<p>“I personally haven’t had much luck getting changes of teachers or classes- but I know parents who have- but I couldn’t tell you what the secret is -”</p>
<p>Well …
“The more of a fuss you make over it, the more likely it is that you will get your way. School districts don’t want upset parents, so if you show that this is a major issue, chances are they’ll give you what you want rather than let it escalate.”</p>
<p>I’d put this slightly differently – the school is likely to accede to your request IF it sees that your position is reasonable and that denying your request will make the administration look ridiculous. E.g., “I’m sorry Mrs. Samiamy, the fact that your daughter has a 98 average and was number three in her 6th grade science/math class was considered irrelevant to our decisoin to put her on the slow track.” Definitely go fight for your D, and stick with it until you get her on the track she belongs. (Just don’t be boorish about it.)</p>
<p>I’ve always been very assertive re: my kids’ issues re: the schools, but I always try to do it in a nice way (start w/a compliment re: the school–e.g., “We are looking forward to a wonderful year at__ school for our daughter.” & in closing, “Thank you so much for your help with this issue which is so critical to our daughter’s development–we greatly appreciate your assistance.”</p>
<p>Whatever you do, though, avoid being emotional, stay reasonable and rational i your demeanor and attitude- once a parent goes “ballistic” the admins have won!</p>
<p>My D was declined for the gifted program 3 years in a row, despite classroom teachers saying she belonged there. POlitics played into it and I did not make a fuss as the program at that level would not have been beneficial- I told her she could take the test but she would not be allowed into the pull out in elementary school so she never knew.</p>
<p>Later she was tested for LD (after years of asking) had a huge LD in one area, and scored waaay above the IQ cut off supposedly being tested for on the gifted test. I still did not have her join the pull out, but enjoyed the satisfaction of knowing I was right.</p>
<p>In terms of math being accelerated, we also found out 6-8 weeks into the year that she could not, after all, catch up to the highest group as the teacher implied in Sept., so when the district decided to accelerate that tippy top group for 7th grade into Algebra as a test, we did the pre-algebra work at home over the summer. She got an A in Algebra I in grade 7 and just successfully completed MV calc at Berkeley, so she was not scarred, but I am glad we got her into that tip top math group as a confidence boost for all of high school…her LD had caused some self-doubts and IQ tests did nothing to build that confidence, it was the acheivement that helped her! The teacher who taught the Alg I was some one she needed to have at that point in life.</p>
<p>So, look at the big picture and be resolute, but not overly emotional, stand firm, choose your battle wisely, don’t worry about changing the system, but protect your child and get what he/she needs.</p>
<p>NYMom of 2 has the right approach–you should insist on the probationary period being in the higher level.</p>
<p>I teach honors and AP high school classes. Especially in my AP classes, if guidance tried to move a student in after 8 weeks, I would pitch a fit. We hit the ground running in August and after eight weeks, the student would have missed 25% of the material that will be covered on the AP exam. The time to move the student is now, with the option of going lower if necessary if that proves to be an inappropriate placement (and I’m sure she’ll do very well in the higher level).</p>
<p>Igglesfan (post #6)-
Somewhat off topic, but you have just pushed one of my buttons! That is the assumption that to qualify for gifted or enhanced programming, a student must not only be extremely capable, but also “very self-motivated.”</p>
<p>Some children cope with their “otherness” by going beneath the radar. </p>
<p>Requiring this high level of self motivation smacks of laziness to me. Who wouldn’t want to teach smart, capable, self-motivated students? How much actual work would be involved??? Those are the kids that can be separated from the class, given a little instruction, and then sent to the library or to the hall, where they take care of themselves.</p>