Thanks for the feedback!
These are great suggestions as I was typing up our "summary and follow-up notes." We address the possibility of "auditing" the higher grade science and gifted classes without having the pressure of writing reports. We also concluded with the phrase, "we are so excited that we can all work as a team...." (Grinity: hopefully the school and us are communicating in the same language. You comment on same-word-mean-different-things made me wonder if we should write an article on "Schools are from Pluto and Parents are from Mercury.")
Austin: we are hoping that by attending a few classes with the "above-grade" crowd, DD will eventually feel more comfortable and gain the confidence when/if we actually decide on whole-grade acceleration. DD is so shy.... she loves to stay in her little comfort zone....
We are encouraged by the first meeting, but not counting our chicks just yet.
I will be honest though, I am worried about the changes and new challenges will overwhelmed DD and cost her self-confidence and self-esteem. Even though DD's achievement scores back up her abilities, did I inflate her abilities? Is she really going to be happier? Sorry, I know I am so wishy-washy.
Thanks again,
Mag
PS: Thanks for the suggestion on typing out the responses on word process then cut/paste.
