Hi
I'm a new to this group, but I think you all may have some good advice for me.
I have a school meeting next week with the GT and lower school heads to discuss how to accommodate DS9 (4th grade, pg, not accelerated). He was identified as pg last year and we didn't have time to implement any significant changes before the end of the year. This year, after countless emails and discussions, we were able to get him accelerated into 5th grade math (he and another student go to the GT room). Initially, I was told he could go at his own pace, which I took to mean he could plow through the 5th grade math then move on to 6th grade and beyond. But in reality, it meant he wasn't allowed to work past the 5th grade level, so they slow him down with brain teasers and problem solvers.
Clearly this isn't working, and we are prepared to start homeschooling next year if we need to. But we do want to give the school one last chance to work with us since we like so much about the school otherwise. And most importantly, DS has bonded with his future 5th grade science teacher (they talk between classes or after school) and is really looking forward to his science/physics class next year. I like that he has someone who shares his enthusiasm for science other than just me and his younger brothers.
The math plan that the school devised (without my input, or at least without considering my input) was for DS to stay one grade ahead (i.e. do 6th grade math in 5th grade, do pre-algebra in 6th grade). When I learned this from the GT specialist, I pointed out that he is already doing algebra now (at home). So here I am again, advocating the need for a faster pace, more challenge, less repetition, etc.
I need to have some solid suggestions for how they can accommodate him from here on out. He doesn't need very much instruction and I am willing to supply some materials if I need to. Have any of you had success in getting a school to use online math courses outside of their typical curriculum (which is Everyday Math at his school)? How was this monitored? How did the school satisfy their need for assessment? This is a private school, so they don't have as many rules to play by (legally). But they are generally opposed to acceleration - subject matter and esp. grade - so I need to hold their hands and make it less scary. This is all, of course, assuming they are now actually willing to consider further acceleration.
As for science, the 5th grade curriculum he'll have next year introduces physics, which he loves, but it appears from my quick review to be the kind of things he has done at summer camps (foam tubing roller coasters, Rube Goldberg experiments). Not that he wouldn't enjoy the heck out of doing it again, but I'd like to know if anyone has any suggestions for how he could get more in depth with what is already in place. Other topics covered are electricity (building circuits with soldering irons) and general classical mechanics. I haven't spoken with his future science teacher about this, but when I do, I'd like to offer suggestions since it is my understanding that the school has never had a student at this level of giftedness before, and so he probably won't understand what DS is capable if I don't give him some examples of what he can handle. The most obvious accommodation would be some special projects, which DS would enjoy, but I'm not sure how willing the teacher will be to stay late to work with him if DS needs him to. I can help him with projects, but I'd love to encourage this developing mentorship opportunity with DS's teacher. And I'm sure his teacher would have a lot more fun with it than his haggard, marginally creative mom.
We are just now coming out of a bullying situation which seems to have embarrassed the school (DS was relentlessly bullied which the school wasn't seeing). To their credit, however, when I brought it to their attention after realizing DS couldn't handle what was being thrown at him, they really circled the wagons and stopped the behavior for now. So I feel like I have the upper hand, and I need to capitalize on this while it lasts. As a paying "customer" you would think I always have the upper hand, but for whatever reason, it never seems that way.
One last question (sorry this is long): To justify holding him back/slowing him down, the school likes to use the argument that they want to make sure there aren't any gaps in his education. I hate this argument! In the past I've responded by telling them that he fills in the gaps quickly on his own whenever they arise, but they still think their argument holds water. To deflect this at our meeting I'd like some new material. The only response I've thought of is that they don't hold kids back from moving to the next grade because there are gaps in their understanding. They must be assuming that they'll pick it up as they go along. Any other ideas?
Thanks in advance for any advice or suggestions on what has worked for you or what you think might work for us.
Sundance
btw - I'm posting this on tagfam also - sorry if you read it twice.
