inspiration

Success Stories Are The Best!

Who doesn’t love a good success story? Take a look at some of these stories about the SOI-IPP program!


This program has moved our intervention with students to a level not seen anywhere else in our district and, I dare say, to a level not seen in most districts in Texas. We have truly implemented an effective RTI program. SOI has put in place the protocols for intervention, provided tracking and structure to our progress monitoring, and built an incredible support team for students and teachers.

We have seen a documented drop in our special education referrals in the last five years due to this program. SOI/IPP is foremost an intervention program that helps students be more successful with school, but it is also a cost effective way of identifying those in need and preventing unnecessary referrals for special education or dyslexia.

– R.M., principal in Lubbock, TX     


I am taking this opportunity to thank all of you who have made it possible for my son, Ryan, to be a participant in the SOI program… He has shown great improvement in his writing skills, enough that his SOI specialist has recommended he no longer needs to see Ryan. Another area in where Ryan has shown improvement is in his reading. Although he is still five years behind, he has jumped three grade levels in just one semester. Continue reading “Success Stories Are The Best!”

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Building a Real Student Support Team

YOUR SCHOOL CAN DEVELOP A VERY PROVEN WAY OF ADDRESSING RESPONSE TO INTERVENTION (RTI) THROUGH YOUR STUDENT SUPPORT TEAM AND HAVE STRATEGICALLY TAILORED INTERVENTIONS TO MEET INDIVIDUAL STUDENT NEEDS.

What if you were able to…

  • anticipate, identify, and intervene with ninety percent of your “at-risk” students in kindergarten or first grade
  • help eliminate students’ self-esteem issues related to failure in school
  • bypass reliance on the observations of overextended classroom teachers for most intervention referrals
  • develop an individual and developmentally appropriate plan to effectively intervene with students by the first semester of kindergarten
  • develop an efficient, systematic, easily documentable Student Support Team/RTI procedure for teachers as well as students
  • significantly reduce your Special Education referrals and greatly reduce the number of non-qualifying referrals

What do schools need besides money?

More important than money, they need the information to make good decisions. We have an education system that demands more of young children than they can deliver developmentally.

The system is demanding academic skills that are not accessible to a child until their motor sensory, visual, and cognitive skills are in place.

Our frenetic lifestyles, work schedules, and testing agendas rob our children of appropriate early learning experiences both cognitively and physically. As a result, we are labeling some students with learning disabilities that, given the right interventions, might never cross the threshold into Special Education.

Teachers are frustrated and dismayed because at least twenty-five percent of their students are not able to do what they are asked academically. They come to a Student Support Team meeting with their concerns. “Student can’t read, can’t spell, can’t do math, and can’t pay attention.” What are we to do? How can the student go to the next grade level without the requisite skills in place? How will they ever pass the standardized tests? Continue reading “Building a Real Student Support Team”

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Painting Destiny

When potential and destiny intersect, it creates an interesting conversation. The former speaks of what might be; the latter of what was meant to be. One looks at raw materials while the other at the finished product.

Raw materials – or palettes, in the world of the SOI practitioners – have many expressions: CFU, CMU, NFU, SI, FS, etc. We are given the high honor and great responsibility of looking at a canvas with varying colors and intensities. Some are brilliant and intense, some soft and delicate, some dim or muted, and some are very thin. Each one is priceless, because each represents a potential and a destiny.

As SOI practitioners, we are given a great gift: the ability to present the palette, encourage the painter, and nurture the skill.

I met a little boy last week in a Certified Learning classroom I visited. His name is Antwone, which he spelled neAntwo. We are still in the process of figuring out why. In both kindergarten and almost half of first grade, Antwone had been in the classrooms of good teachers and well-researched curriculum. He is weak physically, due to a chronic illness, but he is willing and cooperative.

If SOI Certified Learning hadn’t a part of Antwone’s school, he would have been referred to the “Student Support Team” because he was “slow.”

Let’s take a look at what would have most likely happened. Continue reading “Painting Destiny”

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SOI-IPP is a Response to Intervention

“Jody, we discontinued the SOI program at our elementary school this past year and for the intermediate school. Thank you for the recent contact; however, our focus has moved more in the RTI movement. Thanks again!”

The above message was sent to me last week when I contacted a school about the upcoming school year and their SOI-IPP lab renewal. I was blown away by the illogical response of this school.

For those of you who do not know about the RTI movement, you will find the definition below. Read it and decide for yourself if the SOI-IPP program qualifies as a solution for these students.

RTI stands for “response to intervention.” With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. (NCRTI, 2010. Taken from the National Dissemination for Children with Disabilities)

Sound familiar? Or similar to the No Child Left Behind program? Continue reading “SOI-IPP is a Response to Intervention”