Cathy A: I look at the number of grade skips that you propose for math, and it makes me realize just how far behind in math he would be compared to science. DS would have to go through three sets of double grade skips in order to equalize the math and science grades. Oh boy! That means being with three different groups of friends each year... As soon as he made a new set of friends in a grade he would jump two grades above them the next year. I realize it would only be for math and not for a whole grade... but it still seems hard on a kid that struggles to make friends anyway?
I have a question. Everyone said that schools seem to take Achievement test scores more seriously than IQ scores. Now, after having WISC-IV scores for six months and WJ III Math scores for less than a day, it doesn't seem like the schools are really interested in the math achievement scores. DS had the magic 145 or beyond for the scaled scores in three out of the four of the math subtest (with only the pesky math fluency below it) and grade eq. that were 3+ to 6+ higher than he currently is placed. So what do I do with this data? How do you approach the school if they are focusing on the math fluency data, which seems to me to be the Processing Speed equivalent of the WISC-IV?
Should I focus on the scaled scores that DYS wants and look like IQ scores? The school doesn't really seem to understand these. The grade equivalents seem kind of arbitrary, and don't necessarily track with the scaled score. DS's highest scaled score was in Math Calculation, which had a GE of 4 grade levels above his current grade, while the Applied math scaled score was 17 pt lower but had a GE of 6 grade levels above current grade. It really makes no sense to me!
Any idea what are the schools looking for in order to get math acceleration? (I know, that is probably the million dollar question around here!)
