I'm now able to provide some more info for your helpful thoughts. For what it's worth, I did misstate the PRI/PSI spread on first eval. It was actually 55 points. DS is mixed lateral dominant in motor functioning. He has settled into writing with his right hand. He does have excellent hand/eye coordination. Fine motor skills have always been a problem. His writing is messy, but quite legible.

Evaluation testing in Feb. DS had his dose of Vyvanse on board for testing.

Doctor noted his speech showed normal rate, rhythm and volume, though sometimes was marked by some mild hesitancy.

WISC IV CANCELLATION was also administered but not calculated in PSI score. One standard deviation below average.

TRAILS A AND B: TRAILS A being one standard deviation below the norm. TRAILS B was solidly at the average.

BRIEF: Data well within normal limits.

GORT 4: Oral Reading Quotient of 112. "His reading rate, accuracy and fluency were all solidly in the average range. Reading Comprehension was also solidly in the average range. Having stated this, his fluency is approximately 1 standard deviation below expectation based on his verbal IQ."

WIAT - 2 WRITTEN EXPRESSION: 113. Quote, "While this is a nice score, it is also approximately 1 standard deviation below expectation based on verbal IQ."

CPT - 2: "All primary measures grossly within the normal range, though reaction time was a bit slow, again highlighting some visual motor process slowing."

Recommendations were increased time on tests (up to 150%), including ACT and/or SAT; Use of computer software in school such as a laptop to help with writing and organization. This could be provided by the family; Access to lecture notes from the teacher or other students on an as needed basis; seating toward the front of the class.

As you can see, examiner tried to show DS's strengths/weaknesses in a manner that would highlight how this impacts his high ability.

MAP testing in math was very good. 262. 98th percentile. I will note Algebra teacher reported it did take him 2.5 hours to finish. He completed it over three sessions. Algebra teacher has accommodated by letting him turn in assignments the next day and she told me she has gotten quite good at stalling in the classroom to let DS catch up. (WOW! I made sure the principal heard good things about her) She is also very eager to advocate for DS, as is his English and Science teachers. Language Arts has historically been the biggest challenge.

As you know, this processing speed profile can meet with teachers assuming student is off task, slacking, unmotivated. First grade was a difficult year. While his achievement was very high, he was miserable. All he could offer me for an explanation for his unhappiness was, "There's not enough time." At that time we were unaware of what was going on. More issues with third grade teacher surfaced and we were able to get a good diagnosis and DS gained insight as to how he functioned. He is usually a good self-advocate, but he isn't always able to recognize that he's having difficulty. (I know you guys get that.)

So, the reasons for my initial GAI vs FSIQ question was I anticipate the SD will look at the 121 FSIQ as opposed to the 133 GAI. I requested accoms for 7th grade and it was very informal. So informal that nobody knew they existed until I did meet with some teachers and explained. So it's a Catch 22. He is currently achieving quite well because he IS being accommodated (informally ) We are going forward with the 504 accom request, and I do have teachers that will back the request up.

One other question. Dottie, you say the GAI is still 133. Is that because you would always use the highest attained testing score?

I apologize for this post being long. I know this is the ultimate source for great info. Thanks much.
(I am awaiting election results. This is big stuff in Wisconsin for education.)