Use this Georgia Department of Education Website for the Georgia ESOL Federal statues read and know your rights. Also, if the school did not test him in the beginning, the school is in violation. Find some way to print this out and present this to the school. Also ask them for the Self-Assessment Report, also, if you need trasnsportation to a new school, there is a form called ESOL Notification for Services at an Alternate Location. Oh, look at the test schools for ESOL Students to see what school in your area provides the best ESOL Education and request to be transfered to that school, also they are required to provide the transportation.


public.doe.k12.ga.us/DMGetDocument.aspx/2008-09%20Title%20III%20ESOL%20Resource%20Guide%20091108.pdf?p=6CC6799F8C1371F6A70604662380BC3B90F0B6FF54E3813DD99973FB7D157C8D&Type=D

Georgia ESOL Resource Guide:

ASSESSMENT OF STUDENT ELIGIBILTY
Assessment of English Language Proficiency
Initial eligibility. Under State Board of Education Rule 160-4-5.02, all students whose parents have indicated on a Home Language Survey that a language other than English is spoken in the home or by the student, must take an English language proficiency test to determine eligibility for the English to Speakers of Other Languages Program (ESOL) or alternative placement for language assistance. So defined, students who are non-English language background shall be administered a screening test, known as the WIDA-ACCESS Placement Test (W-APT), to determine their English language skills. Students scoring below a 5 are entitled to receive English language assistance without further assessment. When the attained score is a borderline score which is approaching a 5, this score, in conjunction with the professional judgment of the student’s Language Assessment Committee (LAC), should inform the final decision. The W-APT for Kindergarten differs from the Grades 1-12 W-APT in that it uses raw scores in determining eligibility. Refer to the Kindergarten W-APT flowchart when making decisions regarding language assistance services for this level.
Continuing eligibility and exit. All students receiving language assistance services through the ESOL program or placement in an alternative program shall be administered the ACCESS for ELLs annually to determine progress and/or readiness to exit. Scores must be kept on file to document learning gains and to provide data for program accountability.
All data related to student eligibility, progress, and readiness to exit must be maintained in the student’s permanent file.
EXIT FROM ESOL OR
ALTERNATIVE LANGUAGE ASSISTANCE
Exit from ESOL Program or from Alternative Language Assistance: Students are ready to exit language support services when they:
• score at Level 5 Tier C on ACCESS for ELLs, hereafter referred to as ACCESS,
and
• score at the proficient level on the state assessments of reading/reading comprehension; or on grade level for approved local assessments of reading/reading comprehension. In grades 1-8, the CRCT and in grade 11, the GHSGT serve as these assessments. In grades 9, 10, 12, an EOCT may be used to determine proficiency.

These students should have the skills necessary to perform in the regular classroom.
In some cases, students may still be eligible for and in need of special instruction through other support services, such as reading. Recommendations for other needed support services should be made when students exit.
Placement or Retention in ESOL or Alternative Language Assistance: Students should continue to receive language assistance services when they:
• score below Level 5 Tier C on ACCESS or
• score below proficiency on state assessments of reading/reading comprehension. In the absence of state assessments, decisions to place or retain students may be made based on below grade level results on approved local assessments of reading/reading comprehension.
• score at Level 5 Tier C on ACCESS but below proficient on state assessments of reading/reading comprehension or below grade level on approved local assessments of reading/reading comprehension. A Language Assessment Conference shall be called to determine the most appropriate instructional placement. The Language Assessment Conference is explained in complete detail in its own section in the ESOL Resource Guide.
Possible Exit from the ESOL Program or Alternative Language Assistance: Students shall be considered for possible exit by a Language Assessment Conference when they:
• score at Level 4 Tier C or higher but below Level 5 Tier C on ACCESS and at the proficient level on the state or approved local assessment of reading/reading comprehension.

What school is you son going to or if you do not what to disclose the school, just state the area. Also, like special needs, there maybe some rules in your advantage. I will look it up under the Georgia Board of Education website. If you have the internet, you can do some research also.

Thank you all for the responses they were all very helpful. I went to the school for a meeting about my son and after the meeting nothing was done. I went to the school board and the head of ESOL my son is still in Sylvan...now his school decided to test him for maybe a special class and a program that can help him..finally.
So far the first couple weeks I have heard nothing..then I called on the report of my son with these programs and they arent ready yet...been over a month nothing yet. I wrote a letter to the school board and put all the names on the email that I been trying to get information. That might of did it..they are all responding now..but I shouldnt have to go through this for my son to get an education he deserves. I am transfering him out of this school for the 3rd grade start up.

