I'm just wondering whether the fact that your district has a system for subject accelerating is maybe stopping you and the teachers considering other options.
In theory, we have multiple options. State law says:
Options for accommodating student needs for advancement after they have demonstrated proficiency may include, but are not limited to, the following:
Individualized Instruction
Correspondence Courses
Independent Study
Concurrent Enrollment
Cross-Grade Grouping
Cluster Grouping
Grade/Course Advancement
Individualized Education Programs
For example, DS7's now got into a steady pattern that works (fingers crossed!) of doing his own maths sent in by me alongside his peers doing sums.
IMHO, DD really needs someone to teach her new material. I think she would find it really isolating to be doing different work, and that she would struggle to do it without structured adult support. We've used EPGY, ALEKS, and IXL, and for each of them, she's needed a live person to explain new concepts; the pre-set explanation didn't work for her. (She disenjoys the Khan Academy videos, too.)
FWIW if you can find something for maths that cuts WAY down on the repetition I bet that'd be good for her.
I think I'll suggest stopping IXL at 80 percent complete rather than 100%, which will cut down on the repetition signficantly. She needs some practice to fine-tune her understanding, but you're right, the repetition is counter-productive after a certain point.
How is spelling done such that too-easy spellings are a problem rather than a no-op?
We usually practice spelling words together, and I read her "I want to be homeschooled" as "I want to spend more time with mom." Too-easy spelling words means that either we don't practice as much, or there's no reason for me to teach her etymology and memory tricks to help her remember spellings. It's not clear to me why some of her homeschool plan selling points are "You wouldn't have to drive me to school," and "You could just leave me work to do." I suspect bait-and-switch.
