I did some additional fact finding, and discovered our school is the only district in the area (and it's a pretty large range) that does not offer any kind of school supported pre K. As I had "followed the proper chain of command" the previous year w/no adequate response, this year I took my concern to the school board level, requesting the school to look at various options to improve opportunities in the early grades.
Again, I won't go into too many details, but despite support from a few other parents, objective information provided, a polite and respectful attitude on my part, the BoE pretty much rolled their eyes and dismissed my concerns. They are clearly not used to being questioned about anything. While they should be commended for their willingness to volunteer for school leadership, they also shown themselves to be pretty small minded, and lacking in any kind of professionalism. I was prepared for not having them agree with me, but disappointed at their outright dismissal.
....BUT, 1 BoE member (also a board member of the pre K), in particular, saw this concern only as being against the long established pre-K. Apparently the pre-K has sacred cow status, and anything seen as less than glowing reviews of that program is blasphemy. At the last BoE meeting (last week), my concerns, proactive suggestions, etc.. were twisted and turned, dismissed as invalid. My family was really portrayed poorly for questioning the status quo, and being some kind of nutty academically pushing extremists.
I thought I had pretty thick skin, but apparently not. I am really frustrated and hurt by some of the comments made, and the attitudes shown. We have been made to feel unwelcome. It's a tiny, tiny town, so this unwelcome attitude extends well beyond the school environment.
I applaud you for trying to make a difference at the school. It sounds incredibly frustrating.
If I understand, you are concerned about (1) weak academics at the school and (2) a dull, unimaginative approach generally in the classroom and at the school and (3) your child's individual learning. You've been trying to motivate changes at the school to address all of these areas at once.
Regarding your own child, you could approach the teacher and the school and work out individual accommodations, depending on her abilities and interests. This is essentially what happened when you adjusted the school schedule to allow for 2 days of home learning. Individual accommodations are often used for students with special learning issues (learning delays or gifted) but they could be used in other circumstances, if everyone is willing (that's the catch!!). There are many different kinds of accommodations like alternate in-class assignments, working with students in higher/lower grades, pull out programs with similar students, independent projects..... Instead of trying to overhaul an entire school and program, you may have more success with seeking out some smaller adjustments for your DD.
If you continue to work for change at the school, you may want to work on one or two ideas to enrich the learning environment, rather than asking for a more comprehensive change that will seem overwhelming and will be resisted. Kind of a Trojan Horse approach - use a special project that can generate some creative, innovative opportunities across the curriculum Something like a school garden and kitchen program (science and math!) or a literacy/book festival with a school-wide magazine publication of the student's writings and some author readings. If you can find a sympathetic teacher or two for support and some parent/volunteer help, you are more likely to be successful. Perhaps those are the kinds of ideas you broached at the Board of Education, and if so, I'm sorry that I can't provide any new ideas for you.