I want to add that we haven't had her tested on our own yet as the teacher feels that will not help.
Can you say more about this? I don't really get what the teacher is saying - If it is that the district won't do anything anyway, get the testing and see - I've seen many instances where folks just plain start talking a totally different line of reasoning - once the light goes on and they can see what is going on. What it takes to get the light to go on - now that's a totally different topic.
Also about the gifted program in 3rd grade - how many hours, what kinds of testing do they do to qualify kids?
What kind of testing is done for the Saturday program? Can they recommend a tested to do an individualized IQ/Achievement test?
I don't really follow you here
Plus while I know she is very gifted, has a great memory and a real love of learning I am not sure she would even be a genius or an IQ off the charts(and wonder if that would impact any extra enrichment she may be able to get if she didn't test really high).
Does a kid who isn't 'off the charts' deserve to be bored in school?
How about a kid who isn't 'a genius' - whatever that is?
What about developing good work ethic? Does a kid who is a poor fit in a particular classroom deserve to 'learn how to learn' ONLY if her IQ scores are 'off the charts?'
One reason to test privately is that you aren't obligated to share the results with the school if your DD doesn't test on that particular day in a way that matches your observation.
Some off the charts kids don't even test gifted due to personality quirks (would rather 'play' with the tester than cooperate, have their own feeling about being identified as gifted and subvert the test, try to second guess the easy questions or just to nervous)
I strongly recommend reading the IOWA Accleration scale manual, which show the actual IQ scores needed to make a single year acceleration a predictable success. Having the manual availible to the school might help them make a rational decision.
Best Wishes,
Grinity
