Reply to Staying at LLIV instead of center

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.[/quote]

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.[/quote]

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf
[/quote]

What are supports? [/quote]

NP here -- I think the PP was referring to accommodations. [b]Center teachers often (but not always) have more experience providing accommodations to "gifted" kids.[/b] [/quote]

Sorry to be dense but [b]what accommodations are we talking about here[/b]?
[/quote]

Methods and approaches to address the individual needs of the student.  Some examples might be (all depending upon the needs of the student) -- these are copied/pasted from a resource I use for my children:

Classroom environment and seating --
Classroom has predictable daily routines
Schedule changes are discussed ahead of time
Consistent and clear limits are set for classroom behavior
Work alternates short concentrated periods with breaks
Visual distractions in classroom are minimal
Auditory distractions in classroom are minimal
Small group instruction
Team teaching
Identify teaching-style/student match (e.g. structured, nurturing, etc.)
Seat in front of classroom
Seat in quiet area
Seat near teacher
Seat near good role model
Seat near 'study buddy'
Increase distance between desks
Reduce distractions on or near desk
Seat away from distracting stimuli
Seat in study carrel or use partitions

Assignments/Homework --
Extra time to complete assigned work
Shorten assignments/work periods
Simplify complex directions
Break long assignments into smaller parts
Assist student in setting short term goals
Pair written instructions with oral instructions
Develop private signal from pupil to teacher to request repetition of oral directions
Repeat oral instructions
Check homework daily
Reduce amount of homework
Limit homework to ________ minutes per night
Permit assignments to be printed or typewritten without penalty
Permit writing assignments to be turned in on audio-cassette
Permit writing assignments to be given orally
Permit extra credit assignments
Permit re-submitted assignments
Adapt assignment to minimize writing (e.g. circle, cross out, write above line, etc.)
Do not grade handwriting
Do not grade spelling

Test Taking and Grading --
Provide written outline of main points prior to test
Allow open book exams
Allow outline or notes during exams
Give exam orally
Give take-home tests
Allow student to dictate answers on tape recorder
Give frequent short quizzes rather than long exam
Allow extra time for exam
Allow test to be taken untimed with specified short breaks
Read test item to student
Provide student with following information:
Grade performance relative to normal grade level expectations (traditional grade)
Grade for apparent effort
Grade performance relative to own growth and improvement (progress compared to own previous achievement)
Avoid using child as negative example to others
Avoid questioning child's motivation or effort
Encourage child to accept own mistakes
Identify whether test will assess abilities or disabilities

Home/School/Community Communication --
Parent/teacher conference frequency _______
Teacher/student conference frequency _______
Parent/student/teacher conference frequency ______
Provide daily/weekly progress checklist
Call parent if ______________________________
Provide case manager/school social worker to give lead in communicating within school, and between school, home and community. This includes assistance in selection of teachers; and teacher, aides, bus driver and administration orientation and awareness regarding nature of disability and adaptation needs and monitoring effectiveness of this adaptation plan.
Monitor medication taking
Assist physician in medication monitoring
[/quote]

But you either have a 504 or IEP in place to get these accomodations correct? So LLIV or Center would have to implement these accommodations, no? [/quote]

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