She also stressed that my DD's cognitive development should not be emphasized over her participation in situations with no right and wrong answers. This recommendation came from observations during testing where my DD expected herself to know everything and showed signs of being hard on herself (boy do I understand that tendancy). I wondered if she thought we sat around doing math problems all day here since she already spends 99% of her day just playing, doing crafts, romping around, etc.
The last psych who tested my younger dd after a terrible 3rd grade year and setting into a pattern of underachievement said something about not accelerating her in the report. It read something along the lines of dd being able but it was irrelevant and that we should not place her in GT classes b/c she would achieve if she wanted to and that we didn't need to worry about it. Given that she more than met the low-ball qualifications for a GT id in our district (95th percentile in any one area on ability and achievement) and was not doing well emotionally, socially, or academically at that point, I was disinclined to take the opinion of someone who had only met my dd for a few days vs. my knowing her for years. We, too, got the impression that the psych thought we were hothousing dd to get the type of achievement she was seeing and that her emotional difficulties were due to too much pressure from us. Actually, I believe something that strongly implied that was also written into the report along with a comment that negatively compared her to her older HG sister (a note of her sister being more able in the pysch's mind, which I'm not sure is actually true and dd did score higher than her sister in some areas).
Point being, you know your child best. If homeschooling is viable for you, I think that is a wonderful option to offer your dd a much better fit academically and you should have plenty of opportunity for her to socialize with other kids through hsing groups. I wouldn't worry about overly emphasizing academics. You are her mom. You know best what she needs and wants and she'll let you know if you're off in the wrong direction b/c you'll see it in her behavior.
We, for the most part, took what helped dd from that report and ignored the rest. Dd is in public school right now and she was placed in the GT reading class and we pushed for more in math as well. She subject accelerated in math this year and her achievement scores in math are stablizing with an upward trend. Reading achievement is still pretty erratic but not as erratic as in earlier years (I say this without seeing this year's CSAP/state NCLB tests, so I hope that I'm not lying). She did pass the 7th grade pre-test in math and the other tests to continue subject acceleration of some sort in 6th grade next year. We're not yet sure if it will be the more accelerated 7th grade math or the more std level 7th grade math but we're fine with either and want her where she'll do the best. She's also doing a lot better emotionally this year. Going against the psych's recommendations and pushing for more accelerated academic placement was the best thing we've done in terms of forcing us to ferret out what was going on with dd and placing her somewhere where she can develop both academically and emotionally.
