Reply to pros and cons of CES?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Give it a rest already. You sound like you don't even have a kid in the program yet. They don't have "unique" psycho-emotional needs. They are just regular kids who happen to work harder and do well on tests. [/quote]

I'm confused, sorry. Are you saying that the CES program isn't for gifted kids? I'd like to hear others weigh in on this. DS has an IQ in the 99.8% and we got accepted into CES, but we were assuming it was a program for gifted kids, not just motivated test takers.[/quote]

It's both, and that's fine. The whole selection process rests on standardized testing. There are no teacher recommendations, essays, or parent referrals. So the information they have is basically MAP scores, grades, and the CogAT screener. This means they are going to identify both the "gifted" kids and the bright hard-working kids who test well.

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CES parent here.  I'd say it's gifted, but not really super-gifted, if that makes sense.  There aren't a lot of Einsteins, but probably a lot of Faucis.  At least at our CES, the teachers do spend a lot of time talking about growth mindset, how you can't learn unless you are willing to make mistakes, etc.  I think that's all really helpful for gifted kids.  But things like actual anxiety and social issues are dealt with by the counselors.[/quote]

CES parent here, too. I agree with this, though I guess this is where there is some variation school-by-school. The emphasis on growth mindset is key, and our particular program does focus on some social emotional tools in class (seems like there is a lot of talk about perfectionism, risk-anxiety), but it seems to be a strength of our teacher (and reading specialist) and not necessarily intrinsic to the curriculum. That said, I wholly disagree that it is just "regular kids who work harder"...that really isn't accurate, the scope of strengths and talents are much more broad, leading to a lot of variation between smart, gifted, and simply super motivated. An example where our CES teacher has been great for social emotional support: Our DD is completely a loner. Never had many friends, spends all her time reading and creating worlds. Back before CES, her teachers treated that like it was something to be overcome. She never wanted to be with kids at recess but her teachers constantly pushed her to join games that would in turn make her miserable. Enter CES, her teacher has really supported who she is, never pushes her to be social beyond her comfort zone, and has helped her learn to celebrate her solitary nature by ensuring she has books to read and space to do her own activities when others are pairing up for play. It sounds small but it really isnt.[/quote]

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