You've received great advice above. I especially endorse spaghetti's advice to analyze the teacher's statement phrase by phrase. BTW, you may wish to remove the teacher's statement from your OP, as reading the statement could lead to identifying your child... followed by a host of teacher and school retaliation and ongoing future unpleasantness toward your child and family. frown

I agree that advocacy has become more difficult recently, with the enforcement of Common Core Standards... the core of which is equal outcomes for all students... necessitating the capping of growth of children at the top. Public school teachers are now evaluated based on equal outcomes in their classrooms, and schools are rated/ranked based upon how well they achieve equal outcomes.

Yet the basic approach to advocacy and meeting prep can still yield positive when adhered to. Caution: it is time-consuming. A few highlights from posts linked within the advocacy roundup:

1) If this is a public school, have you checked your State Laws?
The link here may be a good place to start your research. Look for anything which supports each child learning, gifted education, individualized placement and pacing, acceleration, etc. There is often something in the law which a parent can use to support their position. Document - document - document. Print relevant and applicable pages and place them in an advocacy ring binder under a tab called "State Laws". This will help you locate the information in the future and also help you notice if the laws have changed over time.

2) Have you checked your school policies?
The school policies are often posted online by your local school board. Look for similar phrases that you checked for in your State laws. Also check vision and mission statements. Print relevant and applicable pages and place them in an advocacy ring binder under a tab called "School Policies".

3) Have you cited research and articles by experts?
These may be a start:
- kids need appropriate challenge, academic/intellectual peers
- What kids don't learn
Print relevant and applicable research and expert articles, highlighting pertinent passages, and place them in an advocacy ring binder under a tab called "Research and Articles by Experts". Also print and keep the related posts if they help you to summarize and draw out the needed information.

4) Have you gathered and organized your child's assessment results, test scores, and interpretations? These may often directly influence placement and pacing.

5) SOME teachers may be interested to join the free Davidson Educator's Guild to learn more about education for gifted students.

When you have gathered all of the above, prepare for your meeting, remain calm/positive/logical/unemotional, repeat yourself as needed, take notes, ask clarifying questions, get commitment to a timeframe, followup afterwards.