Part Deux of our quest for an IEP for DD6 (in kindergarten): (This is long)

Well, we were all excited and hopeful after the last meeting about two weeks ago. However�..

For this follow-up meeting, in addition to the principle, DD�s teacher, school counselor, and GT teacher, we also had the district�s GT coordinator and K-6 Math-Science coordinator.

During our first meeting, pull-out subject acceleration was suggested and discussed. This included pulling DD6 for �above-grade� math, GT, reading, and possible science classes. Unfortunately, the district�s GT coordinator indicated that Texas policy does not allow such arrangement for elementary school students and is not an option until DD is in the middle school.

(Of side note: the principle apologized privately to us after the meeting. She really did not need to apologize because we knew she supported the pull-outs if the logistics (such as schedule conflicts) can be worked out. And since our current relationship is a positive one, I just did not have the nerve to ask the district GT coordinator for the specific legislation/law/policy that we have so desperately searched for on the internet. But even if I do find the policy, will it really change anything?!)

Within our district, it is �all-or-nothing� acceleration. A student must take an exam that spreads over three half-days in subjects of reading, math, science, and social studies. To qualify for a whole grade acceleration, the student must score >90% in all four areas.

Suggestions for this meeting included:

1. DD6 will do the MAP testing for math and reading within the next few weeks. The principle is lobbying for testing in science as well.

2. Pending on the MAP result, DD6�s teacher will find a differentiated curriculum for DD6 within her class.

3. Since pull-out single subject acceleration is no longer an option, we are hoping for ALEKS that DD can do within her class. Thanks to many of your posts, we were able to tell them all the advantages of ALEKS, include generating quizzes and homework, giving feedbacks to teachers and students, and comparing student�s level to state-specific standards. (Since we are doing EPGY at home, we thought something different at school might offer another way of learning. And the tuition for ALEKS, if registered through school systems, seems to be more reasonable.) This option is nowhere near a definite yes, but we are trying.

4. DD wills stay with her current kindergarten pull-out GT class that occurs once a week for one hour.

5. Continue to work on DD�s thinking, reasoning, and logic skills.

Some other comments during the meeting:
1. Although everyone agreed that DD�s writing skill is developmentally appropriate, it is �lagging� behind her intellectual abilities. This potentially might pose a problem for grade acceleration.

2. DD's GT teacher indicated that during her many years at the school, DD is the first one to obtain a perfect score on ITBS (both reading and math) and CogAT. The GT coordinator said that the district administers the hardest kindergarten level of ITBS, �but it is still kindergarten level.� Not sure what to make of this comment.

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From our point of view, we have mixed feelings about this meeting. We are disappointed that single-subject pull-out is no longer an option at this time. But we are encouraged by the fact that the principle and DD�s teacher are willing to work on providing a differentiated and challenging curriculum.

Depending on what is ultimately �allowed� at school, maybe we need to take a year off to work on DD�s writing skills and continue to progress at her rate in the other subjects.

Thanks for listening....
Mag