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[quote=Anonymous]OP, you may be able to find some more helpful guidance on Facebook. The large gifted group there is Raising Poppies, and there are also groups that focus on the profoundly gifted. There's a significant DC/MD/VA contingent on the groups, and many children that sound like yours.

Profoundly gifted children are really not like other children. The PP who says "borderline" at 147 is not PG in the sense we're talking about, I think -- I imagine the OP is using it more to describe a child in the 160+ range, though please correct me if I'm wrong, OP.

These children don't work at one or two grades above level, as a PP suggested. Rather, they may be capable of doing work that is vastly above grade level -- think a minimum of three grades for all subjects, and maybe much higher for something in an area of skill (think "fourth grader who can do college-level work in a particular subject").

Children like that are tortured in a regular school classroom, especially in the elementary years, in the same way an adult would be bored being taught basic math. Empathize a bit here, folks: If you were sitting in an elementary school classroom being taught basic math, would you be able to stop fidgeting? (Can you wait at a DMV while remaining still? Imagine school being like an endless parade of days waiting at the DMV.)

OP, I think if you want to balance academics and social skills, you should find your son a school environment that can differentiate for him. Note that you don't need to have him work to some theoretical maximum potential. You just need to get him engaged in the material and give him some freedom to explore and the opportunity to go deeper into the material. Whether or not that school environment can provide a peer group for social-emotional learning should be of lesser concern, I think, since you'll have to make trade-offs. Then, enroll your son in extracurriculars where there's significant interaction with and cooperation with peers. Scouting, theatre, team sports, etc. [/quote]

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