We never did master getting the school to completely work with us.
I think this is perfectionist thinking. The schools work with you very well indeed and you are the master! They even ask you to help them interpret other local kid's scores, right? They even say that they thought you were crazy, but your kid has proved your right, or am I misremembering?
For the most part, my kids have cheesy pullouts (it's a start) and full/subject acceleration.
Wow! And you've even kept your son inside his 'readiness to learn level' in Math totally within the public system, yes?
Getting in class differentiation has been more difficult,
. Hopefully others will have more insights here.
I'll bet that all of your kids do get this to some degree. It's easier for the teachers because the kids are placed inside their readiness level, even if it doesn't match their age. It probably happens all the time, but so naturally that no one notices.
I remember learning about how to use the microscope - large wheel for gross adjustment (grade and subject skips) - small wheel for mild adjustments (in class differentiation) - the thing not to do with a microscope is to review your children's educational experience and blame yourself for every wasted moments. Part of school is learning to take the good with the bad - and because of your efforts, your children got plenty of good and a handful of bad now and then, right? That's really the goal - yippee Dottie!
Love and More love,
Grinity
