I notice you have a few OH acceleration questions. You are exactly right on the "once gifted, always gifted," and that they should accept the prior WISC IV FSIQ. There is an issue in the state where the state sets the bar for cog gifted for state purposes, but each district has the right to set the bar elsewhere. Do you know he's above the district bar? They don't have to accept GAI unless there's a disability associated with the GAI vs FSIQ difference.
The district bar is the same "two standard deviations above the mean" just like the state.
ODE is really great when outlining the process for a whole-grade acceleration, but offers little guidance on single-subject acceleration. Between my family and a few others I know, I know of nearly a dozen subject accelerations, each one has been handled differently with a different level of scrutiny.
That being said, gifted IQ is *not* a requirement for SSA, so this IQ discussion might be a bit off target. Do you have out of level, curriculum based assessment in reading and math showing where he places relative to kids at the end of the next grade level?
The only thing that might be curriculum based would be the school's STAR assessments (I haven't delved into the world of curriculum based testing!) At Spring conferences they gave us the STAR reading and math asessments they did and he scored 631 on math (4.4 grade equivalent) and 684 on reading (6.2 grade equivalent) But I don't think STAR asessments count any longer for GT.
What are you seeing in your child? I see where you stated that this is what the outside psychologist recommended, but what are you seeing in your child that motivates this? What does the teacher see? What's happening (or not happening) in the classroom?
Originally we had DS tested because we wondered if he had ADD. We chose a psych specifically because they were well versed with ADD and the gifted (DH is gifted). Found out DS was gifted but has slow working memory / processing speed. Psych said exposing DS to higher level math may help. Also said that making sure he is challenged will help with the processing speed.
School does not challenge him. He only gets to read with teacher every two weeks, if that and when we asked, we were brushed off. We know how often he reads with the teacher because she sends home a new book with a sign off sheet for us. the sheets are not collected for weeks at a time. His math homework is very simple for him, it does not take him but 2-3 minutes to do all of his homework. He complains of the teacher repeating stuff over and over.
Third is that because he has so much free time on his hands when the teachers work with all the other groups, he amuses himself sometimes by singing, humming, or distracting other kids. Two teachers said he has maturity issues. He's not immature, he's bored. (Yes, I know the schools don't like that word, but guess what? I don't like you calling my child immature!) Also, there is not ONE faculty member in the district with a gifted credential, so I don't believe they know much about dealing with GT kids.
Our biggest concern is that he will begin to tune out if not challenged.
