Who thinks it is ridiculous when someone says his/her child is bored in school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have his IQ scores.

Why do you have his IQ scores? I'm not being snarky; I'm sincerely curious. My children have never been tested for IQ. I've never been tested for IQ, as far as I know.

Not the PP you're asking, but we had our kid's IQ scores as well. He's been tested twice. The first time was at age 5, the day after K ended, and was part of our own investigation into what was going on with our suddenly very unhappy, very distressed child who had, in the second half of the school year, been getting in trouble for all sorts of behavior like bothering classmates, walking away from assignments, etc. Result of that test: highly to profoundly gifted. Age equivalency of anywhere from 8 (in his weakest area) to 24 (in his strongest area). Armed with this knowledge we made some changes in his life, resulting in a much happier kid who rarely got in trouble anymore. Probably the most valuable thing we've ever learned about our kid because it helped us to get to WHY he was acting and feeling the way he was.

The second time was a year later (age 6) as part of the application process for a program for highly/profoundly gifted kids. Result: higher score than before and well over their 145 minimum requirement. He'll be attending the program next year beginning in 2nd grade.



Neither testing episode had anything to do with our parental egos. In the first case we were doing the academic equivalent of testing for a variety of diseases that could be causing his symptoms. In the second case the testing was part of seeking the appropriate treatment for the disease.

Why the eye rolls? Disbelief? Those age equivalencies come straight from the psychologist report. We were pretty surprised, but we managed not to roll our eyes three times.

Your quoted sentence above that is bolded required many more eye rolls but my hands got tired.

I literally LOLed. Who was the 'doctor" who administered the test?

[Anonymous]

So what do test results look like, if not like that?

[Anonymous]

Eye rollers - have you ever seen a formal report for a Stanford Binet? It includes age equivalencies.

[Anonymous]

Anonymous wrote:Wow...what are the chances that there are...what 4 or 5 kids who are profoundly gifted in this area which is rare...and their parents are all on this site responding to this thread? Um...zilch. These kids aren't profoundly gifted....not saying there weren't told that.

Ha!

[Anonymous]

Anonymous wrote:Wow...what are the chances that there are...what 4 or 5 kids who are profoundly gifted in this area which is rare...and their parents are all on this site responding to this thread? Um...zilch. These kids aren't profoundly gifted....not saying there weren't told that.

We're having some definitional problems. Some people use the terms this way:

120 - 140 = gifted
140 - 160 = highly gifted
160+ = profoundly gifted

Some people add additional levels "moderately gifted," "exceptionally gifted," and "profoundly gifted" with PG being reserved for IQ scores over 180.

If you use the 160 definition, you'll have a PG kid in every 10,000 students on average. Given the SES of DCUM, it's probably higher for this sample. You also draw parents from outside the area to this board.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Wow...what are the chances that there are...what 4 or 5 kids who are profoundly gifted in this area which is rare...and their parents are all on this site responding to this thread? Um...zilch. These kids aren't profoundly gifted....not saying there weren't told that.

We're having some definitional problems. Some people use the terms this way:

120 - 140 = gifted
140 - 160 = highly gifted
160+ = profoundly gifted

Some people add additional levels "moderately gifted," "exceptionally gifted," and "profoundly gifted" with PG being reserved for IQ scores over 180.

If you use the 160 definition, you'll have a PG kid in every 10,000 students on average. Given the SES of DCUM, it's probably higher for this sample. You also draw parents from outside the area to this board.

What is your source for these ranges/definitions? You look like you're using old number ranges, as 160+ is rarely scores on current tests. Older tests would put today's 145 kids at about 165.

[Anonymous]

Look here for definitions of HG, PG on curret tests (SB 5 and WISC IV). http://www.hoagiesgifted.org/highly_profoundly.htm

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have his IQ scores.

Why do you have his IQ scores? I'm not being snarky; I'm sincerely curious. My children have never been tested for IQ. I've never been tested for IQ, as far as I know.

Not the PP you're asking, but we had our kid's IQ scores as well. He's been tested twice. The first time was at age 5, the day after K ended, and was part of our own investigation into what was going on with our suddenly very unhappy, very distressed child who had, in the second half of the school year, been getting in trouble for all sorts of behavior like bothering classmates, walking away from assignments, etc. Result of that test: highly to profoundly gifted. Age equivalency of anywhere from 8 (in his weakest area) to 24 (in his strongest area). Armed with this knowledge we made some changes in his life, resulting in a much happier kid who rarely got in trouble anymore. Probably the most valuable thing we've ever learned about our kid because it helped us to get to WHY he was acting and feeling the way he was.

The second time was a year later (age 6) as part of the application process for a program for highly/profoundly gifted kids. Result: higher score than before and well over their 145 minimum requirement. He'll be attending the program next year beginning in 2nd grade.



Neither testing episode had anything to do with our parental egos. In the first case we were doing the academic equivalent of testing for a variety of diseases that could be causing his symptoms. In the second case the testing was part of seeking the appropriate treatment for the disease.

Why the eye rolls? Disbelief? Those age equivalencies come straight from the psychologist report. We were pretty surprised, but we managed not to roll our eyes three times.

