Reply to How to meet the needs of the gifted child in DCPS?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]What can be done within DCPS to meet the needs of the gifted child?  What can be done currently, and what avenues should we pursue to improve the capabilities within DCPS?

Currently, DCPS is attempting to use SEM as a solution, but this is clearly not a blanket solution.  It will suit the needs of a good range of children, so it shouldn't be labeled as "garbage," but [b]does it do anything for the exceptionally gifted child?  Does it provide a means to engage the child that is already becoming disconnected from his/her studies, and isn't being identified because of poor grades?[/b]
[/quote]

As PP mentioned, a lot depends on definitions and complex issues like screening, evaluations, etc. Have you contacted DCPS directly? Matthew Reif is listed as the Director of Advanced and Enriched Instruction.

Of course DCPS does not operate in a charter-less vacuum like FFX or MoCo public school systems. The argument of "if DCPS builds it, the G&T will come" assumes that whatever "it" is will be competitive with every charter school as well as the burbs.

Perhaps the G&T question should be how do we harness the combined educational capacity of the District - charters and DCPS, DC Public Library (free 3-D printer :) ), private schools and universities?

I'm not sure where to even begin on this one. But I am concerned that having our minority and low income kids (the students [u]most [/u]likely to fit OP's description) spread across so many different types of schools that we are missing a huge opportunity to better identify and serve all students.

I guess with would fall under the DME? Some type of accelerated learning consortium? [/quote]

OP here.  I think this captures my original thoughts, as well.  I left the original post intentionally vague, just to kick off brainstorming (seems to be working).

For me, I worry about the kids that fall through the cracks.  DS12 was almost one of those.  We had the means, however, to have him tested independently about a year ago.  That makes him one of the lucky ones.  Obviously, we're involved parents, so we'll make sure he is taken care of, and he'll be just fine.

But, if we didn't have the means or the wherewithal to have him tested, I am certain he would NOT be doing well right now.  He would be high risk, at best.  So, it doesn't take a great leap to realize that there are a number of such kids that are never identified.  They may not have books all over their homes; they may not have parents who have had experience as an educator or psychologist.  When they do standardized tests, they may test well below their capabilities.  Since they are bored in class, they may not have high enough grades to qualify for pull-out education.

It's this group of potential casualties that gets me moving.  I really don't have any good ideas of how to capture them, and help them out.  The earlier, obviously, the better, but how do you catch them?

From watching both of our children, it seems to me that the only accurate tests are those administered by psychologists, where they can quantify uptake of new ideas, spatial memory, and working memory.  I just don't see how we can massively profile every child in DCPS.[/quote]

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