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[quote=Anonymous]In ES my son was clustered with other kids.  It was both the pull out and the push in method.  The older he got the more it was push in as it seemed the kids who were not pulled out felt slighted.  What the RTG said was they would have more than one level for the project.  So while most of the class worked on level 1 there were kids who worked on level 2.  But overall to the kids it seemed they were working on the same thing.

I remember the RTG saying that more and more they were being instructed to spend more time working with the teachers and less time with the students and they did not like that.  They got into teaching to spend time with the kids.

In MS I have not really seen much either.  My son was in a club where the RTG was the sponsor which he really liked.   I have seen that many projects have options from easier to harder, but no one guides the kids on which one to choose.  So it is up to them.  Last year with remote school I was able to guide my son to the harder project option but who knows what is happening this year.  However, once they are in MS there is true math differentiation.  2 levels in 6th, 3 in 7th, and I think 3 again in 8th.

Actually I believe in Reading last year the kids were guided towards books on their level.  My son was able to choose books not on the list the teacher provided, as long as the teacher cleared them.

I think there is some level of clustering as my son is clustered with some of the same kids he was with in ES.

But in all honesty I would not say this is a true gifted program.  [/quote]

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