Well, what you do really depends on the district and school culture, the dynamics among the school personnel, the teacher's reputation, and the objective immediacy (to the school) of your DD' problems. I lean toward MON's approach as that has worked for us but that may partly have been due to the fact that the school likely had the perception that we have the resources to easily take legal action. What has helped tremendously for us was the gathering of creditable allies within the school from the very beginning. This would include school psychologist, school counselor, assistant principals, principals and former teachers who share your view of your DD and have provided past accommodations.
Your recourse (or lack of) will depend on the perceived reasonableness of your teacher's position within that school culture. Are we talking about November as in a week and a half or November as in four weeks? Is your daughter performing poorly or behaving problematically in school? In DS11/DD11's 4th grade two years ago, the parents of A and B students were told that they were not to sign up for one of the end of first quarter parent/teacher conference slots. The idea was that the other students/parents needed the teacher's attention more urgently and the A/B students/parents would have to wait until after first quarter conferences. In your situation, you don't yet have the 504 so the principal may back your teacher's delay in meeting you again unless you can demonstrate the need for an immediate meeting. Perhaps you can forward specific enrichment demands by email to the teacher? When she fails to implement them, then have your DD's psychologist send a letter to the principal stating the teacher's actions are damaging your DD so that it is necessary that the teacher immediately schedules a long meeting with you?
