Digischol

Early learning is to take a front of education and for a good reason. While schools across the country are faced with resource constraints and potential shortages of teachers, innovative approaches to early childhood education give impressive results. By using data to guide teaching, the creation of community ties and focus on targeted aid for students, some districts see remarkable reversals in academic performance. What can educators learn from these successes?

To explore effective strategies in early learning, EDSURGE has maintained with Dr Darryl Hensonthe superintendent of Independent school district of Marlin (ISD). A graduate of the University of Texas in Austin with a diploma in elementary education, Henson’s career extends on several levels and roles through Texas: teacher, educational coach, director and associate director in various districts. Since May 2020, he has directed Marlin Isd, the transforming of what he calls “the best kept secret of the State” to a brilliant example of educational excellence in Texas and beyond.

EDSURGE: Marlin ISD has shown remarkable academic growth under your leadership. How did early learning contribute to this transformation?

Henson: Marlin ISD in 2022 had the highest academic growth throughout Texas StateA proud honor badge for our community. Keep in mind that we were the longest the longest academic district in the state and the fifth longer in the United States. So when I joined, I knew we had to have an immediate impact on our students, our teachers and our staff. I quickly realized that the resources of the program we have provided to our students and staff would be essential. I needed a solution that could differentiate themselves to meet the needs of all students while serving as a friendly resource for teachers and staff when they worked to become stronger educators.

When I looked Read eggs And Mathsed Since 3P learningI felt confident – and I continue to feel confident – that we have a platform that allows us to follow the progress of all students. Our teachers and staff have access to data showing where students are, as well as tools and resources to help transform potential into performance.

Early literacy is the foundation of all students and is a key objective of Marlin ISD. Early intervention is important. If a first level is at a pre-K level, they are late at two levels, but it is not too late to catch them. We do not wait for the third or fourth year; We intervene early.

How did Marlin implement the science of reading principles and what impacts have you seen on the results of literacy?

The science of reading is very important because children must know how to read. This is why our first literacy programs were strongly focused on phonemic consciousness and phonetics. Students need to know sounds because we can focus on understanding once they can decode words.

We ensure that our teachers are trained in phonemic consciousness, phonetics, mastery and vocabulary – not just words of view. Words of view contribute to mastery and phonetics, but vocabulary consists in understanding the real context of a word. For example, students could decode the word “empire”, but do they understand its meaning beyond the context of a television program?

This work does not stop at the education of early childhood. Many of our students are emerging learners, whatever the school level. By focusing on rhymes, sounds and mastery, we have built a foundation that allows us to go further, to examine the author’s goal or to make inferences.

How does Marlin guarantee that students develop skills in literacy and numeral, and why do you believe that this balance is essential for long-term success?

There is a critical link between early literacy and numeric. Numbers are words. They have sounds, and you must be able to read and understand what these sounds say. It is also a question of building a solid base for the well -balanced university child. We follow where children are located while ensuring that our program is highly integrated and intertwined. I work to eliminate instruction silos as far as possible.

Everything is linked to professional development. I do not expect teachers to be program developers – I want them to be programs.

We involve families, giving parents the same training or very similar and using the same language as we use with teachers and staff. I do not believe in watering things or excessive simplification for parents. They deserve the same level of respect because, in many ways, they are the first teachers of their children.

How does Marlin use data to clarify teaching and early learning interventions?

We take advantage of data in all aspects of our education and our intervention in terms of early learning. By analyzing students’ performance, we identify specific needs and adapt our instruction accordingly. It is very difficult – and often unrealistic – to expect teachers to differentiate teaching for 20 children at the same time. This is why it is important to associate with programs and resources that can support differentiation.

For example, a few years ago, we noticed an important gap in the phonemic awareness skills of our kindergarten students. After analyzing the data, we identified specific areas that caused the most challenges to certain students, such as diphthongs and consonant mixtures. Once we have had this information, we have implemented targeted interventions during the school day.

We focused on these specific skills with intense precision. For example, with consonant mixtures, we have drilled and practiced until the students master them. By focusing on these shortcomings and approaching them head -on, we could close them completely in just three weeks without late on our study program.

For the future, what are the greatest challenges and opportunities for early learning?

