I've just seen your post now, so it may be too late to respond. Possibly, however, it was a preliminary meeting to explore options and there is nothing in writing and signed yet. I usually advise parents to look over a draft IEP for a few days before they finalize anything. Since you are familiar with the process, maybe that's what you are doing too. So in the hope that it isn't too late for some suggestions, here goes:
1. These are great suggestions from Geofizz:
Quote:
Originally Posted by
Geofizz 
I would consider asking for:
*Ability grouping across the board.
*Real differentiated instruction with unit pretesting in math (take the end-of-unit test before starting, if she scores >80% she does logic problems, or other in-depth work instead)
*Direct and real access to higher level reading, and writing and comprehension instruction consistent with her level.
*Assessment for subject acceleration in reading/math if your daughter is frustrated with the pace of instruction through out-of-level testing (not grade level equivalents from a grade level test).
2. If she has successfully pre-tested above grade level in math and reading and subject acceleration isn't an option, I'd look for multi-disciplinary projects that she can work on while the rest of the class is busy with those subjects. In primary, DD worked on a project to create a new country. It involved math (land and water measurements, weather patterns, population demographics), language arts (descriptive writing), social sciences (laws and government).... It kept her busy for a while.
3. Pull out groups or extra-curricular clubs - chess club, spelling bee, math club - with other students to provide a peer group. They don't have to be in the same grade - multi-age is good.
