Well, the "rage" has "stopped" for the most part. I heard nothing else about it after I gave the teacher a handout with a list of facts on GT students. It was one of those lists that kind of looks like this:
GT trait:
Enjoys organizing things and people into structure and order
How the action is perceived:
May be seen as bossy, rude, or domineering.

GT trait:
Thinks critically; has high expectancies; is self-critical and evaluates others.
How the action is perceived by others:
Critical or intolerant toward others; perfectionistic.

GT trait:
Acquires and retains information quickly.
How the action is perceived by others:
Impatient with slowness of others

After I gave her this handout, she began giving DD5 the informal tests, such as "accelerated reader". Her understanding of DD's behavior also seemed to improve as I have no longer received notes about bossiness, etc. Each meeting since has been positive. Just yesterday, she was awarded the best conduct award for her class.
After our meeting (about 3 months back) the teacher recommended we "fast-track" her through the Little Readers (a list of 20 small books sent home as homework). We did this and she is now being given books labeled Above Level Readers. I was skeptical, but her idea worked and DD5's conduct improved. This is one of the many reasons we are looking into a partial or full grade skip.

The "rage" doesn't seem to be an angle I can use now, but could I possibly use the example above as leverage you think? (i.e. see she had problems, then we increased her workload and challenged her more and the behavior stopped)

BTW, I am going to homeschool her this summer. yea!
The gifted program that starts in 3rd grade is really nothing to get excited about. It is just a few hours a week and really isn't anything I think she will benefit from.

Last edited by AMS's mom; 05/04/09 02:26 PM.