Giada's Story
Giada's Story
Introduction: Unveiling Giada's Educational Journey
Welcome to Giada‘s educational journey, a narrative that unravels the challenges, triumphs, and pivotal moments that have defined her path through the educational landscape. This compelling story begins in kindergarten, where the dedication of Giada‘s teachers played a crucial role in identifying early signs of dyslexia. However, as we delve deeper into her journey, we encounter not only the triumphs of intervention, but also the struggles, oversights, and systemic challenges that shaped Giada‘s pursuit of an education tailored to her needs.
Giada‘s experience is more than a personal narrative; it’s a testament to the complexities and nuances within the educational system. As we navigate through the chapters, you will witness the tireless efforts of a family advocating for their child, the resilience required to overcome obstacles, and the transformative impact of finding the right support.
Chapter 1: Kindergarten Beginnings and Dyslexia Intervention Challenges
It was Giada’s kindergarten teachers who played a pivotal role in identifying her dyslexia early in her educational journey. Within the first few weeks of kindergarten, these teachers approached us with their concerns, demonstrating a keen awareness of Giada‘s challenges. Collaborating as a dynamic team, they not only identified the issues but also took proactive steps to guide us. It was this duo who recommended that we pursue testing for Giada to gain clarity on her specific learning needs, unveiling not only an ADHD diagnosis but also confirming dyslexia and dysgraphia.
Giada‘s kindergarten teachers’ dedication extended beyond the classroom, consistently keeping us abreast of her progress. Without this team’s early intervention and guidance, it’s uncertain whether Giada would have been identified as soon as she was. This teacher’s commitment to Giada‘s success left an indelible mark on our approach to navigating the challenges that lay ahead.
As Giada entered first grade, the struggle continued. The dyslexia intervention setting proved inadequate for Giada‘s needs, compounded by the school’s acknowledgment of only dyslexia, overlooking the confirmed diagnoses of dysgraphia and ADHD. The subsequent implementation of a 504 plan fell short, prompting the realization that a more comprehensive approach was necessary.
In March 2020, Giada qualified for special education services, aiming to address her specific learning needs. However, the onset of the Covid outbreak disrupted the scheduled dyslexia intervention, delaying the support Giada desperately needed. The challenges persisted, setting the stage for a tumultuous journey that would require perseverance, advocacy, and a relentless pursuit of the education Giada deserved.
Chapter 2: Concerns and Frustrations
Throughout the 2020-2021 school year, my concerns grew as Giada‘s progress seemed slow. The teachers stated that she was making slow but steady progress, while we felt that Giada should be moving more quickly through the dyslexia program and achieving more success in her reading.
Feeling the urgency of her academic needs, it was recommended that we put Giada on a modified curriculum, given her struggle to read at grade level. Naïvely, we accepted, thinking this would be beneficial for Giada and prevent her from falling further behind in other subjects.
Not only was Giada behind, but the modified curriculum was causing her to become even further behind as she was not doing grade level work in English or Mathematics. What I didn’t realize was this recommendation could have significant ramifications, potentially leading to her not having enough credits to graduate high school if we didn’t get her back on grade level work at some point.
Another area of concern surfaced as we discovered a stark misalignment between Giada‘s grades and her actual proficiency in reading and math. Despite her grades indicating she was ‘doing fine,’ the reality was that she was still reading at an early first-grade level. The perplexing question echoed in our minds: Why did the school convey that she was doing great? Why did they assert her progress was normal? Why weren’t they as concerned as we were with the little progress she had made in over a year? These revelations added to our frustration and deepened the urgency to advocate for Giada‘s educational needs.
Chapter 3: Inadequate Support and Missed Intervention Hours
As the 2020-2021 school year unfolded, our concerns deepened. In October 2021, during our first Special Education – Admission, Review and Dismissal (ARD) Process meeting of third grade, a shocking revelation emerged. Key staff members, including the special education teacher, diagnostician, regular teachers, and the vice principal, were unaware that Giada had dyslexia. This lack of awareness highlighted a critical gap in communication and understanding, leaving Giada without the targeted support she needed.
In the midst of this revelation, my husband, in a text during the Zoom meeting, asked, “They do know she has dyslexia, right?” To my surprise, the response from the participants indicated confusion about Giada’s dyslexia. It became apparent that not only did they not know about her specific learning disability, but they were also unclear about the dyslexia intervention she should have been receiving as part of her Individualized Education Program (IEP).
Chapter 4: Seeking Additional Support
Amid the struggles, we tirelessly sought additional support for Giada, recognizing the urgency of addressing her specific learning needs. Our quest led us to an evidence-based program developed by Dr. Bergman, a child neurologist, which held the promise of significantly improving Giada‘s ability to learn strategies to manage dyslexia and enhance her reading skills.
Understanding the critical nature of this intervention, we approached the Conroe Independent School District (CISD) and requested financial assistance for this private intervention. This request was grounded in the stark reality that Giada had not received the necessary and evidence-based dyslexia intervention for almost two years within the district.
Despite the urgency and the compelling need for Giada to access the intervention, our pleas were met with rejection from CISD. Faced with the denial of crucial support for our daughter’s education, we felt compelled to take our case to due process.
Our decision to pursue due process was not taken lightly, but it was fueled by a determination to secure the best possible educational outcome for Giada. We presented our case, arguing that the district had denied Giada a Free Appropriate Public Education (FAPE) for a significant period.
In a significant victory not only for our family but for all families within CISD facing similar challenges, the hearing officer concluded that we had met our burden of proving that the district denied Giada a FAPE for the period of January 14, 2021, to April 28, 2022. This ruling affirmed the importance of providing adequate and evidence-based interventions for students with specific learning needs, setting a precedent that resonated beyond our own family.
Conclusion:
In the face of immense challenges, our journey with Giada has fueled a deep-seated commitment to advocating for every child’s right to a quality education. As I reflect on the hurdles we navigated and the victories we secured, the desire to effect broader change becomes undeniable.
Our family’s experience serves as a rallying call, propelling me toward a new path – a run for the Board of Trustees. The conviction stems from the profound realization that, had we not pushed our way into a seat at the table, change for Giada might have remained elusive.
I recognize the invaluable perspective that I, as a parent intimately acquainted with the struggles within the district, can bring to the decision-making process. The yearning to make a difference for other families propels me forward. I believe that my passion, forged through our own journey, can be a catalyst for change.
No child should be forgotten or overlooked, as Giada was. Running for the Board of Trustees provides a unique opportunity to ensure that children remain at the center of all decisions within the district. It’s a commitment to use my voice, my experiences, and my unwavering dedication to champion the cause of every student, ensuring they receive the education they rightfully deserve.
Join me in this endeavor, and let’s work together to create a positive impact, shaping a future where every child’s potential is nurtured, recognized, and celebrated. In this position, I aspire to be a voice for the families who need it most, ensuring that the lessons learned from our struggles pave the way for a more inclusive and supportive educational system.