Feynman School Finds a Campus: Open Houses on May 16th and May 20th

[Anonymous]

Anonymous wrote:The reason that MoCo and FCPS gifted programs do not have enough slots is because they have a pretty soft definition of who's gifted in the first place. Many bright, motivated kids are labeled as "gifted" when in fact they are merely bright and motivated. "Gifted" used to really mean something ...

If what you are saying were true, then they would have plenty of slots for these kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The reason that MoCo and FCPS gifted programs do not have enough slots is because they have a pretty soft definition of who's gifted in the first place. Many bright, motivated kids are labeled as "gifted" when in fact they are merely bright and motivated. "Gifted" used to really mean something ...

I don't understand this statement about them not having enough slots. I was told in FCPS that they eveluate the children and take as many as they feel are qualified, so there isn't a limit on the number of slots.

I suppose you could argue that lowering the cut off has changed the character of the GT centers, which I assume is that the poster is trying to say, but you can't say tehre arent' enough spots.

Also, FCPS allows about 10% into the centers, right? I think MoCo labels 40% as gifted. So I'm not usre they are comparable in this respect.

MCPS labels about 40% of its second-graders as gifted, but that's different from the kids who are admitted to the Centers for the Highly Gifted for fourth and fifth grades. Admission there is indeed highly competitive, and of the kids who apply a small percentage are admitted.

[Anonymous]

Anonymous wrote:There have been programs for the "highly gifted" for some time now, around the country. Have any true super geniuses graduated from any of them? I'm truly curious.

I'm also struck by the reference to "asynchronous" development and "overexciteablities" (what does that mean, BTW? The ability to become overexcited?) cause a program that sees behavior issues as just another aspect of geniosity (geniusabilities!) could be doing these kids a real disservice if they cause parents to avoid therapies, diagnoses and interventions. I say this as the mother of a child who taught himself how to read when he was 3, and so would qualify for this school in spite of his own asynchonicities which are due to his having Aspergers. He has flourished at a mainstream school that will serve him in the long run because its in the mainstream world that he will have to function.

Sorry if I sound pissy but I see so many families that are blinded by their child's gifts and fail to see the deficits. These parents tend to say "Oh he's acting up in class because he's bored." Sound familiar?

Asynchronous development and overexciteabilities are common terms used by physchologists who study the gifted population. Google it and you'll find a ton of info from highly reputable sources. If you have such a child you may wish to read up a bit more.

From the tone of your email I am skeptical that you are geniunely curious about this topic for any other reason then to be negative. However, to answer your question look up the Davidson Insitute...they have a well regarded highly gifted school. The point of these schools isn't to churn out super geniuses by the way. It's simply to meet the educational and social/emotional needs of gifted children. Meeting the needs of children...isn't that a noble cause? If these kid's needs are met and they are able to reach their full potential they will hopefully be able to lead happy, productive lives. And who knows, they may be able to contribute great things to society. Isn't that a good thing for all of us?

You don't think it's possible for children to act up because they are bored. Really? Have you ever taken a preschooler to a restaurant or out clothes shopping? If a child is bored in school and acting up what do you think is a better course of action? Punishment? If putting them in a more challenging environment stops the boredom and the resulting bad behavior isn't that a great thing? A child's needs have been met!

I really don't get you...especially if you have a twice exceptional child yourself.

[Anonymous]

Anonymous[b wrote:]"Dickhead" here. [/b] I think both 20:01 and 20:42 make valid points and that's why a certain healthy skepticism about private schools "for the gifted" is warranted. Public schools take all comers and assess them in the same way (whether the assessments they do are the right ones is another question and a separate thread). You don't buy your way in and parents don't classify their own kids.

Heh heh, I like you. And your post is spot on.

[Anonymous]

I suspect you might be assuming that there's one critic posting here when in fact there are at least a couple (I know this because I'm not 9:06). So if a variety of critiques/questions/skeptical remarks don't add up to you, it may be because different people with different POVs are weighing in.

My take comes from a combination of experiences -- highly gifted kid in public schools myself, parent of a highly gifted private school kid (selective admissions but not "gifted" school/program), child of a public school special ed teacher, friend of parents whose twice exceptional kids never got the resources/diagnoses they needed, acquaintance of lots of parents whose advanced preschoolers/early readers didn't turn out to be highly gifted by 3rd grade, etc.

[Anonymous]

oops -- 9:22 was directed toward 9:06 and I meant to say I wasn't 9:04 (the poster quoted). I am, however, Dickhead.... (thanks 9:14!)

[Anonymous]

Anonymous wrote:"Dickhead" here. I think both 20:01 and 20:42 make valid points and that's why a certain healthy skepticism about private schools "for the gifted" is warranted. Public schools take all comers and assess them in the same way (whether the assessments they do are the right ones is another question and a separate thread). You don't buy your way in and parents don't classify their own kids.

