"(Situation) Just last semester, a pre-K teacher approached me with concerns that one of their students was showcasing signs of dyslexia. (Task) Of course, as the Preschool Director, the teacher needed to bring this information to me. I jumped in to help because it was my role, but I also helped so readily because I thoroughly enjoy empowering teachers to meet their students' needs. (Action) First, I told the teacher how much I appreciated the care they put into each student's success. I assured them that I, too, wanted to see the student succeed. We sat down privately and discussed what strategies she had already deployed to help the student learn to read. Then, we brainstormed a list of possible solutions to approach as next-steps. We put a plan into place that involved the parents and proper professional assessments. Then, we agreed to have a follow-up meeting in 30 days to assess the students' progress. (Result) So far, the student has seen tremendous growth. They received an evaluation by a professional psychologist who performed a Child Psychoeducational Assessment. The child was struggling; however, they did not have Dyslexia. The final recommendation was to continue with one-on-one work and 30 minutes of storytime with the parents every day. It felt tremendous to help this student build the best foundation for their education, and I was very proud of my teacher for their keenness and dedication."
