Dottie, I would basically agree with you.
Ohio accepts either IQ tests or achievement tests, here is their wording on it:

I figure our school, and most others, use the ITBS because it's much cheaper to administer and the qualifications to administer it is much easier to meet than to administer an IQ test. What I think is unfortunate is kids like my GS & his friend are getting bored to death with reading a book they both read last year, filling out a study guide without being allowed to discuss their own thoughts, doing vocabulary lists on words they know. Whether the kids in the class are gifted or high achievers, I don't see it as very stimulating or engaging. And the most unfortunate part is I think the gifted kids are getting bored to death but the high achievers are filling out the papers without a complaint.

I think this ETC teacher might be more comfortable with math than reading, but last year she had them measuring & recording the dimensions of their room when she ran out of planned math activities.

Oh, that was the ETC teacher?! Aha! I remember that. So disappointing...

Personally I find "two standard deviations above the mean" on a grade level only test to be a contradiction of terms, but that's just me. My sister's school uses similar entrance criteria, although the Cogat also comes into play there. It's a shame they don't at least use something with a higher ceiling, like the Cogat or Olsat. But I guess if it counts as NCLB testing, they are killing two birds with one stone (and I do mean killing, !)

I'm sorry you are both frustrated. I hope she has some good feedback to your email.

The '2 standards of deviation' refers to an intelligence test. Achievement testing is at 95% or greater. Cogat & Olsat are approved by Ohio. Our school doesn't use them.

Ah, I see! It gets confusing because they both land at the 95th. Most people don't even get that there is a difference.

I'm sorry GS is having some frustrations. I don't blame him.:( Perhaps you can speak to him about why he told the teacher he didn't want to be in the pullout.

I can think of at least one instance where the teacher grossly misinterpreted something DD said and when we asked, we found teacher couldn't have been further from the truth!

I hope you get some good info from the teacher tomorrow.

OK, got feedback from classroom teacher, Mrs H, and Mrs ETC teacher.
Mrs H does NOT see any lack of motivation. She did comment he's been somewhat stressed since Ike's windstorm blew through here and easily upset. On occasion he will hit a bump in the road and just shut down, convinced he can't do whatever it is. These are typical behaviors for GS, and have diminished over the last couple years. He's not missing anything in the classroom when he's at ETC, it's scheduled when the other kids go for remedial help or free reading time in class. Mrs H says he is generally happy, an active participant in class, an "intelligent and very capable student".
I got mixed messages from Mrs ETC(I've come to expect that!). First, GS didn't have to worry about making up any work he'd missed by joining the class late. He didn't need to bring anything home. But then some others didn't get things done in class and she told them all to take it home. He brought home 3 chapter outlines on Monday, once we discussed the questions and the book, he got 'unstuck'. He brought home 3 more tonight and zipped through them, although it's clear he enjoys discussing the book instead of just filling out answers to questions on the paper.
I also got a couple books of logic and math mysteries to fill in free time in his regular classroom. Mrs H saw the mystery book today and asked to make copies, she really liked it.
He's looking forward to ETC now. He's also joined chorus, and that will take 20 minutes from ETC 1 day/week. They're also going to start a Readers Theater soon in ETC. I think he'll really like that.

Wow! What an amazing idea! Now why can't my school think of that?

Anyway, sounds promising! I hope things continue to go well.