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Information sessions about the admissions process for elementary school Gifted and Talented programs originally scheduled for this week will be held next week, the Education Department announced this afternoon.
In Queens, the information session will be held on Wednesday, Nov. 7 at Francis Lewis High School.
In the Bronx, the info session will be held on Thursday, Nov. 8 at PS 121.
Both sessions will go from 6-8 p.m. Applications for testing are due on Nov. 9. Parents should be reassured that virtually all of the information covered in the sessions by DOE officials is in the G&T handbook (pdf).
One of the few bits of information not covered in the handbook, that we heard mentioned at the Brooklyn and Manhattan sessions, was that 4-year-olds will not be expected to "bubble in" their responses. In fact, they are strongly encouraged not to do so. Parents who expressed concern that their children might be shy, or reluctant to go in to a room with a stranger, were reassured that all teachers administering the assessments are well-trained and accustomed to working with small children.
For more information, see the DOE's G&T page.
UPDATE: G&T info sessions set for Bronx and Queens on Oct. 29 and 30 have been cancelled. The next one on the calendar is from 9-11 a.m. in the Bronx on Wednesday, Oct. 31 at 1230 Zerega Avenue. See the DOE's website for updates.
Information sessions explaining New York City's elementary gifted and talented program begin tonight in Brooklyn. Parents will learn about the admissions process, the assessments used and what to do to prepare their child for testing which takes place in January and February..
The meetings, led by Education Department officials, will cover the nitty gritty of local admissions, but they won't touch on bigger issues, such as: What makes a child gifted? Can it be determined at age 4?
In New York City, young children are considered eligible for G&T programs, based on the results of two assessments, one verbal, testing a child's ability to follow directions by listening to instructions, the other nonverbal, in which a child must recognize shapes and patterns and how they fit together.
Elsewhere in the U.S. there is little consensus about what determines a child's giftedness, whether G&T programs are advisable and at what age they should start. There is no national definition for gifted and talented programs and criteria for entrance into such programs varies widely.
Gail Robinson, an Insideschools.org contributor, explores the larger topic of gifted education and what's happening on the national scene in three posts written for GreatSchools. Is your child gifted? Gifted or Just Privileged? And, Your child is gifted...now what?
Parents who are considering G&T programs for their child might want to give the posts a read.
Families with four and five-year-olds signing up now for testing for elementary school gifted and talented programs may already know there is going to be a new, harder test for applicants this year. But there are other significant changes as well which affect both new applicants and students already enrolled in G&T programs who may want to make a switch. We spoke to Robin Aronow of School Search NYC who follows the G&T and school admissions scene. Here are some changes she noticed.
- No guarantees: There is no guarantee of a placement even if you score at the 90th percentile or above. In the past, incoming kindergartners and 1st graders were assured of a spot in a district program providing they scored in the 90th percentile and the family listed all district options on their application. That is no longer the case. High scores will trump low ones and there is a possibility that not all students will get placed.
- Scoring: Unlike previous years, scores will be issued both in percentiles and in composite scores. There will be many composite scores within a percentile creating greater differentiation. Percentiles will determine eligibility, but composite scores will determine the placement priority. In the past, only percentile scores were considered for both eligibility and priority.
- Siblings: Sibling priority (meaning an older sibling is enrolled in a particular G&T program at the time the younger one starts) is now
secondary to the score. In the past all eligible younger siblings got placed first; now only if composite scores are equal, do youngersiblings get placed before other applicants.
- Sibling applications: Siblings applying at the same time are considered separately. In the past, if both siblings qualified, the
higher scoring sibling brought in the lower scoring one. This new procedure applies for twins and other "multiples;"
now they are considered independently based on each's composite score. If twins have the same score they will be placed together.
- Transfers: Students already enrolled in a G&T program may apply to transfer from one district G&T program to another, or from one citywide program to another through filing a Placement Exception Request or PER, at an enrollment office. In the past you could not transfer from one district or citywide program to another. Preference will be given to families with a "hardship," such things as a move to a different district, a sibling enrolled at another school, safety or medical issues. There's no guarantee that you'll get a transfer.
- Openings due to attrition: You can accept an offer at a G&T program and still be considered for a school you ranked higher if it becomes available due to attrition. Last year once you accepted a district program, the process was over for your child.
- Applying out of district: This year you can apply to programs outside your home district, but priority is given to in-district families. An
exception is made for people who live in a district that does not offer a G&T program. (There are four of them this year.) In that situation, out-of-district applicants will be given priority in one or more of the programs in a neighboring district.
There is so much information flying around about whether homework is worthwhile or not, it's hard to know where to start. Just last week, the French president said that one of his educational reforms is to do away with homework because some students get help from parents at home, while others do not. A 2006 Duke University study, based on a review of 60 homework studies, found that homework is most beneficial for students in 7th-12th grades, especially when there's not too much of it.
Some schools assign a lot of homework while others don't give any. Some teachers within the same school give more than others. And some parents demand it while others hate it. Beliefs about what is important differ from school to school, classroom to classroom, household to household. Who is right?
