With myriad challenges facing our state's public schools, educators have had plenty of topics to cover this week during its Teachers Institute Week conference. The main focus, however, is clear: Improve No Child Left Behind Act as it faces reauthorization in Congress.

Since the federal mandate began five years ago, critics have rightly found fault on numerous fronts, from its rigid guidelines to its punitive approach. These areas, among many others, are in desperate need of fixing.

But the key problem with No Child is that it fails to see each child — an issue that rings especially true for special education students. Under the law, special needs students must take the six to seven hours of mastery tests at their actual grade level, regardless of their cognitive level.

To make matters worse, these tests must be included in the school's performance measure report, or its adequate yearly progress. Schools with a high number of special-education students, then, inevitably suffer lower scores and are vulnerable to punitive action, such as restructuring, staff replacements or even school closure.

No one can argue with the underlying premise of No Child: to help ensure that the American school system sees that all children achieve academic success. But forcing children who have third-grade skills to take 10th-grade tests does nothing to further that cause. And punishing schools because these students are unable to pass these tests is even more preposterous.

The law allows that a certain number of special-needs students, those with the most severe intellectual disabilities, be allowed to take alternate tests. But that number is limited to a mere 1 percent of all students. And states have not been given any guidance in this area from the federal government.

According to reports, the Education Department leaves it up to each state to determine what a "significant" cognitive impairment is when selecting students for modified tests. And many states have yet to develop those tests.

"Many of these kids are just learning basics, such as holding a spoon to feed themselves," said Pauahi Kazunaga, a teacher and member of the Hawaii State Teachers Association's Elementary and Secondary Education Act task force. "How can they be expected to take and do well on these tests?"

Reauthorizing No Child without addressing this serious flaw defeats the goal of truly leaving no child behind.