It seems to me that perhaps DYS levels cover kids who may have had an evaluation, but not with someone who could pull out the difference between HG and PG. Also, they recognize that many HG+ kids need way more than what they are getting in school and that through advocacy and education that may improve for other children down the road.
Again, the problem is that there really isn't any reliable, consistent way to "pull out the difference between HG[, EG] and PG."
The tests aren't made to distinguish that difference. The creators of the test actually discourage the use of the tests to try to distinguish between those levels! I like Ruf's work as one starting point, but that doesn't work for G3's kids (or many others). LDs can mask the difference between levels. Kids can be spiky, so one can be PG+ in math but not in reading/writing (or vice-versa). How does one tell all that apart? There's no tool that does it, and children are constantly changing. Even the best whole-child evalution is a snapshot.
This is a very complex issue, and the reason DYS has (wisely, IMHO) chosen not to TRY to distinguish between these levels is because it can't be done in any reliable way, and there's really no reason to do so. All these kids need special help to get their needs met, some to a greater degree than others, of course, but ALL need more. There are differences between levels, but there are even more differences within a level! Also, a laid-back PG kid (personality again!) might have needs more like a high-energy HG kid than another PG child. Why draw those lines? How does that help the kids?
