Thank you all for your continued thoughts and support
. If anyone has the time to read more of my rambling thoughts, I do have another question.
In the interest of covering all of our bases and not just walking off in a huff, I did call both our assigned neighborhood school to see if it was worth reconsidering and emailed the principal and GT coordinator at the current school to let them know that she may be leaving and why & to inquire as to whether we could reevaluate her math placement.
The neighborhood school is probably not an option partially due to the reasons we left in the first place which are still valid and partially b/c the GT teacher wasn't likely what I am looking for as a teacher for dd.
I did get a response back from the principal @ her current school -- basically dd's NCLB test scores were on the cusp but there were enough kids with higher scores that she didn't make the cut for accelerated math. The GT coordinator on the other hand wrote back that she adored dd, would hate to lose her, and asked me to come in today and meet with her -- which I did.
She is suggesting that the straight accelerated math wouldn't likely be a good fit for dd anyway b/c they just push through the same curriculum really fast and it wouldn't support dd's divergent, creative learning style, which is probably true. She made it fine in a similar type of set up last year but it still wasn't the way she learns. It was the "least worst" option -- a phrase I've adopted from another discussion board
The GT coordinator is going to speak with the principal and see if we could kind of double jump her and put her in her (the GT coordinator's) subject accelerated math class which has 9 kids in it. She'd be learning 6th grade math rather than accelerated 5th grade or regular 5th grade (her current set up).
We talked about how she isn't finding peers in a classroom of avg kids and that she is more likely to find peers if we set her up to bring up achievement on the NCLB tests to the "high advanced" area needed to be in these accelerated classes in middle school. While she does have an ALP which includes a lot of 99th percentile scores on everything from IQ to individual achievement, she isn't performing at that level on the group tests at school & that's what the schools keep looking at in terms of placement. Sometimes she's high, but she's also extremely erratic and it's hard to tell from one testing to the next how she'll perform.
Dd is in the GT teacher's reading class which currently has 16 kids in it. If she was also there for math with a small group like that, I am wondering whether it would be worth considering staying. For the record, I really like the GT teacher. She's a gifted adult herself and the parent of gifted kids. I've met some GT teachers who are just bright normal people and some who aren't even bright. This teacher truly is very intelligent and does get what gifted is. She's also a good teacher and dd does like her as well.
The class size in the homeroom, the reduction of science and history, and the less than ideal writing instruction that focuses too much on remediation remain the same of course. Dd's social situation also remains the same: she has no real friends at this school and is lonely. We are doing extracurriculars such as musical theatre to give her other social outlets and will continue with that either way.