Norwood for student working several grade-leves ahead?

[Anonymous]

The problem with being non-specific is that you may end up sounding like just another deluded parent who is convinced on the basis of his/her child's block-building activity that s/he is a budding genius. More important, children who are ahead of their peers can be very different in their distribution of skills and needs. What will be most useful for you in making a decision is knowing how the school can help your child, not how it handles other or hypothetical children who may be gifted in different ways.

I agree that in having this conversation, it is important not be overbearing, but I think it's possible to present the most relevant facts in a matter-of-fact way. Norwood does have a parent interview, which is a much better setting than a group tour or cold call for broaching these issues, and I have always found the AD Mimi Mulligan to be very straightforward.

[Anonymous]

OP here--these are all helpful comments and suggestions. I appreciate it, thanks!

[Anonymous]

OP I would describe her as a strong reader and give examples of books she recently read. I would also say she's strong and math, and give examples of what she's doing. I would ask Norwood how they track students in both areas. I would avoid describing her performance pegged to higher grade levels. Not sure that's meaningful.

[Anonymous]

OP - my DC s sounds similar to your child - not only advanced in reading and math, but also interests in science and history that were highly unusual for a 4 year old. I knew going into kindergarten that we would never be able to find a curriculum that covered the Roman Empire, WWII or Civil War Battles (interests at the time). I also knew that it was unlikely that DC would be "challenged" by any reading curriculum in the traditional sense, considering that DC had started reading very young and was reading for pleasure constantly by K. At the time, we explored both public and private gifted programs, and, through trial and error, settled on a private school that sounds similar to Norwood. Our primary goals were to ensure that DC had a positive and stimulating school experience both socially and intellectually. We also wanted to identify a kind and compassionate learning environment where individual and cultural differences were embraced and respected. DC is now in middle school and thriving - however, our journey was not always easy, and we did have a few false starts at other schools. I have learned a lot over the years - but in general - here are some thoughts and suggestions that you may find helpful.

- Focus on the Big Picture - K -2nd is a very developmental time and it is normal for children to progress at different rates both academically and emotionally. Because of this, the BEST way to gauge your school's fit is through your child's happiness and attitude about learning and their classroom experience. If you are determined to ensure that your child's unique capabilities are independently nurtured in a way that is pointedly measurable through special projects and tests, you may find yourself very disappointed - and needlessly so.


- Examine the curriculum as a whole and take a good look around when you tour the classrooms - the deeper and more flexible the curriculum, the better (but, realistically, you need to be flexible too). A well designed, integrated curriculum will offer interesting topics and a level of complexity that benefits children across levels - it doesn't matter if the general classroom tests are easy if your child can continue to learn and be stimulated through the common curriculum at their own level. For instance, if the other kids are learning ABCs in the context of something more interesting (such as rain forest animals, or an international culture) - your child will be benefiting too. Most important is that reading and writing assignments are routinely flexible/open ended. I believe it is far more important for a young child to be able to express themselves and explore ideas vs. forcing vigor through spelling, grammar or other areas often associated with "academic rigor".

- Learn about the school's philosophy concerning "choice" in terms of books and creative opportunities in the classroom, as well as opportunities to share ideas as a group and problem solve. Also - ask about using the general library and whether the classrooms typically have their own "chioce" library related to grade-specific curriculum topics. I'd like to add, that just because your child is reading at higher levels, does not mean that he/she will not enjoy picture books or "silly" books that are age appropriate. Your child will not stop learning if they are not challenged each and every moment with difficult work - a stimulating classroom environment and rich subject content should be set up to provide enrichment when they need (or crave) more.

- Math - I may get some flack here - but - I don't see the point in pushing math along any more then teaching technical writing just because they "can" do it. I'm not sure if Norwood uses everyday math, but if so, its use of games will be fun for your child and they can take the concepts and apply them to more complex concepts with ease. If your child is truly a math genius, you may need to supplement somehow - but I wouldn't do that unless they were begging you to do so. However, what I would inquire about is the school's philosophy concerning review - in the public schools, kids are forced to review until they turn blue. In my opinion, escape from constant review has been the best part of private education and worth every dime. If there is opportunity for some sort of semi-structured "choice" time for kids that have completed classwork, or mastered a unit the other kids are working on, this could actually be a huge bonus for your child if they are a voracious reader.

Well - I hope that helps. Good luck.

[Anonymous]

Wow, and here I thought I was the only person who felt that way about math, LOL! Great post.

