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
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Grades K-5 blended literacy intervention
Grades K-5 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–5 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.
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
Assess essential pre-literacy and oral language skills needed for kindergarten.
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A universal screening and progress monitoring assessment that measures the acquisition of content-area literacy skills for 7th and 8th grade students.
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.
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.
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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®
by Drs. Jessica and John Hannigan on Feb 3, 2021
Learn More About LETRS for Early Childhood Educators
It’s safe to say we are confronting a difficult time in education. The COVID-19 pandemic and civil unrest has rocked the core of our nation and our educational system as we know it. As a result, students are struggling with anxiety, loneliness,
depression, motivation, engagement, feeling numb and overwhelmed; hence the justification for having Social and Emotional Learning in schools. Specifically, students need to understand the relationship between their emotions and behaviors and acquire
the SEL tools needed to access their learning and life. This should without a doubt be a top priority and integrated into the fabric of any school, in any setting. This need for SEL is supported by an abundance of research about the benefits of SEL
If we know SEL in schools is needed now more than ever to help our students and that the science behind SEL reveals benefits for our students, then we need to ensure the “L” in SEL (learning) is taking place. While this isn’t easy to
do, it is worth the effort.
As educators, we do a great job of identifying the absence of specific academic skills impeding a student’s ability to succeed in a particular subject area and providing targeted instruction to ensure learning. For example, a nonfluent reader needing
additional support with vowel blends and digraphs; or a student not able to recall basic math facts, procedures, rules, or formulas hindering their success in math. However, when it comes to behavior, whether academic or social behaviors, it’s
met with frustration and labels are suddenly attached, such as “acting out, being disruptive, or being lazy.”
Why is it that our focus shifts from a student demonstrating gaps in learning based on the absence of a specific skill, identify, and teach those skills to get that student back on track with reading or math; yet when we identify students demonstrating
specific behaviors (academic or social), we don’t view it as a student needing the necessary instruction to learn a specific SEL skill to reduce or eliminate those undesirable behaviors? Schools need to provide the same systematic teaching of
SEL skills as we do to support students who struggle academically.
Our analysis of SEL in schools throughout the nation yielded positive tools and processes for teaching SEL in schools in any setting. Subsequently, our analysis also revealed an opportunity for growth in the intentional teaching of SEL competencies. As
a result, we developed the SEL Competency Implementation Framework to help address this need. The SEL Competency Implementation Framework is divided into three phases 1: Prioritize 2: Mastery and 3: SEL Teaching Process, and is designed to ensure
the “L” in SEL.
Hannigan & Hannigan, 2020
Phase 1: Prioritize. Prioritize the SEL competency and related skill(s) of focus based on data and stakeholder input and needs. Misstep to avoid: Avoid teaching SEL competencies solely based on a scope and sequence from a prepackaged SEL curriculum. For example, if the need to teach students how to demonstrate empathy is now based on student data, do not wait to teach it until March because that is when empathy is scheduled.
Phase 2: Mastery. Develop a rubric for mastery of the priority SEL competency and related skill(s) of focus based on data and evidence indicators.Misstep to avoid: Ensure you are clear about what mastery looks like for the SEL competency you are planning to teach. If there is no clarity about what mastery looks like, there will be inconsistency of students demonstrating proficiency for each skill.
Phase 3: SEL Teaching Process. Embed the priority SEL competency and related skill(s) into the SEL Teaching Process: identify, teach, model, and reinforce.
Misstep to avoid: Teach in multiple modalities over time to ensure mastery for the various learning profiles of students. Model what you teach and give students opportunities to
model their learning. Do not forget to reinforce their learning with positive praise and
Follow these phases and you will see the benefits of SEL come to fruition at your school. In our book SEL From A Distance: Tools and Processes for Anytime, Anywhere, we provide educators the processes and tools to ensure the “L” in
SEL. View our webinar, with host Andrea Samadi and guest Dr. Lucy Hart Paulson, to learn more about how to build a SEL framework in your school/district.
Dr. Jessica Djabrayan Hannigan is an assistant professor in the Educational Leadership Department at California State University, Fresno. She works with schools and districts across the nation designing and implementing effective behavior systems. Her expertise includes Response-to-Intervention (RTI) behavior, Multi-Tiered Systems of Supports (MTSS), Positive Behavior Interventions and Supports (PBIS), Social and Emotional Learning (SEL), and more.
Dr. John E. Hannigan is an executive leadership coach for Fresno County Superintendent of Schools in California. He has served in education for more than 15 years as a principal, assistant principal, instructional coach, and teacher. Through his leadership, his school has received numerous awards and recognitions, including California State Distinguished School, Gold Ribbon School, Title I Academic School, Positive Behavioral Interventions and Supports (Platinum Level).
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