Research-Aligned Decisions About Implementing Reading Interventions

Narrator:

Welcome to EDVIEW360.

Dr. Stephanie Stollar: 

When you have a lot of students in first grade or third grade or fifth grade, a lot of students who look like they need intervention, to take that as a signal to stop and think about what you're doing in regular classroom reading instruction. So, this MTSS system, this bird's eye view, systemic picture of how you're supporting students, is where I think the real power is in improving outcomes.

Narrator: 

You just heard from literacy expert Dr. Stephanie Stollar of the Reading Science Academy, who is our guest today on EDVIEW360.

Pam Austin:

Today, we are excited to welcome a respected education leader, a literacy champion, and an expert in reading education. Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting LLC and the creator of the Reading Science Academy. Dr Stollar is a part-time assistant professor in the online reading science program at Mount St. Joseph University and a founding member of a national alliance for supporting reading science in higher education. As a board member for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovation in Education Conference. Dr. Stollar has worked as a school psychologist, an educational consultant and as vice president for professional learning for Acadience® Learning Incorporated. She has provided professional development, conducted research, and published in the areas of assessment, early intervention, and collaborative problem-solving. She is passionate about aligning practice to research and designing school systems to prevent reading failure. There is so much more to learn about Dr. Stollar and what her experience has taught her about reading intervention. We are excited to learn from you, Dr. Stollar. Welcome. 

SS:

Thanks so much, Pam. It's an honor to be with you.

PA:

We're going to jump right in. Tell us a bit more about how you became dedicated to reading intervention, how that played into helping all kids learn to read.

SS:

Yeah, so I started my career as a school psychologist and I wasn't particularly interested in reading. Honestly, when I started, I was interested in older students and I was interested in their social and emotional health. But I worked in a K–8 elementary school and every referral seemed to have reading at the core. Even if the student's referral was centered around their difficulty with math or if it was a social, emotional, or behavioral concern, reading was somewhere at the heart of it. And so I really quickly gravitated toward learning more and diving into reading, how it develops, what can go wrong in that process, how to intervene. And I was just struck by how many students, even very young students, had reading difficulties. And, honestly, what drove me was the difference between what I knew about reading and interventions in general and what teachers knew.

So, I've dedicated the rest of my career to supporting educators to understand what I've known about reading. So, I do that through professional development with in-service teachers, I do it through my work as a professor at Mount St. Joe, I do it in supporting other teacher educators to align their courses to the reading science and I've been supporting educators to improve their reading outcomes through the Reading Science Academy in the last couple of years. That's my subscription membership community, where I have a big smile on my face because I just get so much joy from interacting with educators in that group. It's been a lot of fun.

PA:

I just love hearing your journey, hearing how getting to that core, the understanding that reading is the core, and then shifting your role and spending your life helping teachers to understand that core need for all students? Yes, tell us, is that why you started the Reading Science Academy? To help support these teachers? Give us a little overview of the academy.

SS:

Yeah, so it's an online subscription community of practices, the way that you can think of it. It's not a course. It's responsive to what the members are interested in learning about the issues they're experiencing in their schools, the topics that they might be confused about. I started it really during COVID, when so many teachers were going online searching for answers to what was causing the reading difficulties they were experiencing with their students and I was observing that teachers were frustrated online with confusing information. So, the goal is to try to bridge research to practice in an understandable way and an actionable way. So, each week, I provide new content for the members. It might be a summary of a research study. It might be a step-by-step guide to implement a research-based routine. We have guest speakers. We gather informally to do Q&A so that they can get sort of in-the-moment coaching on how to apply what's in the research in their schools and classrooms.

PA:

Oh, I just love it. I love the phrase community of practice and it brings to mind prescriptions, right? So, this is a prescription for teachers and student need, based on exactly what they need. Ongoing professional learning is what I'm hearing there, Dr. Stollar. 

SS: 

Yes.

PA:

You know, it sounds as if this work at the academy, it focuses on a lot of help with your teachers here turning their reading instruction around using the data. We talked about the idea of MTSS. Tell us a little more about that. How do you determine when intervention is needed and for how long?

SS:

Yeah, those are good questions.

So, I think we have technology now, assessment technology, where we can identify the need for interventions very early, certainly in preschool.

