Ira David Socol’s Post

This new study of uncertified Texas teachers highlights the need for professional learning systems that focus on job-embedded learning and support. Findings from the 2021-22 and 2022-23 school years show: ℹ️ Uncertified teachers made up over 80% of new hires in 55 counties ℹ️ 72% of uncertified new teachers have no prior experience working in Texas public schools It's critical that these teachers have access to training and coaching support from highly qualified teachers who have experience teaching their content, grade level and student population. Unfortunately, these schools and districts likely don't have enough coaches to meet this demand. I started Ribbit Learning Company to help K-12 schools like these deliver and scale support to educators who need it because teacher and student outcomes are dependent on effective support.

Please Don't Leave the Older Kids Behind As kids are starting to trickle back into school this article stands out to me. It reminds me of the #literacy issues a giant cohort of children is facing. We need to focus on middle school and high school kids' abilities to read in all general education classes, including and especially health classes if we want them to stay in school and engage in positive behaviors that are conducive to lifelong learning. When you #read this article know that this not only drastically affects kids with #dyslexia, but it also has an impact on a huge portion of other children as well. https://lnkd.in/gwTJs5qK

The UI’s Academy for Twice-Exceptionality supports neurodivergent students through their college journeys, providing the necessary resources to help them excel. So, what does twice-exceptional mean? It applies to students who are both academically gifted and have a disability, such as autism. For many, college presents new challenges. In 2021, the academy launched as a pilot program. Leveraging Iowa’s research, the academy strives to enhance the college experience for twice-exceptional students. It prioritizes their social, emotional, and academic development. Each of the program’s 13 students meets weekly with Emily Kuhlmann (20MA). She provides personalized support, helping manage class schedules and social challenges. “Universities are not set up for students who are neurodiverse,” Kuhlmann says. “And that’s a big challenge for them.” Kuhlmann also runs a weekly seminar with Randy Lange (89MA, 04PhD). Topics include writing professional emails and understanding what it means to be twice-exceptional. The seminar often connects students to other campus resources. Outside the seminar, Lange emphasizes goal setting. Each student develops three goals: academic, social, and personal. These goals help students understand their strengths and challenges, guiding them toward their dreams. “It’s a great experience to be in the driver’s seat,” Lange says. “You’re in charge of where you’ll be tomorrow.” Want to read about a student’s specific experience in the program? Find more in IOWA MAGAZINE’s Summer 2024 edition: https://lnkd.in/dY7UAbfu

https://lnkd.in/eYhvFfBN In high schools, the tension between paternalism and self-determination can create a complex dynamic that significantly impacts the development of young adults. Paternalism, which is often associated with the traditional authoritative structure of the educational system, can lead to strict discipline and a one-size-fits-all approach. At the same time, self-determination autonomy represents the need for students to have agency and autonomy over their learning and decision-making processes.

A back-to-basics mentality is crucial to education. Equity, social, and political issues in the classroom have overtaken basic life and learning skills.  https://lnkd.in/e7Qe28Ht

90 minutes to 2 hours a day - might sound a bit arbitrary- but can we honestly say we track this sort of thing in our schools? Who tracks it? And if we are, how is the tracking aligning with teaching practices in our schools? What does it look like for the adults in our schools if we are also including smart phone screen time? What are the expectations for all in our schools? Big questions here with big accountability attached . https://lnkd.in/e27Nn8Fw

🔎📚 Are you struggling to find the right school for your dyslexic child? We understand that choosing the best educational environment is crucial for their success. Here's a step-by-step guide to help you navigate this important decision: 1️⃣ Start by researching specialized schools that cater to dyslexic students. These institutions are equipped with trained educators who understand their unique needs. (Check out the best practice model school @louisianakeyacademy) 2️⃣ Reach out to local dyslexia associations or support groups. They can provide valuable insights and recommendations based on their experience. 3️⃣ Make a list of potential schools and schedule visits. Observe the classroom environment, ask questions about their teaching methods. 4️⃣ Talk to other parents who have children with dyslexia. Their firsthand experiences can shed light on the strengths and weaknesses of different schools. 5️⃣ Don't forget to involve your child in the decision-making process. Their input is valuable and will help ensure they feel comfortable and confident in their new educational setting. 🔗 Remember, finding the right school for your dyslexic child is a vital step towards their academic success and personal growth. You're not alone in this journey – we're here to support you every step of the way!

One simple way of characterizing the literacy equity challenge is that genius is evenly distributed, but inequitably realized. WBEZ's reporting on the CPS selective enrollment access lays out the complexities of addressing this challenge, and it's a system ripe for improvement--including mechanisms for universal testing and multiple data points. One key quote: "When one unnamed district that researchers describe as one of the country’s largest and most diverse tested all second graders — rather than only ones recommended by parents or teachers — the number of students identified as gifted increased and the newly-identified students were disproportionately low income and Black or Latino, according to a 2015 study by the National Bureau of Economic Research." https://lnkd.in/gKw7zGz3

Decades of research have shown that Teachers and Parents as Partners (TAPP) consistently improves children’s academic, social and behavioral outcomes, while building partnerships between parents and teachers. Visit our latest blog to explore key findings and discover opportunities to get involved in one of our current studies. #parentpartnership #TAPPworks #familyengagement #education

Rethinking Results Day: Embracing Neurodiversity in Education. As results day approaches, anxiety and anticipation build up among students, parents, and educators. But what does this day mean for neurodiverse students? Neurodiversity encompasses a range of neurological conditions, including Autism Spectrum Condition, ADHD, Dyslexia, and more, each presenting unique challenges and strengths in a traditional academic setting. For neurodiverse students, results day can be more than a measure of academic success; it's a reflection of how well our education systems accommodate diverse learning needs. Traditional exams often do not capture the true abilities of neurodivergent learners, who may excel in areas not easily quantifiable by standardised tests. This discrepancy can lead to misunderstandings about their potential and achievements. What can we do to ensure that results day is as inclusive as it is celebratory? It starts with recognising that neurodiverse students might require different forms of support and preparation. Schools and educational institutions can offer tailored revision sessions, alternative testing formats, and additional feedback mechanisms. Moreover, educators and support staff can benefit from training to better understand neurodiversity, which can transform their approach from one-size-fits-all to one that is genuinely inclusive. Looking ahead, we must advocate for ongoing reforms in how we assess and celebrate academic achievements. This includes integrating technology that aids diverse learners and promoting policies that reflect an understanding of neurodiversity in education. As we celebrate the achievements of all students, let’s use this results day to reflect on and discuss how we can further support neurodiverse students. What changes would you like to see to make results day a more inclusive experience? Join the conversation and share your thoughts. #Neurodiversity #EducationReform #ResultsDay