My DS now 10 had the exact same profile on the WISC IV at 7.5 years. GAI in PG range (VCI PG, PRI HG, Memory Gifted, Processing Average). Prior to the WISC – which we needed for HG school application, he had been assessed by his school psych with the WJ Cognitive and Achievement. He was assessed for potential whole grade acceleration. He had one DYS level achievement score on the WJ at that time (he was barely 7 and in the 1st grade). All of his fluency scores were average. He has since been further evaluated because after he was grade skipped and transferred to his HG school (in other words after we were able to get a better curriculum match) he was still struggling. After the additional assessments at age 8, he got an ADHD diagnosis. He struggles with speed and writing but he does not have dysgraphia.
Now, at a few months into age 10 and in the 5th grade, his processing issues are becoming more of a drawback and his writing (while at what they call grade level – he gets As in writing) is his biggest challenge. He does not have significant handwriting issues (it’s not beautiful but is fairly neat and easy to read) nor does he have too much of a problem with organization - he struggles more with the act of getting it all out of his brain onto paper and with focusing on editing, etc. We are starting a program to address processing speed specifically toward his writing and also getting some professional advice on and considering medication for ADHD – we have not taken undoing the skip or taking a gap year off the table, but the academics are still not where he needs them, so it would be difficult to think of having him in a lower grade at any time soon.
I would advise to think about how significant you think the writing/processing struggles are. I really felt that even though my DS had some of them at 7, it was more important to get him to a place where he could learn something new every once in a while and accommodate or remediate for the things he was not as strong in. This is the first year we have considered outside help for his writing. The big difference for us from what you report, is that my DS did not show underachievement on the WJ except in fluency. I do sympathize with the struggle that you and he have of going and sitting in school for a week doing things you already know – we have had a lot of that along the way too.
One other thing, I don’t know much about the ITBS but could that give the school/you some information on what level he may be at. Alternatively, could they give him a higher level verstion of the ITBS to see where he is. That might help them feel comfortable with acceleration?