But even if you don't have students in preschool at the beginning of kindergarten, there's no reason to wait to assess students until the middle of the year. We can find out who is predicted to perhaps struggle to learn to read from the very beginning of kindergarten and we can be organizing our systems to respond to that need right from the start and then to increase the intensity of the intervention support that we provide as students indicate that they need more. So, I think finding out early is one of the real innovations in the last several decades being able to start that instructional support and intervention very early in every grade and definitely early in kindergarten, and to position intervention support within a broader system. That's the MTSS model for me, that tiered system of efficiently delivering support to students, not waiting for them to be behind until we support them, but catching it early and starting with instruction and intervention very early on and intervention very early on.

PA:

So, using the tools that are out there to predict intervention, beginning that intervention early on and then just determining exactly that level of intensity. Again, I'm thinking of the word prescription there. 

SS: 

Yes. Definitely. 

PA:

Definitely looking there, using that broader system, as you said, the MTSS. So, let's talk about the evaluation process itself and take a step back there and how schools can be sure that they are choosing reading interventions that align to the research and students' needs. You know, when we think about that prescription, what does the process look like?

SS:

Yeah, prescription is a good word to pick up on and focus on. I wish it was as straightforward as prescribing in the medical field. We don't really have that same direct relationship. But what we are trying to do is target the support that we're providing to students to not provide general help but to be as specific and targeted with the support as we can from the very beginning.

So, assessment is a really important component to this. Having assessment data that teachers can act on, that's easy to understand, that not only categorizes students but helps teachers know what their next step should be for instruction. So, directly measuring the essential literacy skills that research has converged around and measuring them in a way that lets teachers take action. So, one of the ways that I think the assessment data is most helpful, especially the universal screening data that so many schools are doing now, taking that universal screening data and, yes, finding students who are either currently struggling or predicted to struggle in the future and intervening with them. But maybe a twist on that that not as many schools are doing is to look at the proportion of students who are struggling or who are predicted to struggle, so the percentage of students who are low performing on your universal screening and to take a bird's eye view of the grade level and when you have a lot of students in first grade or third grade or fifth grade, a lot of students who look like they need intervention, to take that as a signal to stop and think about what you're doing in regular classroom reading instruction. So, this MTSS system, this bird's eye view, systemic picture of how you're supporting students, is where I think the real power is in improving outcomes.

And I'll just say it this way from my experience, sometimes the first way you teach reading in the regular classroom needs to look more like what you would think of as reading intervention. So, the components of reading intervention, the design of reading intervention. It's different from typical classroom instruction, what we would see in core reading programs. There's a difference in design between core reading programs and reading intervention. But in schools or in grade levels where there are large numbers of students who are struggling or who are at risk, I think our classroom reading instruction needs to look more like what we think of as reading intervention. So interested in your thoughts about that.

SS: 

All right, definitely. Well, what I'm taking from what you're saying, just to summarize just a little bit, we use that assessment right, and we use that data from that assessment to take that next step. We have to take action. We just don't look at the data and from there we really get that bird's eye view. What's happening in my core? 

SS: 

Yes.

PA:

As well as considering what to do for that intervention. 

SS: 

That's right. 

PA:

More bang for your buck when we focus on that core first, right? 

SS: 

Yes. 

PA: 

We want to make sure that instruction is based on the research. All right. So, we talked about what that core might look like and we talked just a little bit about students needing intervention. What should we look for in an effective intervention?

SS: 

Well, effective is the keyword, I think. So, one thing to look for first, is there evidence in research? Or is there evidence that components of that intervention are based in research or even in the effective school outcomes literature? So, it doesn't have to be a well-designed and constructed research study, but what are other schools around the country using that's getting results with students? And it's the results piece. So, the effectiveness piece is one thing to look for when you're perhaps thinking about adopting intervention materials. And then I do have a long list of criteria, if you'll indulge me of going through my list of things I think about. Because the design, as I said, design of intervention is different than what we are doing in classroom instruction, because the intervention design has to be for the purpose of accelerating learning. Students who need intervention can't work at the same pace as students who don't need intervention, because we need the students who are getting intervention to catch up to their grade-level peers. So, the design of that intervention instruction has to include some specific components. The Scope and Sequence has to be very carefully laid out within each grade level, from simple to complex skills and across each grade level we need to be able to see a progression for those intervention skills. We want to look for carefully designed teacher language in intervention materials, minimal teacher language, because the one doing the talking is the one doing the learning and we want that to be the student. We need the examples to be very carefully planned so that they are unambiguous from the start. We want immediate corrective feedback to be built into the intervention materials so that teachers know when and how to affirm correct responses or to correct incorrect responses.

