Placement & Leveling

By its nature, mathematics is sequential; so it is very important that a student have successful experiences, building the prerequisite skills and conceptual understanding at each step along their journey in mathematics. Optimal learning occurs when a student is placed at their instructional level with an appropriate degree of challenge. 

At their own instructional level, a student is challenged to reach beyond his or her current ability level. If a student is placed in a level that falls outside of their instructional zone (too little challenge or too great a challenge), no growth or learning may occur. 

When the classroom teacher makes their placement decisions, the goal is to match students to courses in which they will experience the most learning and the highest achievement in the most appropriate setting for their ability and motivation. Students and parents are urged to give careful consideration to the teacher's decision for course placement. The decisions are made very carefully and are based on evidence and experience.

 It is also important to remember that levels are fluid and can change from year to year, commensurate with student growth, performance and motivation.

Please click below for detailed information about placement and leveling in Glastonbury Public Schools mathematics.