ANNUAL REPORT 20162016-2017 2017 the Journey from Diagnosis to Capitol Hill: One Family’S Personal Story
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ANNUAL REPORT 20162016-2017 2017 The Journey from Diagnosis to Capitol Hill: One Family’s Personal Story Rochelle Garfield is Speech-Language Pathologist with the Houston Independent School Rochelle Garfield District (HISD) in Texas. With Rochelle’s experience as a Speech-Language Pathologist, Alumni Parent, Speech-Language Pathologist, Advocate and and as a parent of three dyslexic children, Rochelle created a screening protocol that Essay Author HISD Speech-Language Therapists can use to help identify students who need a full dyslexia evaluation. In three years, HISD has experienced a 268% increase in the diagnosis of dyslexia in its students. Rochelle’s screening protocol is one of several tools and processes the district credits for its success in identifying students with dyslexia. have always been fascinated by the connection direct instruction. I created flashcards and games and between language and reading. It was the focus of tried to practice with him. It was amazing how hard it many of my papers in graduate school. But it wasn’t was for him to remember that a “D” was called “D” or Iuntil dyslexia became a personal experience for me that that an “M” was called “M.” Sometimes he would seem it developed into a real passion. to get it, but then the next night it was like it all slipped right out of his memory again and we were starting from In The Beginning I Was Like Most Parents scratch. My oldest son, Yaakov, was born the day before my last final of graduate school. As a brand-new mom and School Became a Place of Anxiety brand-new speech therapist, I was excited to watch He started kindergarten, and the nagging feeling my son’s language develop. At nine months, he said I had grew stronger. He began to hate school and his first word. At a year, he had over 100 words in his developed significant anxiety. He started chewing his expressive vocabulary. At fifteen months, he put two shirt and crying about not wanting to go to school. words together. At eighteen months, he could talk My husband and I met with his teacher for parent about abstract concepts. By the time he was three, he teacher conferences, but she wouldn’t acknowledge that was a sponge for knowledge. He loved learning about something was wrong. Frustrated because we weren’t everything. He was fascinated by history - ancient getting clear answers, we weren’t sure how to proceed. China, ancient Egypt, the monarchies of England and All we knew was that our bright, curious, lover-of- France, the US Revolution, the Civil War. He loved learning, intelligent, articulate son was turning into an science - was curious about genes, DNA, the human anxious, sad, frustrated, confused boy. Still struggling body, animals, machines, space, weather. I began reading to learn all the letters, struggling to sound out the most chapter books to him, and his comprehension was basic three letter words, our son was looking like a advanced for a child of his young age. As mothers often deer caught in headlights. As his anxiety continued to tend to do, I began to envision a bright future for Yaakov become more pronounced, so did ours. The boy we had that included an Ivy League education. Although, he identified as a future academic rock-star was turning into wasn’t learning his letters at the same pace as his other a school failure. developmental milestones, I figured he was an active, creative boy. I wasn’t going to be overly anxious yet. Witnessing Our Son’s Self Confidence Erode Tutoring for 45 minutes once a week was doing little to A Little Nagging Feeling Tugged At Me catch him up. At this point, we knew we needed to have Yaakov started pre-K, and this little nagging feeling our son evaluated. We were told that we would get more started to tug at me. I began to notice that the “smarter” accurate information if we waited until he was six. We kids in his class knew all their letters and were even decided to schedule a full evaluation for November of his beginning to sound out simple words. My son was so first grade year. far from that. I decided that maybe he just needed more 2 THE SCHENCK SCHOOL 2016-2017 ANNUAL REPORT First grade started and the situation just grew worse. of sadness and pride that we prepared for his exit from In school, he was being treated like someone with a Schenck. However, with six children, we were almost cognitive disability - sitting in the back of class, unable guaranteed another one who would benefit from to do what the rest of