Technology advances have brought an influx of supporting tools that give teachers data point after data point and provide intervention after intervention. While technology tools can give teachers great insight into how students learn and where they struggle during the reading process, this is only part of the picture. The true understanding of teaching reading to students still lies with the teacher.

English language learners often enter U.S. schools with a literacy disadvantage. While they may be proficient in their native language, many struggle to attain the English literacy and language skills needed to succeed academically and engage in social interactions with their peers.

Imagine how scary class, peers, and the world can be for a child who can’t read and the many instances where reading is necessary and obvious.

When planning math instruction, writing activities probably do not come to mind; but, research tells us they should.

Two weeks ago, we shared Part One of our inspiring conversation with Julian Gaines is a globally recognized artist whose work is unique, inspiring, and embodies what it is to be MORE. Here is Part Two.

Because of his work and belief in the potential in every child, Voyager Sopris Learning commissioned Julian to create our signature #IAmMore graphics, which have been the focal point of the movement and campaign designed to give teachers and students a voice and share their stories of what makes them more than meets the eye.