okay I'm lost .... I opened up DS's Stanford Achievement Test from 2nd grade on the county website and the titles of the categories don't seem to match up with the acronyms has
Reading Vocab Percentile 93
Reading Comprehension Percentile 99
Problem Solving Percentile 99
Math Procedure Percentile 97
and the he can blame it on me Spelling Percentile 87
He did the W thing test (see you all so have not integrated me yet lol) and had a FSIQ of 139 they have that as 99th so he was accepted to gifted but I wonder a bit since some have said it should take a long time and have breaks but I think it was about an hour at best. I also was very surprised he "passed" as the school where he took was having the roof replaced so the pounding and tar smell bugged me trying to read while I waited so was quite surprised that DS said it didn't bother him and the test was fun. From reading what a lot of you all have been talking about I feel a bit like the bad gifted parent. I knew he needed some more challenge but unfortunately a 1st grade class of 36 students and teachers that were not very supportive topped off by a 2nd grade teacher that did try without even being asked to help the faster kids. She was sending the 4 advanced kids to do 3rd grade FCAT explorer and to "visit" with the third grade class in her pod. Even with that there would still be times very often where the "yellow team" would spend and hour just reading or something waiting for the other groups to get their work done. School was easy for him he didn't have to work and trying to get him to "get" pride in his work was usually a no go unless it was something he initiated doing not "boring" homework. Anyway last year he did very well academically but had a big issue socially.
We went to LA for a month for him to shoot a movie and when he came back there was a big outsider issue. His teacher not only "went off" on the class but also helped crack the issue by having ds show the class how to use his big boy camera (he also writes and directs short films) and the class broke into groups and filmed them doing the Aesop's Fables. It is really big deal for that social issue to be addressed as this class is together till middle school.
I'm sooo rambling I guess I am just wondering if I should bother to try to have him retest to see if he is actually DYS (ohh look I know one lol) and see if there are programs that might help him. He is and always has been the youngest in his class and it does show as teachers always will say the first conference that he is immature and then I tell them that he turned age the weekend before school started where as the majority of his class are turning a year older for example he just turned 9 and 2/3rds of the 4th graders in his class are or will be 10 by Christmas break. (Added issue right now till the 9 day rehires come in and we get our gifted unit back he is in a 4th and 5th grade class of 36 GT kids so he is in a class where he is just turned 9 and then goes up to 12)
All this ranting boils down to my concerns
1) Lack of overall concern about doing his best and self challenging except for things he likes.
2) Few peers that are reading and writing motivated majority of the GT kids seem to be more into math where he is the "weird" one even in an all gifted class that will take a book out to recess.
3) Social issues mainly one "mean girls" leader that seems to get a kick out of having the class alienate DS and his one real friend. (Mean Girl's Mom is a bit of a nutter last year teacher told me the girls Mom was even blaming DS for her DD's lower reading scores which was pretty amusing when DS hit the ceiling on the FCAT Reading(that's what you call perfect score right?)

Anyway I think (once the grades get their classes back) he has a great learning environment so would being DYS even help the 3 main concerns so is it worth it to see if he meets the level if retested without the construction.. And back on topic.....Why are the Stanford numbers I have diffrent ??? LOL