My short experience has been that guidance counselors or social workers are usually included to speak to the "social/emotional" aspects.... Unfortunately they are sometimes uninformed about the true social and emotional impacts of not accelerating a HG child.
That's what I was fearing, and I don't want that kind of stuff to derail the conversation.
Most virtual schools are not terribly rigid about scheduling or synchronous learning/pacing in the EARLY grades, but may become more so in later grades...
Okay, you may be onto something here. We've been able to do most (but definitely not all) subject acceleration we wanted, but it could be that it's just dawned on them that DS7 will exhaust their available math courses (up to AP calc BC) by some time in middle school, and they're freaking out about "
what then?" It really shouldn't be a big deal. DS can do college math while doing high school courses in the things he's not very advanced in. I'm hoping we can just talk them into calming down and letting us do what we as parents (and experienced educators and mathematicians) think is right.
But it's frustrating. We don't know what the meeting's really about. We don't know if they just want to talk, or if they want to listen to us. We don't know if they're focusing on the short term (the subject accelerations we want now), or the long term (what to do when their subjects run out).
We do know what is acceptable to us, so at least by the end of the meeting we'll have some idea if this school can be made to work for DS (and younger siblings).
...they could still insist on having the meeting at the scheduled time, and ignore your requests for an agenda. In that case, I'd still go to the meeting, but I'd treat it as a discovery meeting,...
Exactly.
