Welcome!
puffin asks good questions... although a newbie might appreciate a bit of background as to why a member of this forum would ask. It is because sometimes assessments are administered to a single child because of behavior which may indicate he is very bored
* in school and may have reached the limits of his ability to cope without acting out (being a clown, disruptive, off task, etc.) Other times an assessment may be given to a whole class as part of school district policy/practice. Scores may tend to stabilize around 8 years old.
Are you familiar with CogAT? It is the Cognitive Abilities Test. Information is readiy available online, including this
wikipedia entry, and this
score interpretation webpage.
With a CogAT score > 132, one can apply to join
Mensa, the high IQ society.
CogAT scores can also be utilized as a component of the Iowa Acceleration Scale (
IAS) to evaluate for a potential grade skip, although it is not a preferred test.
With the high score your son received, it is likely that your school may offer one or more advanced classes, and/or gifted program(s) and/or service(s). The aptness or "fit" of any of these may vary... and may or may not be beneficial for your son. You may want to read about
gifted ed buzzwords and develop a good BS filter, so you may look beyond rosy surface descriptions to understand what your child's educational experience will actually entail.
Here is a roundup on
advocacy... it may seem an overwhelming amount of information... but taken one bite at time, one resource at a time, one day at a time... you can learn a lot rather quickly.
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* bored. We talk about kids being bored, here on the forum, but NOT when talking to teachers or advocating...
here's why, and
here's why... you might want to read the rest of the thread, too!