I always assign homework. Beyond the debatable academic benefits, I think it teaches a life skill: responsibility. Some teachers hand out a packet on Monday that is due Thursday or Friday. I like to give homework each night so my students get used to bringing their work home, completing it and bringing it back the following day. I might assign some work on Monday that is due on Friday, but for the most part, it's an evening ritual and I stay away from weekend assignments Do I assign hours and hours of busy work? Countless pages? No. Never. As a 1st - 5th grade teacher, I never assign more than an hour, and for younger kids, just enough for them to practice a skill at home.
Some popular elementary schools have to turn students away who live nearby, but PS 9 in Prospect Heights, Brooklyn has spots open this year for kids in kindergarten, 1st, 2nd and 4th grades, including those who don't live in the PS 9 zone. The seats are open because some kids who enrolled didn't show up in September.
For more information, you can check out the PS 9 website. If you're interested in a spot at PS 9, you can call the school
Know any other good schools that still has space for kids from out of zone? Please let us know.
The Education Department has not yet released this year's list of overcrowded schools that are busing zoned students to other schools. If you know a school in that situation, please pass that on too.
The number of overcrowded special education classes has more than doubled in the last year, according to a new United Federation of Teacher's survey of the city's public schools. As of mid-September, there were 270 overcrowded special education classes -- that's up from 118 last year, the UFT announced Tuesday in a press release. But in some schools, classes for special needs kids are severely under-enrolled, advocates say.
UFT president Michael Mulgrew linked the drastic spike in overcrowded special education classes to a new policy, which demands that schools accept and accomodate most students with special needs.
The reform has had the opposite effect in some schools, according to Maggie Moroff, special education coordinator at Advocates for Children, with neighborhood schools creating self-contained special education classes for just a few students. "Those classes aren't fully populated," says Moroff, and since children must stay in their zones, there is no one else to fill those seats.
While a city contract with the UFT sets class size limits for general education classes at 25 students in kindergarten, 32 in grades 1-6 and 30 to 34 in middle and high school, special education class size depends on the student's Individual Education Program, or IEP. Those class size limits are regulated by the state. Kids with special needs may be in classes of 8, 12 or 15 students in a self-contained (non-mainstream) class. Or they may be placed in a co-taught class with general and special education students and two teachers.
Moroff says the city needs a waiver from the state to have overcrowded special education classes. She encourages families with children in over- or under-enrolled special education classes to contact AFC - it is possible to challenge a child's placement or file a complaint with the state, depending on the issue.
(Ed note: article updated 12:00 pm, 9/27/12)
Gifted and Talented programs only serve about one percent of children nationwide, says the Fordham Institute's Chester E. Finn, who authored a new study of G & T programs in the U.S., and says too many deserving kids don't have access to them. In a must-read New York Times op-ed piece, Finn argues that the nation's high-performing students are being neglected: "Mostly, the system ignores them, with policies and budget priorities that concentrate on raising the floor under low-achieving students. A good and necessary thing to do, yes, but we’ve failed to raise the ceiling for those already well above the floor."
I'm guessing that hundreds of New York City parents whose kindergartners scored in the 99th percentile on G&T exams last spring but failed to score a seat in one of the five citywide G&T program might agree with Finn. What do you think? Do G&T programs deserve more attention (and more of our limited school funds)? Take our poll!
(By the way, this month 4th and 5th graders who applied for G&T seats over the summer will find out whether they scored one of the very few seats available to them. And, a few more offers may be made for K-3 G&T seats, according to a letter sent to principals asking them to report any "attrition-based" openings by Sept. 19.)
Is it Meet The Teacher Night? Back To School Night? Curriculum Night?
Whatever your child’s school calls it, parents generally arrive with high expectations and leave disappointed, feeling that they didn’t get enough time with their teacher or weren't able to ask enough questions because they didn’t know what to anticipate.
Let me explain what you can realistically expect. Your kid’s teacher(s) will introduce themselves and hopefully provide an overview of the year. No, you’re not going be able to drill your teacher about how your child is doing after 10 days in school or why the cafeteria is so loud, but you can anticipate getting a pretty good idea about what is going to happen in the classroom.
I know you’re busy. I know you work three jobs, are taking care of an aging parent, are getting a divorce, have health issues, have kids in two different schools and you breathe a sigh of relief when your kid goes to school in the morning and you know someone else is in charge, if only for a little while. I get it. But I do need one thing from you. I need to know you’re there.
It doesn’t need to be much. A signed permission slip, submitted on time. A response to a question or a question sent to me about an assignment, or even a critique. Just something to let me know that there is a living, breathing parent out there that is keeping an eye on their child and their classroom life.
Hi, I saw there was a bill passed to make kindergarten mandatory in NY, but never heard if it was signed into law. It also appeared to move the K cutoff date to December 1 from December 31, which could be a wonderful thing for my December boy. Is it happening?
The mandatory kindergarten legislation you were referring to, Assembly A9861 (and its counterpart in the Senate S7051) was signed last week by Governor Cuomo. When it gets published, it will be found in Chapter 157 of the laws of 2012, but you can read it in the legislation form until then.
Council Speaker Christine Quinn’s office championed this initiative and, according to her office, a better description of the legislation is that it, “lowers the compulsory age for school to five.” That’s the simple part. The more complicated parts of implementation have to do with some still unresolved issues: The cut-off date for entry to kindergarten, and an “opt-out” provision.