Wow, thanks for the replies. My "fun" internet time is pretty limited during the week, so I kind of started the thread and then abandoned it.
To answer a few questions: the student is technically still an English Language Learner according to the state. I think both parents are educated, but that he was identified as ELL in the first place means that one parent or the other (or "another significant adult," like a live-in grandparent) speaks or spoke a language other than English. If I had to guess, I'd guess that this child, when he started school, was fluent in neither language, which is fairly common around here. I think mom is a native English speaker; I'm not sure about dad or other adults.
Our SpEd department is a hard nut to crack; they're up to their eyeballs trying to serve a high-needs population in a district spread across a (roadless) geographic area the size of West Virginia. I'm interested what their response would be, in a selfish kind of way, because if we stay around here we might have to go that route for our own son. BUT, I don't want to use this kid as my own personal testing ground; I want to make sure he gets an education this year (and next year, since I have both third and fourth grades). A few colleagues have suggested I "let him be a helper," and while I haven't said much in response, that just doesn't fly for me. I mean, ALL students are expected to help their peers in my classroom, but not as a semi-permanent differentiation strategy.
I'm calling the mom tomorrow. *sigh* Calling parents stresses me out. I became a teacher because I deal better with eight year-olds
. I asked him today if he'd like to have more difficult work, even if it meant doing different stuff, and he seemed excited at the prospect. So now I need to find him some different stuff. Me and my big ideas creating myself more work
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