The challenge to us will be to coach our DS through the initial period, while pushing back against complacency from the school's side. Our DS lacks the 'respect for authority' gene (perhaps our fault), but we may be able to teach him at least to fake it on occasion.
I hear you...
Our DS wanted to skip, so we were able to convince him to do all the easy, (pointless for him), Kindergarten work. We told him to "show what you know." We explained that the teachers didn't know him and didn't know that he already knew these things, so he had to show them in order to get more interesting work.
A lot of times, I would change the instructions on his homework to make it more challenging and interesting. For example, the Kindergarteners learned about Abe Lincoln for Presidents' Day. The homework was a dot-to-dot of Abe's hat and the "challenge" work was to draw a log cabin. We extended the challenge work by looking up a picture of Abe's cabin online and reading about how log cabins are built. Then DS drew a log cabin in perspective using the photo as a model.
DS did some extra writing assignments in which he wrote about science topics of his choosing--planets and so forth--and turned those in to his Kindergarten teacher with his other homework.
I asked the K teacher to assess DS' reading level. I also asked the vice principal to write a DYS recommendation for DS, so she "interviewed" DS about money and saw that he could add and subtract double digit numbers in his head and that he could count money and solve multistep word problems.
These kinds of efforts are pretty much the only way the school will "notice" that your child is above grade level. If he just completes the work assigned, he is, by their definition, "on grade level".
