I'm genuinely less concerned about fully meeting her academic needs, and more concerned with her being placed a stable and survivable environment with a tolerant teacher. Both my wife and I would have qualified for DYS as kids (we were both tested and identified by our school psychiatrists with IQs significantly higher than the DD's WPPSI score). I was placed in a public gifted school, but the curriculum there was pretty conventional, and my wife just muddled through the standard public school system with no accommodation or acceleration. We both felt like we had good and bad years, and we both went on to pursue advanced degrees in our fields.
Neither of us felt wildly under served.
There are so many variables, though, that it's difficult to compare your educational experience with your child's. First, there's personality. For example, I was grossly under-served in elementary, but my reaction to that was very different from my DD's. I protested; she hid. I found other entertainments, and if the teacher had to put my name on the board for talking too much, as long as it didn't escalate into actual punishments, who cares? My DD bottled up all her energy and frustration, then let it explode at home, because being a good citizen was important to her for reasons I don't think I'll ever fully understand.
Furthermore, the different changes in public schools, between NCLB one one hand and SENG/Davidson-type consciousness-raising on the other, have combined in my DD's school to create a uniquely ridiculous mish-mash that I'm not sure can serve ANYBODY, much less my DD. Schools are doing spiraling curriculum these days... that's guaranteed to make a high-IQ kid angry. My DD's school was teaching things out of order, like having the kids solve perimeter and area of a rectangle before they'd learned multiplication... this turns something simple into something tedious, counting squares and angering high-IQ kids.
