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Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
Grades Pre-K-5 adaptive blended literacy instruction
Grades 6-12 adaptive blended literacy instruction
TransMath® Third Edition is a comprehensive math intervention curriculum that targets middle and high school students who lack the foundational skills necessary for entry into algebra and/or who are two or more years below grade level in
A targeted math intervention program for struggling students in grades 2–8 that provides additional opportunities to master critical math concepts and skills.
Empowers students in grades K–8 to master math content at their own pace in a motivating online environment.
Inside Algebra engages at-risk students in grades 8–12 through explicit, conceptually based instruction to ensure mastery of algebraic skills.
Developed by renowned literacy experts Dr. Louisa Moats and Dr. Carol Tolman,
LETRS® is a flexible literacy professional development solution for preK–5 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
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Online professional development event is designed for preK to college educators interested in improving student success in reading and writing
Literacy solutions guided by LETRS’ science of reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
NUMBERS is an interactive, hands-on mathematics professional development offering for elementary and middle school math teachers.
Best Behavior Features Elements to Create a Happy, Healthy School Environment
Look to ClearSight to measure student mastery of state standards with items previously used on state high-stakes assessments. ClearSight Interim and Checkpoint Assessments include multiple forms of tests for grades K–high school.
Reliable, Research-Based Assessment Solutions to Support Literacy and Math
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
A companion tool for use with Acadience Reading K–6 to determine instructional level and progress monitoring.
Assess critical reading skills for students in grades K–6 and older students with very low skills.
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Predict early mathematics success and identify students experiencing difficulty acquiring foundational math skills.
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A brief assessment that can be used with Acadience Reading K–6 to screen students for reading difficulties such as dyslexia.
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Grades 5-12 blended literacy intervention
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Reading intervention for grades K–5.
At Voyager Sopris Learning®, our mission is to work with educators to help them meet and surpass their goals for student achievement.
Step Up to Writing®
by Josie Pack on Dec 14, 2016
This first-year teacher sauntered into the school year with grand plans for community building, establishing norms, and a seamless implementation of a fool-proof classroom management strategy. Well, can you guess what happened? It didn’t stick. Okay, some of it worked, but the major foundation of a successful classroom began to crumble under my feet in early October. The good news is, I quickly recognized what was happening and, with the blessing of my very supportive administrators, I enacted a plan to regain control of my classroom.
Yes, we did spend a good deal of time at the beginning of the year going over expectations and practicing behaviors. Yes, there were anchor charts posted around the room referencing things like “habits of discussion”, “norms”, and “rules”. But classroom management is more than that. Talking about it and then moving on does not earn you control over a room of a few dozen people with their own agendas for how the day is going to go.
There was no ongoing and consistent enforcement of these expectations. No understanding from my students that 100% accountability was a requirement. No action from me when the 100% was not there. Students learned it was acceptable to fidget in their desks or sharpen a pencil while I gave direct instruction. Pretty soon, I witnessed minimal response in whole group settings and saw decreasing productivity for independent work.
While sitting in my colleague’s 4th grade room, I noticed the attentiveness of her students during her whole group lesson. When it was time for group work, I watched as the kids listened to directions and scampered off to begin their tasks. I overheard students explaining their thinking and offering feedback to one another. This teacher and her students were in perfect sync and all had complete understanding of the expectations and how things work in her classroom. I was there to observe a well-planned math lesson but I realized it wouldn't matter if I copied her whole instructional block verbatim. It wouldn’t benefit a classroom of kids who weren’t ready to receive it.
It was time to start over with a strong purpose. After consulting with my admins and some veteran teachers in the building, I came up with a clear vision of what I had to do. I spent that weekend reorganizing my classroom, , revamping all positive behavior interventions and supports (PBIS) efforts, and creating a system for 100% accountability. First, I began with myself. I needed to take full responsibility for the behaviors and practices in my classroom.
When students arrived the following Monday, we got right to work:
Seating: The original table groups could seat up to 6 students. This was cut down to cozy groups of 4 for more intimate collaboration or partner work. Placement of each student was purposeful.
4 Simple Rules: Instead of an extensive list of guidelines, rules were pared down to an essential few.
There is one warning before a more formal redirection. Keeping that promise is key.
Modeling and Practicing Rituals and Routines: Sure, we did this before but the “muscle memory” wasn’t there. We practiced everything. Lining up, transitions, coming to the carpet, eyes and ears on the speaker, and even procedures for restroom breaks.
Reward the Positive, However Small: Every raised hand, every attentive gaze, every set of walking feet in the hall deserves attention and must be recognized. Thank students for correct behavior using specific terms, letting everyone know what they did and create a model for others to follow.
Together, my students and I spent a solid week just hammering in these details. Again, this was really about me being held accountable for their success before they could be expected to do so, as well. And I am still doing this, two months later. Each day, I model the behavior I want to see. I am explicit in my instructions, letting students know what they need to do to be successful. I look for the positive but I keep my promises when rules are broken. Most importantly, I ask for positive behavior and I wait as long as it takes to get it.
Yes, at times it gets awkward and frustrating. But remember, instruction is lost if students are not ready to receive it. It’s never too late to be the leader you need to be for your students, and sometimes that means starting over.
Following the Positive Behavior Interventions and Supports (PBIS) approach, Best Behavior provides school-wide, classroom, and individual student interventions, as well as family communication and collaboration. Find out more now about how to Create and Sustain Safe, Positive Learning Environments for Students.
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