Comeback Goals

A few days ago, I had the good fortune (Divine intervention) to run into a former student and his family. He is a young man with severe behavior problems and has difficulty in the school setting. When I met him, he was in fifth grade, he could barely read or write and was at least three grade levels behind academically. Now, he’s about 20 pounds heavier, a few inches taller, about five grade levels behind academically and still cannot read or write very well.

Not surprising, even though he receives Special Education services, he is receiving no instruction online like other students are. There has been no requirement for him to connect with his teachers, no check-ins from any representatives from his school and his mother has received no word about plans for the rest of the school year, any summer requirements, or plans for the Fall. This type of neglect, even when unintentional, is very common for students with behavior problems, significant learning gaps or disabilities that warrant Special Education services.

As we look toward the uncertain future of public education, what I hope to see is a renewed commitment to our most atrisk students. It was sad meeting a fifth grader who could barely read or write. It was frustrating reuniting with an eighth grader who couldn’t read or write any better than he could when I last saw him three years prior. This ought not be. There is no excuse for this level of failure in our nation’s public schools.

I’ve committed to working with this young man remotely to build his literacy skills. I am sending materials and readers to his home and emailing helpful links to programs that can help close the years of gaps that have persisted his entire school career. I will receive no compensation for my efforts other than the internal satisfaction derived from being part of the solution to this young man’s problems. I will also be working with his mother to take greater ownership and responsibility for not only his, but all her children’s learning.

Two of our comeback goals must be to address learning gaps early and to ensure our most atrisk learners are not neglected as they have been in the past. School for these learners should look much different than school for students who are academically on track and functioning effectively in the traditional classroom. It is long past time to make sure all students are learning rather than strictly focusing on a standardized test. All our students deserve our best.

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