The problem is, as we've learned, as long as a DC is in the 99th percentile for their grade, the attitude is mainly "what is the problem?" (even if that 99 percentile means no growth for that individual).
1) Agreed. In preparing for advocacy, you may wish to gather and have information available regarding the problems presented by lack of academic/intellectual growth, in the event that comes up in the meeting discussion.
2) Are you indicating that you may prefer to advocate without revealing your DC's outside test scores (which indicate 99th percentile)? If not revealing test scores, what would be the basis for your advocacy, demonstrating advanced ability/achievement?
