LANGUAGE! Live offers more for struggling readers than any other product. Proven foundational and advanced reading intervention. Peer-to-peer instruction. Literacy brain science. A captivating modern, digital platform for grades 5–12. All
in one affordable solution. More is possible
Grades K-5 blended literacy intervention
Grades 4-12 print literacy program
Grades K-12 writing program
Grades 4-12 literacy intervention
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–12 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
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
ClearSight has valid and reliable assessments that can be used throughout the school year. The assessments contain items, backed by research, providing insights you can trust. There are both adaptive and fixed-form assessments ready to use and will provide automatic results for your teachers and students.
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.
Assess essential pre-literacy and oral language skills needed for kindergarten.
Predict early mathematics success and identify students experiencing difficulty acquiring foundational math skills.
Give educators a fast and accurate way to enter results online and receive a variety of reports that facilitate instructional decision making.
A brief assessment that can be used with Acadience Reading K–6 to screen students for reading difficulties such as dyslexia.
We work with schools and districts to customize an implementation and ongoing support plan.
Grades 5-12 blended literacy intervention
Flexible literacy professional development solution for preK–12 educators.
Focused on engaging students with age-appropriate instruction and content that supports and enhances instruction.
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®
Ticket to Read®
by John Woodward on May 10, 2017
Editor's Note: This is part 1 of a 3-part series on Math PD
Professional development researchers have told us for a long time principals need to be instructional leaders. That prescription entails visible support for new instructional strategies as well as the need for persistence, follow-up, and even the use of data to sustain or refine new practices. Unquestionably, all of this is important. But where does a principal start today in a world awash with new teachers, many of whom struggle to teach to state or national standards? As co-authors of the K-8 mathematics professional development program, NUMBERS, Michele Douglass, Mary Stroh and I have done a lot of thinking about how principals can orchestrate successful change.
There is a beginning truism we all agree upon: a two-day in-service isn’t enough. However, it can be an important starting point if it is linked intentionally to subsequent services. Furthermore, those services should be cost effective given the limited time and funds school districts have for PD. We believe professional development services in mathematics should satisfy these criteria:
To be sure, the list could go on, but let’s unpack these features for now and use PD in fractions and decimals, as an example. New state and national standards provide a clear roadmap for what needs to be taught in grades 3-6. Yet, a close look at the standards, associated mathematical practices, as well as sample items from high-stakes assessments can be daunting for teachers and administrators.
The NUMBERS module for Fractions and Decimals translates national standards into a sequence of big ideas, ones that not only are comprehensible to teachers, but are orchestrated in a way that allows third-grade teachers to see where to start and why rich, initial instruction in part to whole relationships or number magnitude sets a critical foundation for subsequent instruction in the intermediate grades. Teachers at the other end of this continuum—even seventh- and eighth-grade teachers—can achieve a better understanding of what their incoming students know and what areas need review. Knowing more about the big ideas across grades 3-6 enhances a teacher’s diagnostic skills.
It’s also essential that mathematical practices are core to the PD. That leads directly to an emphasis on high-level tasks, the kinds of activities that are not typically part of daily instruction but need to be there if students are to better understand a topic and improve their performance on today’s demanding, high-stakes tests.
For example, today’s standards expect students actually understand what it means to divide a fraction by a fraction. NUMBERS presents a range of activities using area and length models to help students visualize and make sense of this operation in the context of everyday contexts. Moreover, this element of the Fractions and Decimals module builds off a visual and conceptual treatment of all of the operations on fractions, thus enabling students to better understand why denominators need to be converted for addition and subtraction, but not for multiplication and division of fractions.
As intermediate and early middle school teachers engage in critical, high-level tasks in fractions and decimals, they learn about a discrete number of tools—from Cuisenaire® Rods to 100-square grids—which can be taken back to the classroom and used with any curriculum.
All of this is the first phase of our PD. Subsequent NUMBERS PD intentionally links the initial in-service to instructional planning. Any principal today knows this is a key weakness in new teachers, ones who tend to rely solely on textbooks rather than standards and contemporary math practices to guide their classroom instruction. During this phase of NUMBERS PD, teachers also learn how to create easy-to-grade performance assessments that can dramatically change the learning targets in a classroom from computational proficiency only to higher-level skills.
Further phases of NUMBERS focus on capacity building—especially training of trainers—as well as coaching and site-specific needs. The core idea behind the final phases of NUMBERS PD is to scale up new math practices and turn over further professional development to district or school specialists.
This makes NUMBERS a cost-effective alternative in professional development, and enhanced local capacity increases the likelihood of sustained change. We have thought a great deal about realistic, standards-based PD in mathematics, and we believe NUMBERS is particularly valuable for the growing number of teachers who are new to the classroom.
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