FAQ about Placement/Levels

When does leveling in English/Language Arts classes begin in Glastonbury Public Schools?

Leveling in language arts begins in grade 7. Instruction is heterogeneous (not leveled) from Kindergarten through Grade 6.

Why is leveling introduced?

Student interests and preferences begin to take shape during the middle school years. Leveled classes enable students to pursue learning opportunities that are responsive to their interests and abilities.

Glastonbury has two designated levels. What do Level 1 and Level 2 mean?

Students are grouped into two levels for English/Language Arts instruction, Level 1 and Level 2. In reading, both levels provide students with opportunities to analyze text, make inferences, and develop their understanding. In writing, students write in a variety of genres and structures, and are encouraged to develop their elaboration, organization and fluency skills at both levels. Level I classes differ from Level 2 classes in that they require students to read text of greater length and complexity, independently apply writing skills and strategies, and work at an accelerated pace.

The words Level 1 and Level 2 come with unintended connotations that sometimes, unfortunately, convey the wrong impression. Level 2 is not a low level; it is a rigorous academic level of study. Level 1 is above and beyond the expected norm for the age or grade.

Students in a Level 1 English/Language Arts course are expected to:

• Independently and consistently apply their writing skills 

• Choose to read books of greater depth and length 

• Work at an accelerated pace, at a deeper level, and in a more challenging context 

• Apply skills and be able to transfer their learning to new settings 

• Demonstrate a commitment to the independent and thorough completion of homework 

• Demonstrate a high degree of independence and responsibility overall 

How is a student’s placement in a language arts course determined?

Course recommendations for students are made with two general factors in mind, challenge and success. The goal is to find the best fit for each student in order to maximize individual learning and achievement.

No single factor alone determines the placement. Teachers look for a preponderance of evidence to support the placement decision. Factors considered in the process are the student’s current English/Language Arts class and performance, previous class performance, SBAC scores, other documented test scores, and the student’s maturity, motivation, and work ethic.

Placement Criteria —link to Grades 7–9 Placement Criteria page

Student Self Reflection —This tool is designed to help students and parents consider the student's current work habits, strengths and weaknesses as they think about the correct academic course level. 

Does current placement impact participation in future courses?

We believe that challenging every student at the appropriate level will best support his or her growth and success. Thus, commensurate with documented achievement, performance, and motivation, students may change to a higher level from one year to the next in English/Language Arts.

What should I consider if I think that my child's placement is inappropriate?

• Has my child complete the Student Self Reflection form? This tool is designed to help students and parents consider the student's current work habits, strengths and weaknesses as they think about the correct academic course level. 

• Have I discussed this with my child's teacher so that we can share our perspectives; is what I see at home similar to what the teacher sees in the classroom setting? 

• Does my child require assistance to do his/her school work? (from me… from a tutor …from the teacher after school?) 

• Does my child take responsibility for his/her school work? (Records homework assignments… Completes assignments in a timely fashion.... Goes above and beyond the assigned task… Asks questions in class?) 

• Does my child need to move to a higher level? What evidence supports this? (Does my child frequently seek out additional challenges/assignments? Does my child elect to read and write independently, freely, and often? Is my child motivated to change to a higher level? What are the reasons? Are these the right reasons?) 

What can I do if I have questions about my child's placement?

If you have questions about your child’s course placement you should first have a conversation with the teacher. Your child’s teacher knows your child as a student in an academic environment.

If you have met with your child’s teacher, disagree with the level indicated, and wish to request a change in placement for Grades 7-8, you must complete the Request for a Change in Placement form available on the Smith Middle School webpage. The request will be reviewed by the administrative team. Please note that if a student has not met any of the criteria, it is unlikely that such a request is in the student’s best interest and it will not be honored.

Changes in placement for Grades 9-12 are handled through the GHS Guidance Department and the Director of Reading/Language Arts. For any requested change in course placement, please be aware of the following:

• The teacher is obligated to maintain the rigor and pace of the course. 

• The teacher will not be able to provide remedial tutorial help to meet the prerequisites of the class. 

• If a course change is necessary, admission to another class is on a space available basis and grades are transferred to the next course.