Had our follow-up meeting with ds5's principal, K teacher, and the school gifted teacher.
Reading: Ds is in a "high" reading group (DRA 26 or something) with about 4 other Kers; they meet once or twice a week. Ds will now be doing related work all five days a week, which will be great for him. I'm super happy about that.
Math: This is where it gets sticky. They *won't* let him do math pullouts because he didn't meet their criteria on his MAP assessment (never mind his 99.9 percentile math composite on the WIAT). They're doing a lot of enrichment, but I told them flat out that I'd like to see him on a progressive curriculum rather than piecemeal enrichment. When they didn't have any ideas, I suggested an online program (they use things like Starfall.com in the classroom anyway). They seemed somewhat receptive to that, so I'm going to look around and see what I can find. I think that might even be a better solution for now, as he'll be able to work at his own pace.
We're starting the IAS process, though the principal is dragging her feet ... I asked to start three weeks ago, and she's still telling me she has to reorder the kit. When pressed for a date, she said a week or two.
The most irritating thing is that the gifted teacher, though she's been present for two meetings, still has not even MET ds! The gifted teacher, we're told, does not work with Kers, and there are no gifted services for Kers, regardless of ability.
Because, apparently, they start to *really* be gifted in first grade or something.
But, I asked that she spend some time with him, and she agreed. I also found out that they've been having the psychologist keeping an eye on him, due to his spacey behavior. This makes me happy, as I'd rather know if he's just scatterbrained or if he has attention problems. I'm 98% sure he's just scatterbrained/off in his little world, but I'm glad they're following up on it. However, it would have been nice if they'd maybe told us about it. I asked for a report on what the psychologist has to say, and to be informed in the future of anyone else who's keeping tabs on ds.
Anyway, it went well. My favorite part was when I said that while we appreciate all the enrichement, we'd like to see ds learn something this year; all the enrichment, even their "challenge" work, has been -- not a challenge for him. His K teacher responded, "Well, we're just not able to differentiate like that; there are the other children that we also need to be working with."
"Well," I said, "that's why we're looking at full-grade acceleration. It would be less work for everyone." I think that kind of hit home with them.
I also got in a few other great one-liners, like when they said we should "let him be 5." I answered with, "Well, this *is* his 5; even though this isn't the 5 that most kids have, it's ds's 5, and we'd like to work with him where he's at."
Also, I have to say a HUGE thank you to this board; I felt much more confident going in to this last meeting, and much more confident making myself heard. Thank you, ladies!
And now, a question: I'm looking at progressive online math programs that ds could do at school and, if appropriate, at home. He's probably comfortably beginning of second grade level, maybe a snitch higher; he understands lots of higher topics, but I'd like to minimize gaps so he'll do all right on their ruddy MAP. Does anyone have any suggestions? It's my understanding that ALEKS starts with third grade, is that right?
Thanks, ladies!
Mia
