This arrangement seems suitable and I like this model. With that said, when I was in elementary (back in the late 1990’s and early 2000’s), you took a test once enrolled to find out your reading level and then you were placed into a reading class in accordance with your score — I tested into sixth-grade reading in the second grade and so I was placed in the fifth-grade reading class at the time. I did very well, as did my accelerated peers, and we were subsequently bumped into the “sixth-grade” reading class and remained there in subsequent years as that was the highest you could go. It didn’t make sense to keep us in with the lower reading classes because I wasn’t reading at a second-grade level. (That’s also one of the reasons why we were put into ETS and GATE — we each took IQ and other diagnostic tests.) The same thing happened in middle school — I was always put in with the eighth graders for English, just with a different teacher each year — as I was later retested at the beginning of sixth grade and was found to have been reading at the twelth-grade level (I remember getting a score of 12.9, I think). The point of all this: I would have been unchallenged if left in with my regular peers. To us advanced kids, it was like learning your ABC’s all day. We needed greater enrichment and we weren’t going to get that in lower-level classes. It just wasn’t intellectually appropriate for us despite our age group.