Thanks for the replies! Our school does have a GT coordinator but she doesn't believe that DD belongs in GT due to her CogAT score being less than 99th percentile. It's frustrating that they put so much weight on that test, when I know my kid is a daydreamer and doesn't always test well. We have met with the GT coordinator, but haven't gotten anywhere. I'm pretty sure she thinks we are delusional, and it often feels like we are being patronized. At what point, do I play the "overzealous parent" card and insist they put her in GT? (Also, it's just a pull out for one hour a week, so I'm not sure it's worth burning bridges over.) I hadn't thought of asking her for in-classroom accommodations. She might be more willing to hear us if it's a matter of helping her classroom teacher differentiate.
DD's lexile is 1100+, so they know what a strong reader she is. I will definitely ask about some of the accommodations you mentioned. She did tell her teacher that she had already read two of the books from reading group and his response was "Just don't give away the answers to the other kids." Not feeling great about that response, but hoping it was just due to inexperience. Of course, this week he also asked DD why we were coming in for a conference, which I thought was pretty unprofessional. What if she hadn't known about the conference? I had to laugh (and cringe a little) when she told me her answer: "My parents are coming to talk with you because your class is so boring." Oops!
Thanks for the advice! Any other insights are appreciated.
