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 K-5 independent, online reading practice
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
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.
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.
A new, online touch-enabled test administration and data system that allows educators to assess students and immediately see results, providing robust reporting at the student, class, school, and district levels.
Unparalleled support for our educator partners
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 Gretchen Wing on May 31, 2017
Remember when the Reagan Administration directed the Department of Agriculture to cut school lunch funding? When ketchup was briefly labeled a vegetable? Those were the days. A dark joke circulated in the education community then was: “If a miracle drug were discovered that made children school-ready every morning and increased their chances of success, the administration would surely fund that drug, right? Turns out, that miracle drug exists…just don’t tell the Ag Department. It’s called FOOD.”
That ultra-basic approach—fed children learn better than hungry ones—has a counterpart in the realm of individualized strategies for dealing with struggling students. I’m talking about those students teachers spend extra time with, conferencing, phone-calling, tutoring, disciplining, or all of the above. During my 20-year high school teaching career, I attended plenty of trainings about behavioral strategies, and some about learning deficits (such training being sadly rare in the high school sphere). I did one-on-one reading practice (in case that student simply couldn’t read very well); I used extrinsic motivation (“Finish your essay and you get to take the classroom chinchilla home for the weekend.”). The most effective thing I did, however, came from no inservice but gut instinct: The Parent Letter.
During the first week of the semester, I gave this letter to all my ninth-, 10th- and 11th-grade students (exempting only my AP seniors). “This week only, your folks have the homework,” I told them. “So, get on ’em. OK?”
Dear parents/grandparents/stepparents/important adults in the life of my student,
Since your teenager entered middle school, you may have felt less in touch with his/her teachers, like your point of view didn’t matter as much as when they were little. I’m Ms. Wing, and that’s not how I operate. I believe the best way I can teach your teenager is to know him or her. So, please, if you would, take some time to answer any or all of these questions. You can do it on paper (in English or Spanish), via email at ____, or give me a call at _____. (Best times to reach me: ______)
What has your teenager’s experience of school been like so far?
What are your hopes and dreams for your teenager?
Anything else you would like me to know as your teenager’s teacher?
Thank you for taking the time to help me help your child be successful. Please be in touch at any time.
This letter produced instant (and often unforeseen) results. Most parents responded fully and gratefully, and their responses spoke volumes beyond their actual words. Two typed pages, or handwriting full of spelling errors? Collegial tone or deferential? Appreciative or huffy? Every year, two or three students would report, “My mom says this is stupid and she’s not doing it—I’m not in elementary anymore.” Or, “My dad says I’m the one who’s supposed to get homework, not him.” Those parents I would call, using humor to approach the topic of their child, but forewarned and forearmed about possible defensiveness or aggression toward teachers.
Basic lesson: Just like fed vs. hungry students, known students are easier to help than unknown.
Throughout the years, several of my colleagues borrowed my approach with their own students. Occasionally, this would backfire, when one parent might be asked to write two or three letters in the same week. But our principal agreed the overall message of caring and invitation to participate far outweighed the odd grumpy parent. What a problem for a school to be known for—caring too much.
Now, having switched to a nonteaching career, I have an epilogue to this story. One of my current colleagues is the mother of a fifth-grader with special needs. She confided to me that phone calls from his school make her cringe, and I found myself cringing to hear. How often, in my early years, had I thoughtlessly alienated parents by calling to tell them what was wrong? The answer is far too often—no wonder they didn’t welcome my “Help.” Once I adopted my “Please tell me about your student” approach, the oppositional dynamic changed. Before I called home, I would pull that student’s Parent Letter and have a quick review.
When a teacher opens a parent phone call with “I know you started off the year worried about ___.” Or, “I really appreciated when you told me that ___,” she/he shifts from accuser to ally.
Add your email here to sign up for EDVIEW 360 blogs, webinars, and podcasts. We'll send you an email when new posts and episodes are published.