Totally agree. We want them to meet DS and we do want to get him tested. We haven't done it up to this point because it is part of the process of identification. However since this is a long process, we've decided to get him tested this summer on our own.



This was just the testing that I was able find. I've got quotes from $350 up to nearly $2k. If we submit the written request for early admissions, they'd perform their own test. We're trying to find out what they'd test so that we don't overlap. I suspect--but don't know--that he'd run into ceilings on WPPSI.



Both DW and I agree completely. What was a little frustration on our end was the pat answer and very hard push back from the principal (who, incidentally had already talked to the assistance superintendent our us by the time I called). Compared with the director we met with who clearly expressed her recommendation and opinion but we still considered that meeting a positive one.

So, I understand where they are coming from and until either we provide them with more evidence we'll get standard answers. We'll just need to be persistent. They way that I left it was the principal was that we may request early admissions so that we start the process of testing, but we may still elect not to.

JB

Nope! Not yet! Unfortunately asking about our options has triggered somewhat of a knee-jerk reaction, we're going to try very hard to keep a positive attitude!

Thanks

JB

Best wishes JB!!! One of the hardest things I've found to pull off is the "poker face". It's normal to have doubts, and realistic to consider alternatives, but most schools will pounce on parental indecision as an opportunity for them to ensure that their relatively "status quo" plan will be fine for your child. In their defense, they get many worried parents, and their seasoned reassurance if typically all that is needed.

However, if you have the child that truly is the "exception", you will most likely need persistance and a lot of confidence (that can be faked if needed).

I started talking with my school district when DS was 3 (thanks to older children), and now that he's 9, I can see the progression in their responses over the years. It took LOTS of time to "prove" that DS was indeed the exception, but it was a steady progression that was not without accommodations along the way. Still, if I was starting over again...I think the one thing I'd do differently is to be more (pleasantly) forceful early on.

Anyway, I wanted to be encouraging...and I hope that does come across as such. In summary I would just remind you to keep up the great work of looking into things for yourselves, and educating the school along with each other as you consider options and outcomes. You are off to a fabulous start!!!

Wow, you snuck in on me there JB, but I think my post it timed perfectly for the one that just proceeds it!

Dottie, thanks.

JB

Thanks, Dottie. This is what I was trying to say, too. You just explained it a lot better than I did!

I just want to toss in our elementary experience to the mix of stories that is going up here. I know it is unusual compared to others on the board. I don't know how unusual it is in general.

We did nothing to prepare the school for our child. We went to the Kinder screening in the spring like everyone else. He was screened by Mrs. K who saw immediately the kind of kid he was. In the fall, he arrived, the teacher remembered him and within the first week, she had him with full library priviliges. She had him tested (on the STAR test) and based on that got him going with accelerated reader tests at the 4th grade level. She differentiated the curriculum in math and other subjects. She kept him very challenged. But the other thing she did was she bragged about him in the staff room. She made sure he got a good teacher for him in 1st and from then on he was a legend at the school and I never really had to do anything.

The other thing that happened was that I volunteered there regularly and developed a wonderful relationship with everyone at the school. They knew that I cared about all the kids and wasn't just focused on mine. So when I did ask for something, they took me very seriously.

These two things, a wonderful K teacher and my volunteering, made for a great experience for DS.

I almost wonder if going in ahead to ask for things might have changed this relationship. There was something magical in her face as she "discovered" him during the screening. If I had gone in ahead and prepped her, I am afraid it would have made her look at what he could do more critically.

I know others have used my approach at it backfired big time, so I don't mean to suggest it is the approach to use. I just suspect that any approach could backfire and for us the low key approach worked marvelously.

Oh ACS, that does sound so perfect! But I can also remember DS's first reading screening....where he was reading MTH books, and earned a "3" on the DRA. The tester started him at level 1, and claimed you could only test 3 levels in what sitting. I certainly can't speak for all schools, but I'm pretty certain that mine would have put (insert smartest kid you can think of) at a level 3 as well.

Kriston, you said it quite well too, it just seemed to need repeating, .

I think the best thing a parent can probably do is find out how the school works sort of "undercover" before taking any approach. Ask around, and try to find out where your school falls on the spectrum, and find a way to work with that as best you can.

I think it's good to know and accept that you really need to look at your child's educational life in 6-12 month chunks of time. If that will work for next year - excellent. If you child is happy socially at school and reasonably engaged, all the better. Then decide where you need to go and what you need to do for first grade next winter/spring. It's good to keep it in the back of your mind you'll probably always need to do adjusting unless you full time homeschool. In which case, you're just do it all on your own turf! Good luck!

Good point, kimck! If you can get 6-12 good, solid months out of any arrangement, then you're doing pretty well. At that point, it's probably time to reassess.

I think that's one of the challenges with these kids: the moving target of education means we're never done!