At Grayson, we take a multifaceted approach to identifying gifted learners. Recognizing that each child is unique, we work with you to understand your child’s individual needs and help you discover if our school is a good fit for your family.
Young children who are highly gifted often have many different ways of showing us the way their minds work. Some of these include:
Grayson students demonstrate high potential as learners. Some are advanced “across the board,” while others may be highly gifted in one specific area of study such as math or languages, while requiring support or development in other areas.
We do not have a “hard cutoff,” minimum IQ, or other test score that all applicants must meet; rather, we know that giftedness varies widely. Because giftedness can look so very different from one child to another, it is difficult to offer precise parameters and metrics that define a “Grayson kid.” But they are all alike in one important way — they are already ahead of their peers, and in the right environment, they can continue to learn at a rate that typical schools simply cannot offer, and which most teachers are not trained to handle. They are clearly high-ability learners — exceptionally gifted kids — with great potential that cannot be met in a typical school.
They are Grayson kids.
If you think you have a Grayson kid, we’d love to hear from you.
Here are some snapshots of the type of students who choose and thrive at Grayson. As you can see, these children do not look alike. Their test results vary tremendously; some of them have “spikes” of ability in one area or another, while others show more generalized “across-the-board” giftedness.
L is a rising sixth grader who loves all things math and science, especially robotics. A voracious reader, she even “snuck” reading time when she was supposed to be on “cognitive rest” after a concussion, though she insists that the books she was “caught” reading weren’t very sophisticated, so it was okay. Her mother has described her brain as “constantly hungry” and is kept busy seeking new ways to keep her intellect satisfied because her private school’s curriculum is simply not challenging enough. Accordingly, by the end of fifth grade, she has taken three years of French outside of school, in addition to several years of advanced math through online courses. While her grades in school aren’t stellar anymore because she is so bored by the slow pace and unstimulating coursework, her test scores and a conversation about her areas of interest reveal a phenomenal ability and aptitude for learning. This summer, her resourceful mother has arranged for her to spend time studying at MIT and at Penn’s robotics lab for the second year in a row.
C is always coming up with inventions, and loves to describe how they will work to her mother. When she was in 4th grade, she explained her latest invention: the Infinite Water Gun, which automatically replenishes itself by pulling water molecules from the air and into the reservoir. After careful thought, however, she decided that the water gun would need to have safety measures in place, in the form of limits to how often it could refill in a day — if it was too powerful, it might damage countries and their environments.
D is a sensitive, quiet boy who loves animals and books. When he was a fourth grader, his math skills far outstripped his teacher’s ability to challenge him, and he found himself bored every day in class. One week, though, he came home and proudly showed his mom his latest math test. He had gotten a perfect score, he said happily, not that such a result was unusual for him. When she looked to see what had suddenly made her often-disengaged son excited again, she realized that the reason he was so enthusiastic is that he had done all the calculations on the entire test in Roman numerals — that’s what had made yet another boring arithmetic test so interesting for him.
P’s parents knew she was highly gifted when she started reading at age two. Her test scores describe a brain quite different from her chronological peers. While taking an IQ test at age four, for example, the tester showed her a picture of a microscope and asked what it was. P replied excitedly, “Oh! I know a poem about a microscope! ‘I put a piece of cantaloupe/Underneath my microscope/I saw a lot of green things wiggling’…Oh, I can’t remember the whole thing. But I know it ends with, ‘I’m never eating cantaloupe again.’ Shel Silverstein wrote it. It’s in a book of his poems in my room.” Now six, her math capabilities measure somewhere around 4th or 5th grade, and her reading level is about 5th grade, as well. Most recently, she is trying to decide how to balance her life goals of owning a restaurant while also being a rock star, plus just the other day she informed her mother, “I’d like to be just like Rachel Carson when I grow up.”
A is an energetic little boy whose parents can hardly keep up with him. They’ve always known he was extraordinary, and have a plethora of stories to share about amazing achievements and shockingly precocious comments at startlingly young ages. When he was around five and had a broken arm, he waited with his parents in an exam room for a doctor to come see him. It wasn’t that long a wait — but while he was there, he taught himself all the times tables up through the 13s. When he was seven, he taught himself long division, because he thought “it seemed like good stuff to know.”