You want to look for interventions that include a lot of practice opportunities, more practice opportunities than you think you'll ever need, because some struggling readers need a great deal of practice. You want to make sure that practice brings students to mastery. This is an important design element in intervention materials not just accurate performance of the skills, but automatic, fluent, masterful performance of the skills. And we want spelling to be applied in complex writing and we want decoding to be applied in reading comprehension, so that application piece. And then the last thing to look for is the integration of language structures. So, intervention materials should be designed to, yes, have a primary focus, that targeted prescriptive skill that we want to focus on for a student, but the best interventions will integrate across the multiple language structures. We talk about Structured Literacy, and what Louisa Moats has taught me is that means the structures of English, so we want that to be visible in the intervention materials. So, I told you it was a long list, sorry.

PA:

Yes, quite a few items we need to consider. Is this devised in something that we will be able to use, to share with our listeners?

SS: 

I do have a checklist that I'd be happy to share with folks, considerations around what to look for when choosing intervention materials, implementing those materials and evaluating them as well. 

PA:

All right. So, just as a recap, when we're looking at descriptors here, we're looking at effectiveness, we're looking at results, and what does that mean? It means we have to accelerate these kids. They need to catch up to where their peers are. We're looking at teacher language lots of opportunities for practice. We are focusing on teaching to mastery and there are some words you use, such as automatic and fluent, and I wanted to make sure that we were very precise with there. And then the application of those skills, so they're not learning and they're applying them at a higher level in the integration of all the structures of language. Did I get it all? 

SS: 

Yep, that's it. That's a good list.

PA:

All right. So, I want our listeners to know that this checklist can be found on our website, EDVIEW360. We're going to tell you more about that in a little bit. All right, you know what. Let's move on now to implementation. Tell us about the key aspects of the intervention, implementation itself. We talked a little bit about the core. We talked about those aspects of intervention and what that looks like. What do our listeners need to know once they've selected their intervention?

SS:

Yeah, I'm going to suggest that these ideas around implementation are thoughts and considerations even prior to selecting, because in my experience this is where schools sometimes get in trouble. They don't think through what it's going to take to actually deliver, implement, sustain over time an intervention. So, thinking about things like the knowledge, the training, and the coaching that are required for using an intervention. This is really important. So, beyond just purchasing a good, well-designed intervention program, schools have to think about how much ongoing training and coaching is going to be needed and what's the knowledge level required to effectively implement this intervention. And does the publisher, the producer of that intervention, offer ongoing training and can coaches internal to the district and school access ongoing training and support to deliver that intervention? Another big piece to think about is the schedule. So, does your schedule allow for the full amount of time that this intervention requires? So, you've chosen carefully, you've looked to something that has evidence of effectiveness. But if it requires a 45-minute block to implement correctly and you only have 30 minutes in your schedule for intervention, that's going to be a problem. You're not going to get effectiveness for your students. So, thinking about scheduling time to deliver the intervention, scheduling time for training, ongoing scheduling time to review the results for students who are receiving the intervention. These are things that sometimes are afterthoughts that I would encourage people to think about before they make a purchase.

The other topic that's on my mind recently is alignment. So, thinking about choosing intervention materials that align with other programs that you might have in use in your school, alignment with your core instructional materials, alignment with other interventions. And then the last thing to think about is cost. Obviously, sometimes interventions are sold in pieces or there's like the full version and then there are components. So, I think schools have to carefully consider from the beginning having the funds available to purchase the entire program and to purchase any training and ongoing support that might be required to implement it well. So, it's not just about analyzing the components of the intervention and those look fors that I mentioned, but thinking through the implementation and making sure that you're planning for that before you purchase.

PA:

When you said planning, that's the word that kept running through my head just now. Plan. You have to plan, develop, implement, sustain. I love those three descriptors and it really boils down to really diving into those other aspects that you mentioned the scheduling, the reviewing of the data, the adjustments, the cost. 

SS: 

Yes.

PA:

All of those are important aspects. Thank you for sharing all of those key, important understanding for a successful implementation.

