We plan on discussing the results of our DD10's IQ testing later this week as we yet again ask for more math acceleration. This year DD moved to a private school that has more kids working at a high level, but because my DD likes to hide her abilities -- in part because she thinks it's "impolite" to tell the teacher she already knows all the math -- the teacher keeps telling us that "lots of kids think the math isn't hard." We've told her teacher repeatedly that she already knew all this math last year, and provided MAP results to attest to the specifics, but we keep being told that she'll learn new things in November or December or January or . . . and that the class has "lots of kids like her." Since DD tested at the 99.9%ile, that just probably isn't true in a school with only 40 kids in her grade. So, at this point, we feel like we might need to "shock" them a bit to really see that she needs new material at a faster pace with less practice and that she not only can handle it but that she craves it. The main thing we plan to emphasize, though, is the interpretation of the results and what they mean for her learning experience day-to-day, rather than the number itself, per se.
In our case, DD's public elementary school did the testing and so they, obviously, used the results for placement, although I don't think any of the teachers other than those involved in the first acceleration actually knew the results of the testing.
DD10 and DS8 don't know the results of the testing. We told DD that she tends to learn at a much faster pace with less practice and that she sometimes understands things that others have a harder time understanding, but just because she feels quite different from others her age. We haven't really said quite as much to DS since his acceleration happened earlier and he fits in well with his older classmates, but he does know that math is a strong area for him.
