Thanks, Grinity! No feelings hurt at all.
I've already hit a brick wall with dd's teacher, so I'm on step 2 right now--working with the principal. First impressions are that she's very anti-grade skip, or even subject acceleration, so I'm anticipating going to the district at some point, hence the letter.
DD is currently happy, but is not learning anything. Her teacher thinks she's bright, but not gifted. She didn't qualify for the district's full-day gifted program because she tested as average on their creativity test. I don't think she's quite DYS material--she's only 145+ on math on the WIAT-II. I'd consider homeschooling, but we'd kill each other within the first week. So I'm committed to finding a resolution through her school. What I'm hoping is that her principal has the clout to just place her in the full-day program, which would be an okay solution for the rest of grade school.
Our state doesn't do gifted IEPs. Our district requires someone to be working 2 grade levels below average before they'll even consider an IEP. I'm thinking that even if I can get the changes I want for my dd this year, I'd like to try to change some assumptions at a higher level.
What if this were a "Dear Congressman" letter? Or am still assuming a higher level of thinking that is actually there?
