I am not sure if this is the right place for this question, but ... My rising 8th grader is a very smart child. He has a high IQ and mostly very superior scores on his WIAT's etc. He is diagnosed with a Disorder of Written Expression and a school-based anxiety disorder. He has mostly grown out of his ODD and/or learned to react in more socially appropriate ways. He is turning 13 today. We had a horrible year in grade 6, highlighted by the principal trying to have him removed to a residential treatment center and culminating in our having him removed from his math and science teacher, but only after we threatened to have the teacher arrested for assault. The Sped department head and her assistant were a blessing to us for their intervention finally helped us get him into a different classroom setting (though still mainstream). Last year, we fought and got him into accelerated math. He did well and is continuing in it this year. 8th grade is when honors science starts. We have been told he did not meet the criterion, but what the criterion are has never been fully explained. He failed English but that was due to his disability and his remaining ODD manifestations, which prohibited him from seeking help from anyone. We don't blame the teacher - the man went way far out of his way to try and work with him and failed him only as a last resort. After months of phone calls, letters and appeals going back and forth, we were told by the superintendent that it was a building decision and that the principal (who HATES my son and tried to have him removed to a residential treatment facility in grade 6) had said no. We wrote back to him that we would be moving along in our efforts and asked him if we had exhausted our administrative remedies within the district. He responded that we had and then added that if my son's IEP stated that advanced classes were needed to meet his educational needs, he would have to be placed in there because the federal law in essence trumps state and local law, as well as the principal's decision. Based on that, my husband went to see the head of Pupil Personnel (a gem who became our son's advocate in grade 6 once I finally decided to seek out her assistance). She has arranged a meeting next week for my husband and I, the superintendent. the SD atty and herself to discuss the situation. The principal is not going to be there, as far as I know. My question is - would adding a provision in his IEP saying that he requires an advanced class be enough? His IEP entering grade 7 said "He would benefit from a compacted and/or accelerated curriculum, particularly in math, in which he excels and shows great promise" and he was put in honors math. Could we just draft a revision IEP adding language like that without the need for a full CSE meeting - school starts the day after this meeting? The Pupil Personnel head told me that technically this is not a proper use of the IEP but she did it last year because she believed he belonged in honors math and he proved her right and she added that the principal clearly doesn't realize it's not technically proper. However, last year's was the full CSE committee meeting and this would be just us and her. I sort of feel like the PP head and the superintendent want to put him in but fear the wrath of the principal. If they can sidestep her and said that the federal law controls here, we all win (except for the principal, but who cares about her anyway?) In the alternative, if we can't reach a consensus to get him in and we have to sue, do you think suggesting that he be placed in on an interim basis is a good idea? Do we have any basis under the law to ask for that, because then we could argue that it's his "stay put" placement if they try to toss him out. I honestly believe he can do this work - it's easier than the math and my older daughter, who is not gifted in math or science, passed this science class when she was in grade 8. Sorry this is so long. Thanks for all advice.