Originally Posted by Dude
It sounds like you have several data sets on your DS:

1) Parental observations.
2) Professional psychologist testing and evaluation.
3) Teacher observations.
4) School psychologist testing and evaluation.
5) School psychologist observations.

And if I'm reading this correctly, all of the data sets say "gifted," except #4. So if that's the outlier, then that's the data set that needs to be questioned.

Also, this is VERY concerning, because it basically indicates that the school psychologist is unaware that cognitive ability and executive function are different things:

Originally Posted by Tigerle
So he started talking about how being gifted was about being gifted according to the daily requirements at which I informed him that if he was talking about putting his socks on in the morning and making sure he finished a meal as opposed to running of after a few bites to do something more interesting my child was severely developmentally delayed. Well, he was talking about his not bringing a pencil for testing for two days in a row.

And the psych tips his hand that he recognizes your DS is beyond the other kids cognitively with his next statement about your DS tutoring the other kids... hence item #5.

As for next steps, I think it would be entirely reasonable to point out that the school testing is an outlier, that it does not match what you see, what the teachers see, and what the outside tester saw. At the very least, I'd say the two conflicting tests justify a third round of testing, at the school's expense, with someone who has not been briefed on the previous results, in order to resolve the conflict.

This is what I think too. It is very concerning that this psychologist is confusing executive functioning and cognitive ability. Input from an unbiased tester is needed here.