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Gifted & talented Primary years # 28


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#1 Therese

Posted 08 February 2014 - 10:08 AM

Welcome to your new thread :)

Your last thread is here

#2 mum850

Posted 08 February 2014 - 10:12 AM

GOld!!! :smile:

#3 No girls here

Posted 08 February 2014 - 10:21 AM

Cristina 235 - My DS1 was in an identical situation.  He was placed in a K/1 composite as he was reading, and was the only one who wasn't turning 6 that year (he turned 5 in May).  I was really worried about it socially as he's fairly shy as well, but there were no issues whatsoever.

As far as the academic side of it went, he really enjoyed and got a confidence boost out of working with the year 1s (not sure what they thought of it though).  The years he has been in composites he seems to have enjoyed schoolwork a lot more.  There has been a fair bit of complaining of boredom in the years he has been in the other years.  So from my experience I would say go with it.

#4 cristina86

Posted 08 February 2014 - 10:45 AM

-

Edited by cristina86, 07 February 2015 - 03:42 PM.


#5 No girls here

Posted 08 February 2014 - 08:15 PM

Cristina, I am sure it will be fine.  I was also a lot more worried than DS was, but honestly it all went pretty smoothly.  Hopefully she will just enjoy the challenge.

#6 Kreme

Posted 08 February 2014 - 09:39 PM

I have a question about reasons to test or not test siblings of a gifted child.

Our 6yo DS was tested last year after showing some pretty strong signs of giftedness. His result was a FSIQ of 146. I understand the general rule is that siblings are usually within 10 IQ points of each other, which even at the lower end would place our DD in the gifted range.

DD (7.5yo) was in a G&T "cluster" in her year 1 class last year and came first in the class. We haven't pursued testing for her because she doesn't have the same struggles as DS (who constantly complains about school being boring, etc and was totally unchallenged in FYOS). She loves school, has lots of friends, finds the academic work easy but also adores art, music etc. She's definitely our "easy" kid!

So what are the advantages/disadvantages of having her tested? I'd love to hear your opinions!


#7 Charmzy

Posted 13 February 2014 - 01:24 PM

Hi ladies, my visits here are few and far between but I really need to try to come back in more as this is the only place I can talk about miss 4 without judgement being made!!

So Natasha was approved for early entry and started prep a fortnight ago, shes settling in really well in all aspects. How did others find it with early entry? For me I've found it much more emotional and hard to let go because she is so much younger than when my older children started. She's still my baby and although SHE was ready I'm still having trouble with it because I miss her so much.  



Kreme - I haven't had my other children tested but would love to if only it weren't so costly to do so.  Benefits I can see is easier each year at school with teachers to have it on paper as such so they don't waste time setting year level work when the child may have completed that years before which I find is an ongoing issue with all of my older children. I've even had it with one of them after trying to explain to the teacher at the start of the year that he was already finding it to easy as he had done it before, in the middle of the year after many more requests for harder work she finally said "oh he really is that clever isn't he" and started giving him more challenging tasks.  This is after 6 months of boredom and misbehavior though. So much wasted time.    We have since changed school and the school we are at now is much better but still do have similar issues each year.   It can also help with highschool applications too, my stepson had to submit a portfolio with his naplan results, examples of work etc and I would imagine it is something that could be included there. Then there's the ability just to see what exactly their strengths and weaknesses are and track their progress more clearly.   No negatives other than the cost as far as I'm concerned!

#8 Jellybean 3

Posted 13 February 2014 - 10:06 PM

Our Dd was early entered this year also. Has gone well so far but i still get concerned that she will stand out because she is young. Teacher says only area where she is behind is fine motor which I kind of knew already - not actually behind for her age though but behind kids who are 12- 18 months older

The kids in her class are all talking birthdays and ages so she came home saying "why am I the youngest?"

#9 mum850

Posted 13 February 2014 - 10:15 PM

My DD was early entered last year. Great decision. She is 'not doing her best work" thus far in year one but it's fine.

Jassie, I tell my DD - some kids start school when they are 4 and some when they are 5. Look, Squirrel!
It has not been a problem,

DD3 is my third. I used to worry about it with my oldest. Now, I just said when she entered prep last year, yes she is turning  5 in June. If the parent knows enough to comment, I said, yes kinder thought she was ready for school.  If they know enough to ask about THAT ( kinder can't just decide they are ready) I say, yes she had to have an IQ test. But I am not worried about this conversation any more. If someone knows enough to get to that point it's OK.

