Welcome!
Sorry your child is going through this, although two strong positives are that she is making friends, and that she has articulated her feelings so that you're aware of how she has been experiencing her learning environment at different points along the way.
When we went to her latest progress report review, the teacher mentioned that DD4 had tested into a more advanced reading group that would have required her to leave her general classroom for an hour a day, which she felt would be overwhelming for DD, so she held her in the regular classroom. I was not happy about the decision, given that DD leaves the general classroom for 3 hours every week for her gifted class anyway and without difficulty, but was not offered the opportunity to have any input into the decision.
This may not be legal, check
your State laws to see whether parents are to be involved in decision-making. Also check your school and/or district policies, often found online at the school and/or district website.
Many topics tend to repeat on the forums. Look at the
advocacy threads and follow their links to online information and resources. Basically successful advocacy consists of politely/collaboratively partnering with a teacher, school and/or district while holding learning environments accountable to following their own stated policies, industry-wide best practices, and local laws. In other words, it is not a matter of a parent thinking/wishing/hoping things would be done differently/better, but rather it is a matter of focusing on experts having set forth policies, best practices, and laws for institutions to follow.
The Iowa Acceleration Scale (
IAS) is the tool often referred to as best-practices and the standard for whole-grade acceleration. Use of the IAS sets the stage for a supportive classroom environment for the accelerated student.
One grade-level acceleration is often not enough to meet the needs of a
profoundly gifted student. Hoagies Gifted Education Page has listed lots of interesting resources to support parents of
exceptionally and profoundly gifted students. That said, IQ tends to stabilize around 8 years old, and retesting at that time is often recommended.
There are several old threads on radical acceleration and things to consider as they may impact the child's education and life experiences in later years (such as not driving when classmates are driving, etc). Here is an
old thread with links to many other threads on this topic.
Lastly, with your child's high IQ score, you may wish to apply for the Davidson Young Scholars (
DYS) program once she turns 5.