[Anonymous]

The previous suggestions for what the parent should think through are excellent (though I do not agree re the math). The original post, however, was how Norwood handles exceptional students. I agree with the PP who said the student cohort is key. Norwood has plenty of experience teaching "up" to really strong kids. But for the most part they do not do it for just one kid. So if you child is singular in his or her ability relative to the other kids that happen to show up that year, then its very possible that: (a) your child will stick out like a sore thumb (never a good thing at Norwood or like schools) and (b) the school is unlikely to do anything structured. If you are of a mind to take the attitude that, absent a good cohort, "my child is being broadened, and that is good enough," you may be fine with it.

A separate point: it is always much better if teachers feel they are the ones to "discover" how bright the child, rather than being told by the parent. This is outrageous at one level, of course, but after years and years of having parents tell them how there is no other like their own DC, you can understand the cynicism. I have found with both my child that teachers and admin are much more willing to do "special" things when they make the discovery -- especially if a teacher comes to the conclusion on his or her own that the child must be accommodated. It is always a much tougher row to hoe when it comes from the parent.

[Anonymous]

Norwood has plenty of experience teaching "up" to really strong kids. But for the most part they do not do it for just one kid. So if you child is singular in his or her ability relative to the other kids that happen to show up that year, then its very possible that: (a) your child will stick out like a sore thumb (never a good thing at Norwood or like schools) and (b) the school is unlikely to do anything structured

I am reviving this thread with a specific question...

Given the quote above - I'd be curioius to hear from current parents of the Norwood K cohort this year about whether there are kids in that class who are 2-3 grades ahead in either reading or math? And how is that is being addressed (especially for math -given no differentiation until 2nd grade)

I should note, that while I am interested in how reading/math needs are being met - I do believe that having a wide range of other subjects at Norwood will help to keep an advanced child engaged and stimulated - instead of being bored while other kids catch up in math/reading.

But eventually...having an "academic peer" in the cohort seems important so I'd be very curious to see what sort of "cohort" exists in that class.

I agree with the earlier post RE "letting the school/teacher" notice the skills of the child - that has been the case for us in the past and it works great when the teacher notices and is excited about addressing it. Norwood seems to have no shortage of engaged teachers.

Thanks in advance!

[Anonymous]

Norwood differentiates reading and math starting from 1st grade. I think this is appropriate since it would be a difficult to start differentiating at the K level (too young).

Can't speak to the previous poster's question about the current K cohort at Norwood (since my child is in 1st grade), but so far I like what I see in terms of how Norwood differentiates reading and math abilities. I would say my child is in the right group and being challenged.

[Anonymous]

Current K parent. Reading differentiation starts in K. There are four or five reading groups, which are ability based. The kids do not know that and they emphasize the parents are not to tell them. No idea how advanced the kids in the "top" reading group are - my kid is not in it. Math is homeroom based, but they are noticing who is strong (I assume for groups next year). I have an older child in the school, too, who has been through the grouping process. I don't know how accelerated the top math group is - that is not something I have heard them say. They do tell you which group your kid is in. I don't know if the top math group is 2 years ahead, one year ahead , three years ahead. I would ask them, but I think it also may change from year to year depending on the kids in the class. In cases where there is one kid way ahead of everybody else in the top math group, I have heard anecdotally that they may let that kid attend class with an older grade, but I really have no basis for knowing that is true. I would ask.

[Anonymous]

Re "I don't know how far ahead the top math group is" - in our experience at Nwd in the past, the top group went as fast and far as the kids could handle. Hence, the cohort of *your* child's class is relevant in math.

[Anonymous]

PP - bingo - this is exactly why I am asking the question...

[Anonymous]

I'm 16:37. The teachers also could and did go at the pace that the kids in the top Reading group could handle as well - I shouldn't have said just math.

[Anonymous]

There are kids in K who seem to be very strong in math and have siblings in other grades in the top math group. Not sure how that compares to the cohort for which you are looking, but I offer it in case it is of use.

[Anonymous]

I was told my child reads above grade level, but not specifically how many levels above. She is not bored in her reading class and is a fervent reader at home.

She is considered an "A" student in her math group, and I was told by one of her teachers that they do push her just that little bit more to test her abilities, but so far, she is not in danger of moving up to the next level (don't know if she's in the top math group or not; probably not) .

[Anonymous]

I hate to be the bearer of bad news, but no private school in the DC area will accommodate a child in the 150+ range functioning multiple levels above grade level. I have more than one such child. We have tried various private schools for themand researched others pretty thoroughly. Public school is a better bet. That said, my impression is that Norwood does a better job at providing some differentiation than any of the other schools. In addition, the nonacademic programs are extremely strong there and can provide stimulation for a kid who isn't getting it elsewhere. For what it's worth, I have 2 extreme kids at Norwood, and they are happy.