I love the show, Big Bang theory. remember when Sheldon was interviewing Leonard for the room?

#10 Mouth

Posted 14 February 2014 - 01:14 PM

Hello everyone,

I haven't been in here for quite some time. DD1 who tested just before her 6th birthday is now in Year Three, and we have received wonderful support and extra extension from her school.

The reason I want to pop in now is that DD2 has just started Kindergarten (NSW), I'm interested in the question kreme posed above and getting more reponses from those of you who have/haven't had siblings tested.

DD1 was our obvious G&T child, and expresses the accompanying anxiety that some of these kids experience. She is eager to please, and you could basically call her the teachers pet.

DD2 however seems to be our little quiet achiever, though she is also stubborn as hell. I describe her as 'has potential but lacks motivation'. I really think she doesn't care about doing her best and pleasing the teacher, although she does respect them. She seems more likely to fly under the radar, even though at our wonderful school all the teachers know she is DD1's sister.

They both have very experienced teachers this year which I am extra pleased about. DD2 has already been given homework titled 'Extention' as no doubt some of the others in her year have, who are reading at a much higher level than DD2 already.  Though when DD1 was in Kindergarten, she was not pulled out for some enrichment exercises with the other G&T kids, until I had her report in my hot little hand.

I guess I'm answering my own question in that the way our school handles formally diagnosed G&T children. It's most likely in our best interest to have her tested because it's not so obvious with DD2 as it was with DD!. I guess I'd just like to know others experiences if you've shown up with a second or even third report at the school and how that was received?!

Thanks if you made it this far!!

#11 =nourish=

Posted 14 February 2014 - 10:11 PM

Hi, I’ve been lurking for a few years, but right now I really need a place to be able to speak freely about my children without coping judgment.

Even my own mother won’t acknowledge my child’s achievements and insists that my DD with an IQ in the 99.7th percentile is nothing more than an average kid.

On testing siblings, I tested both children, even the one that didn’t appear to be gifted.  I had read about the 10-point difference for siblings, and wanted to rule out any learning difficulties or other issues that might be affecting her learning at school.  It turned out she was gifted, but with a completely difference profile to her sister.  She is a stubborn, independent, do it on her own terms kind of learner, so I have learnt to give her the space she needs, free from the pressure of my expectations and she has blossomed.

I have never needed to share the report with anyone else, but it gave me the confidence to know that she was working at her level and wasn’t struggling with a hidden learning disability.  The school seems to be doing a great job of extending her in her areas of interest despite not being selected through their gifted screening process and me not showing them her test results.

I wasn’t able to get early entry for DD who was six weeks past the cutoff, but she was accelerated into grade one half way through her first year of school.  The transition went really well as she was in the year one classroom for literacy activities, so she got to know the children and the teacher and settled in without any issues.

The children accepted her without any problem.  She prefers socialising with older children, and they seem to like her as well.  I told any parents that asked that it was the teachers suggestion she be put up a grade, and if they know her they agreed she was pretty advanced for a preppy.  Given the school is pretty big, and has lots of composite classes, most of the children/parents in this year’s class wouldn’t even realise she’s been grade skipped.

#12 Kreme

Posted 15 February 2014 - 10:03 AM

Thanks for the perspectives on testing siblings so far, would love to hear any other experiences!

=nourish= your mum and mine sound similar! My DS has an IQ in the 99.9th percentile and my mum won't acknowledge that he might need extension. We have the added issue that my brother (aka golden haired boy LOL) sends his kids to the same school. Apparently the only reason my kids are winning prizes and doing so well when their cousins are not, is because I am pushy! (apparently it is "pushy" to have ONE meeting with the teacher when your child is crying every day and not wanting to go to school because he is so bored!)

Anyway that was my little vent, apologies! But I certainly understand how you feel.

The issue we have at our school is that extension activities are a little ad hoc to say the least. DD was in a gifted cluster last year but it has been disbanded this year as the new grade coordinator doesn't believe in them. DS appears to be in a a cluster this year, but has been given a teacher who is well known for doing the minimum, sigh.

