into the pull-out portion of the program?
As parents, we want what is best for our child and it can be upsetting when they may not get what they, or we, wanted or were hoping for. It is important to understand what "gifted" means in order to recognize this. Giftedness is the way an individual thinks and processes information, and is "neurodivergent" compared to others. It is a measure of one's intellectual potential, not their performance, in school. Reviewing the characteristics of a "bright" child vs. a "gifted" child (found on the "What does it mean to be gifted" tab of this site, can also help differentiate the two.
Academically gifted students in the United States make up approximately 6-10% of the total student population, so by nature, only a small portion of students will be eligible for our Tier 3, pull-out services. These services are based on the academic need for advancement, due to abilities that significantly surpass local, same-aged peers. Your child will still be receiving enrichment services through our Tier 1 and Tier 2 school-wide enrichment model programming. There will be opportunities to assess their level of need in future years as your child progresses through each grade.
I have a friend whose child...I know someone who...Why is he/she in the program?
By law, we cannot and will not discuss other students, or the decisions made for placement into the program for those students. Placement into the pull-out program is based on an academic need for such supports. Please trust that our identification process has been thoroughly evaluated and revised, as needed. Our faculty holds high standards of integrity and confidentiality, and continuously works to ensure all students are receiving an education that is appropriate for them.
What should I do if my child exhibits gifted-like behaviors?
Unlike teachers, parents have the advantage of a much deeper connection with their child and are much more likely to notice the small differences and minor traits that a teacher may overlook in one child. Parents who notice gifted-resembling traits in their child should reach out to the enrichment teacher to discuss further.
In elementary school, my child always received the highest standards and excelled in their work. Now that they are in middle school, their grades are dropping, they are disinterested in their work, and even failed a test. What is going on?
Even though many reasons can be the cause of this situation, it might be the case of embracing a fixed mindset among a gifted child. It could be that most of the assignments and tests were too easy for them during elementary school, and they weren't used to investing a lot of effort in school. As time passed, the academic content started to get complicated, and it might be the first time they are encountering real academic challenges.