Designed for Failure

 Designed for Failure

 

Elevating All Students; Eliminating all Gaps.   Isn’t that a lovely mission for a school system? That's on the letterhead and the website. Evidently it is only words and has nothing much to do with what actually happens within the school district.

This is the mission of a Maryland school district.  One wonders if all students include those for whom English is their second language.

Let’s look at the situation.  Spanish speaking students in that district are taught in classes for children for whom English is not the first language.  English Language Learners or ELL classes are taught by teachers who do NOT speak the child’s language.  The excuse given for this seeming challenge is that the children are there to learn English and that is what the teacher speaks.  Of course, that is not the language that the children currently understand, but never mind that minor issue. Some of these children also have disabilities in addition to the language challenge.  None of the ELL teachers is trained in teaching children with disabilities regardless of their native tongue.  So now you have kids in a class who do not speak the same language as the teacher AND have learning challenges that the teacher is not trained to address.

Why don’t these kids have even some instruction in Spanish?  Well that answer is simple.  The law does not require it.  Their parents must have an interpreter present at all parent meetings so that the parents can understand the consent they are giving for their children’s education.  That is a requirement of federal and state law so it is done.

Exactly how are these kids are being elevated when their teacher does not speak their language and their learning challenges are not being addressed is not entirely clear or explained.  The school district clearly states that a language facilitator for non-English speaking students is not a service that is provided to public school children.   There are a few language facilitators within the county but they “are there to support families, not students.  Their role is to ensure that families feel welcome in the schools." 

It isn’t clear what is being done to make sure that kids feel welcome in the schools or that their needs are being addressed.

Looks like these kids aren’t being elevated, nor is anyone making an effort to eliminate their gaps.  It is a system designed for failure so we shouldn’t be surprised when these children fail.