Just FYI on the results of our meeting - 02/12/09 05:36 PM
This was our second GIEP meeting as we asked them to do a bit more testing to find out DS6 (next week!) levels.
Beforehand DW and I had basically decided that even though we weren't happy with the updated GIEP, we would take it and the pull out program (which is basically all that was offered). The primary reason for that was because we're over halfway through the year and at the moment it's the least-worst option. The testing that they did, did not compel us to ask for additional accommodations although the tests were not 100% consistent with out previous psychologist's tests.
We asked some questions and talked about our particular situation for about an hour. Occasionally it was a tense conversation, but overall it was very professional and both sides were trying to do what's right for DS. We didn't always agree with their assessment, and we politely told them when that was the case. For example, we exampled to the teacher that while his writing sample was on average (or maybe slightly below average) that was okay. Being gifted doesn't mean that you're gifted or a high achiever with everything. (Unfortunately we've had this conversation with her before; she gets real concerned with this.)
Some of the other items that came up with things like number sense. Apparently because he was given a problem like 11 minus 2 and did it using borrowing they didn't think he had number sense because he didn't count backwards two numbers. I told them that I understand that they are concerned that he knows the mechanics and not the meaning (and I told them that I disagreed!) but I also pointed out that based on our last meeting that they were asking for DS to demonstrate what he knows more often. So we encouraged him to do that for his teacher and that may be why he was doing the problem that way. (Believe me, in that way he's had number sense since ager 3).
In the end we re-communicated that our two priorities are that DS is happy and that he is learning new things. That our objective is not to have him write a novel or do calculus by age 9, but that he find academic challenges (so that he doesn't develop more perfectionism).
This was all that I think we were going to get this year so we're going to see how the rest of the year goes and DW and I will re-evaulated our school decisions this summer.
JB
Beforehand DW and I had basically decided that even though we weren't happy with the updated GIEP, we would take it and the pull out program (which is basically all that was offered). The primary reason for that was because we're over halfway through the year and at the moment it's the least-worst option. The testing that they did, did not compel us to ask for additional accommodations although the tests were not 100% consistent with out previous psychologist's tests.
We asked some questions and talked about our particular situation for about an hour. Occasionally it was a tense conversation, but overall it was very professional and both sides were trying to do what's right for DS. We didn't always agree with their assessment, and we politely told them when that was the case. For example, we exampled to the teacher that while his writing sample was on average (or maybe slightly below average) that was okay. Being gifted doesn't mean that you're gifted or a high achiever with everything. (Unfortunately we've had this conversation with her before; she gets real concerned with this.)
Some of the other items that came up with things like number sense. Apparently because he was given a problem like 11 minus 2 and did it using borrowing they didn't think he had number sense because he didn't count backwards two numbers. I told them that I understand that they are concerned that he knows the mechanics and not the meaning (and I told them that I disagreed!) but I also pointed out that based on our last meeting that they were asking for DS to demonstrate what he knows more often. So we encouraged him to do that for his teacher and that may be why he was doing the problem that way. (Believe me, in that way he's had number sense since ager 3).
In the end we re-communicated that our two priorities are that DS is happy and that he is learning new things. That our objective is not to have him write a novel or do calculus by age 9, but that he find academic challenges (so that he doesn't develop more perfectionism).
This was all that I think we were going to get this year so we're going to see how the rest of the year goes and DW and I will re-evaulated our school decisions this summer.
JB