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PA:

So, now that you've implemented this chosen intervention and things are rolling along very nicely, what happens next?

SS:

Yeah, so this is where the evaluation piece comes in the ongoing decision-making about the effectiveness of the intervention. So, I said earlier, I wish it was as simple and straightforward as in the medical field, where you prescribe a pill or a treatment and then send the patient on their way and everything works out. It's much more complicated, I think, with students in schools. So, planning for the evaluation piece is something that I mentioned, and I would encourage folks to think about evaluating the effectiveness of intervention on two levels. The one that we're used to thinking about, which is individual students. This is best done with graphed data. We want to evaluate how well a student is responding to an intervention that we're providing to them with ongoing pictures of their progress, and so graphing data is a really straightforward way to see if the intervention is having the effect that we want to catch the student up to accelerate their performance, and teachers need time. Interventionists need time to be able to look at the graph, not just collect the progress-monitoring data, but an important part of evaluating intervention effectiveness is time for sitting down to look at the graph. Once we've graphed the student's performance and support with time and knowledge to make decisions about what do we do if we see that the student's scores on the graph are not going up or not going up as quickly as we want them to. So, evaluating the effectiveness of the intervention, with individual student progress monitoring and knowing what to do if the student isn't growing. So, should we be changing aspects of the intervention related to the group size or changing the number of opportunities to practice? Or, should we be changing the focus and targeted skill of the intervention? Should we be changing the number of days of the week that we are giving the intervention? All of those alterable variables are what teams within schools need time to stop and think about when students aren't growing as quickly as we need them to.
And then the second piece I would encourage folks to think about is looking not only at individual graphs of progress, but looking at students' progress as it is graphed as a small group.

So, here's what I'm thinking. If you have, let's say, four students who are in the same small group, getting the same intervention, looking at their graphed data together and asking the question: Is anyone in this small group growing as a result of this intervention?

Is anyone in this small group making the kind of catch-up progress that we need them to if we are giving them this intensive resource of intervention and I would encourage schools to think about this across the grade level, think about it across all the small group intervention that's provided in their district that it's not necessarily the student's fault or even a variable within the student that's at play. If the student is not growing, there's something that might be happening about the delivery of the intervention. So, when you look at the results on a graph where all four students are sort of graphed together on the same graph, that can be very eye-opening and the answer to the question is anyone who's getting this intervention growing might be no, and so we really need to pay attention to that. So, that's the second piece that I would encourage folks to look into.

PA:

So, the key is really keeping your focus on a review for acceleration. 

SS: 

Yes. 

PA:

At the individual student level and at the group level, and that will definitely give you a really good picture of what your next steps are, and just hearing you say this is not cut and dry, right? 

SS:

That’s right. This is complicated work. This is why, in a three-tiered MTSS model, we talk about more intensive interventions. As you go up the tiers it's going to take more time, more skill, more knowledge, more individualized thinking and targeting conversation about individuals and small groups of students, and that's why we don't want to have to do that complicated intervention with very many students, so we use our core instruction to shrink risk in that way.

PA:

Wonderful. Thank you for sharing that information. Stopping to think about that implementation and intervention as a whole, are there any pitfalls to avoid related to reading intervention? Some things you see, maybe, that are consistently happening. How would you advise districts on what direction to go?

SS:

Yeah, lots of pitfalls. So, I'll tell you a couple of stories from recent interactions with educators, and maybe this will relate to some of your listeners. I had a principal tell me just this last week that she had the experience of sitting down with folks who were working with a child and having conversations about why they weren't growing this student’s skills, and they came to realize that this student was getting six different interventions every school day. Yes, they were shocked. They didn't know what everybody else was doing. So, the classroom teacher didn't necessarily know, the title teacher didn't know, the special educator didn't know, the SLP didn't know, and when they all came together to problem-solve around this one student's needs, they realized, in their best intentions to try to help this child learn to read, they were actually confusing him with six different interventions throughout the school day. So, that is a pitfall that in our efforts to help students we sometimes layer on more and more. We are on a quest to find what's going to work, and so we're grabbing at different interventions and we're just piling them on without thinking about the alignment and the integration and without thinking about it from the student's perspective and just how confusing that was for him to have all those different types of support. So, that's a pitfall. I think that's easy to fall into.