First thing PRAY, talk to the school administrator of the school, because you should have received progress reports at least montly or every six weeks. Let the administrator know honestly of the progress of your child growth in reading in english and steps you had to take because of the non-communication of the teacher in question. If you do not receive any help with the administrator, have a meeting with both the administrator and princpal to state your questions, and alert them of their failed ESOL program. Also, the one thing I believe in is parent involvement and become a advocate for your child, I am not saying you are not involved, but it takes persistence and alot of parent-teacher interaction to receive results. Next year, you introduce yourself to the teacher, give that teacher a list of things you would like her or him to do so that you can stay informed on progress weekly, monthly, and by e-mail or telephone, and ask for different techniques you can do everyday to help with the teaching of your child. Research websites and books so that you learn what is needed from the schools and just for yourself. Sometimes you can get the best information for free. I do not know about your tutoring programs, but I know it is expensive. Go to Kennesaw University to see if you can get a college student to help with the tutoring, there are upcomming teachers that can help you with one-on-one tutoring help for less money.

Thank you ..I hate to pass him on it would be not good for him..I put him in sylvan and kumon plus we do our part here at home with one hour a day. What I do however have in the plans is a new school..I work for the Cobb County Schools..I can bring him anywhere and next year I am taking advantage of this

To retain your son in second grade - they must have your permission to do so. If you don't want him retained, he won't be.
There's good research that shows if your son reads every night for 20 minutes - in a book that's very comfortable for him - just that 20 minutes every night can improve his reading skills a great deal. If someone can read to him every night - from a different book - that can help a great deal too.
Good luck with this- I'd be frustrated too. Maybe sometime you could ask them why their webpage clearly states that ESL children will have an ESL teacher in the room with them yet all your son is given is a once a week class.

mother1999 -

The original link above did not post correctly. I have since edited the original post, but am again reposting the corrected link again as a potential resource for you to investigate:

www.readingrockets.org/helping/target/otherissues

If he is also having trouble pronouncing words in Russian, he may have a speech delay. The school can test him for this and provide him with speech therapy if he qualifies?

One thing I've leaned when dealing with the public school system is that they do not always tell you the truth! Especially if your child needs something.

Put your request in writing and you will see how fast they ll get back to you. And don't believe anything unless you view it for yourself.

he dont pronounce words well at all..for with he says wif and actually spells it the way he says it...I did call the director of esl and they are pretty mad that they are pulling him out of class and that the esl teacher suggested her daughter tutor him for 7.50 an hour. The test scores they showed me at a meeting in Sept they claim he could read..which I was in shock cause working with him at home..he wasnt good at all in the reading department..but as I said now in Jan. they are telling me he cant read..its a mess and I am hoping to get some help from the esl director. I just wished if they knew he was having a hard time in school they would of noticed it months ago and told me..I was told I could pass him on but sylvan will have to work with him all through the summer to get him at 2nd grade level..its going to be hard work for him..If they would of did the job right in the first place with the esl it wouldnt be this hard for him. I called the principle two days ago and havent got a call back..I got her answer machine..I will however ask for the test results..thank you for your reply

hmmmm. I would write the ESOL teacher and principal a letter asking for a copy of ESL qualification for the in room ESOL services you saw on the their website. 30 min a week does not seem like much. I would also request a copy of your child's English proficiency test scores and a copy of the time qualification guildlines.

When my son was in ESOL he qualified for 30 min a day. Other kids that were less proficient qualified for more time.

If they don't get back to you. I will call the districts ESOL dept and explain your situation .

Does he have a hard time speaking in English? Is he able to pronounce the words accurately? Does he understand most of the words being spoken?

Take a look at the following web site:

www.readingrockets.org/helping/target/otherissues


Scroll down to the section on English Language Learners.

Well he knew some Russian...not much..knows more English now but has a hard time. Yes they did a assessment on him..they said he is at grade one level and to get him to grade two level it will take 146 hours. When he reads to me..I will skip a page and he will say what is on the page I skipped he is memorizing the books..If I read a book two times to him he can say word from word what the book is saying without looking at the book..put when I give him a book I didnt read he cant read it..or could but takes him a very long time to read one sentence and he gets frustrated with it.

Is English your child's second language?

What specific issues with reading is he having? Has Sylvan done an assessment? What were the results and what did they recommend?