For example, we exampled to the teacher that while his writing sample was on average (or maybe slightly below average) that was okay. Being gifted doesn't mean that you're gifted or a high achiever with everything. (Unfortunately we've had this conversation with her before; she gets real concerned with this.)
Hi JBdad, You and DW are doing a great job. I'm very glad DS was already skipped, but it seems like you and DS's frustration may be a signal that the skip has *run out* for math? The quote I just referenced from your post really reminds me of something I learned through this process at DD's school. It seemed to me that the teachers are very narrowly focused on skillset, which is not the same as aptitude. I think that's why I would get crazy at them for nitpicking and they would get crazy at me for referencing the IQ test over and over and over. It was really difficult for DD6 who has a fine motor delay. She couldn't write what she could think because of it, but the school is looking at output.
I've had much better luck now that they've done their own assessment, but IMO, it'll always be skill based output product that they are looking for. They are less concerned with what the child has the ability to do and only with what they see them doing. I understand what they are saying about number sense, but I'm guessing there are other ways to evaluate number sense than whether or not a child counts backward.
This I think is the real problem, at least for me. For many reasons(Time, money, resources) I've seen the teachers make these ability judgements based on one asessment. I seem to recall in first grade, the best readers were ranked by how fast they could read. The math was ranked by how fast the kids finished a three page mixed single digit addition and subtraction sheet. In combination with other resources, those are nice assessments, but to rely soley on them seems ludicrous. Yet that's what I saw being done. I have more stories, but I'll save them for later.
What we seemed to gravitate towards through the journey was basically assessing what they could offer in the best case scenario. We decided that we didn't actually want it, it wasn't a good fit. The damage that was being done outweighed the good. On the flip side, there were some great things they would miss out on if we pulled them totally. We reached a point that we could negotiate a great scenario in which we didn't have to throw the baby out with the bathwater and now they are benefitting from dual enrollment. A few people have asked how we managed to get where we are with the school, it's a tough district to crack. There are a lot of things that came into play, including luck. But I'd have to say, no matter how many things we had going in our favor, I don't think we would have had a good result if we had not been patient, persistent and polite. I think I used the term: "that's not acceptable" several times, but I never yelled it and I tried to say it nicely.
Keep doing what you're doing and continue to be even tempered and patient. But you should also know what you're fighting for and whether or not what they have to offer will solve your son's educational needs, KWIM?
Neato
