BTDT advice is just as valuable as professional, in its own way!
Where your evaluator feels these are low estimates of his true ability, and he's still working on his self-regulation skills in the classroom, I would agree that you consider them minima, and focus on feeding his intellectual stimulation needs outside of the school setting for a little while longer. School-based grade-skipping places many non-academic demands on little children, which you'll probably be balancing for some time to come. Though there can be a chicken or egg quality to some of the behavioral symptoms. (E.g., madeinuk's DC's behaviors appear to have been secondary to intellectual understimulation, vs our DC, who was equally a whirling dervish grade skipped or not grade skipped--though understimulation definitely exacerbated it.)
Also, I'm guessing your DC is still in kindergarten, or is a young first grader. There are pretty significant developmental/philosophical differences in teachers of primary students and intermediate (grade 3-5) students, especially in their ascriptions of intent. If current teachers are already perceiving negative intent, older grade teachers are likely to paint the behaviors even more negatively.