We must be realistic about the national shortage of teachers, although responding to the reasons behind it would be a completely distinct conversation. In addition, we must raise the level of respect for the teaching profession.

A persistent challenge is that research, although invaluable, is constantly evolving. The pendulum continues to swing, and although we can learn from research, its constantly evolving nature poses challenges.

I believe that the shortage of teachers will become even more pronounced in early childhood education. This new generation – and the one held behind them – raises questions to find out if they will have the heart, the mentality and the tenacity to work with young children, especially when these children can present behaviors outside the standard.

To meet these challenges, we must prioritize the education of early childhood and not focus only on the notes tested. While the notes tested keep the lights, invest in early childhood creates a solid base that makes everything that is more fluid on the road.

We must also invest in high -quality professional development – not just the DP for good, but effective, intentional training and adapted to the needs of your campus or your district. Taking advantage of technology is just as important, but it must be the right technology – tools that work, not just the latest gadgets.

Another critical piece is to establish solid community partnerships. If schools are faced with major challenges, why not involve the whole community?

Finally, we must adopt data and information and respond realistically. The jargon will not solve anything. My staff knows that during meetings, I want honest and simple answers – not fashionable words. Let’s have real conversations about obstacles and challenges and how we can work together to remove them – all for the benefit of our students.

Dr. Henson shares the strategies and principles of leadership that have transformed his district into difficulty in this Webinar on demand.

Early learning is to take a front of education and for a good reason. While schools across the country are faced with resource constraints and potential shortages of teachers, innovative approaches to early childhood education give impressive results. By using data to guide teaching, the creation of community ties and focus on targeted aid for students, some districts see remarkable reversals in academic performance. What can educators learn from these successes?

To explore effective strategies in early learning, EDSURGE has maintained with Dr Darryl Hensonthe superintendent of Independent school district of Marlin (ISD). A graduate of the University of Texas in Austin with a diploma in elementary education, Henson’s career extends on several levels and roles through Texas: teacher, educational coach, director and associate director in various districts. Since May 2020, he has directed Marlin Isd, the transforming of what he calls “the best kept secret of the State” to a brilliant example of educational excellence in Texas and beyond.

EDSURGE: Marlin ISD has shown remarkable academic growth under your leadership. How did early learning contribute to this transformation?

Henson: Marlin ISD in 2022 had the highest academic growth throughout Texas StateA proud honor badge for our community. Keep in mind that we were the longest the longest academic district in the state and the fifth longer in the United States. So when I joined, I knew we had to have an immediate impact on our students, our teachers and our staff. I quickly realized that the resources of the program we have provided to our students and staff would be essential. I needed a solution that could differentiate themselves to meet the needs of all students while serving as a friendly resource for teachers and staff when they worked to become stronger educators.

When I looked Read eggs And Mathsed Since 3P learningI felt confident – and I continue to feel confident – that we have a platform that allows us to follow the progress of all students. Our teachers and staff have access to data showing where students are, as well as tools and resources to help transform potential into performance.

Early literacy is the foundation of all students and is a key objective of Marlin ISD. Early intervention is important. If a first level is at a pre-K level, they are late at two levels, but it is not too late to catch them. We do not wait for the third or fourth year; We intervene early.

How did Marlin implement the science of reading principles and what impacts have you seen on the results of literacy?

The science of reading is very important because children must know how to read. This is why our first literacy programs were strongly focused on phonemic consciousness and phonetics. Students need to know sounds because we can focus on understanding once they can decode words.

We ensure that our teachers are trained in phonemic consciousness, phonetics, mastery and vocabulary – not just words of view. Words of view contribute to mastery and phonetics, but vocabulary consists in understanding the real context of a word. For example, students could decode the word “empire”, but do they understand its meaning beyond the context of a television program?

This work does not stop at the education of early childhood. Many of our students are emerging learners, whatever the school level. By focusing on rhymes, sounds and mastery, we have built a foundation that allows us to go further, to examine the author’s goal or to make inferences.

How does Marlin guarantee that students develop skills in literacy and numeral, and why do you believe that this balance is essential for long-term success?

