Our research- and evidence-based literacy, math, and summer school solutions are proven to increase student engagement and achievement.
SEARCH ALL PRODUCTS
Step Up to Writing®
SEE ALL LITERACY
SEE ALL MATH
Voyager Sopris Learning® is the proven leader in providing research-based professional development for teachers and education leaders.
Connecting LETRS to the Classroom
Fundamentals of Literacy Instruction
We work with schools and districts to customize an implementation and ongoing support plan.
Passport Reading Journeys™
At Voyager Sopris Learning™, our mission is to work with educators to help them meet and surpass their goals for student achievement.
A Message From Our President
Ticket to Read®
Teachers of adolescent poor readers often find that their students are willing to do anything BUT read and write. Getting students to believe that they can make meaningful progress—when all prior experience suggests they will not—and to work at something that has never been rewarding is a major challenge.
We hear about the “school to prison pipeline,” and “trauma informed care” at a time when budgets are declining, and perhaps the students we receive at school are more challenging than we remember. Most teachers and administrators I work with agree with this, and yet we are all left wondering, “What are alternatives that work?”
In the field of psychological testing, a difference exists between typical and maximal performance. When personality is measured, we hope to identify typical characteristics. When abilities are measured, we try to get subjects to do their best so we can understand what their maximal performance is.
This first-year teacher sauntered into the school year with grand plans for community building, establishing norms, and a seamless implementation of a fool-proof classroom management strategy. Well, can you guess what happened?
Being a technology teacher, I try to look for tools that engage my students. Some of these tools lend themselves very well to being the foundation of a project, while others serve as brain breaks or class activities.
I learned more about close reading and saw that it truly did push teachers and students to a whole new level of rigor. I learned there are a few principles and practices that when applied well will make teaching the process of close reading achievable for teachers and the outcomes of close reading meaningful for students.