Gifted Issues Discussion homepage Forums Identification, Testing & Assessment Help interpreting WISC V results

Hi, I have been a long time lurker at the board, debating whether to get my son tested. Last month, we finally were able to get my 7.5 year old tested for WIAT III and WISC V. Does anything jump out? Should I be asking anything specific from the tester? The school has placed my son in the gifted program for language arts but not for Maths. Should I be advocating Maths gifted program based on these results?

Here are the scores for WISC V. Please let me know if any additional information is needed. Appreciate your help in advance!!

WISC V
VCI: 146
VSI: 126
FRI:151
WMI:135
PSI:116
FSIQ:146

Nonverbal: 142
GAI:148
CPI: 132

Subtest scores (scaled score and percentile)
Verbal comprehension
Similarities 17 99th
vocabulary 19 99.9th

Visual spatial
Block design 14 91th
Visual puzzle 15 95th

Fluid reasoning
Matrix reasoning 19 99.9th
Figure weights 18 99.6th

Working memory
Digit span 17 99th
Picture span 16 98th

Processing speed
Coding 12 75th
Symbol search 14 91th

I don't know the answer to your question about math, but you should apply to Davidson with this scores.

Thanks Elizabeth! Application in progress, we knew our son has above average abilities, but definitely didn't believe he is DYS qualified.

Welcome!

His cognitive scores would suggest that math should be an area to consider for advancement, especially conceptual math, but I would guess that the school made the placement recommendations based on his WIAT-III achievement scores, or on curriculum-based end-of-course testing, not purely on his WISC-V scores. And, depending on your district's curriculum and in-class differentiation options, as well as the profile of the overall population, they may feel that they can accommodate his needs in the regular classroom. It's hard to say without knowing where his actual math skills are at this time.

Hi aeh, sorry I should have been more specific. DS was tested on a district non standard test for gifted placement at the beginning of the KG year in which he qualified in LA but not in Math. We were told that they would add Math services if they seem fit. We had this conversation with the school couple of months ago, and they still believe that he is not a candidate for Maths gifted services.

We got him independently tested for both WIATII and WISC V, we haven�t shared the results with the school yet. Here are the WIAT III results taken at the same time, and WIAT III scores look to be higher than WISC V scores

Oral Language: 146 99.9th
Total Reading: 143 99.8th
Basic Reading: 150 >99.9th
Reading Comprehension & Fluency: 135 99th
Written Expression: 157 >99.9th
Mathematics: 160 >99.9th
Math Fluency: 135 99
Total Achievement: 150 >99.9th

Would appreciate any insight and how to advocate to school for Maths gifted placement.

If I had a dollar for every time I heard this, I'd be rich.

His achievement scores are quite comparable to his cognitive scores. I would consider them supportive of math advancement, but it may be that the district is looking at some curriculum-specific criteria that include, say, math fact speed, or consistent 99/100 scores on all math work (which can be difficult for learners who are far past basic arithmetic, as self-monitoring for low-interest rote tasks often isn't good in young children (or older ones, for that matter)). Do you have access to the district criteria?

ETA: I'm not implying that he shouldn't be advanced in math, just that the district may be using criteria that don't capture his abilities.

Actually I don't have the district tests available:(. I have requested a conference, but not sure they will grant any conferences during summer. Also, the results that they have are over 1.5 years old, so DS's test taking (and maybe IQ/ability) has increased over the period. The psychologist is very supportive of personally speaking with the school teachers for subject acceleration or entrance into the gifted program. Not sure it will help, but lets see.

I think the age of the previous assessments is a highly-relevant point to introduce into the discussion at the conference. A kindergartner is not only substantially less testable than a rising second grader, but also hasn't had the benefit of much formal instruction, the effects of which are particularly noticeable in mathematics.

That makes sense aeh! We will see how the meeting goes! Thanks for all the support!