My DS (7/ 1st Grade) took WISC-IV with GAI in PG range (VCI PG, PCI HG, Memory Gifted, Processing Average). His WJ-III showed underachievement. The difference between his processing and verbal is beyond significant. We have spent the year in OT for dysgraphia/dyspraxia and with a Reading Tutor as insurance against stealth dyslexia. His enrichment is a one full-day-a-week pull out and our own attempts (science and arts) through camps and Saturday programs.
He is bored with the school work. He has voiced that he learns more in 45 minutes with his reading tutor than an entire week of school. He describes school as a phonics lesson on Monday and repeated worksheets on the same lesson all week long...tedious as he got it the first time around.
So, DH and I are discussing SSA or a skip. I'm cautious as we are not exactly sure what learning challenge may exist depressing achievement and have been cautioned by trusted friends that the writing challenges may prevent a skip as a viable option. We do plan to discuss with the ed psych who did original assessment. And we have asked for achievement to be retested to see gains from remediation, though tester cautioned that test is sensitive with his young age and we may not see the gains well represented in the numbers.
So my question is...through the school system what might I ask them to assess to determine what he already knows...with the hope it leads to compacting, proper differentiation in classroom or acceleration in subjects/grades. I wondered if having them assess may move things better than just a repeat of WJ-III...as well give us more tangible information.
He took CoGat through school and qualified for gifted services. He took 1st grade ITBS and was 99% across board.
Thanks for any and all input.