Another recent experience that I've had and story that I've heard from educators is that they have realized that intervention in some cases has become a matter of convenience for the adults in their system and not necessarily the best opportunity for student learning.

And so the way that I've heard this shared with me is that, again, in an effort to intervene with all of the students who need reading support, schools will sometimes do things that are convenient for the adult.

So, the interventionist will go to Mrs. Jones' classroom from 10 to 10:30 and pull out all of the students in Mrs. Jones' room who need reading intervention.

But then, as a school was recently describing to me, the interventionist realized everybody in Mrs. Jones' classroom doesn't need the same reading intervention. They all need reading intervention but on different skills. So, to pull them all out from 10 to 10:30 to provide intervention was actually not making progress with the students. It wasn't effective because one student needed targeted intervention on reading comprehension, one needed support just to build fluency. They were very accurate in text and a third student actually needed support to build decoding skills. So, thinking about not falling in that pitfall what seems convenient for the interventionists in the system might not be the best for the individual students and might not allow you to really target intervention to what the students need so that you can accelerate their performance. So, those are a couple of really like fresh on my mind recent conversations with educators that I think represent some common pitfalls that we can fall into again in our very well-intentioned efforts to provide intervention to students.

PA:

And that's when the planning will come in again, right? So, thinking about your example, that problem-solving, planning to have that collaborative problem-solving, and then looking at scheduling, that scheduling will make a difference to be able to pull those students according to their need, not just because of that particular time with those groups of students from that particular classroom.

SS:

That's right. So right back to implementation. If you filled up the schedule each day of your interventionists, your EL staff, your related service staff, your special education staff. If their schedule is filled up minute by minute every single day, they don't have any opportunities to do that grade-level planning, to meet with teachers, to review the progress data, and so forth. So, that's a real note for administrators to pay attention to.

PA:

Right that way also, it gives an opportunity for the left hand to know what the right hand is doing, providing that intervention that's really targeted, because, again, we're talking about accelerating growth, right? 

SS:

Yes, that's the key. 

PA:

All right, awesome, thank you. Some very practical examples. I know our listeners will appreciate that. So, can you share a few stories of schools who've helped transform their student reading outcomes through that successful intervention? What are the key elements that led to the success?

SS:

Yeah. So, I had the opportunity to work recently with a district in your native Louisiana area, New Orleans area, and they have been on a journey for several years and are really seeing some traction, some really dramatic movement actually in their student outcomes. And some of the key changes that they've made have to do with common knowledge across all the educators, common time to plan together, from administrators to paraprofessionals. Like everybody is able to work together towards common student outcome goals. They've also been very intentional in aligning the support across the tiers, so aligning the focus of intervention and the delivery of instruction.

The routines that are used, the language that's used by adults and even in some cases, the materials that are used are all now lined up across the tiers and they would say they're still on a journey towards making this happen, but what they've done recently has caused their student outcomes to increase dramatically.

So, when the same skill is the focus of small-group instruction in Tier I and Tier II or Tier III, they're seeing better results and faster improvement in their student outcomes so that the amount of time that students are receiving in instruction that is well-designed and targeted at the lowest skill that the student needs to learn. That might be in the regular classroom, it might be in the resource room. If the student is getting special education support, it might be with a reading interventionist. And again this relates to that common professional learning that they've done so that everybody is working on the same skills in the same way in a very aligned process for those student outcomes. So, that's a real success story that I've been happy to be a part of, a small part of, and it's an example of some of the things that I think are important for changing reading outcomes.

PA:

And it really goes back to planning and reviewing. 

SS: 

Yes. 

PA:

And being consistent. You know some words that I just pulled out from your story. The consistency, that alignment, both in the core and intervention, the idea of that targeted instruction to really get to that acceleration, is what we talked about. These kids we need to have them catch up to their peers and then, with that common language for teachers, those are things that really stood out for me, based on this story that you share. Thank you so much, Stephanie, for sharing that with us.

SS:

Educators are really overwhelmed. They're asked to wear many hats and do many important things and it's easy to get into silos, I think. In school buildings and in districts. And so that consistency, alignment, common planning, those are real keys to change.

PA:

What recommendations do you have for our listeners who strive to make the same kind of improvements? Just from that example that you shared, any readings, any websites or products that you'd like to share?

