learning skills, soi-ipp, The Basics

SOI System’s Approach to Learning Problems

SOI Systems is a company with a 50 year history of addressing student learning problems. Our focus has been primarily on making sure that the student’s capacities for learning are matching the expectations of the teaching situation – whether that is in a school, a university, or less formal circumstances like home schooling.

When the student’s capacities for learning do not match the expectations of the learning situation, we take a clinical approach to the situation – isolate and identify the learning problem; make a preliminary diagnosis, test to find the probable cause; prescribe an intervention; and monitor to see if the intervention is effective.

This is not a one-size-fits-all approach – it is individualized for each student-client. On the other hand, as with any clinical practice, there are broad guidelines based on years of experience. These guidelines define three general areas.

INTELLECTUAL ABILITIES AND CONCEPTS

All learning situations are predicated on a set of expectations about the student’s cognitive abilities – acquisition of new data or concepts (cognition), recall of data acquired (memory), information Continue reading “SOI System’s Approach to Learning Problems”

Classrooms, learning skills, soi-ipp, The Basics

Getting to the Root of Learning Difficulties

IPP gets to the root of learning difficulties by addressing the issues that often cause poor academic performance.

The IPP program is successful because it addresses the cause(s) of the learning difficulty. It works to improve attention span, memory, comparison & contrast thinking, eye-hand coordination, systems reasoning, and other skills essential to the learning process. This helps students perform better in school and in life.

IPP HISTORY

Years of identifying and training cognitive dysfunctions have revealed the importance of underlying physiological processes, especially focusing skills and sensory integration functions.

SOI training will help even in the face of focusing skill and/or sensory integration dysfunctions, but, obviously, the prognosis would not be as good as if there were treatment for those functions that underlie cognitive processes. To address this need, SOI developed the IPP program to Continue reading “Getting to the Root of Learning Difficulties”

Classrooms, Testing, training

Making the Most of SOI Test Results

SOI tests are tests of learning abilities. If someone is having difficulty learning, the cause may be a lack of learning abilities.

Our tests are a great way to get a snapshot of students’ learning abilities and to see their learning potential. Now that you know more about your students’ learning abilities, what’s next? How do you help all of these unique students?

EMPOWER YOUR STUDENTS. LET US HELP.

The SOI test results have profiled your students’ strong and weak abilities. Now what?

SOI is the easiest and most efficient way to improve their learning abilities. We provide you with Continue reading “Making the Most of SOI Test Results”

The Basics

What is SOI?

WE KNOW THAT LEARNING CAN BE HARD, AND WE’RE HERE TO HELP CHANGE THAT.

We work with every type of person in every learning situation – parents, students, teachers, individuals, special education instructors, tutors, and more.

Our focus is always on the learners and what we can do to make them successful. We have:

  • tests that profile learning ability strengths and weaknesses
  • materials to improve and strengthen learning abilities
  • innovative programs designed specifically to assist struggling students to get them back on track
  • screening products for gifted and talented programs
  • managed programs that provide students with the very best educational   foundation

SOI is for you. Actually, SOI is for everyone because we are all unique and learn in a Continue reading “What is SOI?”

Classrooms, Testing

Using the SOI Creativity Short Form Test

SOME KINDS OF INTELLECTUAL GIFTEDNESS RELATE STRONGLY TO ACADEMICS, OTHERS TO LEADERSHIP, AND STILL OTHERS TO THE CREATIVE ARTS & WRITING.

The Creativity Short Form profiles the creativity areas in which the student is gifted, near-gifted, above average, average, or below average. This test is often used by schools for highly capable programs, as well as gifted and talented programs.

CREATIVITY SHORT FORM SUBTESTS

DFU: CREATIVITY USING FIGURAL UNITS
Academic Skill: creativity with things
Curricular Area: spatial/graphic arts
Strength if well-developed: good fluency and confidence with ideas
Consequences if not well-developed: will be inhibited in tasks without explicit instructions

DMU: CREATIVITY USING SEMANTIC UNITS
Academic Skill: creativity with words and ideas
Curricular Area: creative writing
Strength if well-developed: ability to produce ideas and put them together
Consequences if not well-developed: will be slow and/or vague in writing; probably poor in composition

DSR: CREATIVITY WITH RELATIONAL SYMBOLS
Academic Skill: creativity with math and symbols
Curricular Area: mathematics
Strength if well-developed: confidence and willingness to explore new math concepts
Consequences if not well-developed: difficulty understanding new math concepts; timid in exploring solutions

After reviewing the test results, if a student just misses your cut-off criteria, Continue reading “Using the SOI Creativity Short Form Test”

Classrooms, soi-ipp

Alternate Schools – Alternate Programs

There is a very strong case to support the existence of alternate programs. Most people are aware of alternate programs that are geared to students who are at risk socially or who struggle academically. Many students can be guided to become successful, productive members of the community with the right kind of intervention.

What you may be less likely to know about is that there is a profile for the “Gifted with Learning Problems” student. These are the ones we refer to as having mountains and valleys.

These students’ potential may be completely derailed as their needs go unmet. They may be brilliant in math with visual or auditory issues that impede reading success. Or they may excel in reading and composition but struggle with algebra.

Teachers are often aghast when their most brilliant students choose to pass on higher education. I’m always amazed at how many truly intelligent people are unaware of their gifts. Or they know they have potential but cannot face the education system with their problems and, for them, so many doors close. The truth is, it doesn’t have to be that way.

Dr. Robert Meeker has pointed out that most learning problems are not profound. They are for the most part undiagnosed and untreated. In our school system, the focus is usually on teaching the child with problems to “cope.”

Most learning problems can be helped – poor auditory processing included – if you understand what’s needed and have the tools to deal with it. Likewise, most problems with math can also be corrected.

Continue reading “Alternate Schools – Alternate Programs”

SOI News

Public Education in the United States: From an A to a C- in 60 Years

HOW AND WHY IT HAPPENED. WHAT IT WILL TAKE TO REVERSE IT.

The Golden Age of U.S. Public Education

The “Golden Age” of public education culminated in the 1950s. It had steadily improved from one-room schools to become comprehensive, twelve-year systems. It was viewed as the primary means of upward social mobility.

  • U.S. schools consistently ranked among the top tier in International Assessments.
  • Schools were comfortably financed locally through property taxes.
  • School support was widespread, bolstered by local control.
  • The institutions of higher learning were generally satisfied with the high school graduates they were receiving.
  • The workforce had little difficulty absorbing those students who stopped their education at the secondary level.

In short, the system was fulfilling its mission of providing free education to all. As a social service enterprise, it deserved a grade of “A”.

The U.S. Public Education Today

In the past 60 years, public education has deteriorated on almost all counts.

  • U.S. schools are now in the middle group on International Assessments.
  • Schools are chronically underfunded to the degree that their programs are compromised.
  • School constituency support has waned, in large measure, because local control has been displaced by state and federal directives.
  • The institutions of higher learning are having to “educate” incoming students before they successfully enter a college curriculum.
  • The workforce now considers a large segment of high school graduates as “unemployable.”

The system has clearly slipped in meeting its mission. As a social service enterprise, it deserves a “C-” performance.

The Chronicle of Deterioration

This steady decline has has been documented in many ways. The first Continue reading “Public Education in the United States: From an A to a C- in 60 Years”