Thanks both of you. Alas, I have no unrealistic expectations - no expectations at all, really, since our board is violently opposed to acceleration of any kind. I don't expect them to get the SCAT, but thought it would nonetheless help make the point that yes, he's at the top of the grade by the WIAT - and hey look, he's still at the top compared to kids three grades older. He desperately needs to learn how to cope with material he doesn't already know, and that ain't happening right now.
Mostly, all I hope to achieve is a little light bulb that says "oh. Maybe - just maybe - this kid isn't quite as good a fit with a standard classroom as we thought, and just possibly perhaps he actually does belong in a gifted program. And (and here I get really radical) just possibly maybe maybe perhaps we don't need to make him do all the grade standard math worksheets before he's allowed to do something ever so slightly more interesting".
Thank you for patience with this rant!
P.S. Susan Assouline's book (
http://www.prufrock.com/Developing-...ntary-and-Middle-School-2nd-ed-P656.aspx for those who wish to follow-up) looks interesting - but just too depressing when there's not a thing in it implementable in our school system. sigh.