SS:

Yeah, there are a couple of websites and tools that I would point people to. I find that many educators aren't aware of the IES practice guides. The Institute for Educational Sciences produces practice guides that are compilations of recent research, so that's a really good starting place, the IES practice guides, and they produced a recent one on reading interventions in grades four through nine that I think is exceptional. So, I would point people to that. I'm part of a fairly new effort called the Evidence Advocacy Center and it is a clearinghouse for evidence-based practices and our goal is to bridge the divide between research and practice in schools. So, we are curating materials and resources and information for educators and The Reading League has what they call a compass on their website. That, I think, is an excellent one-stop shop for all different types of educators and parents and community members to access research-aligned tools, resources, websites, videos, instructional guides. So, those are three online resources that come to mind and, in terms of materials and products, for my entire career I have used the instructional and intervention materials from Voyager Sopris Learning® back when it was Voyager and Sopris West, and I have always found those to be effective instructional materials. So, if it's OK, I'd like to mention a few of my favorites? 

PA: 

Yes, please.

SS: 

The ones that I've worked with in many schools and found great success. Top of my list is Anita Archer's REWARDS® program. I think it is one of the least expensive and most effective instructional materials on the planet, honestly, because you can deliver it in a fairly large group size to a class of students in the intermediate grades.

For the multicomponent intervention materials, LANGUAGE!® and LANGUAGE! Live® are very well designed and effective materials. And two that I have had tremendous success with that people might not be as familiar with for younger students, one is Sound Partners. So, for those early literacy skills. And then, Power Readers is another one that I have had great success with personally and have seen schools use very effectively. So, I would point folks to those. And then you might not think of these as intervention materials, but the LETRS® professional development is the Cadillac version. You can't beat that and it's such an important component to effective intervention. I mentioned data. You heard in my bio that I used to work for Acadience Learning, the Acadience® Reading assessment. Another essential component is knowing what students need intervention on is a really important piece of this puzzle of getting it right for students. So, all of those products live within VSL, so I highly recommend those from the heart and from my experience.

PA:

Oh a pleasure talking to you, just one hearing you affirm what we already know about our VSL interventions.

SS:

Well, I hope that people don't hear it as like a sales pitch, but it is true that your products have consistently been a go-to resource for me throughout my career and continue to be so. Those are things that I continue to turn to and see great results with. So, anybody who works with me or knows me knows that these are the things I say on a daily basis to people all the time. So, it won't be news to anybody. Now, if I was out there endorsing some other sorts of products, people would raise an eyebrow and be confused. But yeah, no, everybody who knows me knows that these are the resources that I consider to be the go-to resources.

PA:

Well, I appreciate you giving us that recommendation. These are interventions and resources that are near and dear to our hearts as well, and your experience really does shine a light on the fact that these are interventions that do help support both teachers and students, and I think about that common language as well. Dr Stollar, this has been so wonderfully informative. Tell our listeners how they can learn more about your work and the importance of MTSS in intervention. Are you active on social media?

SS:

I am more active on social media than I might like to be, but it's part of the reality these days. So, my website is where you can access my blog and events, upcoming events, recordings of past events, readingscienceacademy.com is where you can find those things, On social media, I'm on Facebook as Stephanie Stollar Consulting. I'm on Instagram as Reading Science Academy. I'm on Twitter as @sstollar6. Linkedin, you can find me at Stephanie Stollar, and YouTube Reading Science Academy on YouTube.

PA:

It was a pleasure speaking with you, Dr. Stollar. This is Pam Austin, bringing the best thought leaders in education directly to you. Please join us next month for another great EDVIEW360 podcast. 

SS: 

Thank you, Pam.

Narrator:

This has been an EDVIEW360 podcast. For additional thought-provoking discussions, sign up for our blog, webinar, and podcast series at voyagersopris.com/edview360. If you enjoyed the show, we'd love a five-star review wherever you listen to podcasts and to help other people like you find our show. Thank you.

Voyager Sopris Learning:

Do you have middle and high school students reading two or more years below grade level? Need an intensive intervention to accelerate them to reading success. LANGUAGE! Live, authored by Dr. Louisa Moats, is an intensive literacy intervention for students in grades 5 through 12. Through a blended approach, LANGUAGE! Live’s instruction reinforces literacy foundations to accelerate students to grade-level proficiency. Learn more at voyagersopris.com/languagelive.