Now what?

I have a bunch of work to do today, but I need to write this out before I can even begin to focus on work.  I met with Carolyn's teacher this morning and now really don't know what to do.  Carolyn is showing what she can do at school.  In 2 days, she wrote a three page story and started a new one, complete with illustrations.  She is not afraid to read in front of her class at all.  Carolyn is not the most independent learner, but I would imagine most 5 year olds really aren't.

The "answers" I got were less than promising.  Her teacher said she would nudge and push Carolyn to do a little more when given a chance.  There was no discussion about this in regards to any math, where they are studying shapes and will later this year look at solids.  Carolyn already knows those and we've done them at home by chance, with math seeds, and with magnatiles.  She emphasized that she really only likes to use picture books in the classroom, suggesting that they can have as much difficulty as longer books.  I just don't see how the plot difficulty of a book with 20 sentences can be the same as a chapter book, and Carolyn really enjoys the extended plots.  She did say that Carolyn can bring in books to read if she would like.  So I'll be discussing that with her this afternoon.  I just really didn't get many concrete answers for the plan for the year.  I asked if we're likely to have this boredom issue each year and she just said possibly.  So without many answers, as we were rushed at the end, she said she would understand if I pull Carolyn but that she doesn't want to lose her. 

Almost felt like an endorsement that the classroom can't meet her needs because they are so specific.  This is one of those things that frustrates me.  The kids that are behind get all the support in the world, but the ones that are ahead get less than even the average student because they are already so capable.  It looks like the next step is going to be meeting with the principal.  I think I'll give it a week and see how things are going.