Hi all,
Thanks so much for all the feedback. It is really helpful. I do have the breakup for the components of the Cogat. His percentile rank is 86 (verbal), 92 (quantitative), 91 (nonquantitative). How that averages out to a 92 composite score I am not sure - can anyone tell me how that is possible? Or is the composite score something else? His standard age score is 123, if that helps.
In WISC IV he scored superior overall but has his highest individual score in the perceptual reasoning index. don't have the actual scores on me right now. His verbal score is quite low but I think this is where the language issue comes in. In the Woodcock Johnson he has an overall score of 138 in the 99th percentile.
So much about the scores. I went and talked to the teacher today, and she still did not seem open to let him jump a grade level in math. Her reasoning is that (1) he did not test as gifted (2) results of an achievement test called MAPS where he also did not score highly enough. What's interesting is that afterwards I ran into another parent of a child in his class that often helps out in the classroom. The parent told me that he had observed my son knowing all the math covered and actually talked to the gifted coordinator about having him attend a higher grade level in math (his son is accelerated in math).
At this point I will bring the issue up again with the teacher, there must be a way where they could assess his knowledge in math to determine whether he is ready to move up. I'll think about the private testing, but since the outcome will likely have little effect on instruction I am not sure. Since we moved here recently I would also hate to make him switch schools again. He has to switch after 5th so it would be only for one grade, and being the sensitive boy he is, I am not sure that is the way to go.
But again, you all have been very helpful.
