Learning how to Learn

So, the way this school works is that practically everything is centered around learning to read, regardless of grade level. The school is designed to focus on early reading intervention by offering an individualized, multi-sensory approach to instruction called the Orton–Gillingham Method. The goal is to develop students into independent, critical thinkers and to send them back into a Gen-Ed classroom equipped with the strategies and tools they need to succeed wherever they attend school after they leave.

In other words, they do not teach traditional subjects like science or history in the same way students would learn them in a mainstream classroom. Lessons aren’t completely devoid of those topics, but instead of teaching them outright, they were woven into the reading curriculum. So one quarter might include reading lessons on ecosystems or significant historical events. The only other traditional subject taught was math—although I never felt like it was truly at grade level.

That was all fine by Eli – less learnin’ is always a plus in his book! I could see the benefits, though: fewer things to focus on meant he could keep closing the gap in his reading skills. And there were other benefits, too. He made his first friend. He became more confident. He actually looked forward to going to school for a change, and honestly, it was refreshing for all of us.

At the end of that year, we received a Summary of Growth Certificate with four bullets:

Increased two (2) independent reading grade levels, from Pre-primer to Grade 1, as measured by the QRI

Increased reading speed by 17 words correct per minute at grade level, as measured by the MASI-R

Increased one (1) percentile in sight-word reading, as measured by the TOWRE-2

Increased Total Words Written by 50, from 3 to 53, as measured by a timed spontaneous writing task

It was amazing to watch his self-esteem go from almost nonexistent to something palpable—all by simply being taught the way he learned. They were meeting him where he was, and it was working. At this pace, he could transition back after two school years. For the first time, I felt like the pieces were finally falling into place, and there was a faint glimmer at the end of what had been a stupidly dark tunnel.

Second annual summer reading camp behind us, we stepped into third grade. The progress had started to slow, but it was still happening. Math had now become his biggest nemesis. Around this time, we were due for an updated psycho-educational evaluation and learned that Eli also had dyscalculia. The easiest way to explain it: it’s basically dyslexia, but with numbers. Just like dyslexia affects areas of the brain that process words, dyscalculia affects the areas that handle math- and number-related skills.

That was fine—he was exactly where he needed to be.

At the end of third grade, we decided Eli would benefit from one more year of tailored dyslexia instruction, small class sizes, and a comfortable learning environment. He continued to make progress but still wasn’t quite at grade level, and we figured we could also use that year to start talking with him about transitioning back to public school for fifth grade.
Eli attended one last summer reading camp and seamlessly started his fourth-grade year. He loved his teacher, and his best friend was back in his class. His reading progress remained steady, and math continued to be a pain in his ass—but he was thriving.

Just before Thanksgiving, we were told that Eli’s teacher was moving away, but not to worry—they would have a replacement in place before then.

But oh my gracious, there was so much lying ahead that we absolutely should have been worried about.

We were about to enter the most difficult phase of Eli’s educational journey so far.

That’s next…

Susan