Thanks everyone. DD took Geometry last year in 8th and Algebra I in 7th grade. She got As both times with very little effort on her part, although her teacher never knew just how little effort it took. So she is on track to take Advanced Algebra (Algebra II) this year. The school has her IQ results, although I am not quite sure they realize what they mean. So while they know she is properly placed in math, I think they just think that she is a really bright student, much like all the other really bright kids in her school. She happens to be young for grade (turning 13 right after school starts) but I don't think they take that as an indication of her more unusual abilities. They see her as a ninth grader doing tenth grade math.
We are going to meet with the counselor in a couple weeks and so we are trying to formulate our case given that they have already expressed a lot of skepticism.
So here are a few extra random thoughts/ideas for you - feel free to ignore if they don't apply!
1) Are there other middle schools that feed into the high school she'll eventually attend? Are there other students in those schools who are subject-accelerated in math? I'm just curious if she's the only student at her school in this situation or the only student in her potential high school. (ps - maybe she'll be in high school in 9th grade? Sorry if I'm confused about which type of school she'll be in - I'm guessing she'll still be in middle school for 9th grade just based on the scheduling issue).
2) Do you think it might help in any way to bring up that this type of essentially 2-year subject acceleration in math (Algebra II in 9th grade) is becoming more widespread in the US? At least it is in our district - starting probably about 5 years ago when our district first looked into offering pre-algebra to 6th grade students across the district - the group that was allowed to take it was small (a few students from each elementary school), but there was some discussion/experimenting done re could pre-algebra be offered throughout the district in 6th grades to capable students - it was something that was seen as a *positive* here, and while it's not the norm, the group of students and the number of schools participating has grown. I *think* that part of the method that the courser is taught in involves online access to classes (just within our district). I'm sorry I don't have anything specifically published that I can send you about it, but I do think it's worth being aware that this type of math-path is becoming more "common" in the US - I have several friends in other states who's children are on a similar schedule in public school.
3)
She happens to be young for grade (turning 13 right after school starts) but I don't think they take that as an indication of her more unusual abilities. They see her as a ninth grader doing tenth grade math.
I think in some ways, this is a strong point in your favor. They see her as a 9th grader doing 10th grade math. If you look at that from one perspective, if they are offering resistance, you can play that back as "this is ONLY ONE year acceleration we are talking about".
4) Put together a back-up plan to show progress and mastery at certain points during the year (end of first quarter, for example), and a back-up plan if at any of those points she's not showing adequate achievement or if at any point in time things aren't working well. To show mastery could be as simple as taking the same tests that other Algebra II students in her high school are taking. A back-up plan might be something like hiring a tutor to provide the discussion ahead-of-learning that takes place in a typical math class.
5) I think if you googled around a bit about flipped classrooms you might find some examples of schools who have students working through math in a flipped manner. This doesn't apply directly to your situation, but it's an example of how different schools are placing importance on students being allowed to work at their appropriate learning level, and also of how it's possible to think outside the box vs assuming that only a traditional math classroom will work for all kids. Sometimes educators (and all of us!) get very caught up in thinking things will only work the way we've approached them successfully in the past - but that doesn't mean trying something new and different won't work. You know that, of course - but you might need to remind the school staff.
Sorry those thoughts were a bit random - good luck with advocating!
polarbear
