Library. Mensa Jr Honor Society.

Sometimes it's nice to change up the homestudy scenery.  Hanging out at the library.

YAK. Rodeo. Junior Mensa.

Haley is interested in writing and poetry.  This was a great opportunity to meet authors and learn "what it takes" to be a writer.  Work on writing skill, and poetry.  Socialize.  And become inspired.

The Rodeo is always an enjoyable event.  With Jack and Jill Friends, it becomes a social event as well.  Candied apples, music and culture, makes this a fun time.  The added carnival with besties makes for a FABULOUS time!!

Finally, huge congratulations to Haley for, not only earning entry into Mensa, but did the extra steps to apply for and be accepted into the Junior Mensa Honor Society.  Kudos!!

Gifted Girl - Davidson. Mensa. Intertel.

Haley 8th grade - Profoundly Gifted - Update

Haley is in 8th grade.  She is doing well, adjusting to life as a teen in the various ways teens adjust.  Transitioning from childhood to adulthood is not easy.  I am reading a few books I highly recommend that (I believe) are helping me be a better person and parent:  The Conscious Parent by Tsabary, and A Parent's Guide to Gifted Children by Webb Gore et al.

Raising adults requires you to be open, honest, and willing to made adjustments and learn about yourself.  It also requires that the parent SEES the child as the child is.  As a full, complete, personality.  These two books are helping me keep my eye on that beacon.  

I recently had Haley IQ tested and discovered that she meets criteria for PG (profoundly gifted).  I feel a little behind the curve [what took me so long to consider this, and have her tested?].  I spend quite a bit time communicating with other parents about all things "homeschooling" in the various groups of which I am apart.  One person in particular was SUPER helpful, and based on what I shared about Haley, recommended I have her tested:  "She sounds like a PG kid."  She gave me the contact information for a local examiner, and my brother paid for the testing.  When the results came back, hubby and I had to rethink our entire plan for her education and enrichment.  So....I joined even MORE groups.  One book I've come across regarding this issue is:  Genius Denied by Davidson

This book is good because it helps highlight the state of gifted education and helped me realize just how much "damage" schools are doing to the brightest children - wasting their potential.  It reinforces our decision to homeschool, and helps me articulate (better) why individualized education is so important - especially for children who are non-uniform.  

One issue I've learned about is "asynchronous development" and I realize that I have misunderstood Haley in this regard.  Now that I KNOW I am really seeing the effect of this, and making modifications.  For instance, take a look at these grades:

In math, she has her B because she did poorly on a quiz or two (the math teacher gives a quiz each class day).  Haley didn't study in depth (and thought she understood a concept that she didn't quite get fully) and on a 4 question quiz, missed 2.  50%.  Brought down her average.  This is a valuable lesson for her.  I was able to "use" this as a learning opportunity to explain to her (with real-life to 'back me up') that she needs to be methodical and consistent with math and science to master the concepts.

Regarding World History:  she is trying various "short-cuts" and hitting brick walls every single time.  Skim reading - NO.  Guessing - NO.  Studying at the last minute (or not at all) for tests - NO. Writing ONE draft of something and turning it in half-assed?  NO.  Eventhough she KNOWS what to do, she's opting to "try it her way."  And in this class, I'm allowing her to BECAUSE I know she needs to "experience the consequences" of doing it the way she's doing it.  Better to learn now, and maybe learn....

...but it bugs me nonetheless.  The silver lining?  This is a high-school honors (9th grade) class that she's taking early 2 years early.  So, if necessary, she can take it again next year - this time with all the "don't do it that way" out of her psyche.  Also, the instructor allows her to drop one score, and opt-out of one assignment (all semester) so 2 low scores going away could raise her grade significantly.  In addition to the added "bonus" of the honors scale, she could actually have a solid B in this very difficult TWO credit course!


Also, there's the option of "testing out" of some classes by demonstrating mastery after self-learning or more in-depth understanding of a course taken previously.


Overall, I am proud of her and feel that we are on target.  Recently I had a lunch meeting with a PG mom whose daughter went to college early, and is now a graduate student at 16.  That got me thinking (together with the 'recommendation' by the psychologist that evaluated Haley) that perhaps we should consider "early college" for her too.  I fretted over it, and meditated on the idea.  I even consulted this helpful guidebook:  Considering the Options:  A Guidebook for Investigating Early College Entrance. 

After consulting with Hubby, Haley, reading the book, talking to other parents....and then *realizing* the asynchrony in her development as evidenced by some of her behaviors, interests, and the grades (study habits, follow-though, diligence, etc) it was clear that Haley needs more time.  She can DO the work, academically.  But she'll require support.  There's no way she'll be ready to "do it on her own" in time for college away from home next year (or the year following). She needs time "figure things out" with regards to her study habits, decision making, prioritization, etc.  She still needs "too much help" getting the "right" things done, timely, and completely.  Which is a great thing to know.  There is no benefit in pretending that sending her off to college at 16 will yield the desired results when we can deduce otherwise from current actions.

But also, it came down to "not limiting her."  If she goes to college early, she would need more support than we can provide from afar.  So that means moving WITH her (which isn't very practical, nor fair to the other family members; and may even place a heavy burden on her), or it means she'll have to attend college close to home (limiting her to Texas schools).  So no Ivy consideration.  No HBCU.  No fencing scholarship.  And for what?  Wouldn't it be more beneficial for her to stay in high-school until 2020, graduate when she's ready, and during the last year or so of high-school she can really enjoy her time and shine in her sports/activities.  She may earn merit scholarships that may not be available (or she may not be competitive for) earlier.  And, literally, the entire world opens to her in 2020.  Why make a hasty decision just to get "college done" and then....end up with a degree that wasn't "best" for you?

So many considerations, but ultimately, I think the Universe gave us a great "sign" when her algebra quiz with the 50% just so happen to post during all this.  Combined with a drop in the World History grade from her B to a C (due to a few mistakes she made in that class).  A sign that, our goal (our curriculum, our plan of action) isn't for her to go to college early.  Or else "limit" her to nearby...

As an alternative, we are considering having her take some classes at the junior college.  And continue Hybrid school, likely until they have nothing else to offer her (so at LEAST until 2019).