Yes, there is a typo - and it is mine. His raw was not 443, it was 433. I apologize for the miscommunication - certainly a 443 would be a whole different ball game!
So now this makes sense.
However, I do feel all of this has prompted some good movement. I spoke with a friend/psychologist who interpreted his cogat's and put it into terms of what I need to be saying to the school and documentatation that should go along with it.
It is a good place to start, with some well guided questions - such as, if the school is concerned that he'll be missing *something* by being accelerated into grade 4 math... what is that *something* and how would it be different from missing more *something* through partial HS?
This psych. has lots of experience adovcating and dealing with our system - while she's moved away, she agreed to be part of our team and be on a conference call in the Fall (she recommended that I ask the school psych./teachers/ and anyone else who the psych. thinks should be there, come to a meeting week 1 of school to outline what "differentiation" will look like as well as other concerns - like the question above).
I know there are heaps of you who have had experiences with these types of meetings - any suggestions on how to foster cooperation with the schools??
