My usual criteria for further testing focus on two questions:

1. Is there a current problem or question that needs a solution? For example, is the child unhappy in school, or struggling with some aspect of their development, or are teachers/parents having a difficult time offering instruction that meets the child's needs?

2. Might it provide additional access to beneficial resources? E.g., support for enrollment in an advanced math or writing course, GT program, or particular interest.

Think about how testing would change the answers to these two questions, especially at different stages of her education. If there are not real impacts right now, it might be better to wait until these questions begin to become significant, and also until she is a little older, when scores become more stable. (In this specific case, there is also the question of whether testing now would underestimate her ability, especially verbally, since she has not had the same English immersion experience as those on whom the test was standardized.) If you do have specific concerns relevant to the next year or two, that might be a different situation.


...pronounced like the long vowel and first letter of the alphabet...