When you did the Connors how did the school's scores compare to your scores? I ask because I have a DS that the school scores much higher on a lot of the categories but that we don't based on what we see at home. He also has VERY low processing speed and a written expression LD so a lot of what the school sees as ADHD actually isn't in our case. I just mention it in case that rings any bells.
I've had two kids go through grade one with varying degrees of success. DS9 it was pretty much a disaster. The teacher was completely incompetent, couldn't handle the 16 kids that she had in the class and was convinced DS was ADHD by October and urged us to test. When we did and showed her the gifted scores she basically ignored them and continued to harp on the LD side of things. She basically refused to do anything advanced until he did everything else perfectly. DS flat out refused to do boring stuff and well that was that.
My DD6 on the other hand just finished grade 1. Her teacher gave her different books to read and different math worksheets. I never said a word to her and she has never been formally identified.
A teacher that is receptive to thinking outside the box is worth their weight in gold. I'd talk with her and see what she has in mind and go from there. In our experience the principal's view one way or the other has been irrelevant. They aren't the ones that actually interact with our kids (well at least until things go REALLY bad).
I'm pretty sure this is the book I read from our public library that had lots of great ideas. I've had limited success having them all implemented but it was nice to have a glimpse of what it could be -
http://www.freespirit.com/gifted-ed...-in-todays-classroom-susan-winebrenner//