I think the main reason we might consider testing her is if we were considering a school change. We need to make up our minds ASAP if we want to do something for year 3.

#13 Charmzy

Posted 15 February 2014 - 03:50 PM

I hear the family responses too, I think what bothers me most is people (be it family/friends etc) misinterpret the way she is as being naughty when she's just very inquisitive. My dad struggled with her because he expects that if he tells the kids to do something they should just do it but Natasha doesn't work like that, she needs to understand why and then she's happy to cooperate.   She also believes she is right until proven otherwise and is quick to correct adults when they are wrong (which in fact even though her corrections are more often than not accurate, adults don't tend to like being corrected by a 4 yr old so it can rub people up the wrong way!)       Does anyone else have these issues?

#14 Katsamum

Posted 15 February 2014 - 06:54 PM

My DD is only 2.5 but I already get rude and dismissive responses from family ( who are the only ones to whom I dare mention things related to her development) From being dismissive of my concerns that DDs precocity will cause problems later on to 'just let her be a kid/don't push her' in the absence of any evidence that I push her at all and while they've experienced her endless questions on topics such as the solar system.
MIL knows DD has been picking up, through her own questioning and interest, lots of sight words. When I mentioned the possibility of early entry, particularly after meeting several four year olds recently who had started preschool and seemed a fair way behind DD in terms if speech and 'academic' skills - she was completely dismissive of any such ideas, implying I was stupid for even considering it.

#15 Charmzy

Posted 15 February 2014 - 07:12 PM

I got the same when Tash was younger too, she was only just 2 when childcare started suggesting she was going to get bored before school started and that I should consider early entry. Even I brushed them off at that stage thinking it was ridiculous to be considering school when she was 2.  When she was 3 one of them got me aside again and said look you really need to look into this as it will be detrimental for her to stay on at kinder and so our journey began.    

Others along the journey have told me I should let her be a child and stop "teaching" her   (I don't sit and drill her, if shes interested in things I'll go along with her interest thats it and anyway since when is teaching a bad thing?! Kids like to learn!)       When she learnt to spell her name around her 2nd birthday I was told I had been brainwashing her :S Oh please...

I don't understand why people are so rude about it!

#16 jayta

Posted 16 February 2014 - 07:12 AM

For those who have early entered in NSW, I'm just wondering what the time line is. What month did you have the IQ test done, and then what month do you have to send off the application etc?

Also does it matter which test it is? SB5/WPPSI?

#17 Charmzy

Posted 18 February 2014 - 10:32 AM

I can't help for NSW, was hoping someone else would reply for you jayta but in VIC the department wasn't overly helpful.  I got a letter sent out right at the end of term 3 with application form and telling me it had to include a full psych report (with the wppsi) , letter from parent and report from kinder/childcare and that I was to submit that in term 4 and would have a response in term 4 also.

#18 Kreme

Posted 18 February 2014 - 11:32 AM

So, my DS came home last night and casually mentioned the "special lesson" that he does every Monday. It turns out one of the Learning Support teachers takes DS and a couple of other advanced kids for an intensive lesson once a week. I asked DS if the work was more difficult and he responded "yes, and I love it" LOL.

On the one hand I'm happy that some extension is being offered (albeit only 40 mins a week) but at the same time I'm annoyed that we had no idea this was happening. Surely sending a note home isn't too much trouble? He's only 6, a bit young to assume he will tell us himself.

#19 Avidreader

Posted 18 February 2014 - 11:33 AM

I haven't posted in this group before but am at a bit of a cross roads and need advice.

DD started school last year. She could have gone the year earlier (turned 6 on 30 May) but socially I thought she would benefit from an additional year of preschool.

Today I was called to a meeting with her teachers. They are strongly recommending a "psychometric" test or something similar and that she is accelerated to year 2 for the literacy block. The thing is the literacy block goes for almost half the day so if we go with this she will spend half a day in year 2 and half in year 1.

I am not sure what testing they are referring to (assume some kind of iq?) and whether the acceleration is a good idea. I am worried she will not know where she belongs.

Socially DD was always a bit shy. She hates hates hates to get things wrong but I feel like she needs to be challenged more. I don't want to destroy her confidence or her friendships and make her an outcast though.

