[quote=geofizz]
Do you have IQ test scores? If not I think that they would help.
No. Not yet. I'm weighing what and when to do that. I've avoided testing with my kids unless there was something demanding it. At this point, I was focused on his inability to rhyme and limited phonological awareness relative to his reading skills.
Administration: Time: Comprehensive Form�(PreK-K) 30 minutes; (Grades 1-2) 50 minutes; (Grades 3+) 80 minutes; Brief Form�(4-6 to 90) 15-45 minutes
Scores: Scores/Interpretation: Age- and grade-based standard scores (M=100, SD=15), age and grade equivalents, percentile ranks, normal curve equivalents (NCEs), and stanines
Ages / Grades: Ages: 4-6 through 25 (Comprehensive Form); 4-6 through 90+ (Brief form)
He had the comprehensive form, but I don't know which form. The report doesn't say.
My daughter did this too -- I can't judge based on the amount of time. I think the K-TEA part took upwards of 2 hours, an hour and ten minutes on the math since he never hit the ceiling.
So this shows that K-TEA is an acheivement test. Do you know if they gave him the 'PreK-K' 30 minute test or the 'Grades 1-2' 50 minute test? It may be that at his age, his Math ability is less unusual - or it may be that his Math ability is very very unusual. If he seems to have picked it up all on his own, or you had no idea that he knew stuff, that nudges you in the direction of thinking that his ability to self-teach if very unusally high. If you've been quizzing him daily (not that there is anything wrong with that) then you are maybe looking at a more 'pleasantly gifted' kind of situation.
Some families maintain a literature-rich household, my house is evidently mathematically rich. He self teaches, he absorbs from the ether, he quizzes us, he checks out math story books from the library, but he also asks to be taught. He showed subtracting with borrowing on the computation part of the test much to my dismay. Turns out my husband had been playing with him on a white board while waiting with him for something else the week before the testing. He said it was maybe 5-10 minutes and two examples. Same thing with fractions - the knowledge he showed on the test was something that we'd read about in a story book.
But if you have supporting IQ scores,and live in the USA, I would recommend you start filling out an application to Davidson Young Scholar's Program, because that Math Score is 160, and he would only need a Math Score of 145 on K-TEA and supporting IQ scores in a single subsection to qualify. For most purposes a score of 130 is the level of unusualness to qualify for most gifted programs. And yes, the age/grade thing is possibly clouding the picture, so try to keep all this info in the 'hum, interesting' catagory of your mind.
I've checked DYS out because I am thinking we're going to need some advocacy help. The letter of recommendation is going to be the sticking point. He fails to communicate what he's thinking in a classroom setting, so his teachers have all missed that there's anything unusual about him.
Gifted qualification at our school, including single subject acceleration, requires "all around" gifted for both IQ and achievement. So if he's reading at or even just above grade level, he can't be accelerated in math. There also seems to be a huge selection bias against boys, with less than 1/3 of the kids qualifying for services in each grade are boys.
My daughter was accelerated 1 year in math into a compressed curriculum, so she's currently at a double acceleration. The conversations with the school were tense at best even with her gifted qualification.
I wasn't planning to worry about math ability for kindergarten. Our intervention specialist told me that math would be only 10 minutes a day. With the 138/160 scores in hand, I got the classroom schedule with 30 minutes per day. That makes me anxious.
