You're right about this.
As for the policy, it's textbook perfect. It has all the right catch phrases to put out the illusion of workability.
Check it out:
Guiding Principles of the Student Enrichment Program
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[School district] embraces six basic learning principles that drive the elementary student enrichment program. These principles are reflected in all aspects of the program design.
All learners require special accommodations to meet their educational needs.
Learners with exceptional abilities have different learning needs that require specialized educational opportunities.
Learners with exceptional abilities can be characterized by evidence of behaviors derived from high ability, critical and creative thinking and task commitment.
Academically talented learners benefit from the opportunity to work with students of similar abilities and/or interests and at other times in heterogeneous groups.
Enrichment programs should encourage initiative, goal-setting, and freedom to take risks.
Critical thinking and problem solving should be a primary objective of curriculum and instruction for all children.
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District Philosophy of Student Enrichment
Every student should be provided with experiences that promote critical thinking, problem solving, reasoning and communication in ways that are appropriately challenging. Many students demonstrate a mastery of the objectives of the basic curriculum and need additional enrichment. Enrichment activities either extend the curriculum into new areas or provide a greater depth of treatment in the existing curriculum.
While classroom enrichment activities are a normal part of the instructional program for all students, the needs of students with exceptional abilities should be provided for through appropriate placement, grouping strategies and individually structured learning plans. The identification of students with exceptional abilities should be multi-faceted, relying on a variety of assessment procedures. Students with exceptional abilities often learn earlier, faster, and/or differently. They benefit from working with other students who have similar abilities as well as sharing in the interactions of heterogeneous groups. Specialized learning opportunities are necessary to enable students with exceptional abilities to meet their potential.
I tried last year to get GT accommodation in his IEP to no avail, and almost lost the IEP altogether. With about 20 third grade classes, there's no guarantee on teacher, and in class differentiation is clearly teacher dependent.
As for other parents, I'm told by parents working on the fledgling GT advocacy efforts that the GT policy in our district is that there is no GT. Which means, you're right:
The policy in itself is worth virtually nothing.
And Kriston, yes, we are definitely HSing this year, but I wanted to know if we have options if our teacher becomes unavailable (I'm working). I don't think it's the year to go back in district.
Thanks for the opinions. I figured someone here could share his or her experience.
