Blog Series
Recent Blog Posts
Myths Surrounding ELLs and Literacy: Why Student Success Depends on Teachers’ Knowledge Base
Posted on February 19, 2019
  • Voyager Sopris Learning

Dr. Fierro shares why teacher knowledge is paramount to helping ELLs (and all learners) develop the literacy skills that will help them succeed both academically and personally. We spoke with Dr. Fierro about the experiences that led to his career in education and why he’s passionate about ELLs and literacy.

The Heart of Teaching—Social Emotional Learning in Young Children
Posted on February 14, 2019
  • Lucy Hart Paulson

Social emotional learning is a prevalent topic in education today, with a recognition that how children feel is as important as their academic growth. However, this perspective infers there is a dichotomy of skill sets, social emotional skills and academic skills. To this point, some early childhood programs have intentionally focused on young children’s social emotional skills and discouraged including academically related skills with a sense that social emotional skills need to develop before children are able to learn other skills. Consider these skill sets as all interconnected and integrated, instead of being a dichotomy, and that social emotional learning is dependent on executive function skills, which are interrelated to cognition, which is connected to oral language. Social emotional learning develops as we effectively learn to use the background knowledge we have gained through experiences and skills acquired to help us with tasks

Much More than a Law: Using ESSA to Guide Intervention Program Decisions
Posted on January 9, 2019
  • Voyager Sopris Learning
  • ESSA
  • Math Intervention
  • Reading Intervention

For educators, the most important task and often the most challenging, is to ensure every student succeeds to the very best of her/his ability. Understanding that, educators recognize the importance of offering quality instruction, best practices, and instructional materials that have been shown to achieve the outcomes required for that student population. It is incumbent upon decision makers to select from among those instructional materials that already offer evidence of those outcomes.