Parent tells Southwest School Corporation board her seventh-grade son reads at a kindergarten level and needs more support

Danielle Urbane spoke during the public-comment period and said her seventh-grade son "cannot read or write and is in kindergarten level," and that despite an aide he is not receiving the extra instruction she thinks he needs.

Urbane said she has reviewed his individualized education programs and told the board the school’s principal told her the student was "maxed out at 13" on his learning; Urbane also said a teacher said the student was not qualified for a particular life-skills class even though she believes his IQ is higher than 60. She said roughly 15 other students at the same school have comparable gaps and urged the district to provide "somewhere" the children can get concentrated reading instruction.

The board did not announce any immediate follow-up during the meeting; after her remarks the chair thanked Urbane and the formal agenda proceeded. Urbane’s request focused on remediation so the student can read and eventually finish high school and get a job, and she said this is her first time navigating the IEP process and she is seeking district support.

Why it matters: public commenters frequently use the board’s public-comment time to raise specific student-service and special-education concerns. The comments put a spotlight on a parent’s request for more targeted instructional time and on whether elementary-level remedial instruction is available or appropriate for older students who have not mastered foundational skills.

What's next: The meeting record does not show the board directing staff to take a specific action in response to Urbane’s comments; there was no motion or vote tied to the public comment on record, and the concern remained unresolved at the meeting’s end.