I detest ice cream. Everybody would react with disbelief to this, wondering how it is possible that everyone loves ice cream. Well, at one point, I did, too. Who didn't? "Whoever can achieve 90 and above on the multiplication test will enjoy an ice cream party," our fifth-grade teacher said as he gathered the class in a deep voice. This made everyone in our class happy. Who would not be, after all? Every student shouted how excited they were and how easy this would be. I sat there feeling excited but unconfident because I have always had trouble with math. Finally, the test is set down on my desk. After that, the timer was set to start in thirty minutes. Even yet, it felt like a very long time. My brain was racing and spinning as I sat there trying problem one . I saw all of my classmates hurry and submit their papers to the basket faster then what it felt like I could even write my name. I always felt like I was lagging behind and moving more slowly than everyone else. In a flash, the timer sounded. Devastated, I sat there. I hoped it would be enough to earn me ice cream with the class, but I still had some questions answered. When my teacher said, "I completed grading the papers," later that day after what appeared to be the warmest recesses of the year, everyone jumped up and down, with their excitement and cofidence in the thought of receiving a 90%. When each person was called up individually to view their result, they all smiled , making it clear that their score was perfect or that they had reached the 90% target. Before I knew it, my paper was the last one in the stack. Everyone's eyes were on me as I approached the desk, twitching my fingers and flushed; I felt like I was the center of attention. The large red text that reads "85%" with the remark, "keep working harder!" catches my attention. My eyes welled up with tears. However, in a hurry, I pretended to be happy as though I had the score and everyone else had been revived. While the ice cream is being scooped for my classmates, I sit at my desk. Turning to my left, I hear my desk mate ask, "Why did not you get your scoop?" I shake my head and respond, "I hate ice cream." I could not accept—or even acknowledge—that my thinking was not like my classmates', that school was always more difficult, or that I could not concentrate and sit still during a test. I spent the remainder of the day persuading myself that I did not desire or even like ice cream. My thoughts constantly returning to the reasons I could not succeed or why, when faced with a task or assignment, my mind would go round in circles. I saw a doctor later that week and was given an adhd learning disability diagnosis. I felt for the first time that there was a reason why my mind functioned differently. I received a lot of tools and resources after receiving my diagnosis. And above all, a response and explanation for how my brain works differently . Later, in my first year of high school, I set out to achieve a grade of 90 or higher in every subject. And I did that. People with learning disabilities should not ever be held back. This funding would support me with books and supply’s to be ahead of my class and push through my learning disability.

I detest ice cream. Everybody would react with disbelief to this, wondering how it is possible that everyone loves ice cream. Well, at one point, I did, too. Who didn't? "Whoever can achieve 90 and above on the multiplication test will enjoy an ice cream party," our fifth-grade teacher said as he gathered the class. This made everyone in our class happy. Who would not be, after all? Every student shouted how excited they were and how easy this would be. I sat there feeling somewhat excited but unconfident because I have always struggled with math. Finally , the test is set on my desk. After that, the timer was set for thirty minutes. Even yet, it felt like a l long time. My brain was racing from all these numbers as I sat there trying problem one. I saw all of my classmates hurry and submit their papers to the basket faster than I could even blink an eye. I always felt like I was lagging behind and slower than everyone else. In a flash, it felt like I was staring at my paper. The timer sounded. Devastated, I sat there. I hoped it would be enough to earn me ice cream with the class, but I still had some questions answered. When my teacher said, "I completed grading the papers," later that day after what appeared to be the warmest recesses of the year, everyone jumped up and down, with their confidence in the thought of receiving a 90%. When each person was called up individually to view their result, they all smiled , making it clear their score was perfect or that they met the 90%. Before I knew it, my paper was the last one in the stack. Everyone's eyes were on me as I approached the desk, twitching my fingers; I felt like I was the center of attention. The large red text that reads "85%" with the remark, "keep working harder!" catches my attention. My eyes welled up with tears. However, in a hurry, I pretended to be happy as though I had the score and everyone else had been revived. While the ice cream is being scooped for each of my classmates, I sit at my desk. Turning to my left, I hear my desk mate ask, "Why did not you get your scoop?" I shake my head and respond, "I hate ice cream." I could not accept—or even acknowledge—that my thinking was not like my classmates', that school was always more difficult, or that I could not concentrate and sit still during a test. I spent the remainder of the day persuading myself that I did not desire or even like ice cream. My thoughts constantly returning to the reasons I could not succeed or why, when faced with a task or assignment, my mind would go round in circles. I saw a doctor later that week and was given an adhd learning disability diagnosis. I felt for the first time that there was a reason why my mind functioned differently. I received a lot of tools and resources after receiving my diagnosis. And above all, a response and explanation for how my brain works differently . Later, in my first year of high school, I set out to achieve a grade of 90 or higher in every subject. And I did that. People with learning disabilities should not ever be held back. I learned a perspective from my learning disability that helped me achieve my goals and overcome obstacles, as well as finish and excel in my studies and schoolwork.

