Thanks, blackcat - I know I've said before that we'd love your DS's teacher here
...but SERIOUSLY, she sounds amazing! I love that she's already talked to your DS's NEW teacher!!!
So part of my concern is this: typically, there is NO differentiation in math in 1st (it starts in 2nd). This was less of a problem for DD when she was in 1st, because she was more interested in reading. Also, they USED to have a reading specialist work with the advanced 1st grade readers, and I hear that this no longer happens. DS had reading and math scores at or near the ceiling on the WIAT, and I am thinking he probably needs SERIOUS differentiation in both to learn anything new. With the "changes" since DD was in 1st, I just have this sinking feeling that DS's experience could be a very, very poor fit. Much will depend on the teacher, I suppose (DD had an AMAZING 1st grade teacher - for her; DS is a completely different personality). We should learn who the teacher is soon. "In class differentiation" seems difficult to impossible for most teachers, though - even with the best intentions. In our experience, differentiation by creating different classes of learners with their own teachers (as happens in older grades) is MUCH more effective.
Actually, if they could just send him to 2nd for reading and math, that could solve many of our problems - but I've NEVER heard of that happening at the school. Also, I'm assuming that this could create a logistical nightmare for the teachers. DS is NOT one of the older children in his grade, and he can be very shy.
Zen, the school DS attends has no gifted coordinator. The gifted program and the 3rd grade are at a different school in the district. I had not thought of starting at the district level, but would the school be upset by that? I am trying to step on as few toes as possible.
