I agree with MON, check into what your school district's gifted program and policy are - you can usually find that info online. You can also (usually) ask for your school to test. Don't automatically assume that you have to wait until 3rd grade for group testing (I only mentioned 3rd grade because that's a common grade for mass-pull-out-gifted-type programs to begin).
The other thing I'd add is Kindergarten is a year where there are a lot of kids who are ahead of the curve and a lot of kids behind the curve - skills are all over the place depending on whether or not a child has gone to preschool or had exposure to reading/writing/math etc at home, and school is typical aiming at bringing the behind-the-curve kids up to speed while everyone is learning how to wait in a line and sit in circle etc. It can be an extremely frustrating time for *lots* of parents, not just parents of gifted kids, and there were quite a few "that parents" around when my kids were in Kindy - so you're looking at it as one parent advocating for one child, but the teachers have most likely had other parents also asking for the same thing, and that's probably where your brick wall in terms of response is coming from. The teacher really has no way of knowing if you are the parent of a truly gifted kid who is chomping at the bit for differentiation or if you're the parent of a typically average kid who's been to preschool and knows quite a bit of info but isn't really at the top of the curve intellectually. That's where having some kind of quantitative measure through testing can help tremendously in advocating. It's not easy being "that parent" but it *is* easier if you have data to use when advocating.
The other thing that will help is a little bit of patience. Even though it's a few months into school, it's still only a few months into kindergarten. Keep watching what work comes home, what the kids are doing in class, keep patiently asking for more when your ds needs it. Offering to help once a week in the classroom if you can by working with a group of kids who are at your ds' level in reading or writing or math is another way to advocate and show what your ds is capable of while providing him with a tiny bit of differentiation. In the meantime, the teacher is most likely watching to and he/she will begin to see your child standout in the areas he is ahead in and hopefully will begin to differentiate at some point. One key we've found with teachers through the years (advocating for both differentiation and for accommodations for 2e) is that each teacher always likes to have a period at the beginning of the year where they "get to know" the student before making decisions about classwork etc that are out of the norm.
Best wishes,
polarbear