the students were doing. His self- Schenck. But life is complicated. We sadly said good- confidence was eroding fast. bye to Atlanta and The Schenck School and moved to Houston in the summer of 2011. It’s Dyslexia and The Quest to Find Help After a few painful months of waiting, we finally got the From Struggling Reader to an Intern on Capitol Hill results of the evaluation. With an extremely high IQ and Fast forward to 2016, we are all living in Houston, my extremely low scores in reading, it was clear that he was oldest son, Yaakov, is an eleventh grade student in an severely dyslexic. The word felt so good to say. Dyslexia. academically rigorous high school and is doing extremely He wasn’t stupid. He had a real struggle, and now we well. The Schenck School not only taught my son how just needed to figure out what kind of intervention to read but gave him the many tools he needs to be a would help. successful student. The School taught him how to self- advocate. This past summer, he wanted to complete an The evaluator suggested a few schooling options to internship in Washington, D.C. As he began looking consider, including The Schenck School. When we went into it, it seemed like most internships were only given on a tour, we were blown away. We saw lots of children to post-high school students. He refused to give up and just like our son. Bright. Sweet. Intelligent. Articulate. secured an internship with the Democratic Whip, Steny Well-behaved. Kind. And struggling to read. As part of Hoyer. Overcoming dyslexia has given Yaakov a sense the tour, we watched a video of student and school life at of how to persevere and not be overwhelmed when the Schenck. By the time the video ended, all of the parents road ahead is long. He’s done it once, he can do it again! in the room were wiping away tears. It was just too raw. He thoroughly enjoyed his summer on Capitol Hill. We were all in the same boat, watching our children That youthful love he had for history has turned into a struggle. We all knew how much untapped potential lay more sophisticated love of politics. However, to me, the inside each of them. The video was so affirming. For the most amazing part of the summer experience was not first time in two years, we saw a glimmer of light. the internship, but rather what Yaakov did every day after office hours! Every day he would walk over to the After that, the decision was easy. The Schenck School Library of Congress and just read and read! My son who was where we wanted our son. struggled so hard to sound out basic words was spending his free moments reading! The Road to Remediation The next fall, Yaakov began attending The Schenck The Schenck School started my family on an incredible School as a second grader. Slowly, we watched our son’s journey by teaching us that the right intervention makes confidence return. He was treated like a star. And he was all the difference when it comes to dyslexia. Even more, learning to read! Three years of The Schenck School - it helped us appreciate the incredible gifts that come three years that changed his life forever. And changed all with dyslexia. We will be forever grateful to The Schenck of our lives. We watched our son blossom and grow, and School. begin to believe he could do anything once again. When our son mastered all his goals, we were told it was time for him to graduate. He would leave The Schenck School at the end of fourth grade and mainstream back to his old school for fifth grade. It was with a mixture THE SCHENCK SCHOOL 2016-2017 ANNUAL REPORT 3 BOARD OF TRUSTEES The Schenck School 2016-2107 Board of Trustees (L – R] Front Row: Anne Mori, Megan Nellen, Twiggs Kelley, Liz Shults, Kim Marks, Ellen Schneidau, Selma Ridgway, Richard Courts, Andrea Kauffman Back Row: Randy Rudderman, John Miller, Paul Damm, Mark Phillips, David Higgins, Brannon Huntz, Cal Stowell, John Patterson, and Charlie Hurt Not pictured: Erik Belenky, Cheryl Brown, Jenny Haldopoulos, Paul Izlar, Peter Kotchen, Mark Spinner, and Andrew Whitney Chairman Mrs. Margaret P. Denny ADMINISTRATION Jen Michaels – 4th Mr. David P. Higgins Mrs. Catherine W. Dukehart Lisa Braun – 5th Head of School Amy Burn – 5th Mr. Mark L. Feidler Josh J. Clark Trustees Mrs. Debbie R. Felker Barbara O’Connor – 5th Mr. Erik L. Belenky Ms. Ellen E. Fleming PARENTS ASSOCIATION Teacher Appreciation Mrs. Cheryl P. Brown Mr. R. Brad Foster Jill Edwards Mrs. Barbara M. Coats Mrs. Duvall S. Fuqua President Danielle Galante Mr. Richard W. Courts IV Mr. J. Rex Fuqua Callie Fuller Kathryn Sturgeon Mr. Paul M. Damm Mr. S. Taylor Glover Committee Chairs Used Uniform Sales Mrs.