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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]My TJ kid has a GAI IQ of more than 145. PS 100. That’s three full SDs. It has taken so much effort for them to perform at a school like TJ with such a variation in subtests. Does not get extra time to turn in assignments (which would be pointless, because the workload is so high they would just be digging themselves in a hole). Uses extended time at school for tests in advanced math, Chem and physics only. Does not seem to need it for reading based activities and assessments. Has the accommodation for both sections on the SAT, because it really isn’t an option to only get it for math. But finished the verbal with a lot of time to spare. [/quote]

You DD is obviously very bright and motivated. While her GAI is above 145 her actual full scale IQ is above 130. She is intellectually gifted by all accounts.

Her processing speed is perfectly average. The deviation between her high scores and low scores is indicative of a possible LD but it’s not an LD by itself. How can being average at something be an LD by itself? It’s not. You allude to her being diagnosed with ADHD.

As a parent you are always going to want to see your child in the best possible way. You choose to look at the score which includes her strengths. You concede processing speed is important enough to warrant an LD and extra time, but you don’t include it in her IQ score or SAT score.

She does not need extra time on reading? Why? Because this is a strength for her. She is an extremely gifted reader. She needs extra time with math because this is a weakness for her. But extra time washes that distinction away. Why? She didn’t need it for one area. Why does she get it for the other?

You are essentially saying “my daughter is smart except for processing speed. So don’t take that into account for her.”

For other kids with average processing speed, yes.  Make them rush through the test. Not her though. [/quote]

Also, kids with high processing speed but relatively low IQ get punished.[/quote]

DD is strongly ADHD. And the deviation between OS and GAI causes the problems.  Also, one of her processing scores is 1%.  It’s hard to explain, but her psychiatrist says it’s like putting one foot on the gas and one foot on the accelerator.  She has had to learn how to slow down and work through complex problems step by step. She used to do complex problems in her head, make a small error, and just write down an incorrect answer.

She did not use accommodations on the TJ test, because she wasn’t available on accommodations day. Her math test was so low, I was surprised she was admitted (40/50, Old test). Her verbal score was perfect (50/50, old test).  She refused accommodations for Math 3 and got a C+.  Agreed to use them going forward and is now an A-/B+ math student.

If she understands TJ math, which is very, very deep and  hard, not just time constrained, at an A-/B+ level, why should she not be allowed to demonstrate that?  Are colleges looking for fast?  Or kids who really understand the subject.

BtW, she is killing it in physics and wants to major in that. [/quote]

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