Need some info on the "gifted" assessment process

[syracusa]

Originally Posted by Charles Wallace

Does your vision of inclusion include whole-grade or subject acceleration?

Relevant question but I think the "once-a-week-pull-out" model practiced by many public schools could easily be achieved via inclusion. Instead of pulling out the "smart" kids, how about doing that "magic" curriculum with the entire class? Once a week is already little for the "gifted" once as is, and it surely wouldn't kill the non-gifted ones.

[Momma_bear]

Originally Posted by syracusa

Relevant question but I think the "once-a-week-pull-out" model practiced by many public schools could easily be achieved via inclusion. Instead of pulling out the "smart" kids, how about doing that "magic" curriculum with the entire class? Once a week is already little for the "gifted" once as is, and it surely wouldn't kill the non-gifted ones.

I don't like a pull out program because I don't think an hour a week is enough. However, if there is a pull out program there is no reason it can't be offered to the entire class once a week. I prefer homogeneous grouping in classrooms but that has gone out of favor.

[Stijl Council]

Originally Posted by syracusa

Instead of pulling out the "smart" kids, how about doing that "magic" curriculum with the entire class? Once a week is already little for the "gifted" once as is, and it surely wouldn't kill the non-gifted ones.

I mostly agree with you on this point: most of the gifted programs that I or a sibling participated in a kid, or that my friends' kids are doing now, are more of the "let's do activities about Robin Hood, or the Middle Ages, or build weird structures, or do logic problems!" variety, at least until high school. And a lot of kids would enjoy those things. (In fact, the school I send my kiddo to works along the lines you're talking about -- reading, writing, and math are differentiated for all the kids, but everyone does these sorts of activities together, and that's basically the social studies and science curriculum. It seems to work really well, just from the outside looking in!)

I think the real "magic" of the traditional gifted programs has generally come more from getting kids who are bored by the slower pace of their classes or who maybe feel out of sorts among their age mates in with a group of kids who are a little more likely to share their nerdy** interests. But there are more gifted educators today who are pointing out exactly what you're pointing out, and also discussing how enrichment-type programs are nice and all but what kids really need is to work at their own level in reading and math.

That said, I don't think it's going to happen in public schools that aren't drawing from a homogenously bright population until and unless NCLB gets repealed, because there's just too much at stake for schools involving test scores. We looked at schools where kindergarteners were being pulled out for intense reading instruction as we toured. Even the kids who are borderline for the gifted program aren't going to have a hard time doing well on those tests unless they have other learning disabilities -- but I think most schools would balk at taking reading & math time away from kids who might or might not reach "proficiency" on the high-stakes exams.

** Not meant as pejorative!