I know my 5 yo DD is far ahead of the K (is on Singapore math 2A) math curriculum. It's not been long enough for the teacher to notice anything yet, but I think I'll ask for a meeting after a month. I need help preparing for that meeting.

What do I say when arranging the meeting? Do I say I'd like to discuss math, or do I just ask for a meeting. How do I open the conversation? I guess a complimentary remark about how much she's enjoying herself? My concerns are that DD is like me, very unwilling to be challenged, so left to her own devices she will not learn good work habits or to take on and succeed at things that are difficult for her. I'm willing to continue afterschooling, but we don't mesh well as teacher/student and I'm not experienced or educated enough to think of extra exercises to help her with difficult concepts. I also don't know when she says "I don't want to do that now" if she doesn't understand so needs more explanation or already understands and is bored or is just bored and ready to do something else. Grade skipping is out of the question, her reading is not fluent, and her handwriting is very age-appropriate. Emotionally she's a kindergartener, too.

I suppose I could get her to write some things (she prefers verbal, her hand gets tired) and bring them along, but the teacher will most likely want to go back to her and have a closer look (and I'd like her opinion, too).

The school has a gifted specialist. It looks like they have a formal program starting in grade 4, and before that it's in-class acceleration and subject acceleration. It sounds pretty good from what friends have told me. From the handbook they offer these thing ahead of grade 4 "planning and implementing advanced-level learning in the classroom" "ability or interest based small groups 4-6 weeks" "whole class curricular extensions through creative and critical thinking skills" "Students�in�K‐4�found�eligible�for�gifted�services�at�this�
level�will�benefit�from�enrichment�activities�offered�by�
the�gifted�teacher�in�collaboration�with�the�regular�
classroom�teacher." "Cluster�Grouping�allows�teachers�to�place�students�with�
similar�abilities�into�groups�which�will�then�receive�ap‐
propriate�additional�challenges�and�extended�learning�
experiences�for�each�cluster."

But they don't offer "students� identifiedfor� this� level� of� service� will receive�math�and�language�arts�instruction� from� the� gifted�resource�teacher�on�a�daily�basis, in� lieu� of� regular� classroom� instruction.�" until grade five.

What sort of result should I expect from the meeting? Maybe give the teacher a chance to assess her a bit more closely and then come up with some ideas? Should we set a date for another talk, maybe with the specialist? Is it arrogant to ask to meet with the specialist straight up? Do I ask for the Olsat ahead of the normal time (it's given in grade 2 normally)?

What sort of in-class acceleration have you seen? I was excited to see a set of place value pockets in the classroom, but apparently they're there to count days with, not to use for general instruction. I really think she needs hands on supervised small group coaching type of instruction, but how can 17 kids and two teachers do that, if there aren't any other kids in the grade who need it to make a group with (please, please, let there be one or two others! It's a college town, after all). Do they ever allow younger kids to have a small class with the gifted teacher in this sort of system?

Thanks for any help you can give. I'm ordering "developing math talent" tonight.

Does your school district do any beginning of the year assessment? Maybe you could start by asking questions re how to they determine where the kids are at? You could mention that math seems to be a strength area for your DD (don't be surprised if you get some skepticism about girls being interested or strong in math -- sad but true). Hopefully, in this context, you will have the opportunity to offer what DD is doing at home with the Singapore math.

Your need to start with your teacher but if he/she is not receptive then I would contact the gifted specialist. You could ask if the specialist could provide additional resources to help the K teacher differentiate for your kid. It sounds like the services offered in 5th grade will be way too late. A trained gt person should appreciate this.

At our school all K's are given literacy and math assessments. I already know that DS demonstrated ability above K on these tests. I plan to bring up "math grouping" in the context of reviewing his assessments at conferences.

Good luck!