My questions are: what is this testing? Anyone else have experience with partial acceleration?

#20 Peggybrown

Posted 18 February 2014 - 11:55 AM

View PostAvidreader, on 18 February 2014 - 11:33 AM, said:

I haven't posted in this group before but am at a bit of a cross roads and need advice.

DD started school last year. She could have gone the year earlier (turned 6 on 30 May) but socially I thought she would benefit from an additional year of preschool.

Today I was called to a meeting with her teachers. They are strongly recommending a "psychometric" test or something similar and that she is accelerated to year 2 for the literacy block. The thing is the literacy block goes for almost half the day so if we go with this she will spend half a day in year 2 and half in year 1.

I am not sure what testing they are referring to (assume some kind of iq?) and whether the acceleration is a good idea. I am worried she will not know where she belongs.

Socially DD was always a bit shy. She hates hates hates to get things wrong but I feel like she needs to be challenged more. I don't want to destroy her confidence or her friendships and make her an outcast though.

My questions are: what is this testing? Anyone else have experience with partial acceleration?

PP, my girls (twins) sounds very similar - even down to their birthdate... the day before your dd's! This year they are doing a half day in a grade 2 classroom each week for literacy, and one may do break outs into grade two for numeracy/science too. I had concerns about the social side of it, but for my girls I know the benefits of the intellectual stimulation they will receive (and sooo badly need) will outweigh any likely down side. They only started it last week and loved it. They did get a few questions from grade 2 kids as to why they were there - they answered "cos its fun!" which I thought was a pretty good answer! they were in a composite class last year with some of the kids in the grade 2 class they are visiting this year and some were not particularly nice about them doing grade 1 work in prep last year so I just worded the teacher up and she's making sure they are not working with or sitting with those particular kids. So far so good!

I can't be of much help re. the testing they're requesting but my best guess its an iq test?

#21 FuzzyChocolateToes

Posted 18 February 2014 - 12:48 PM

Psychometric testing is iq testing.  Which state are you in?  We may be able to point you in the right direction. It can be expensive.

#22 Avidreader

Posted 18 February 2014 - 03:27 PM

I'm in NSW. Supposedly the Catholic Education Office will pay for a third and we pay for the rest.

Spoke to DD about going to year 2 this afternoon and the result was tears about how she won't know anyone. Ahhhhh! This is really the only thing the school recommended. It is a small school and the teacher has said that she doesn't thing in-grade extension will work. Would you go ahead even if your child was resistant?

#23 tomson

Posted 18 February 2014 - 05:23 PM

I have a very reserved child that needed to jump two grades in maths (small school too).

He was a bit desperate for some "work" so was ok about it. He was told however that it was something to try  - going up to the other class to see what it was like didn't mean that he had to do it forever, we just needed to see if it was going to be helpful......


He was fine with it and stayed in the accelerated class for the subject.

Edited by tomson, 18 February 2014 - 05:27 PM.


#24 lunargirl

Posted 19 February 2014 - 12:30 PM

Kreme, we just had a sibling tested and we got a bit of a surprise! DH and I both tested highly as children, and I am 99% sure my parents (both of whom went to selective schools back in the 1940s) and my siblings would also be the same.

DD1's results were 99th percentile, and it was really just for curiosity that we had DD2 tested when she turned 7. We used a different (quite well known) psychologist who we hadn't used before.

To cut a long story short, it turns out that whilst DD2's verbal skills are 99.8%, some other bits of her report were only just average, making a FSIQ impossible. The psych put in big bold letters, "It would be incorrect to call H gifted, per se"!  I haven't shared it with the school, as I believe they would only remember that line. At the moment they call her a "high flyer" and think she is amazing. I've just told them that her maths abilities aren't as naturally good, and that I would like them to support her in that area, and left it at that.

So I guess - just be aware that things might not turn out as you expected!!!

#25 Kreme

Posted 19 February 2014 - 12:43 PM

Thanks for sharing your experience lunargirl. Definitely one of my concerns is that we might sub consciously think of DD differently if she didn't test as high as her brother.

At the moment she outperforms him academically, and we just treat her as though she has as much academic potential as him - making sure she gets plenty of sideways extension etc.

Perhaps we are better off leaving it for now and doing nothing!




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