There is a critical link between early literacy and numeric. Numbers are words. They have sounds, and you must be able to read and understand what these sounds say. It is also a question of building a solid base for the well -balanced university child. We follow where children are located while ensuring that our program is highly integrated and intertwined. I work to eliminate instruction silos as far as possible.

Everything is linked to professional development. I do not expect teachers to be program developers – I want them to be programs.

We involve families, giving parents the same training or very similar and using the same language as we use with teachers and staff. I do not believe in watering things or excessive simplification for parents. They deserve the same level of respect because, in many ways, they are the first teachers of their children.

How does Marlin use data to clarify teaching and early learning interventions?

We take advantage of data in all aspects of our education and our intervention in terms of early learning. By analyzing students’ performance, we identify specific needs and adapt our instruction accordingly. It is very difficult – and often unrealistic – to expect teachers to differentiate teaching for 20 children at the same time. This is why it is important to associate with programs and resources that can support differentiation.

For example, a few years ago, we noticed an important gap in the phonemic awareness skills of our kindergarten students. After analyzing the data, we identified specific areas that caused the most challenges to certain students, such as diphthongs and consonant mixtures. Once we have had this information, we have implemented targeted interventions during the school day.

We focused on these specific skills with intense precision. For example, with consonant mixtures, we have drilled and practiced until the students master them. By focusing on these shortcomings and approaching them head -on, we could close them completely in just three weeks without late on our study program.

For the future, what are the greatest challenges and opportunities for early learning?

We must be realistic about the national shortage of teachers, although responding to the reasons behind it would be a completely distinct conversation. In addition, we must raise the level of respect for the teaching profession.

A persistent challenge is that research, although invaluable, is constantly evolving. The pendulum continues to swing, and although we can learn from research, its constantly evolving nature poses challenges.

I believe that the shortage of teachers will become even more pronounced in early childhood education. This new generation – and the one held behind them – raises questions to find out if they will have the heart, the mentality and the tenacity to work with young children, especially when these children can present behaviors outside the standard.

To meet these challenges, we must prioritize the education of early childhood and not focus only on the notes tested. While the notes tested keep the lights, invest in early childhood creates a solid base that makes everything that is more fluid on the road.

We must also invest in high -quality professional development – not just the DP for good, but effective, intentional training and adapted to the needs of your campus or your district. Taking advantage of technology is just as important, but it must be the right technology – tools that work, not just the latest gadgets.

Another critical piece is to establish solid community partnerships. If schools are faced with major challenges, why not involve the whole community?

Finally, we must adopt data and information and respond realistically. The jargon will not solve anything. My staff knows that during meetings, I want honest and simple answers – not fashionable words. Let’s have real conversations about obstacles and challenges and how we can work together to remove them – all for the benefit of our students.

Dr. Henson shares the strategies and principles of leadership that have transformed his district into difficulty in this Webinar on demand.

Early learning is to take a front of education and for a good reason. While schools across the country are faced with resource constraints and potential shortages of teachers, innovative approaches to early childhood education give impressive results. By using data to guide teaching, the creation of community ties and focus on targeted aid for students, some districts see remarkable reversals in academic performance. What can educators learn from these successes?

To explore effective strategies in early learning, EDSURGE has maintained with Dr Darryl Hensonthe superintendent of Independent school district of Marlin (ISD). A graduate of the University of Texas in Austin with a diploma in elementary education, Henson’s career extends on several levels and roles through Texas: teacher, educational coach, director and associate director in various districts. Since May 2020, he has directed Marlin Isd, the transforming of what he calls “the best kept secret of the State” to a brilliant example of educational excellence in Texas and beyond.

EDSURGE: Marlin ISD has shown remarkable academic growth under your leadership. How did early learning contribute to this transformation?

Henson: Marlin ISD in 2022 had the highest academic growth throughout Texas StateA proud honor badge for our community. Keep in mind that we were the longest the longest academic district in the state and the fifth longer in the United States. So when I joined, I knew we had to have an immediate impact on our students, our teachers and our staff. I quickly realized that the resources of the program we have provided to our students and staff would be essential. I needed a solution that could differentiate themselves to meet the needs of all students while serving as a friendly resource for teachers and staff when they worked to become stronger educators.

