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[quote=Anonymous][quote=Anonymous][quote=Anonymous]When you say struggling do you mean behind grade level or that they have to work really hard to stay at grade level?[/quote]

Our child has been what a special educator friend described as “on the bubble” probably since covid closed things down. He wasn’t failing but he wasn’t thriving. He has struggled to keep up with peers in prior years, which is why we had him tested to see if there was anything underlying that would help explain his struggles. It seems academics just don’t come naturally to him.

This week though his teacher called to tell us that his report card would have a D for his math grade. She indicated that he struggles when he is not in small groups or 1:1. That he just gets lost, tries to finish super fast without checking for accuracy or correctness and then gets a bad score.

I was told when I tried to raise the question of additional interventions or supports two years ago that he had “to be two grade levels behind” in order to qualify for extra services. This was the VP at the time who said that in a group meeting. [/quote]
Other posters have made good comments regarding possible IEP-related factors, which may best explain his struggles. But just as a general observation, math builds and if he has a weak foundation from grades 1-2 (which could easily occur in distance learning), he's going to feel lost in grade 3. You can't add multi-digit numbers if you're not solid on your facts. If he knows he will struggle with adding numbers in a column, he might just shut down & try to get through it as fast as possible. One possibility is to take him to Kumon and have them evaluate his math skills. If he has gaps, something like Kumon could be useful -- basic fact and procedural drills. That's not the favored approach these days, but unfortunately, a lot of kids don't get enough of that and suffer down the road; it looks like they're struggling with grade level math, when it's earlier gaps that are doing them in. [/quote]

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