That is a pretty compelling reason to get involved!!! Have you built relationships/connections beyond the school?
We've sought others at the district level, but found out quickly that they wouldn't be of any help. The general trend we've discovered is that the less direct experience they have with my DD, and the less expertise they have in gifted education, the more resistant they are to reasonable and appropriate accommodations beyond the cookie-cutter solution. This means most resistance occurs at the principal level, which is the minimum level of support necessary to change DD's daily schedule, and only gets worse above.
I would say at this point we have zero influence, and are seen primarily as troublemakers. We only got DD the final accommodation we sought (whole grade acceleration) by finding the loophole and exploiting it.
And really, it says a lot about this district that they're so resistant to whole grade acceleration, and haven't done one in eons, when it's such a basic tool in the toolbox of gifted services. It's like saying you're going to open a restaurant with a particular specialty in baked goods, but you're not going to have an oven.
However, as DD progresses, she may become the shining example of how acceleration works, and we may find ourselves having some influence in the end.