Your quoted sentence above that is bolded required many more eye rolls but my hands got tired.

I literally LOLed. Who was the 'doctor" who administered the test?

I am not sure why you won't believe this poster. She said her results and I have no reason to believe that anyone would wish to lie on an anonymous board. This board and particularly this thread is not a random sample. Only people who has an interest in gifted education will look at it. Okay, let me rephrase. It draws only two type of people. People who has a gifted child and people who hate people who say they have a gifted child.

[Anonymous]

^^ no reason to believe anyone would lie.

Ha ha. This is the interwebz. People lie for fun.

[Anonymous]

Anonymous wrote:^^ no reason to believe anyone would lie.

Ha ha. This is the interwebz. People lie for fun.

I take it you are from the latter group.

[Anonymous]

Anonymous wrote:^^ no reason to believe anyone would lie.

Ha ha. This is the interwebz. People lie for fun.

This definitely factors in the number of parents with outlier children on the interent, especially places like DCUM.

However, I think that the is also a higher liklihood of parents with "outlier" children to use the internet to find outher parent with similar children. I would never have found DCUM if I hasn't been searching for things to help my "outlier" child (his "label" is 2E, but his mix of assets and deficits seems to be unusual). My other DC is also classified as 2E, but in a much more common way- so I have been able to find answers to questions in other ways, plus the schools have had frequent experience with similar students.

Around here there are also many parents that think their child is an outlier, when they are "run of the mill" smart or athletic or whatever (between the 2nd and 3rd standard deviation). This reputation has hurt my "outlier" DC as they assume he has his many accommodations because of over aggressive parents and doesn't really need all of them - that is until they actually have him in class. And 1) See that his accommodations don't really take too much time AND 2) see DC in action. Every year he has "converted" one or more teachers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have his IQ scores.

Why do you have his IQ scores? I'm not being snarky; I'm sincerely curious. My children have never been tested for IQ. I've never been tested for IQ, as far as I know.

Not the PP you're asking, but we had our kid's IQ scores as well. He's been tested twice. The first time was at age 5, the day after K ended, and was part of our own investigation into what was going on with our suddenly very unhappy, very distressed child who had, in the second half of the school year, been getting in trouble for all sorts of behavior like bothering classmates, walking away from assignments, etc. Result of that test: highly to profoundly gifted. Age equivalency of anywhere from 8 (in his weakest area) to 24 (in his strongest area). Armed with this knowledge we made some changes in his life, resulting in a much happier kid who rarely got in trouble anymore. Probably the most valuable thing we've ever learned about our kid because it helped us to get to WHY he was acting and feeling the way he was.

The second time was a year later (age 6) as part of the application process for a program for highly/profoundly gifted kids. Result: higher score than before and well over their 145 minimum requirement. He'll be attending the program next year beginning in 2nd grade.



Neither testing episode had anything to do with our parental egos. In the first case we were doing the academic equivalent of testing for a variety of diseases that could be causing his symptoms. In the second case the testing was part of seeking the appropriate treatment for the disease.

Why the eye rolls? Disbelief? Those age equivalencies come straight from the psychologist report. We were pretty surprised, but we managed not to roll our eyes three times.

Your quoted sentence above that is bolded required many more eye rolls but my hands got tired.

I literally LOLed. Who was the 'doctor" who administered the test?

I am not sure why you won't believe this poster. She said her results and I have no reason to believe that anyone would wish to lie on an anonymous board. This board and particularly this thread is not a random sample. Only people who has an interest in gifted education will look at it. Okay, let me rephrase. It draws only two type of people. People who has a gifted child and people who hate people who say they have a gifted child.

It's DCUM. Any post that makes someone feel insecure about their kid, career, house, or fashion sense must be a damn lie.

[Anonymous]

Anonymous wrote:Look here for definitions of HG, PG on curret tests (SB 5 and WISC IV). http://www.hoagiesgifted.org/highly_profoundly.htm

Davidson's sets the IQ score for profoundly gifted at 145 on the WISC-IV.

http://www.davidsonacademy.unr.edu/Articles.aspx?ArticleID=144&NavID=1_33

[Anonymous]

Again, if everyone on this board has such a gifted kid, they don't really stand out, do they. They are one of a group. Nah...just kidding...all these kids are not profoundly gifted. They are bright and have groups. They may still be bored but that is their personality. Flame away -

Signed - a parent of two AAP kids

[Anonymous]

i know better to complain about 'boredom' to parents. no one cares and you sound like ridiculous. but the truth is in the younger grades (thru 3rd) DC have been bored. Their way of explaining the repetition of the work they are assigned. I see it more as being unchallenged or just that they are fast learners. Not that they come knowing all the material... they just don't need 4 or 5 lessons to grasp it ie. maybe 1 or 2 is enough.

also, if you don't have a child with an IQ above 145 then maybe you can roll your eyes. But it sounds reasonable to me. You don't really know what it likes to have a 145+ IQ occupied.... just like I wouldn't begin to tell a SN family that I get what they go thru. Not saying they are the same.... just saying that unless you live it... you don't get it.