Welcome!
I'm a middle school teacher. General education, but very interested in gifted education. I've also run more IDEA evaluation and eligibility meetings than I care to think about in a former job.
In the report, did the doc give an opinion as to whether the FSIQ was the best summary of his cognitive potential? It seems to me that the average of those subscores wouldn't have much to do with reality, those are so different from each other.
When I see a Processing Speed Index like that, I think of a kid I tested once that you had to give super-long wait time. Like you might ask a question and just sit there for two or three minutes, and he'd eventually come out with the right answer. I would think that, unless you got meds that work much better for him than whatever he was taking that day, you would be looking at a highly individualized program for him, in school or out.
I'm wondering what was actually in his IEP. What was his eligibility category? Did the school give him any kind of cognitive and academic assessments? What supports did they recommend? What in the plan wasn't working for him?
If you ever decide to try a public school setting again for whatever reason, I would also recommend you go to your state's disability rights organization and ask for an advocate. I have seen them be very good (much better than teachers) at explaining the jargon and alphabet soup. They also keep school staff on their toes. I haven't always agreed with the advocate assigned to my schools, but I know that we both want appropriate supports and services for the child.
In my experience, the help of an advocate is more effective than filing Due Process or an Office of Civil Rights Complaint most of the time. As an attorney who specializes in IDEA says every time I go to hear him speak, "Nobody wins Due Process. You lose, or you lose big, and nobody ever loses more than the child."
