Inky, I think you meant your reply for the orig. poster. JaneSmith, I think that if you broach the subject early enough, so that they aren't too far into the curriculum they would have an easier time going for it. Any way you can show them where he was at the prvious charter school so that you can "have him on track where he was at the charter school, as inky suggested?
By not coming right out and saying what your hopes are for him, I can tell you that I took that approach and started to get the sense that the teachers felt as though what they were doing was always enough, that the teacher's down the road who weren't doing what they were doing were the ones you'd have to worry about. As time goes on, it just gets pushed off each year. I got to the point of going in to ask for the full skip because DC was complaining that the work was for babies and that a two year old could do it and started feeling really insulted that they wouldn't give her anything harder and she was really struggling with the lack of challenge. Sometimes it takes hitting a wall like that to make you say... enough.... I've waited long enough and now you HAVE to do something! Don't let the time scheduling throw you. Try to think of solutions to the problems you forsee them creating as barriers. For examle, maybe suggest he be given the 5th grade math book to work from that he can do while his class is having their math lesson, or maybe during a study hall or something. my dc had to do that at the end of the year after the grade skip was approved, just so she wasn't tortured with the grade level material. there are ways around things. By anticipating what barriers you see them coming up with and having a solution, it is pretty much like making it a no brainer for them and they are more willing to see things from another angle. Not always, but it helps.
