Thank you so much for your expertise again! At this point, you probably should be charging me a consulting fee, but I'm so appreciative.
I didn't mean to overstate my own test scores as a relevant factor in DD's testing; it's just something that enters in when I'm trying to sort out my own subjectivity. On one hand, I feel like I'm familiar with both giftedness and her strengths in particular, in a way that may let me see her more clearly than some of the professionals at her school. On the other hand, I know the ups and downs of my own experience could be clouding everything. And yes, it was the SBLM in 1985, so definitely skewed. I had SAT/GRE scores later which may support that score a bit (perfect in verbal, not so perfect in math
), but regardless, I know I'm a different person than DD. And truthfully if she didn't have to struggle to be challenged in the way that I did, that would be a good thing! I'm just feeling unsure about whether those scores are truly reflecting her ability, and what that means as far as advocacy. Or assuming that they are a fair representation of her, wondering whether we should just let things unfold without advocating any further at all.
For now, this is a large, public school with a dozen 2nd grade classes, but I was told they intend to track her in one of the classrooms with other gifted kids. She just won't be in the pull-out program or given differentiated instruction, other than the standard 3 levels of reading groups. She is a sensitive, compliant kiddo by nature, generally concerned about fitting in and not rocking the boat (also how I was), so I imagine she will continue to go through the motions in class, have fun at recess and lunch and music and art, then come home and read until we beg her to put her book down, just like this year.
I hate the thought of her stagnating or losing confidence in her own uniqueness, and I think that's what's driving my concern here, but if she seems happy overall, then it could be okay. But I do agree with your suggestion that it might be logical to retest with the WISC-V at some point. Maybe at this time next year, after seeing how things go in her 2nd grade classroom.
