We all face many challenges in our individual lives, but collectively as a nation we face even bigger challenges. There are so many good causes and pervasive needs. Most of us are bombarded by requests for help and struggle to address our own needs. What can any of us do to make a difference to solve some of these major issues facing our nation, such as poverty and hunger?I have chosen education as my focus to make a difference. Efforts to address the needs of individuals by providing resources has not addressed the underlying causes. Our nation has invested countless $Billions but the need has only grown. The parable about feeding someone for a day versus teaching them how to fish is particularly relevant. Ensuring that every child has a good education is intended to teach everyone how to fish so all can prosper. Yet despite our nation's best efforts, far too many children are being left behind. This has caused a big divide where too many people are struggling and our nation cannot provide enough to mitigate this great need. The goal with the greatest leverage to address this problem is to ensure that every student becomes a proficient reader by 3rd grade. Reading proficiency is foundational to academic and life success.Approximately 2/3 of all students fail to become proficient readers. Over 80% of under-resourced children fail to become proficient readers (Nation's Report Card/NAEP). A significant body of independent, evidence-based research (Torgesen, et. al.) has proven that most reading difficulties can be prevented with the proper intensive, individualized training to close the skill gap. But most schools do not have this knowledge or the resources to administer this proven solution.We have the knowledge to solve this problem, yet the problem persists. Please join in the effort to apply this proven knowledge to finally close the Achievement Gap. Give the gift of reading to every child and all will benefit.
Listed skills include Teaching, Program Management, Public Speaking, Staff Development, and 11 others.
