Please be patient with this question. ... My idea for the testing is so they would better know what to do with him.
It's totally reasonable for you to have had this expectation. Schools are supposed to know a lot about how to teach children. Your son is a child. Schools are supposed to know a lot about how to teach your son. It is ok to be dissapointed when look at the scores and say that they actually don't know what to do. This is a big step - the first step to solving a problem is recognizing it.
Is there a regional or state level that provides help in 'unusual' cases like your son? Our state has a professional at the state level who can help IF the local school requests it.
I then need a solution that is not time consuming for her.
This is why moving your child to a different classroom for some or part of the day is a popular alternative. At least ask, NOW, if they will consider this for Science and Math. If they say no, you are a step closer to a yes for next year.
I would be open to him going up a grade or two for a class but I bet it's a scheduling issue and I think that situation would work better as a plan for next year.
I want to gently ask you why you are anticipating a problem that hasn't occured yet. Don't think - just ask. Believe me, if you were being pushy, you'd ask for all the gifted kids in the building to be placed together, one room school house style, and taught at their own level. You aren't being pushy.
He is doing spelling city.com for his spelling words at home. This makes his spelling studying meaningful with typing 15 words. He has not been motivated very much with the typing other than this.
He knows Spelling words the first day. I tell him not to study after the first day, just review the night before the test. I don't want him to do above level spelling or vocabulary. He already is getting challenged with vocabulary with his reading.
This sounds reasonable.
He has said if he says certain things to his peers they don't get it so he's adjusting his conversation vocabulary. I just don't want to push this right now.
Not so reasonable - developing flexible conversation skills isn't a reason to stop teaching him. Perhaps you can design a vocab curriculum that links words with similar meaning together and he can practice using words flexibly?
I want to make more progress and need a plan.
Have you read any books about compacting and differentiating, such as
http://www.susanwinebrenner.com/handouts.html Teaching Gifted Kids in the Regular Classroom:
Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented (Revised, Expanded, Updated)
by Susan Winebrenner
Published by Free Spirit Publishing
$ 40
The definitive guide to meeting the learning needs of gifted students in the mixed-ability classroom without losing control, causing resentment, or spending hours preparing extra materials. Each chapter presents a specific strategy, from compacting the curriculum to creating challenging tasks from regular content. Step-by-step instructions explain how to implement the strategy; scenarios illustrate the strategy in action. Includes CD ROM. All grades.
A multimedia package is available for this book that provides a year long site based professional development program for your staff. Each package contains a video disc that demonstrates the strategies in the books in actual classrooms. A Discussion Leader's Guide, written by Susan Winebrenner, is also provided.
This might be a good way to give you an idea of how much is involved with compacting - it's pretty complicated and a lot of work for the teacher. More than extra work, it's extra responsibility. Most teachrs aren't ready to say:
This is what I hope to teach this year.
This is what a child in my classroom really needs to learn.
This material here will provide a firm foundation for the future.
Of course a teacher thinks that everything that they do in a classroom is important! And most of the time, they are correct.
The achievement test is good to support the IQ numbers - to show that they aren't some weird 'out of the blue' statement. They are good to show the school that they are dealing with a 'rare bird.'
Seriously, you have made lots of good progress. You are giving above age math. I would not buy the teacher's position that learning to pretend to listen to the teacher while she talks by eye-tracking and learning sympathy for other ND agemates are worth goals for a 3rd grader. All 3rd graders deserve to learn academics in school, along with 'protocol' types of skills. Knocking the corners off your little square peg so that he can fit in the 3rd grade round whole isn't going to fix the basic fact that the 3rd grade hole isn't the hole that will nurture him. In know of lots of GT boys who don't look like they are listening while they are listening more intensely than any child around them. I know lots of GT boys who didn't develp empathy for their agemates - only resentment!
Baby Steps:
1) Ask for subject acceleration in Science to another classroom.
2) Look around for better Folder work, and make sure your worksheets get put into his Folder.
3) Check your state's Dept of Education website and see if there is a person to send an email to at the state level, asking how your school can request their expertise.
I'm hoping that patienice is leaking through every word of this post. You are in an unfair position, and it isn't your fault. Unfortunately, since you are the only one who can see the problem, it's on your shoulders to keep asking and asking and asking for what you need until something shakes free.
My nickname as a kid was Casssandra. Well, one of my nicknames. My dad in particular also called me 'PIA' and 'his princess.' I think they all fit pretty well.
Love and More Love,
Grinity
