Parents of elementary students often have questions about the testing, identification and service of gifted students. Hopefully, these brief explanations will be helpful. For more detailed information, please see the complete district packet.
Q: I think my child may be gifted……what should be my first step?
Q: My child was tested, but did not qualify for gifted services; however, I still feel that he/she needs more challenge in the classroom. What can I do?
A: The first place to start is with your child’s teacher. Let him/her know your concerns and also listen to his/her perspective about your child’s learning needs. If, after this step, you still feel that further action needs to be taken, please contact David Dewey, Revere's gifted consultant at firstname.lastname@example.org.
Q: My child was identified as gifted in reading (or math), but his/her class work is barely average. How can this be?
A: Test scores cannot tell us everything about a child. Test scores are merely a snapshot of what that child did on a particular day. Group tests cannot factor in such qualities such as confidence, work habits, motivation, organization, etc. It is those behaviors that have the greatest impact on actual day-to-day classroom performance. A conference with your child’s teacher would be the first step in working together to help your child improve his/her classroom performance.
Q: How reliable are test scores from grades K – 3?
A: It depends on the child. Often, test scores on group tests tend to fluctuate; if a child takes a test and then is retested the following year, his/her scores could be similar or quite different. Less frequently, a child’s scores may be a stable and accurate picture of his/hers abilities – only time will tell. Some young children do not test as well as they will when they are older, while others will score their highest score in 1st grade. Because early scores can be unpredictable, test scores from early elementary school are not considered when a student moves into upper grades. High schools and colleges are not concerned about a student's test scores from the elementary grades.
A: Each year, teachers re-evaluate students. Many students who are not identified as gifted in the early grades go on to excel in honors and advanced placement classes. As students enter middle and high school, factors other than standardized test scores are considered when deciding placement.
Q: My child complains that he/she is bored at school. What should I do?
A: It is very common for a child to complain of boredom at school. If the child only says this from time to time, it’s probably nothing to worry about…just calmly respond that everyone has times when they get bored and you have to make the best of it. If your child complains of boredom frequently and seems upset with school, it would be important to talk with the teacher about what they are observing in class. I have found that, "I’m bored" may mean several different things:
#1 "I’m bored" (it’s too easy – I already know it)
#2 "I’m bored" (it’s too difficult)
#3 "I’m bored" (it’s not interesting to me)
#4 "I’m bored" (I want to be doing something more fun)
Boredom can stem from various causes and a parent or teacher should not assume that "#1 " is always the reason. First, we must try to figure out why the student is bored and then address the underlying cause. The child may need more challenging work, or, they may need to find the challenge themselves by "going beyond" what is being asked, elaborating and using their imagination to take the task or assignment to a higher level. Elementary students do not need to have every school task be super-challenging – it tends to take the joy and creativity out of learning and can hinder social/emotional growth.
Q: I am exploring the idea of grade acceleration for my child. Is there a procedure I should follow?
A: Yes, Revere Local Schools has a board policy and procedures in place regarding acceleration. Please contact your child’s building principal to initiate the process. The school would prefer to know if a parent is considering acceleration as early in the school year as possible.