When I looked Read eggs And Mathsed Since 3P learningI felt confident – and I continue to feel confident – that we have a platform that allows us to follow the progress of all students. Our teachers and staff have access to data showing where students are, as well as tools and resources to help transform potential into performance.

Early literacy is the foundation of all students and is a key objective of Marlin ISD. Early intervention is important. If a first level is at a pre-K level, they are late at two levels, but it is not too late to catch them. We do not wait for the third or fourth year; We intervene early.

How did Marlin implement the science of reading principles and what impacts have you seen on the results of literacy?

The science of reading is very important because children must know how to read. This is why our first literacy programs were strongly focused on phonemic consciousness and phonetics. Students need to know sounds because we can focus on understanding once they can decode words.

We ensure that our teachers are trained in phonemic consciousness, phonetics, mastery and vocabulary – not just words of view. Words of view contribute to mastery and phonetics, but vocabulary consists in understanding the real context of a word. For example, students could decode the word “empire”, but do they understand its meaning beyond the context of a television program?

This work does not stop at the education of early childhood. Many of our students are emerging learners, whatever the school level. By focusing on rhymes, sounds and mastery, we have built a foundation that allows us to go further, to examine the author’s goal or to make inferences.

How does Marlin guarantee that students develop skills in literacy and numeral, and why do you believe that this balance is essential for long-term success?

There is a critical link between early literacy and numeric. Numbers are words. They have sounds, and you must be able to read and understand what these sounds say. It is also a question of building a solid base for the well -balanced university child. We follow where children are located while ensuring that our program is highly integrated and intertwined. I work to eliminate instruction silos as far as possible.

Everything is linked to professional development. I do not expect teachers to be program developers – I want them to be programs.

We involve families, giving parents the same training or very similar and using the same language as we use with teachers and staff. I do not believe in watering things or excessive simplification for parents. They deserve the same level of respect because, in many ways, they are the first teachers of their children.

How does Marlin use data to clarify teaching and early learning interventions?

We take advantage of data in all aspects of our education and our intervention in terms of early learning. By analyzing students’ performance, we identify specific needs and adapt our instruction accordingly. It is very difficult – and often unrealistic – to expect teachers to differentiate teaching for 20 children at the same time. This is why it is important to associate with programs and resources that can support differentiation.

For example, a few years ago, we noticed an important gap in the phonemic awareness skills of our kindergarten students. After analyzing the data, we identified specific areas that caused the most challenges to certain students, such as diphthongs and consonant mixtures. Once we have had this information, we have implemented targeted interventions during the school day.

We focused on these specific skills with intense precision. For example, with consonant mixtures, we have drilled and practiced until the students master them. By focusing on these shortcomings and approaching them head -on, we could close them completely in just three weeks without late on our study program.

For the future, what are the greatest challenges and opportunities for early learning?

We must be realistic about the national shortage of teachers, although responding to the reasons behind it would be a completely distinct conversation. In addition, we must raise the level of respect for the teaching profession.

A persistent challenge is that research, although invaluable, is constantly evolving. The pendulum continues to swing, and although we can learn from research, its constantly evolving nature poses challenges.

I believe that the shortage of teachers will become even more pronounced in early childhood education. This new generation – and the one held behind them – raises questions to find out if they will have the heart, the mentality and the tenacity to work with young children, especially when these children can present behaviors outside the standard.

To meet these challenges, we must prioritize the education of early childhood and not focus only on the notes tested. While the notes tested keep the lights, invest in early childhood creates a solid base that makes everything that is more fluid on the road.

We must also invest in high -quality professional development – not just the DP for good, but effective, intentional training and adapted to the needs of your campus or your district. Taking advantage of technology is just as important, but it must be the right technology – tools that work, not just the latest gadgets.

Another critical piece is to establish solid community partnerships. If schools are faced with major challenges, why not involve the whole community?

Finally, we must adopt data and information and respond realistically. The jargon will not solve anything. My staff knows that during meetings, I want honest and simple answers – not fashionable words. Let’s have real conversations about obstacles and challenges and how we can work together to remove them – all for the benefit of our students.

Dr. Henson shares the strategies and principles of leadership that have transformed his district into difficulty in this Webinar on demand.