Oh yeah, the keymath test. He ran off the end of the test in 2nd grade in just about all areas -- only the subtest that included percents and decimals did he not run out of questions before hitting the stopping criteria. I recall in the meeting about the 3rd grade acceleration notes that he did most of the work in his head, consistent with the WJ observations.
Looking for such a math IEP goal is starting to look ridiculous.
The most concrete way in which present levels of performance that can be quantified, though, is the number of problems for which he uses pencil and paper. Homework is on Pearson's digits, and he's supposed to show his work in a spiral notebook. He's filled two just pages since December for his daily homework. The underlying issue appears to be related to the language difficulties, certainly not in the mathematical skills. The SLP is so wowed by his math skills, she's not able to really meaningfully discuss this. The math teacher is so stuck on "well, I showed him how to do it one on one, and he did it, so it's fine" that she doesn't really understand the underlying language issues. At the same time, she marveled to me yesterday that just once, she'd like a peek into his brain to see how it is that he figures this stuff out, because she knows it's often so radically different than the intended.
This effect seems most closely tied to his writing struggle, in which the language issues, together with the spelling problems, conspire to make it difficult for him to write anything down.
