Anonymous wrote:

Anonymous wrote:OP here. Thanks for the helpful responses. To be clear, DD is not LD, or autistic, or anxious. She is just not an easy going gifted kid - there are some who are people pleasers and are happy doing whatever extra credit work is given and getting good grades. DD is happy doing deep thinking in whatever areas interest her at the moment. She'll do school work, but often it is reluctantly if it doesn't have meaning to her. But when something does has meaning, she dives deep into it. So we're looking for a program that will let her dive deep and engage in critical thinking, but not something that feels like a pressure cooker, filled only with kids who are focused on grades rather than learning.

OP, my DS is in a gifted program in mcps. From your description above, I don't think your DD is all that different to most "gifted" kids. "Gifted" doesn't mean the child wants to work hard in every subject matter. Quite the contrary. I find most gifted students don't want to work on anything that bores them, my DS included. Actually, I think this is just *most* people, regardless of "giftedness".

I think most W cluster schools and magnet schools are pressure cookers. Maybe try JW IB program, though that is not a test in program. You have to live in the cluster. You can look at mcps website for more information on the MYP IB program. The MYP goes through 10th grade, and it requires a lot more in depth writing. To continue the program after 10th grade in (RM), you have test in. That's where it becomes a much bigger pressure cooker. By then, your DD can decide whether to try to test in. I believe RM holds some spots for in bound students.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, The approach MCPS takes in gifted education is not holistic in the way your DC seems to need. They are great but they are really focused on academic acceleration and deep thinking. I've never heard of any component that addresses being "gifted" in a way that is different from kids who are in the non-gifted programs. They see the same counselors in middle school go through the same guidance curriculum in elementary.

I think what you may be looking for is a GT/LD program. I think there are at two middle schools with one at North Bethesda.

Also, some advice that kids with an IQ of 140 are kind of a dime a dozen here and teachers would probably roll their eyes if you were to talk about the "emotional intensity and similar characteristics that high IQ individuals can have." You wouldn't believe the negative attitude teachers have of parents who blame all the children's behavior on them being too smart or bored. I do think this happens with some kids but this excuse is used way too much in some parts of MCPS.

First of all, kids with a 140 IQ are not common in MCPS...what is common are parents think their kids are this smart/gifted/whatever.

No experience with magnets, etc...but, I've found that most of the teachers in our (W cluster) ES don't give two craps about "gifted" children and their needs.

How do either of you know how many kids in MCPS have an IQ over 140? I think there are lots of bright kids here, but I have no clue what their IQs are.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, The approach MCPS takes in gifted education is not holistic in the way your DC seems to need. They are great but they are really focused on academic acceleration and deep thinking. I've never heard of any component that addresses being "gifted" in a way that is different from kids who are in the non-gifted programs. They see the same counselors in middle school go through the same guidance curriculum in elementary.

I think what you may be looking for is a GT/LD program. I think there are at two middle schools with one at North Bethesda.

Also, some advice that kids with an IQ of 140 are kind of a dime a dozen here and teachers would probably roll their eyes if you were to talk about the "emotional intensity and similar characteristics that high IQ individuals can have." You wouldn't believe the negative attitude teachers have of parents who blame all the children's behavior on them being too smart or bored. I do think this happens with some kids but this excuse is used way too much in some parts of MCPS.

First of all, kids with a 140 IQ are not common in MCPS...what is common are parents think their kids are this smart/gifted/whatever.

No experience with magnets, etc...but, I've found that most of the teachers in our (W cluster) ES don't give two craps about "gifted" children and their needs.

How do either of you know how many kids in MCPS have an IQ over 140? I think there are lots of bright kids here, but I have no clue what their IQs are.

Anonymous wrote:

Anonymous wrote:I am not the PP, but I would venture to say s/he meant that a 140 IQ is not highly gifted and thus on the bubble for admission.

140 is highly gifted, but there are a lot of highly gifted students in MoCo. With a 140 IQ, the child is far from a shoe in for magnet.

Anonymous wrote:OP here. Thanks for the helpful responses. To be clear, DD is not LD, or autistic, or anxious. She is just not an easy going gifted kid - there are some who are people pleasers and are happy doing whatever extra credit work is given and getting good grades. DD is happy doing deep thinking in whatever areas interest her at the moment. She'll do school work, but often it is reluctantly if it doesn't have meaning to her. But when something does has meaning, she dives deep into it. So we're looking for a program that will let her dive deep and engage in critical thinking, but not something that feels like a pressure cooker, filled only with kids who are focused on grades rather than learning.

Anonymous wrote:

Anonymous wrote:OP, The approach MCPS takes in gifted education is not holistic in the way your DC seems to need. They are great but they are really focused on academic acceleration and deep thinking. I've never heard of any component that addresses being "gifted" in a way that is different from kids who are in the non-gifted programs. They see the same counselors in middle school go through the same guidance curriculum in elementary.

I think what you may be looking for is a GT/LD program. I think there are at two middle schools with one at North Bethesda.

Also, some advice that kids with an IQ of 140 are kind of a dime a dozen here and teachers would probably roll their eyes if you were to talk about the "emotional intensity and similar characteristics that high IQ individuals can have." You wouldn't believe the negative attitude teachers have of parents who blame all the children's behavior on them being too smart or bored. I do think this happens with some kids but this excuse is used way too much in some parts of MCPS.

First of all, kids with a 140 IQ are not common in MCPS...what is common are parents think their kids are this smart/gifted/whatever.

No experience with magnets, etc...but, I've found that most of the teachers in our (W cluster) ES don't give two craps about "gifted" children and their needs.

Anonymous wrote:I think it depends on the school. Julius West is not a magnet, but does have a support class for those who need it. A student can attend the class for any length of time (quarter, semester, yearly, or for all three years).

The class is called Academic Support Program. The goals are:
- develop positive relationship with staff
- earn Cs or better in core subjects
- maintain 90% or higher attendance
- develop organizational and self-advocacy skills
- build positive social interaction and increase participation in social settings

My son had social and organizational issues, even though he had very high test scores, and was in advanced classes. The ASP teacher met with him each morning for a full class. There were 5-6 other students, each with their own unique issues. The teacher was in daily contact with his other teachers and counselor, so that she could help him to overcome any deficiencies. He attended for one semester, but checks in with his ASP teacher as needed throughout the year.

Anonymous wrote:OP, The approach MCPS takes in gifted education is not holistic in the way your DC seems to need. They are great but they are really focused on academic acceleration and deep thinking. I've never heard of any component that addresses being "gifted" in a way that is different from kids who are in the non-gifted programs. They see the same counselors in middle school go through the same guidance curriculum in elementary.

I think what you may be looking for is a GT/LD program. I think there are at two middle schools with one at North Bethesda.

Also, some advice that kids with an IQ of 140 are kind of a dime a dozen here and teachers would probably roll their eyes if you were to talk about the "emotional intensity and similar characteristics that high IQ individuals can have." You wouldn't believe the negative attitude teachers have of parents who blame all the children's behavior on them being too smart or bored. I do think this happens with some kids but this excuse is used way too much in some parts of MCPS.

Anonymous wrote:

Anonymous wrote:I am not the PP, but I would venture to say s/he meant that a 140 IQ is not highly gifted and thus on the bubble for admission.

140 is highly gifted, but there are a lot of highly gifted students in MoCo. With a 140 IQ, the child is far from a shoe in for magnet.

Anonymous wrote:I am not the PP, but I would venture to say s/he meant that a 140 IQ is not highly gifted and thus on the bubble for admission.