My DH and I will be meeting with our DS8's (2nd grade) principal and teacher. This is our first meeting with the principal.
Early in the year, we spoke with the teacher about the fact that from what would could tell DS already knew the 2nd grade math curriculum. We showed her some examples of work he had done and she was pretty dismissive. Now to be fair, she has 25 kids in her class and our school district is highly educated - everyone thinks their kid is gifted around here, and close to a third of the kids test into the g/t enrichment program (starts in 4th grade) based on standardized test scores (95% I believe).
After a few more weeks I followed up and asked if DS could be tested "forward" to ID what he knew - she said she would talk to the principal, etc. Ultimately they started giving him some harder worksheets when he finished his math earlier. At that point I realized that I wouldn't get anywhere without objective evidence and started setting up getting an IQ test and figuring out other options.
In the meantime, a positive occurred. In early December DS and some other top math kids from the other 3 second grades started being pulled for a small group by a "floater" teacher. This helped a lot. As my DS said, "I'm not really learning anything new, but at least I don't have to wait for everyone else." They are still doing this small group but it will end probably in March.
I now have my objective evidence (at least a bit of it) from very high SCAT scores in math (verbal was quite good too, but he seems happy enough with LA and he needs to work on handwriting so not an issue at this point). His IQ test is this weekend. Anyway, on the basis of the SCAT scores I have asked for a meeting with the principal and teacher.
The principal was quite nice and said via email that she had "some ideas for ways to challenge him and keep him engaged." I am a bit skeptical that they will just suggest more differntiation in the current classroom, which I just don't think the current teacher will be able to do (her heart is in the right place but she has 25 kids with a wide range of skills).
So... how would you approach this first meeting. Just go in and listen and hear what they are thinking and view it as a building bridges sort of meeting. Prepare a lot of material but be prepared to not pull it out unless it appears they don't have any ideas? I don't want them to think I am totally obsessive on this (even if I kind of am), but I want them to get a sense that I am prepared to advocate a good bit. Should I ask if the G/T teacher could attend as well - I don't know her or know what her views might be, but it seems like it might be helpful. Thus far, I have a fairly good relationship with the teacher.
My gut is that he needs a 1-2 year subject acceleration or I would like them to let him do his math online (he does some Aleks now for fun but prob. EPGY would be a better fit for fulltime use). I don't know if they have ever had anyone do the online math. Acceleration has been allowed in the past, although that was under a different principal and very rarely.
Any thoughts?
Thanks, Cat
