Alright – so today we’ve got the honor of introducing you to Shira Schwartz. We think you’ll enjoy our conversation, we’ve shared it below.
Shira, looking forward to hearing all of your stories today. Can you recount a time when the advice you provided to a client was really spot on?
When families reach out to me, it’s often because they’re feeling uncertain or worried about their child’s educational plan. I always begin by listening—really listening—to their concerns. Every situation is unique, and it’s important to me that parents feel heard and supported from the very first conversation. Once I’ve had the chance to review a child’s records, I’m often able to offer thoughtful recommendations and practical guidance for moving their plan forward.
Sometimes, after just a short consultation, families feel confident enough to attend meetings on their own—and that’s a wonderful outcome. My goal is always to empower parents with the clarity and confidence they need to advocate effectively. Still, many families find that having an advocate present during meetings can make a meaningful difference. Being able to respond in real time to proposals, questions, or data from the school team often helps ensure that decisions are grounded in the student’s true needs.
I often remind families that early support can make a significant impact. Once a school begins an intervention, it can take time before adjustments are made. When I’m involved early, I can often help frame discussions, clarify options, and suggest strategies that parents might not know to request on their own—helping teams build more effective and responsive plans from the start.
In short, seeking support early isn’t about being reactive—it’s about being proactive. My role is to help families feel less overwhelmed and more empowered, so their children can get the right help at the right time.
Shira, before we move on to more of these sorts of questions, can you take some time to bring our readers up to speed on you and what you do?
I spent 20 years in the classroom before moving into educational advocacy, and that experience continues to shape every aspect of my work today. Early in my teaching career, I was asked to lead a class of students with learning disabilities—most of whom had individualized support plans. I quickly learned how powerful it could be to truly understand each student’s learning profile, so I created detailed files outlining their specific goals and needs. Working closely with those students and their families showed me how individualized instruction and collaboration can transform a child’s educational experience.
When I later became a parent myself, I drew on that same knowledge to advocate for my own children. It was then that I realized how many families could benefit from having someone by their side who understands both the classroom perspective and the complexities of the educational system. That realization led me to dedicate my career to supporting families as they navigate IEPs, 504 plans, and special education services.
With two decades of classroom experience and a strong foundation in literacy instruction, I bring a practical and compassionate approach to advocacy. I am certified in SLANT, a structured, explicit, cumulative, and diagnostic literacy program I’ve used for over 25 years with both classroom and individual learners. This training has deepened my understanding of how structured, evidence-based supports can help all students—particularly those with dyslexia, ADHD, language-based learning differences, and autism—build confidence and make measurable progress.
Over the years, I have had the privilege of supporting more than 500 families across the Chicagoland area, helping them create effective and individualized educational plans for students ages 3 through 22. I take great care to build respectful, collaborative partnerships with school teams, even in challenging situations, to keep the focus where it belongs—on each student’s growth, well-being, and access to appropriate supports.
Beyond my direct advocacy work, I have contributed to the Illinois State Literacy Plan and the Illinois State Board of Education Dyslexia Handbook for Educators and Parents. These statewide initiatives reflect a shared commitment to strengthening literacy instruction and ensuring that all children in Illinois—regardless of their learning profiles—have the opportunity to thrive.
Any stories or insights that might help us understand how you’ve built such a strong reputation?
I’ve been told that in meetings, I can be a “bulldog.” When clients say that’s why they want to work with me, I usually smile and explain that I’d rather be known as someone who is deeply knowledgeable and steadfast in ensuring that every student receives the education they deserve.
Sometimes that means advocating for a different learning environment or, in certain cases, a different school placement. While many districts have become increasingly responsive to students’ diverse needs, there are still moments when strong advocacy is essential to help a child access the right supports.
A few years ago, for example, a parent reached out because her fifth-grade daughter had been placed in a general education classroom even though she had not yet learned her letter sounds or how to count to ten. During our meeting, the principal explained that the student needed to be “exposed to grade-level work.” Through collaboration and persistence, we secured a comprehensive private evaluation—funded by the district—that confirmed the student’s learning profile. From there, the team worked together to identify a specialized program that could truly meet her needs, along with compensatory services to address her years of missed instruction.
Today, that student is in high school. While she continues to face challenges, her learning plan now reflects her strengths and needs, and she’s making meaningful progress. Her story, like so many others, reminds me why I do this work: to help families find clarity, relief, and hope as they navigate the education system.
I’m continually humbled by the trust families place in me—and equally grateful when educators who have sat across the table later refer me to others. Those moments of shared purpose, where everyone is working toward the same goal of helping a child thrive, are the greatest compliments I could receive.
Are there any books, videos, essays or other resources that have significantly impacted your management and entrepreneurial thinking and philosophy?
In addition to my work advocating for students and helping schools design educational plans that truly meet their needs, I am honored to serve as the incoming President of Everyone Reading Illinois (ERI), the state’s leading dyslexia association.
Many people are surprised to learn that one in five students has dyslexia. Despite growing awareness, there is still significant misunderstanding about what dyslexia is—and what it isn’t. Dyslexia is a language-based learning difference that makes connecting letters and sounds challenging, which in turn can affect reading, spelling, and writing. It is not a vision problem, nor does it reflect a student’s intelligence. With early identification and structured, evidence-based instruction, students with dyslexia can thrive.
Through ERI, I work alongside dedicated educators, parents, and advocates to expand understanding and improve literacy outcomes across Illinois. Our work includes providing high-quality professional development for teachers, collaborating with our Junior Leadership Board to elevate the voices of students with dyslexia, and advancing policies that promote equitable, effective literacy instruction statewide.
I’ve also had the privilege of contributing to the Illinois State Literacy Plan and the Illinois State Board of Education’s Dyslexia Handbook for Educators and Parents. These initiatives represent a collective effort to strengthen literacy education across our state and reflect the shared goal that every child—regardless of learning profile—deserves the opportunity to read, write, and succeed.
Contact Info:
- Website: https://www.schwartzeducation.com/
- Instagram: @shiraruth
- Facebook: https://www.facebook.com/shiraschwartz
- Linkedin: https://www.linkedin.com/in/shira-raviv-schwartz-3a3376155/
- Twitter: @shiraraviv
