DD's third grade classroom is on a different schedule than the other 3rd grades so that DD can go to a clustered math class with the 4th graders. Next year will be trickier because the same teacher teaches the 4th and 5th grade gifted clusters, and more math intervention will kick in for kids who do poorly on the 3rd grade state test.
We are working our way through 4 solutions to be decided on at a meeting May 18:
DD is in a 4th grade room with no other kids with math interventions of any sort so that her room can be on its own schedule, scheduling math at the same time as the building 5th graders.
DD does the 5th grade curriculum with next year's 4th grade gifted cluster, mostly independently with the help of the teacher (won't work for our DD)
DD does 5th grade with next year's 5th graders, and then makes up what she misses in her 4th grade room during their 4th grade math time. (won't work for our DD but this is what worked for me when I did this in elementary school)
DD does 5th grade math with next year's 5th graders while her 4th grade class is scheduled for specials each day, then she does her specials with other classes during her regular room's math time. I'm currently favoring this solution, though it will likely require gym with 3rd graders and music with 5th graders or something complex like that. The problem here is that none of the teachers have come up with this solution on their own, and so it's a bit of a matter to explain it and explore whether or not it will work. I've planted the idea already, but little understanding of it has penetrated.
This is inherently relying on the good will of all the teachers and administrators. We are fortunate for an intervention specialist/director who is forceful with her support for this acceleration.