Julia was starting the 4th grade and her parents couldn’t help but feel a pit in their stomachs. Another school year, another battle. They had grown concerned about Julia’s educational success and experience. Her parents had noticed that Julia could not read anywhere near grade level, she was not engaged, became defiant, and struggled to get along with her classmates. She could not seem to thrive in her school environment. They were worried not only about Julia’s grades but also about the emotional and mental stress she was experiencing stemming from these challenges. Something needed to change.
For two years in a row, Julia’s parents tried to get the school to provide a special education evaluation for their daughter without success. They felt powerless and knew they had to find a solution. Julia was adopted from foster care, and the family had received support from the Foster & Adoptive Care Coalition in the past, so they reached out to see if there was anything the Coalition could do to help.
The family was referred to the Educational Advocacy program, and Colletta Daniels, Educational Advocate, took on the case.
Colletta learned about the parents’ struggles and frustrations in trying to get help for their daughter, so she knew she needed to take immediate action to get Julia’s supports in place as soon as possible. Without missing a beat, Colletta got in touch with Julia’s school and worked hard to schedule a virtual review meeting. The parents, principal, school counselor, classroom teachers, and reading specialist were finally able to come together to address Julia’s needs for additional support.
At the meeting, the parents were able to express their concerns and formally request the special education evaluation. Colletta helped facilitate the conversation to ensure collaboration so Julia could receive the services she desperately needed.
The school took some time to carry out the evaluation because of a waitlist. Colletta continued to be a fierce advocate during this time. She pushed for the process to be expedited and ensured that there was clear communication with Julia’s parents about the process and the timeline. At last, after a few months, the plan was carried out.
As a result of the initial evaluation, Julia received a 504 plan, was integrated into a small group for social and emotional support to help with behaviors, and was assigned a tutor. Julia was already receiving support from a reading specialist, and as part of the new plan, they increased accountability for the fidelity of this service.
After a semester of receiving these services, the added supports has shown to be literally life-changing for Julia. Her parents report that she is doing great – they were happy to see a huge improvement in Julia’s educational success and experience. Her grades have improved, there are fewer negative behavioral incidents, and socialization with her classmates has gotten much better.
Because Julia’s educational needs are now being met, she is able to succeed.