International students, ELL teachers and parents called on the Board of Education during yesterday’s rescheduled meeting to restore three English Language Learner positions that have been cut.
The April 1 meeting was rescheduled after a fatal shooting involving current and former SHHS students occurred at the Shaker Heights Main Library.
Sophomore Vladislav Vysotski, who came to the United States from Ukraine a year and a half ago, first attended Cleveland Heights High School. “That school didn’t really offer any support for international students,” he said. “I didn’t feel connected to my school or to my learning. That changed when I transferred to Shaker Heights; here, I have the opportunity to be part of school life.”
Vysotski said that ELL teacher Michael Wells, who teaches at both the high school and at Lomond Elementary School, helped him not only with language acquisition but also with engaging with a new school system. “He understood that international students need more than just grammar rules, and I know I am not the only one who was helped this way,” Vysotski said.
Three of the district’s five ELL positions have been cut for the next school year as the district aims to cut costs and minimize deficit spending. The district has not placed an operating levy on the ballot for 11 years.
There are currently 48 students enrolled in ELL classes across the district; 13 ELL students at the high school; five at Lomond; two at Onaway; 17 at Boulevard; five at Mercer; and six at the middle school. No ELL students are enrolled at Fernway this school year. In addition, there are 18 students in the district being monitored for ELL eligibility based on test scores and academic performance.
History teacher Amanda Ersek spoke at the meeting. She said that the ELL cuts should be at the bottom of the district’s list of changes. “I’m terrified to imagine what next year would look like for our ELL students and their families, and even the greater Cleveland community,” Ersek said.
Ersek also spoke as a parent of Shaker students. She said that her first introduction to Lomond was attending the International Families Night, an event organized by ELL teachers. “I was blown away by the celebration of our international families. The elementary gym was filled with joy and curiosity as the young students went from booth to booth to learn more about the different cultures that made up the Shaker community. If I ever had a doubt about sending my daughter to Shaker schools, the International Families Night had me sold,” she said.
By policy, the Board does not respond to public comment.
Ke Shi, a junior who was Wells’ ELL student, said that he helped with English and with connecting with exchange students. She said her schedule did not allow her to enroll in ELL class this year. “He’s still checking in with all my teachers and making sure that I was doing well at all times. I’m sure all other ELL students feel the same way as I did,” Shi said.
Wells also spoke at the meeting and explained that he helps each of his students to succeed in all eight of their courses. “I have 12 students this year at the high school speaking seven different languages. That’s 96 classes in all — 96 classes I am trying to help differentiate and create supplemental learning materials so every student can access the curriculum and be successful regardless of their prior academic experience and English language proficiency,” he said.
“This is the reason the ELL department exists under the academic umbrella of exceptional students alongside special education: the needs of our students are simply exceptional,” Wells said.
One Shaker parent, who has four children enrolled in the district, said that when his family first arrived in Shaker Heights, one of his daughters was crying in the bathroom because she couldn’t understand her teachers during her first week at school. However, his daughters enrolled in the ELL program, he said, and one performed “I Want You Back” with sixth-grade choir peers before the meeting began. “I cannot overstate how affirmative the experience has been for them,” the parent said.
“We are a community which prides itself on welcoming and supporting our international families,” said Wells, “and it is imperative that we continue to do so by having a robust English Language Learner program. Fiscal responsibility is important, but precedence must be given to supporting the success of students on the margins of our community.”
Said Ersek, “Being an IB district is more than just hanging flags or showing our clocks from around the world.”
