I have a 6th grade student I'm not quite sure how to deal with. Based on last year's test scores he is in the 5th percentile for reading and in the 2nd percentile for language skills. He doesn't have much sense of spelling (like today he asked me how to spell "draw" and "where," and he's asked how to spell other very, very basic words before, as well) and writing things by hand seems to be a pretty laborious process. He doesn't have an IEP, as we're a private school, though he does have an IECP (which, among other things, calls for a modified grading scale). I believe he only got the plan last year, though, as his parents just thought he would grow out of his academic issues, and I've been told not to expect much/any help from home with this student. I'm trying to differentiate things for him, but while I don't feel comfortable setting my current expectations any lower for a sixth grade student, I also think I may be giving him things at too high of a level. For example, for vocabulary, I have four different, leveled vocabulary lists for a class of nine students. His list consists of third grade words. I've also scaled his vocabulary packet waaaaaay back compared to the other kids and heavily modified his quiz (I gave him definitions to match to five of his words and synonyms to match to the other five, and I gave him the test orally). Part of the problem is that about 75% of the time, he doesn't complete any work unless someone is standing right next to him, prompting him to complete it. But some things he just doesn't know, or simply can't articulate at all; he got a score of 3/10 on his vocabulary quiz, for example, though I'd personally reviewed all his words with him beforehand. Socially, he also has some issues. At recess he literally does nothing but walk around, alone, with a spaced-out look on his face. He did this last year, too. If he's put in a group, he doesn't interact with anyone else, even though his partners are usually trying to engage with him, and he's always asking to do things alone when I have them pair up. Sometimes when I'm one-on-one with him, he'll make funny noises (like snorting or fart noises) - though it's clear he's not doing it to be rude or as a joke. Any ideas? I honestly think he needs someone with him one-on-one constantly, as that's the only way he gets work done and consistently actively engages with material...but that's not happening. I try to get with him one-on-one as often as possible, but even in a class that small, it's nowhere near possible - especially as 4 out of the 9 have IECPS and 7 out of 9 are part of our Title I program; he's by no means my only high-needs student in that class. How can I help him without spending all my time with him?