By contrast, it's not clear from the website, application forms, or discussion here, how Feynman school identifies which 3-6 year olds are gifted -- much less what kind of applicant pool or cohort they'll attract. To me, that makes the claim that your gifted kids will be surrounded by other gifted kids suspect at this point. And, yes, it could be in a new school's interest to take kids who don't meet the criteria they'd hoped to apply if they don't get enough or the right kind of applicants to open/fund their operations otherwise.

Feynman School's website takes indicators that could be flags for ADHD and other learning disabilities or high levels of giftedness (or both) and encourages the parents of preschoolers who display these traits to identify their kids as gifted and send them to a private school with no track record. What's more, the admissions testing appears to be done in-house so this could easily be a situation where there's no objective opinion in the mix re what the kid's educational needs are.

It's just odd how passionate you are with your negative opinions. You surely have a dog in this race.

In any event I'm sure identifying young gifted kids isn't an exact science. I would imagine that in these types of programs kids may be counciled out in the higher years if it becomes apparent the initial determination wasn't accurate. Sounds pretty simple to me.

[Anonymous]

Anonymous wrote:oops -- 9:22 was directed toward 9:06 and I meant to say I wasn't 9:04 (the poster quoted). I am, however, Dickhead.... (thanks 9:14!)

9:06 here...

I know you weren't the poster I quoted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:oops -- 9:22 was directed toward 9:06 and I meant to say I wasn't 9:04 (the poster quoted). I am, however, Dickhead.... (thanks 9:14!)

9:06 here...

I know you weren't the poster I quoted.

9:06 again...

And I wasn't the one that called you a dickhead.

[Anonymous]

Thanks, 9:06. FWIW, I didn't assume you were (but I didn't assume you weren't either). Clearly we could have multiple skeptics each of whom has her own critic who may or may not realize which skeptic is which, LOL!

To 9:38 -- Passion (or maybe just a strong reaction and the ability/willingness to explain what prompted it when challenged) on a subject can come from a series of experiences and observations over time rather than "having a dog in the fight." I've got no stake (personal, professional, or parental) in the success or failure of the Feynman School. Just a strong BS detector.

That said, I do wonder whether part of the problem is that the school is being poorly served by its marketing strategy.

[Anonymous]

Not dickhead, but another skeptic. This is the type of school that only time will tell whether it's worthwhile or not. I'd be much more supportive of it, however, if it just promoted its unique style of teaching and learning, and left the gifted part out of the whole equation. I thought it was an extremely interesting approach and wanted to learn more about it for my 3 year old. We live right around the corner from the school and I've been searching for a nice preschool. Now, not so much. I don't want to label him at 3, whether that's gifted or not gifted. I just want him to have a blast learning new things.

[Anonymous]

Anonymous wrote:


Not dickhead, but another skeptic. This is the type of school that only time will tell whether it's worthwhile or not. I'd be much more supportive of it, however, if it just promoted its unique style of teaching and learning, and left the gifted part out of the whole equation. I thought it was an extremely interesting approach and wanted to learn more about it for my 3 year old. We live right around the corner from the school and I've been searching for a nice preschool. Now, not so much. I don't want to label him at 3, whether that's gifted or not gifted. I just want him to have a blast learning new things.

Just to clarify, it's the labeling of preschoolers that I find distasteful. Elementary school is a different matter altogether.

[Anonymous]

Anonymous wrote:


Not dickhead, but another skeptic. This is the type of school that only time will tell whether it's worthwhile or not. I'd be much more supportive of it, however, if it just promoted its unique style of teaching and learning, and left the gifted part out of the whole equation. I thought it was an extremely interesting approach and wanted to learn more about it for my 3 year old. We live right around the corner from the school and I've been searching for a nice preschool. Now, not so much. I don't want to label him at 3, whether that's gifted or not gifted. I just want him to have a blast learning new things.

Exactly -- that's what I meant re this could be a potentially good school that is being ill-served by its current marketing strategy.

Dickhead

[Anonymous]

The connection to the scientist to a preschool still doesn't make sense to me. Supposedly he didn't speak himself until after age 3. So would this school take a kid like that? Wikipedia bio said he criticized psychometric testing. Which I know is not the same as preschool assessment, but while his bio seems fascinating, it just seems odd that he would be linked to a preschool. (He comes across as kind of a freak.)

The tone of the marketing is increasingly elitist. (In the interests in the school, those who want the best, etc etc) I was intrigued at first. But my bilingual multicultural early reader will be going elsewhere. (I have no interest in having him assessed officially. You can tell he's advanced just by looking at him. )

Arguably the most underserved G&T market is DC proper (where we live). So while I don't doubt founders intend to help children, the whole thing sounds like it will self-select likeminded parents who can afford it more than serve kids who couldn't get a good education, and socialization, elsewhere. If they opened in DC, I would have been more impressed that they were taking on a challenge and serving some sort of larger community need. And may have actually applied.

20:40 has great points. Education for the gifted is still special education.

[Anonymous]

I find it hard to believe that this many people on DCUM have any interest in this school since it's way out in MD. I think a booster is pushing the thread up.