Just wanted to update, and ask for a bit more insight, if possible.
I spoke on the phone with the supervising SP and she agreed the WPPSI was not the best choice of test, and offered to have DD7 retested by a different SP. We agreed, somewhat reluctantly, but hopeful for an accurate score. Communication was spotty (all via email) but DD was pulled and tested on a Tuesday. By Friday, I hadn't heard a word, so emailed asking for an update. He replied the next day that she had scored a 126 on the RIAS-2. No subtest scores, no elaboration. I know they're very busy with end-of-year work.
My understanding at this point is that the RIAS-2 is a new test, scoring lower than the previous version. I also understand the reasons for renorming, but that still says to me that any student who tested into the program earlier this year via the original RIAS, has been held to a different standard than my child, which feels frustrating. As does the fact that my DD has been shuffled through a series of unfamiliar testers, some who've made poor choices, others who were understandably preoccupied given the time of year. She's a low priority for the school, and I get that. But this is a child who spent 4-6 hours a week in a non-academic nursery school, spontaneously taught herself to read, then did half-day kinder, and now a year of 1st grade with a lovely but very busy teacher who's been pulling books for her from the middle school just to find her something new. So any potential measured on an IQ test is definitely very raw, which I'm glad about, because I believe strongly in play-based education. But my gut is also screaming that I have a unique learner in danger of slipping through the cracks here. I'm just not sure how to proceed.
Any thoughts on whether that 126 on the RIAS-2 (missing the gifted cut-off of 130) is definitive enough to drop the idea of a GIEP? Or is there still value in pursuing a differentiated education, particularly given her verbal strength? Part of me thinks that if we're relying solely on numbers, then the method of obtaining those numbers at least needs to be consistent for all kids in the program. And while we're considering statistics, the likelihood of a child's IQ falling nearly 40 points below her mom's also seems low. I recognize my bias comes from my own personal experience as a gifted kid, but assuming DD would benefit from the program, would you consider independent testing with someone more experienced in giftedness? Wait another year or two? Accept her score as not likely to jump 4 full points regardless? I feel like I'm having a hard time sorting out my own emotions around the idea of my child missing out on something that could be of significant benefit to her psychological wellbeing. I'd love to hear some objective perspectives. Or subjective ones. Just some other perspectives.
