Gifted Education

Gifted Identification and Service Frequently Asked Questions

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?

A: First, communicate with your child's classroom teacher to see how she/he perceives your

child's classroom performance and academic needs. Then contact Ms. Shawn Jividen,

Revere's gifted consultant at ShawnJ@cybersummit.org who will discuss with you about

what the next step should be.

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 Mrs. Marette.

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…but often scores on group tests tend to fluctuate, that is, if a

child takes the same test the following year, the results might be moderately to markedly

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 1 st 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 do not have any interest in a 2nd grade score!

Q: If my child is not identified as gifted in the early grades, will he/she will miss out on

challenging opportunities such as honors classes later on?

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.

Last Modified on June 17, 2011