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 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 the 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.
Enhance early reading success and identify students experiencing difficulty acquiring foundational literacy skills.
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 Andrea Samadi on Feb 24, 2021
After 20 years of working with success principles in the classroom, there is one thing I know for sure and believe completely: Well-being equals achievement. With that in mind, I am continually drawn to amazing individuals who are committed to helping
students reach their potential by focusing on SEL.
Recently, I hosted the webinar, A Culturally Responsive Approach to Social and Emotional Learning, with David Adams, who explored the intersection of equity and SEL with examples of how to directly develop and practice culturally
responsive SEL during instruction in class, after school, in sports, and into the community. I was excited about this presentation and the opportunity to work with Adams, whose commitment to equity and SEL for all learners is remarkable.
During the presentation, he shared the approach taken at The Urban Assembly (a nonprofit organization where Adams has worked for the past six years that serves more than 10,000 students through 23 public middle and high schools). He also shared the model that illustrates exactly what culturally responsive SEL is, and why all students and teachers should be given access to SEL skills without having to learn them through adversity or challenge.
Here’s a bit about Adams, which will allow you to see why he provides such a unique perspective on SEL, and why this webinar is essential viewing.
In my work, I have been following the emergence of the field of social and emotional learning for years before schools began implementing these skills into classrooms across the country, and there isn’t anyone I have met, besides Adams, who truly
encompasses, lives, and breathes the meaning of social and emotional teaching and learning.
As you listen to him speak, you will hear the echoes of well-known leaders in the field, like Maurice Elias, director of the SECD LAB (Social-Emotional and Character Development Lab) at Rutgers, The State University of New Jersey, where Adams worked in
2005. You will see Elias mentioned in Adams’ definition of What is Social Emotional Learning, reflecting the influencers in his work.
Adams shows you how we spend a lot of time focusing on the self with these skills with self-awareness, or self-management, but when looking at developing these skills to build a stronger sense of community, we must put a stronger emphasis on the social
skills, like social awareness (where we demonstrate an awareness of the role and values of others in the greater community) or social management (where we learn to interact with others in meaningful and productive ways).
“Within the framework of Social and Emotional Learning, the domain of Social Awareness calls for students to develop an awareness of the role and values of others in the greater community. Specifically, it asks students to demonstrate a consideration
for others and the desire to positively contribute to their community. The questions of: who is part of our community, what obligations we hold to each other within that community, and how will resolve conflict within that community towards the
common good reflect the formation of a social contract. The framework of Social-Emotional Learning pushes young people to ask these questions of themselves and others as they pursue a community within the classroom, preparing them to do the same
within their towns, for their counties, and ultimately for the nation. The tools of social awareness: perspective taking, active listening, conflict resolution, develops our social identity and shapes the ability of "we the people" to govern ourselves
in ways that improve the failures of imagination that limited so many of our forefathers. Public schools are where this transformation will occur.”
If you are thinking of ways you could improve the culture of your school by looking at SEL through a cultural lens, this webinar will open your eyes with some new strategies to build a stronger community, and work to fix any gaps that might exist without
these important tools that have the ability to not only repair some areas needing attention, but bring everyone together, to form the tight-knitted community where all students feel safe and thrive.
READ MORE FROM DAVID ADAMS
Andrea Samadi, host of the Neuroscience Meets Social and Emotional Learning podcast, is a former middle school teacher who began working with social and emotional learning principles with students in the late 1990s. Her programs help parents,
teachers, coaches, and administrators improve well-being, achievement, and productivity using practical neuroscience combined with social and emotional skills.
David Adams is CEO at The Urban Assembly. Previously, he served as the social-emotional learning coordinator for District 75, where he shaped the district's approach to social emotional learning for students with
severe cognitive and behavioral challenges. Adams has worked internationally, standing up and evaluating programs of positive behavioral supports and Social Emotional Learning as a research intern at Yale University’s Health, Emotion and Behavior
Lab, and published multiple academic papers around the relationship of social emotional competence and student academic and behavioral outcomes. He co-authored The Educator's Practical Guide to Emotional Intelligence. He is married with two
children; serves on the board of directors of CASEL; and is an engineering officer in the Army Reserve. Adams has an M.Ed. in educational psychology from Fordham University.
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