Math progression is personalized at The Gregory School. Students are not placed in a math class simply according to their grade level or test results, but based on a variety of factors that culminate in a placement decision.
“At TGS, our students are placed in Mathematics courses based on evidence of readiness,” mathematics faculty member Mr. Steve Kraus explained. “Readiness is composed of both academic readiness (mathematical course history and performance) and behavioral readiness (self-regulation, responding appropriately to feedback, well-being).”
Factors that determine student placement and readiness include an initial test determined by a student’s math level at the previous school, a family consultation to ensure that parents/guardians agree with the placement, and continuous teacher observation and evaluation to ensure that the placement is correct. Sometimes it is appropriate to move students to a different math class in order to promote progress in their math abilities and a better understanding of concepts.
The Gregory School math progression also offers a great deal of flexibility. For example, two Middle School students who are in Math 6 together one year may diverge in their math classes the next year, with one going to Math 7 and the other being ready for Pre-algebra+.
The goal of the placement is for students to be in a class that they have the readiness to be successful in, but that will also challenge them.
The middle school math program offers a variety of classes to support students’ current abilities. Below are examples of a Middle School at-grade-level progression and a progression a year advanced.
We also have many Middle School students who are two or more years advanced. That progression moves into the Upper School math courses, which have a diverse array of course options. For more information about the math curriculum and a course flowchart, please see our Middle School and Upper School curriculum guides.
