Since this is conference season for many schools, thought I would come back and update this thread with results of the meeting so far. Essentially, I think it actually was a successful meeting and my initial negative reaction was due to my own discomfort.

Results so far (these things take time...):

- 45 minute weekly pull-out with math specialist for this small group of kids.

- additional material - more depth, extension of topics - provided in class for the kids to do when the regular math lesson is not required (pre-tested out). Math specialist helping locate material.

- next grade up math book made available - not sure if they've started working in it yet (just showed up a few days ago).

- additional teaching/problems/material at DS7's level provided as possible. (I'm not always sure when this is taking place, but think that at least the lesson he had on calculating means was one of these.)

- placement testing was done, haven't heard the results yet.

When I list them, these accommodations seem minor, but they are helping with DS's behavior and mood. He is much happier on the days when he gets something meatier in math, even if it is only a little more. Right now just the recognition that he needs more makes a difference to him. He's very good at taking a small change and running with it himself, when his mood is good anyway, so even one question that gets him thinking in the classroom can become 10 additional questions he poses for himself.

In retrospect, I believe the things I said at the meeting that were most effective were:
- emphasizing DS's desire for greater complexity and that some of the things they see him do regularly in the classroom are an expression of this desire.

- giving more of the same level of work risks being seen as punishment

- that I was concerned about behavior problems cropping up at school, since we do see them at home when he doesn't have enough to do.

- questioning whether RTI will be applied to above level as well as below.

I believe bringing up RTI was useful because the teachers involved really weren't sure if it applied. For various reasons, I think they asked for clarification. As a result, the school's position that RTI *does* apply to above level has been stated. I'm happy with that, seems like it could make things better for other kids and parents too.

One of the accomadations we where able to get from DS7s public school, is the EPGY online program. The school moves him to 4th grade for math, and because of scheduling issues he can do EPGY instead of 3rd grade math. Its not a perfect fit (5h garde would be better), but its better then doing 3rd grade math. One good point is their is another 7 year old in his class that goes with him to 4th grade math.

Great to hear KCab!
We've always found that a little bit of accomidation goes a long way in the 'mood' department, so I'm not suprised that your DS is happier. It's as if my DS was hurt by 'lack of challenge' and ALSO insulted as well. The bits of accomidation went a long way towards soothing his pride, and the challenge was fun! A great combination.

Smiles,
Grinity

Yes, for DS there's the whole "wanting to fit in, but also wishing someone would notice that you are different" problem. At least the school is determining that he needs something other than the usual fare, we'll just keep working at modifying things as we go.

I did mention possibly doing a math course on-line, Edwin, just to get the idea on the table. I know that there are operational constraints that make it difficult, but I might have to push in that direction some more in the future.