How do we get the schools to see that our already G&T-ID'd or grade skipped, etc. DC (referring to other poster's DC, too) might actually still need MORE? ...how do we get our DC's needs met/at least considered?
DS's EXPLORE scores were initially not attended to. Nobody (but us) knew what they meant. EXPLORE was just not a viable way to communicate with an elementary school. We found that an elementary school is also typically just not set up for acceleration-- they're not set up to let a kid do advanced science, for instance, because science instruction is melted into a generalized "theme time," the scheduling of which is particular to that grade.
However, fast forward a few years and we were in a position to ask for a grade acceleration in science-- we were able to refer back to the EXPLORE scores in a way that was understandable (because of the 8th grade norming), and the scores helped with negotiations with the middle school.
Further, DS found the EXPLORE an excellent warm-up for the ACT-- having sat a mini-ACT in 4th meant he was well-prepared for taking the longer version as a middle schooler. It was laid out the same, testing the same kinds of things, all familiar.
The ACT-- now that is apparently something that school district officials DO understand. So: it's been a process of getting it to come into focus.
