So, as a follow-up, I plan to send the district superintendent (who is also the special services director this year, apparently) a note politely requesting my son's full score reports for my information. While I'm at it, is there anything I could mention about improving this process? It feels like their approach is a waste of resources and I don't understand at all how they expect to improve the education of a 1 in a 1000 student by identifying them in this way. There are certainly no gifted education specialists in the district, and the student won't receive the benefits of peer interaction, so...what's the point?
I'm also wondering if I could request a meeting with the school psychologist who evaluated the results, and see if she had any light to shed on the ability/achievement gap.
Does anyone have any advice for moving forward and communicating appropriately with the school or the district?
I do have to say that we're lucky in DS's teacher this year, apparently he was able to have a full-fledged "argument" with her over a math problem this week (they came to the agreement that the problem was poorly worded) and in general she's really gone to the mat to differentiate his work. Between that and the work we do at home he's probably getting his needs met adequately. His sister, though, might need subject acceleration by the time she's in first grade next year so I need to figure out this whole administration hierarchy and how to work with them ASAP.
