True educational reform can happen if the educational system was changed so that the same teacher taught the same child from grades K-3. As the students reach the end of the third grade, for every child at 75 percent or more of the national norms on the Iowa Test of Basic Skills or similar test, the teacher would receive a $3000 bonus per child in addition to his/her regular salary. For every child at 55-74 percent, the teacher would receive a $2000 bonus. For every child at 45-54 percent, the teacher would receive a $1000 bonus. What would happen here? First, the best and the brightest teachers would soon make a beeline for K-3. Second, the intensive effort to reach or surpass the national norms would result in teaching to prevent problems, narrowing considerably the children who would be referred to special education services. Third, the long term relationships developed between the student and their teacher would act as an effective brake on special education referrals as the teacher would know how each child learns and would teach each child the way he/she learns. Fourth, the continuity of having the same teacher over these most critical years, would provide stability to our children and allow a more successful school initiation experience. Fifth, parents would be more likely participants in their child’s educational efforts as they bond with and develop relationships with the teacher and other parents over a longer time period. Finally, the motivation to have each child perform at or above grade level will far surpass the present level in education.

K-3 are the years where a real difference can be made that positively affects the entire educational system. It is here where children spend time learning to read.

After the 3rd grade, the students are supposed to be reading to learn. This failure of the educational system to teach children to read in grades K-3 leads to lifelong educational problems that causes upper grade teachers to lower educational standards and teach to remediate problems rather than teaching grade level materials. It is no wonder that our children test below the national norms on a consistent basis: They have never caught up to grade level. Children’s failure to read in K-3 destroys their self-image and their self-esteem. The largest part of the special education population is that elusive area called learning disabilities which requires a two year discrepancy between expectancy and achievement. This discrepancy often crops up in the third grade. Things do not have to be this way. We can change this system.