Hi fwtxmom, thanks for chiming in! The testers specified all the accomodations you've listed, and several more besides. It's a public school, so the plan is to get an IEP in place for the fall.
The report talks at some length about his strengths, but the summary at the end is focused on the LD stuff without explicitly stating (or re-stating) the importance of challenging work, even though in our interpretive meeting they agreed that this was important.
These folks are local and familiar with the school district. I've heard positive things from friends who are clinical psychologists about working with the school to get what kids need. The school district talks the talk re:2E but I haven't seen it for myself. At least they recogize it exists.
There's a self-contained gifted program for grades 4-8 with accelerated work, but I don't see that as our goal. There was recently an article in the University's student newspaper about an 11yo middle-schooler in the district (not in the self-contained program fwiw) who audited multivariable calculus in the fall and discrete math in the spring. (That's not what I'm expecting to happen either
). But I think it was a long slog for his parents to get him to that point.
Now, what was my point? Oh. I meant to say thank you! It's good to hear from folks who are in similar boats as I muddle my way through this. It's probably going to take a while for me to complete this brain-dump so thanks for reading.