"Spinning! Spinning !" That's exactly how my mind felt with the learning disability of ADHD. Hello, my name is Rylee Krass, and I'm a junior in high school. Being diagnosed was a blessing in disguise. The tools and opportunities I've been given have changed my education as well as my mindset. Many people don't understand the concept of this disability. To be honest, I didn't either before my diagnosis! ADHD has affected me by making focusing, both in and outside of school, a major challenge, as well as impacting my memory and time management. As easy as it can be to use this as an excuse to not get tasks done or not complete work, I took it as an advantage; all of the tools and plans I was given were major stepping stones . These tools have helped many students in classrooms. For me, the 504 plan was introduced at a very young age when I was struggling in school. This plan was put into place after my diagnosis , providing me with 50% extra time , including brain breaks, preferential seating, etc . I use these tools to my advantage. I persevered through this disability and have reached many goals, such as being inducted into my high school's National Honor Society program. Another major goal of mine was met when I completed college-level courses. My 5th-grade self would be in disbelief ; I didn't let this disability control me, but rather, I used it to reach my goals. In my future, I would like to expand my efforts to share within the community and bring more awareness to learning disabilities in younger generations. This is important to me because in 5th grade , I couldn't process what was wrong with my mind-or, better yet, with myself. No kid should ever have to endure this mindset. Therefore, the growth and expansion of awareness and understanding of ADHD and other learning disabilities would benefit the community and younger children in this generation and those to come. More of my goals for the future include showcasing perseverance and overcoming challenges at a four-year university where I will study law,earn a bachelor's degree, expand my knowledge and skills , and continue my passion for volunteering. Learning disability’s do not define anyone I hope my story can reach and motivate other scholars similar to me and help them persevere and overcome challenges and meet your goals.

Greetings, my name is Rylee Krass, and I am from Dover, Delaware. In the area of Dover, Delaware, there is the Dover Air Force Base , where my father is a first responder firefighter . Growing up, my father has taught me determination. The position and occupation he holds as a first responder have impacted my life in many significant ways. While some holidays were missed due to the long hours my father worked, I was always reminded that he was out saving lives and, more importantly, serving the community. My father has taught my siblings and me to work for everything we want in life. One particular story I think of when I hear the words "first responder" and "someone who makes sacrifices" is the story that took place on a family vacation to the Dominican Republic when the dining hall collapsed. Even though my father wasn't on shift and was thousands of miles from work, there was no hesitation; he got my whole family out of the building and went back in to assist and save many lives. This story stands out to me because it shows the kind of person my dad is and how his first instinct is always to help others. People like my father are the kind of individuals who bring smiles to many, including myself. Seeing my dad in and out of work , protecting and saving lives, does more than motivate me. It inspires me. My father being a first responder has impacted me the most by teaching me how to be grateful. My father's motto growing up was always "effort and attitude." This has shaped my goals and ultimately my life, giving me a different perspective and teaching me that this is all I need to reach my goals. My goals in life have always been supported by my father. My main goal that I work towards daily is to be accepted into a four-year university, where I will study law and be heavily involved in volunteering for the community. I have chosen the pathway of law as I feel it stands out to me the most and incorporates something I am passionate about . Law, to me, is helping the community and world by enforcing laws and protecting rights. My education and college will expand my knowledge and skills to prepare me for my next step in life: law school. College will provide me with opportunities and help me meet all my goals. While achieving my goals is very important to me , so is sharing challenges and showing that not everything is perfect, but you can always persevere . I demonstrated this when overcoming the challenges of a learning disability I struggled with. ADHD has impacted my life by presenting challenges in and out of classrooms. However, this challenge changed my life for the better; after being diagnosed, I was given a 504 plan. With the help of the 504 plan and the motto my father preaches, along with my perseverance, I have successfully been inducted into the National Honor Society and completed dual enrollment classes. With this disability, I never let it slow me down or affect my attitude . In the future, I hope to bring more awareness and understanding to this learning disability. No matter the challenges faced in life, you choose how the outcome will go. Whatever you are not changing, you are choosing. In conclusion, the community as a whole is always impacted by first responders. I would like to express my deep gratitude to every first responder who puts their life on the line, especially my very own father , Thomas Krass.