DEMANDING ACCOUNTABILITY AT LEVELLAND ISD

When people hear that I've filed a disability discrimination complaint with the Office for Civil Rights (OCR), one of the first things they ask is whether I've heard anything yet. Usually, my answer is some version of, "I'm still waiting." And that's where the frustration begins. I understand that OCR has procedures to follow and that investigations take time. They have to review evidence, determine jurisdiction, and follow federal processes before reaching conclusions. What

Lately, I've found myself going back and forth on the same question over and over again: Do I keep fighting against Levelland ISD, or do I finally let it go? The truth is that I don't have an answer. Some days I'm determined to keep pushing forward. I tell myself that if I stop, then everything I've invested up to this point was for nothing. I remind myself why I started and why I believed this fight mattered in the first place. Then there are other days when I'm just tired.

Most people don't go looking for a fight with their local school district. Parents just want answers. Teachers want support. Students want a safe and productive learning environment. But sometimes, when concerns are raised, the response isn't a solution—it's a wall of bureaucracy and a feeling that somehow you're the problem for bringing it up. "Maybe I'm Just Overreacting..." If you've ever left a meeting with a school administrator feeling more confused than when you walked

I believe every school would likely agree that students, staff, and visitors with disabilities deserve full access to educational opportunities. The challenge is that agreement is easy. Action is harder. In many schools, accessibility is treated as an important issue—just not an urgent one. When a building needs repairs, funds are found. When technology needs upgrading, plans are developed. When safety concerns emerge, timelines accelerate. But when accessibility barriers are

One of the most common responses schools give when concerns about student restroom access arise is simple: "Students should use the restroom during passing periods." On the surface, that sounds reasonable. In reality, it often ignores what actually happens in a middle school. Let's be honest: four minutes is not enough time. Not if students are expected to travel across campus, navigate crowded hallways, gather materials, and use the restroom before the next bell rings. Yet

A Simple Question That Didn’t Get a Simple Answer This issue started with a straightforward question: What are the bathroom expectations for students during class? The answer I received was clear: There was no new policy and no change. That should have been the end of it. But it wasn’t. What the Written Directive Actually Says After that response, I obtained a written communication dated January 9. It instructed teachers to: Not allow restroom use during the first 30 minutes