This isn't really what you are asking, but if you have a gifted coordinator, there might be the realization that there is a need.
Everyone (principle, GT teacher, teachers, district GT coordinator) all agree that there is a need. For at least the last two years, "we meet each student's need with in class differentiation."
"Pushing for an advanced class, not just for your child, but for the top 20% of the class that is probably ready for more advanced material. Once you have some differentiation, the rest can come more easily."
That will be awesome! Several teachers have tried to talk to the district without much success. Last year, the first graders were ability-grouped for math classes. This year, they are "studying" this cohort of students to see if the ability grouping made any difference in kids math skills. (However, no more ability grouping this year.)
At one point, we were so excited that school had agreed to allow DD (DS was not in elementary school yet) to go to a higher grade level for math and reading. However, this was blocked by the previous district GT coordinator. Since then, the principle and teachers stated that this plan would not work due to schedule logistics.
Currently, there is a weekly pull-out enrichment program for 3rd and 4th graders. We have asked the teacher to see if she could pull DD for these classes. She said no.... and "what is DD going to learn later?"
"For example, in our public schools here, K teaches K math and 1st grade math. In first grade, they can start 2nd grade math. One teacher takes all the kids who are ready for advancement and another takes the grade level. The teacher who is teaching advanced can teach more of the optional parts of math too since the class is able to keep up."
You are very lucky to have this option at your school.
Thanks for sharing your experience!
Mag
