Parents' Frequently Asked Questions About Giftedness (continued)

Is ability grouping good for my gifted child?

Ability grouping is the flexible grouping of students based on their individual learning needs. For example, your child may be working above grade level in math and would benefit from being grouped with other students ready to explore the same advanced content. Ability grouping allows teachers to match more readily what is being taught to the learning readiness of the student. Ability grouping should not be confused with tracking. Tracking implies a more inflexible grouping option where students are locked into a particular group regardless of how their abilities and needs may fluctuate over time. In contrast, ability grouping allows groups to change whenever necessary based on student needs.

What exactly is a grade-equivalent score, and what does it tell me about my child's abilities?

Grade equivalent scores are the most misinterpreted scores provided by testing companies. For example, when a score report indicates an eighth grade reading level for your third grader it means that your third grader is reading third grade material as well as an eighth grader would read it. The score report does not mean your third grader is reading at the eighth grade level. After all, eighth grade reading material was not on the third grade test. For additional insight into interpreting test scores see Understanding Testing Lingo on the Parenting TIPs page.

How do I form a stronger relationship with my child's school?

Parents of elementary school children are often very involved at their child's school. Typically, as their children enter middle and high school, parental involvement tapers off. However, most schools welcome continued involvement by parents through volunteering, donation of materials, and participation in parent/teacher organizations. And, even if your middle school child acts embarrassed by your presence at school, keep in mind that they need to see you care through your continued involvement in their education-and deep down, they do appreciate your participation. At the beginning of the school year establish a consistent method for exchanging messages with your child's teachers and let them know that you are willing to assist when needed. Finally, make it a point not just to talk when a problem arises but to communicate about the good things too!

When should I begin college planning with my child?

Ideally, college planning should begin in middle school. Students should begin mapping out the coursework they wish pursue from middle school through high school. Familiarize your child with all the options that are available and develop a plan that will include challenging and rigorous coursework. On family trips, begin visiting college and university campuses in the areas where you vacation. This will allow your child to determine the type of campus he or she would be most comfortable on. Though the real nuts and bolts of the college admission process typically begin in 11th and 12th grade, starting your planning early can reduce stress and ensure that your child has established a solid and competitive resume.

What are the early signs of leadership potential, and how can I nurture these qualities in my child?

Leadership is often neglected as an area of giftedness. It can be displayed at any age, and the skills associated with leadership can be developed in individuals. To learn more about the characteristics of leadership and how you can help nurture leadership potential see Developing Leadership Potential on the Parenting TIPs page.

What are some commonly used intelligence tests, and how do I know which one is best for my child?

Numerous intelligence tests are available and are designed for different age groups and reflect the respective test developer's philosophy regarding intelligence. Most IQ tests ask questions that assess both fluid (ability to solve new problems) and crystallized (knowledge gained through experience) intelligence. Some can be group administered while others require individual administration. Many IQ tests have test score ceilings of around 160. If a child scores 145 or above on such tests, it is often recommended that they be given a test with a higher ceiling (200 +) to ensure that their abilities are accurately measured. In addition, nonverbal measures of intelligence have been developed. These measures are often recommended for children who show visual-spatial strengths, are from culturally diverse backgrounds, are deaf or hard of hearing, or who speak limited English. Most IQ tests are protected and can only be administered by a qualified professional. Schools often maintain listings of IQ tests they deem acceptable, and this is a good place to start when considering a test for your child. A listing of Commonly Used Instruments can also be found on the Parenting Tips page.

Who are the gifted?

There are many definitions of the gifted. The federal definition has transformed over the years. The most recent definition that appears in the No Child Left Behind Act states