E.S.L.
Stands for English as a Second Language.
Alex has been in ESL since he arrived here 2.5 (almost) years ago.
If you've followed my blog for a long time, you'll know that we have an IEP (Individual Education Plan) in place for Alex with regards to his speech. His SPEECH, not his language. He was adopted from an orphanage for children with speech disorders. Thank goodness it was documented in our court adoption decree that he was from this special orphanage and even better, that he needed continual help with his speech or we would not be getting any help through the school."One cannot assume that just because a child isn't fluent in a language, that he has learning disabilities." I get this, I do. But despite numerous teachers concerned about his retention - and being concerned myself when we cover a topic and master it and revisit it a week later and he draws a blank - despite being told he was a "terrible" student from his orphanage teachers, (so terrible that the teachers and administration questioned why I would even want to adopt this boy?) despite the neglect and trauma of his past and how behind he is in EVERY subject, unless he has a "learning disability" there really isn't any additional help he is entitled to in the school system - except ESL. (And of course he cannot be tested for a disability in English until he is somewhat fluent which is a minimum of 3 years preferable 5-7. I found this out almost a year after being home and he was no longer fluent in Ukraine either.)
Okay.
I get this and despite my kicking against the pricks trying to get him additional services, I have tried to be graceful and back down and let the "professionals" do their job.
When he moved to the junior high we went through the mess of rearranging his schedule to get in an English class with the ESL teacher, I had to remind them we had an IEP entitling him to speech therapy, and I had to press getting him in the reading program he started in elementary - there it was called "Fast Forward" in Junior High it is called "Functional Literacy". (Not sure he really is entitled to this program? I think the elementary put him in it to pacify me and since he started it there - apparently the elementary and junior high aren't exactly great at communication - I just pushed for him to continue.)
So, fast forward to last week when I emailed both the English teacher and ESL teacher and asked about Alex and exactly what sort of services is he getting? Because as I see it, the only difference is they've cut his vocabulary words in half and he's not taking the spelling test. (Hard to say since we haven't had vocabulary words or spelling words in over a month.) At parent/teacher conference I had talked to the English teacher about replacing Alex's vocabulary words with words he could actually use in real life rather than just cutting down on the over-his-head words. She thought that would be a good idea but nothing has come home since that meeting September 27th.
In our email conversation, I had expressed my frustration with the ELS program and why can't he be sent home with some worksheets to help him "catch up" with his class? Concepts we could work on at home? If it came through the school, then I would not be the "ogre mother" asking him to study in addition to his regular homework, he would just think it's homework. Win/win for everyone. Right?
Well, I don't get much of a response from English teacher which is fine, it's really not her job - it's the ESL teachers job, right? I've still heard nothing from ESL teacher.
When I ask Alex what he did with the ESL teacher, he usually says, "She wasn't there.". When I pinned him directly on what exactly he does with the ESL teacher when she IS there (she is there three days a week) he told me, "She helps me when I don't understand.". I asked if she takes him aside and works on specific concepts? "No. She just helps me. Like helps me understand the story."
Hum....
So, now we are up to yesterday. I get a call from the Speech teacher telling me how great Alex did on his "s" test. (The "s" sound is his main issue - it comes out of the sides of his mouth - sort of slushy like - and we're working on getting the sound out of the front of his mouth. Right now he over emphasizes the "s" sound and it makes a whistling sound - but it IS coming out of the front of his mouth. Woot! He sort of reminds me a little of the
Gopher from Winnie The Pooh.)
She told me how she wants to work on his "th" sound and on some of his "r" sounds. Great! We will take all the help we can get. I mentioned how I love it when she sends home word lists where he has to not only say the word -with the letter sound he's working on - but use it in a sentence because it not only helps his speech but vocabulary as well. Sort of two birds with one stone? She said she'd try to send more assignments home like that and then she offhandedly mentions that she saw an email where some teachers expressed concern about Alex and his testing OUT OF ESL!
WHAT????
This was news to me and when I asked more about it, the poor speech teacher backpedaled and told me maybe she misread the email and quickly changed the topic.
I am livid.
Livid.
I have tried to visit with the ESL teacher at parent/teacher conference. She wasn't there. I have emailed more than once. No response. So, I call the office and ask for her, they don't know where she is, I ask for her voice mail, she doesn't have one. They take my name and number and tell me they'll get her the message.
I called some other moms who have Ukraine imported children in our school and learn a lot! I learn that I have very unrealistic expectations of the ESL program. I assumed ESL was to help teach your child what he had missed? Help him with the concepts other children learned in younger grades? To continually help him improve not only in reading, but writing and in conversation?
Nope.
ESL is strictly to HELP your child pass that class.
Not to mention that with budget cuts our ESL teacher is down to 15 hours a week. There are other adopted children in our system that don't qualify for any help. (And I'm betting Alex will soon be one of those children too.)
The ESL teacher calls me a few hours later.We talk about Alex and she gushes that he is so smart, has such a good attitude, that he is really one of her highest functioning ESL students she has ever had. That she's helped so many of these Ukraine kids and some are so angry and defiant but he is so sweet and just really doing great. I agree with all this but ask her how he is expected to get on grade level? When do we get him help with the things he's missing? How do we fill the gaps? She has no answer. She tells me it is evident I am helping him at home based on how well he's doing. (Thank you.) I explain my dilemma about being the "ogre mother" - asking him to do additional studying in addition to going to school all day and his regular homework. She can't help me there. She is just there to help him with this class.
She does agrees to help me modify his vocabulary and spelling. She says NOTHING about him testing out of ESL and I figured she would have said something if it was true. She really is a nice lady and I'm glad I had calmed down before I spoke with her. (Thanks Jen & Ann!)
I got off the phone and took a deep breath.
Okay.
I'm going to have to make up the difference.
But I'm going to need to make this worth it for Alex.
He gets home from school and I explain in the most positive light that the school just can't do enough for him to fill in his gaps.
That I want him to grow up and be anything he wants to be and not be stuck driving a garbage truck or working as a day laborer.
I look at my beautiful boy and tell him how I know how smart he is and that he can do and be anything he wants but not if we can't get his language skills up to grade level.
I tell him I am going to have to be his teacher and that this will be a sacrifice for me too. We're going to have to do thirty minutes of studying 5 times a week. 15 minutes on his journal - which we already do - and another 15 on concepts he's missed/vocabulary/basic grammar etc.
AND if he does this with a happy heart and good attitude, I will (choke) get him his own cell phone. (You should have seen the grin.) AND if he continues to do it with the same great attitude, he will get to continue to KEEP his cell phone.
I mean really? He has to get something more than a brilliant future with unlimited potential out of this right?
He readily agrees to all my terms and then tells me "You teach me most English anyway mom."
I teach him MOST English?
((Sigh))
We've got a lot to learn.....