“But Mom, I’m a little busy right now.” — Evelynn’s response to me wanting to take a pic of her folding laundry last night.

Well, this girl might not be starting kindergarten in the fall. I knew there was a 98% chance the evaluation wouldn’t go well, and I had already been tempted to keep her back in the Young 5’s because of age, size, speech, and attention span.

Newsflash: she’s 4. She’s young and curious and has a very active imagination.

She has an impeccable talent to keep herself occupied for hours in the car by simply playing pretend with her hands—no socks, no puppets, no dolls, no clothes, just her fingers and nothing more.

Here’s what the teacher saw:

• A child who could not spell her own name.
• A child who could not stay on task.
• A child who talked too much.
• A child who was more interested in drawing and color than picking out numbers and letters.

Here’s what the teacher didn’t see:

• That “R” initial for her last name was because she loves her preschool/daycare teacher Ms. Julie Rozek and she will go around and tell people her last name is Rozek.
• It was at the end of a long day. She is one of the most on task kids in her preschool class and is exemplified for her listening and behavior. By the time I pick her up each day, her “following” skills are typically done and she’s all about doing things her way.
• She’s social. She will talk her ear off. Her telling you she loves your necklace and asking how your day was and telling you about her weekend coming up because she’s excited to go to grandma’s house and see Logan is who she is. You’re an adult. It’s a one-on-one time. She doesn’t see this as a test. She sees it as an opportunity to have a conversation.
• She’s an artist. She’s creative. She has an overactive imagination. She doesn’t count or pick out letters because she doesn’t want to—not because she can’t. She thrives on knowing the why behind why she is being asked to do something.

Finally, her stubbornness to do her own thing is not a developmentally delayed dependent child—I assure you she has more independence than most kids. She walked into your classroom without my assistance or urgency. She drew two very well done people that were not stick figures and even let you keep the picture without a fight, using all the colors at her disposal because she’s a kid who sees life in color. You said they were about her age level—that’s because of her great interest in coloring—but her inability to stop or to draw the items in your order of need made her lack discipline.

She does things on her terms. That doesn’t mean she’s developmentally delayed, it means she’s the boss of her own life.

She is not a child who does something simply because you tell her to. She does bend at your will.

Honey, she’s the strongest, independent child I’ve ever met.

Can we go back to the fact this is a 4-year-old doing an assessment at 4pm for less than 15 minutes?

Here’s what really annoyed me: she has a speech problem the teacher failed to inquire about. Evelynn’s teachers, first in Chelsea, then in Birmingham, and then now at her current preschool, have all made the same comments regarding her communication: she is very good and imaginative at creating ways to get her thoughts across.

I don’t doubt Evelynn should be in a Young 5’s class instead of Kindergarten next year. I was already on this fence. However, I’m disappointed in how they determined this recommendation. Children learn differently. They express themselves differently. They are not robots. This is not a time to give a child 7 tasks of yes/no. Children live in the grey area based entirely on their mood, especially come after 2pm—if they make it that long.

I’m disappointed that in less than 15 minutes this “expert” in young 5’s decided Evelynn didn’t know her numbers simply because she wouldn’t pick out a specific number on a list. Listen Linda, last night she helped me fold clothes and towels—not one of which I had to refold behind her, mind you—and when she spotted the number on the back of my soccer jersey, she asked me, “Why is there a 5 on your shirt?” I never encouraged the number recognition, she did it on her own. She’s curious, not a child.

When Evelynn was first placed in WISD and 3 teachers would come to the house to work with her on her speech—she was only 2 at the time—the eldest lady of the three, for all her expert years, didn’t understand Evelynn. She thought Evelynn didn’t understand her. They were playing on the floor. This lady repeatedly asked Evelynn to do a simple task with a baby doll and then proceeded to show her how to do it. When Evelynn continuously ignored her, the lady started to speak louder. Without even looking at the lady and breaking from working on her puzzle, Evelynn slammed the baby down on the floor to show the lady she didn’t want to do what she was asking. It wasn’t a mean slam, it was a “I’m not doing this” because the woman wouldn’t stop shoving the back at Evelynn—it was only a few inches off the ground. I had already told the lady to move on to a different task, Evelynn was uninterested—until Evelynn put that baby down, the lady didn’t believe me.

And you can bet your ass I told her, “I told you, that’s what she does.” It was only after Evelynn dismissed the doll that the woman tried a more appealing method.

I’m not an expert in child development, but I like to think I’m somewhat of an expert in my daughter. I watch her. I observe her. I know her. I can tell you when she’s fake coughing to avoid brushing her teeth. I can tell you how the first thing she does when she walks through the door is take her shoes and socks off and defuzz her toes and she can’t be expected to do anything else until she does that. I can tell you if we don’t sing “I love youuuuuuu” in a singsongy voice to each other as I tuck her into bed at night, she won’t go down. I can tell you how upset she will be with you if you unwrap her cheese or chocolate or open her juice or milk for her. I can tell you how her previous school told me she could count her numbers but she never would for me, she told me she couldn’t—I didn’t know she could until I caught her singing in the car. She’s sneaky like that. I can tell you she can’t leave her preschool/daycare without giving all her teachers and friends a hug; and if we miss anyone, she has to go back in. She’s an independent girl who needs routine and learns in tunes. More than anything, she’s her own person.

When I first walked out of that school after her evaluation, I felt like I failed as a parent. It doesn’t bother me that she might be going into Young 5’s—I want her to be in the best environment for her to succeed as a human—I felt like a failure because of how many times that teacher repeated “developmentally delayed”. I kept thinking about it. Kept watching Evelynn—I’m fully aware of her stubbornness and her attitude and the fact she can’t read—but I couldn’t see it. All I saw was a happy 4-year-old soon-to-be 5-year-old curious about life around her.

So here it is, I had misspoken. It’s not 2032. It’s hello class of 2033. Let’s just add on another year of Evelynn running the class because this kid is hellbent for election. Good luck teachers, she’s ready for you. I just hope you’re ready for her.