Ellen, has this year's teacher said anything about Sophie?
And has Sophie said expressed any dissatisfaction with school (the academic aspects), such as saying it's too easy/slow, etc.?
Having just taken our daughter (age 5, 1st grade) out of one elementary school only 3 weeks into the year, and moved her to a different elementary school within the same district, I've come to one conclusion: if we're going to keep her in public school, we are going to have to hand-pick a teacher every year who is willing to do *something* different for her, and make advance arrangements directly with that teacher.
This seems to be the only way to get anything different for our daughter. Last year we talked to the district about testing her--they refused, because she wasn't "struggling." So, we had our own testing done. I then spent countless hours over the past year discussing DD with the principal of the first elementary school, where my older two children attended, and thought we had a wonderful placement for her this year in what was supposedly a "multi-age" classroom. Principal seemed to understand, be on our side, etc. But when school started and we had a meeting with DD's teachers about doing a single subject acceleration, they were absolutely unwilling to do anything different with DD in the classroom, or to acknowledge that she needed anything different--this is even with professional test results in front of them. And the principal who I thought was supportive sat there and said nothing. I've also talked to the district's curriculum director and the ISD's "advanced and accelerated" coordinator, and the best they could do was offer suggestions on "enrichment" to do at home.
Luckily I found a teacher at another elem. school in the district who said she believed in differentiated curriculum and would let DD do some accelerated and independent work in the classroom. I talked to the techer first, then talked to the principal who, while not a big help in terms of ideas/options for supporting DD, was happy to have another warm body in the school to bring up his enrollment numbers. And he will not interfere with what this teacher will do for DD.
It's not the *ideal* situation for DD. I know this school and this district will never do a grade skip and probably will never let DD do subject acceleration in another teacher's room at a higher grade level. I know this teacher doesn't really truly "get it" and that DD will have to sit through some boring material she's already mastered. In most subjects she still will have to do the same curriculum as the rest of her class, even though she could be working ahead in every subject. I know that a lot of her potential will not be realized, and that saddens me.
HOWEVER--it is a better situation than what we had! And DD seems much happier, so I am grateful for anything positive. In Reading, at least, she is able to do accelerated and independent work. The teacher started her out at a Grade 4 level in Reading homework and said she won't have to do "reading group" with the rest of the class. I am hopeful that as the year goes on, this teacher will be willing to make some other accommodations for DD.
As for next year, I have no idea if we'll be able to find a second grade teacher who will work with us in the same way. Finding a good teacher might mean changing schools again. There are four elementary schools within our district, and I will be talking to 2nd grade teachers at every one if I have to! Our back-up plan is to move her back to the private school where she attended Kindergarten. I know they would be willing to let her work ahead there, because they already have kids who are doing subject acceleration (in another teacher's room with the older class).
Sorry I rambled on and on. My point was/is, maybe you should schedule a meeting with Sophie's teacher and tell her your concerns. Do you think she would be receptive to doing anything different for Sophie? I think that's your best place to start, even before testing.
