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
Literacy solutions guided by the Science of Reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
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.
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
LETRS professional learning is now offered exclusively by Lexia.
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.
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.
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
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 Sonya Tysdal on Mar 25, 2021
LEARN MORE ABOUT LETRS
When teachers are grounded in the WHY behind the day-to-day intentional instructional decisions that are made, student learning blossoms.
Student learning is at the center of everything we do. High-quality professional development impacts teacher knowledge and student learning opportunities. I serve as the curriculum director for Weston County School District #1, and I’d like to share
the story of how we have provided sustained and ongoing professional learning to bolster reading comprehension throughout our district.
In 2012, as we went through the curriculum resource adoption cycle for English Language Arts, we discussed the district’s low reading proficiency scores and how students were not progressing—a fact supported by both standardized and benchmark
assessments. Students were not achieving to levels we knew they were capable.
"I think my first and biggest challenge with literacy is that I wasn’t taught the skills in LETRS myself. I read well but when it came to teaching students, I wasn’t sure how to explain why it worked that way. I just knew that it worked. The students I work with need that WHY, because it acts as a rock to tie the skills onto that way they retain it and can recall it later when reading. My deeper understanding of how the brain works and what processes need to happen in order to read successfully give me a big arsenal to use when diagnosing and intervening with students. I have a lot of resources and tools to use to reach the many different learners I work with because of LETRS. Overall, it’s been very helpful to come to these sessions to learn and collaborate.”Elyse Dickey, M.S., special education teacher
Our staff members were all working very hard but not seeing academic improvement. We realized something needed to change. So, we purchased a new core reading program (to include phonics instruction) at the elementary level. At the time, we had just hired
a district literacy coach and decided to commit to an ongoing professional development program through LETRS® (Language Essentials for Teachers of Reading and Spelling). This was also my first year as the full-time
With so many initiatives and changes in the works, I knew I must collaborate closely with the literacy instructional coach to map out a long-term plan. The linchpin for our growth has been the ongoing commitment for professional learning in the science
of reading. I vividly remember the initial district workshop where Dr. Carol Tolman, co-author of LETRS, presented an overview to a packed room of our educators (approximately half of our K–12 certified teachers)—all of whom voluntarily
spent six hours on a Saturday to learn what LETRS was about and if they thought it would be worth pursuing. The feedback was overwhelmingly positive as the majority of staff conveyed that the opportunity to learn more about the science of
reading was worth the commitment of time and money. With that, we began our journey in LETRS professional development.
The past 10 years have been eye opening for us. Here are some of our observations:
"As a first-grade teacher, I find myself struggling to personalize instruction to match each child’s pace…From beginning decodable text to chapter books, we have such a range in the classroom! I like LETRS professional development because I know it is grounded in solid research. These are best practices in action, and they are good reminders for any classroom teacher…Even those of us who have been at it for a while! I appreciate that it is written in a format that is easy to implement. It is focused and it helps refocus me each time I read or reread a section.”Jade McConkey, first grade teacher
As a result of 10 years of ongoing collaborative professional development, we have been able to learn/validate best practices, implement strategies in the classroom, monitor results, and reflect on how we can best implement the science of reading. We
have seen substantial improvement with retention of knowledge and skills, which is evident with how students are performing on benchmark assessments throughout the district. For example, 10 years ago on our end-of-year benchmark data, we struggled
to be above 70 percent on target with most grade levels K–6. Now, we consistently score close to 85 percent on target.
The saying “It takes a village to raise a child” comes to mind with how we have embedded professional development throughout our district. All K–5 classroom teachers, Title 1 teachers, special education teachers, secondary teachers,
paraprofessionals, administrators, speech pathologists, and teacher leaders have been in some form of LETRS training. We have differentiated support to ensure everyone goes through the initial training applicable to their area as well as
offer routine refreshers tailored to participant grade level/content area. Our next step is to incorporate early childhood opportunities throughout the community.
As Drs. Moats and Tolman say repeatedly, Teachers matter!
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