How will I know if a level will be too easy?

If your child scores “Yes” in 100% of the Readiness Skills across all categories, give the assessment for the next higher level.

How will I know if a level is too difficult?

If your child scores “No” in more than 20% of the Readiness Skills across most categories, administer the skills assessment from previous levels, until you find a level for which he appears ready. When he scores “Yes” or “Emerging” in approximately 80% of the readiness skills, teach the level.

My child scores well, but I would like to begin with a lower level?

If you know that your student has gaps in his learning, needs to build confidence, or requires a significantly slower pace, feel free to begin with a lower level. You may wish to increase the pace and then advance him more quickly to the next level when possible.

What is my child does not score 80% at any level?

If he does not yet score 80% even in Level A, begin Level A. When you order Level A, you will receive a list of “Skills to Develop” with suggested activities for each category. Incorporate these activities into your daily schedule.

What if he is weak in only one catogory?

If he is weak in only one category, you might consider beginning the higher level with concurrent work in his weaker areas. You can adapt for his weaker areas, even as you teach him in his areas of strength. See the assessment and modification chapters in Simply Classical: A Beautiful Education for Any Child for detailed suggestions. A consultation with a specialist might be helpful to evaluate specific concerns. For example, an occupational therapist (OT) may assist with fine-motor or sensory concerns, a physical therapist (PT) for gross-motor or coordination delays, or a speech and language pathologist (SLP) for speech and language difficulties.

What if he demonstrates clear strenghts?

If you notice especially strong skills in a given category, you can provide enrichment activities in these areas to further nurture your child’s abilities and talents. When you order your package, you will find “Skills to Develop” for each level. Emphasize the enjoyable enrichment activities for the corresponding area of your student’s strengths.

Develop Foundational Understanding

Through daily reinforcement, practice, and application of basic skills and concepts, students build conceptual understanding, computational fluency, and problem-solving skills and strategies. This foundation supports a steady progression through higher levels of mathematics.

Ensure Retention of Mathematical Concepts

Instruction, practice, and assessment distributed throughout the year means more time is devoted to reinforcing and building depth of understanding for long-term mastery.

Demonstrate Measurable, Sustained Improvement

The instructional effectiveness of SaxonMath is clear. Decades of research show classrooms using Saxon consistently see dramatic improvement in student achievement.

Simply Classical Information

Q: How do I know when a level is "just right"?

By taking our Readiness Assessments.When testing by Category (i.e. Language or Fine-Motor Skills): If your student scores “Yes” and “Emerging” for approximately 80% of the total items in a single category, he is ready for that level.When testing by Level (i.e. Level 4): If your student scores “Yes” or “Emerging” for approximately 80% in all categories for that level, you may teach the entire level for that child.NOTE: The category of reading is one exception to these rules, from Level 1 through Levels 11-12. If the main question scores, “No,” teach the prior level in reading. For example: “Knows most uppercase/lowercase letters.” “No.” Move to the prior level to solidify these letters.

Curriculum For Students with Special Needs

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How To Get Started

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Take a Readiness Assessment

Readiness assessments are placement tests designed to help you place your student in the Simply Classical Curriculum sequence. These tests evaluate development based on a range of categories from language and cognition to fine-motor skills and more.

When testing by Category (i.e. Language or Arithmetic): If your student scores “Yes” and “Emerging” for approximately 80% of the total items in a single category, he is ready for that level.

When testing by Level (i.e. Level 4): If your student scores “Yes” or “Emerging” for approximately 80% in all categories for that level, you may teach the entire level for that child.

NOTE: The category of reading is one exception to these rules, from Level 1 through Levels 11-12. If the main question scores, “No,” teach the prior level in reading. For example: “Knows most uppercase/lowercase letters.” “No.” Move to the prior level to solidify these letters.

Readiness Assessments

Download and/or print the Readiness Level Assessment(s) below. This will help you identify your child’s current skill level.

Not Yet Reading:
Level A Readiness Assessment
Level B Readiness Assessment
Level C Readiness Assessment

Learning to Read:
Level 1 Readiness Assessment
Level 2 Readiness Assessment
Level 3 Readiness Assessment

Reading Chapter Books:
Level 4 Readiness Assessment
Levels 5-6 Readiness Assessment
Levels 7-8 Readiness Assessment
Levels 9-10 Readiness Assessment
Levels 11-12 Readiness Assessment

Parent Resources

Curriculum Map

Scope & Sequencing & Tips

Recommendations for after Year 11 & 12

SIMPLY CLASSICAL PLACEMENT FAQ

Parents of children in these categories have expressed appreciation for the progress and success of their children learning from the Simply Classical Curriculum:• Attention Deficit/Hyperactivity Disorder• Anxiety Disorders• Auditory Processing Disorder• Autism Spectrum Disorder• Cerebral Palsy• Developmental Coordination Disorder• Down Syndrome• Dyscalculia, Dysgraphia• Dyslexia• Epilepsy• Executive Function Disorder• Fetal Alcohol Spectrum Disorders (FASD/FAE)• Global Developmental Delay• Hearing Disorders• Intellectual Disability• Language Disorders• Memory Weaknesses• Mental Illness of Childhood or Adolescence(Depressive Disorders, Mood Disorders,Bipolar Disorder)• Minimally Verbal and Nonverbal• Neurodevelopmental Disorders• Oppositional Defiant Disorder• Reactive Attachment Disorder• Seizure Disorders• Sensory Integration Disorder, SensoryProcessing Disorder• Social Communication Disorder• Specific Learning Disorder• Speech Disorders• Vision Disorders• Visual Processing Disorder

Simply Classical Memoria Press