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Aaaardvark's Message:

I had a new student join my class this past spring during eLearning. He would have been a seventh grader, but his parents and the school decided to register him as a sixth grader, so he'll be a seventh grader this fall.

Through my digital assessment, I determined that he's working at about third grade level in math and that he has significant trouble working independently.

I'm at a loss for what best practice is for this student. I looked online but I only saw information about helping kids who were about a year below grade level and about specialized classes. My school is small. I teach one middle school math class. All of the middle school students are in that one class. There's no specialized class to send him to.

My plan for the fall, assuming we're open (which we will be as of now) is to spend about 45 minutes on projects and 15 minutes plus homework on lessons/skills each day (and I'd pull kids temporarily from projects as needed to reteach). I plan to base project groups on grade and not ability, so he'll get exposure to seventh grade work regardless of what I decide, although I suspect I'll have to pull him probably daily for a short individual lesson.

For lessons/skills, which is ability-based, I've thought of a few options.

Option 1 is that I can have him work through a selection of below-grade level content that I've chosen because it's particularly necessary to middle school math. But that means that the only exposure to 7th grade content will be through the projects and he probably won't be at 8th grade readiness by the end of the year, because even the selected content is still a lot (and he has trouble working independently).

Option 2 is that I have him work on that same selection of below-grade level work and the seventh grade lessons, so he'll have some kind of understanding of 7th grade content and will get to interact with the other kids who are working on that. But that might be too much, both in terms of difficulty and quantity. I could also do this same thing but with sixth grade content so he only appears to be a year behind - we're so small that bullying isn't a problem.

Option 3 is that I match that selection of below-grade level work to the seventh grade units. So like, working on 3rd-4th area and multiplication before doing a 7th grade area and surface area unit. With this option, he probably won't be at 8th grade readiness by the end of the year and it might be too much work, but he'll have a good mix of below-grade and at-grade work and that might be better for SEL?

Does anyone have a thought on what option would be best or another alternative I haven't thought of? Admin casually suggested I put him with the fifth graders, but even if that was logistically possible, I don't think that's a good idea.

I appreciate any ideas.

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Discussion Review (newest messages first)
Aaaardvark 07-26-2020 09:47 AM

I had a new student join my class this past spring during eLearning. He would have been a seventh grader, but his parents and the school decided to register him as a sixth grader, so he'll be a seventh grader this fall.

Through my digital assessment, I determined that he's working at about third grade level in math and that he has significant trouble working independently.

I'm at a loss for what best practice is for this student. I looked online but I only saw information about helping kids who were about a year below grade level and about specialized classes. My school is small. I teach one middle school math class. All of the middle school students are in that one class. There's no specialized class to send him to.

My plan for the fall, assuming we're open (which we will be as of now) is to spend about 45 minutes on projects and 15 minutes plus homework on lessons/skills each day (and I'd pull kids temporarily from projects as needed to reteach). I plan to base project groups on grade and not ability, so he'll get exposure to seventh grade work regardless of what I decide, although I suspect I'll have to pull him probably daily for a short individual lesson.

For lessons/skills, which is ability-based, I've thought of a few options.

Option 1 is that I can have him work through a selection of below-grade level content that I've chosen because it's particularly necessary to middle school math. But that means that the only exposure to 7th grade content will be through the projects and he probably won't be at 8th grade readiness by the end of the year, because even the selected content is still a lot (and he has trouble working independently).

Option 2 is that I have him work on that same selection of below-grade level work and the seventh grade lessons, so he'll have some kind of understanding of 7th grade content and will get to interact with the other kids who are working on that. But that might be too much, both in terms of difficulty and quantity. I could also do this same thing but with sixth grade content so he only appears to be a year behind - we're so small that bullying isn't a problem.

Option 3 is that I match that selection of below-grade level work to the seventh grade units. So like, working on 3rd-4th area and multiplication before doing a 7th grade area and surface area unit. With this option, he probably won't be at 8th grade readiness by the end of the year and it might be too much work, but he'll have a good mix of below-grade and at-grade work and that might be better for SEL?

Does anyone have a thought on what option would be best or another alternative I haven't thought of? Admin casually suggested I put him with the fifth graders, but even if that was logistically possible, I don't think that's a good idea.

I appreciate any ideas.




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