Thanks for your perspective, Gratified3. I don't think that the lack of math challenge this year will do permanent harm for DS. He has other interests outside of academics and we also have a physics mentor come to our house once/week. I am convinced, however, that him not learning in math *will* do harm if the district does not acknowledge that something else needs to be done for him. The type-A part of me wants this addressed *before* it does harm, but I can also see the benefit of a wait and see approach as well. I think the appeal (no pun intended) of due process is that maybe it will get the district to break ground and be more flexible with their curriculum. Only giving in-level testing is against the requirments for present levels testing - and there are an increasing number of precedent cases where the district has lost because they only provided a cookie-cutter GIEP rather than individualized plan to match the needs of the child. I just don't have enough information to do a risk/benefit analysis of due process. I'd love to hear from folks who have gone that route.
