Welcome to the Fall 2019 edition of the CORE Academic Quarterly newsletter!

In this edition of the Academic Quarterly, the Reading Expert discusses a few ways that educators can distinguish between a true reading disability and English language development challenges in English learners.

The Marvelous Mathematician shares the important role note taking plays in helping students retain learning and why students must be explicitly taught how to take notes. He provides tips on how teachers should plan for notes to be used in lessons and how to make them part of the learning process.

Finally, the Leadership Corner provides resources on the science of teaching reading, including articles, podcasts, blog posts, and an upcoming webinar with Dr. David Kilpatrick, the author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.

START READING!

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Unlike learning to speak, reading is not a natural process. Reading has to be taught. For many, learning to read is one of the most difficult cognitive tasks they will ever encounter, especially for those with dyslexia.

According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Read the white paper by Dr. Dale Webster, Chief Academic Officer for CORE, to learn more about how to identify dyslexia and how early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.

DOWNLOAD THE WHITEPAPER


Watch this hour-long recorded webinar presented by Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, to learn what dyslexia is and what it is not, what causes difficulty learning to read and spell written words, how to recognize the signs of dyslexia, and the principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework.

WATCH THE WEBINAR

Welcome to the spring 2019 edition of the CORE Academic Quarterly newsletter!

In this edition of the Academic Quarterly, we step back in time to Fall 2014 where we first published the following Reading Expert article. We believe the information is still very relevant in light of the current calls for standards-based curriculum and equity for all students. With that in mind, we resurface the article about the California ELA/ELD Framework. This article, written by those involved with developing the Framework, describes its unique features and design to support all students, especially English learners. With the high expectations of the Common Core State Standards and other state standards, it is important to revisit the notion that standards themselves are not a curriculum. The powerful statement in the introduction, “the absence of such efforts to move from the standards themselves to a coherent and sequenced curriculum will hamper many states and local district common core implementation efforts” reminds us again that we need to think beyond loosely designed Units of Study. Instead, we need to think about implementing effective curriculum that teachers do not have to create, but can use as a tool to provide high quality teaching.

The Marvelous Mathematician article focuses on incorporating explicit instructional techniques into both direct instruction math lessons and inquiry-based math lessons.

Finally, the Leadership Corner also steps back into time where we revisit the importance of an effective MTSS plan for secondary students who are struggling. Although an effective, standards-based Tier 1 curriculum is very important, it alone will not be enough for students who are struggling.

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Welcome to the winter 2019 edition of the CORE Academic Quarterly newsletter!

In this edition, you’ll find the Reading Expert examining the role of Guided Reading in differentiated small group instruction while the Marvelous Mathematician completes his second article in a two-part series on students with disabilities. This article focuses on the types of materials and knowledge teachers need for teaching math to students with disabilities, particularly mathematical disabilities. Don’t miss the Leadership Corner where you’ll find links to download two recently updated IES practice guides from the What Works Clearinghouse.

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Building a School Culture Where Everyone Grows

Adult development of teachers, leaders, and staff is often ignored or neglected, leading to toxic or compliance-driven cultures and limited growth. Join Pivot for two events to learn how they work with education leaders to design schools where adults, students, and communities can flourish and continuously improve together.

Webinar: February 7, 1:00-2:00 PM PST

Pivot’s Beyond High School initiative has helped schools transform their learning environments to continuously improve the performance of both leaders and students. Join us for a conversation and useful tools to help your school rethink adult development to support capacity building and school improvement.

Panelists include:

  • Arun Ramanathan, Ed.D., CEO, Pivot Learning
  • Laura Flaxman, Ed.L.D., Vice President, Pivot Learning
  • Daniel “PK” Diffenbaugh, Ed.L.D., Superintendent, Monterey Peninsula Unified School District

 

LEARN MORE AND REGISTER HERE

 

Symposium: February 28-29, 2019

Location: Monterey Peninsula Unified School District, Monterey, CA

See in action how one district designed a culture where individuals and team members are continuously growing and improving while tackling their equity challenges.

In our interactive professional development sessions, learn practical strategies and tools to help your school rethink its culture to support capacity building and school improvement for all.

LEARN MORE AND REGISTER HERE

 

Welcome to the Fall 2018 edition of the CORE Academic Quarterly newsletter!

October is dyslexia awareness month! You may recall that there have been two previous editions of the Academic Quarterly’s Reading Expert devoted to dyslexia. The Spring 2018 edition focused on Misconceptions about Dyslexia and the Winter 2018 edition focused on the difference between screening for reading difficulties and evaluating for dyslexia. To access these previous editions please click here. Also, last fall, CORE published a white paper on Dyslexia. This edition of the Reading Expert describes Structured Literacy and couches it within the context of High-Leverage Practices in Special Education. In this edition’s Marvelous Mathematician, we discuss the needs of students with disabilities learning math and how teachers can provide instruction to meet these needs. And in the Leadership Corner, we will introduce an advanced coaching tool for school leaders called digiCOACH.

We’re also excited to release the new online format for the Academic Quarterly. Rather than having to open and download a PDF to read the articles, they are now all posted online so you can quickly click and read. You still have the option to save each article as a PDF or to print them. The new format provides you with lots of options for reading and sharing the information. Enjoy!

START READING!

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Congratulations to Dale Webster, CORE’s Chief Academic Officer, who was selected from over 100 applications to be on California’s State Literacy Needs Assessment Team!

The role of the State Literacy Needs Assessment Team is to provide feedback to the California Department of Education on the proposed questions for the state literacy needs assessment and to assist with analyzing the results obtained from the needs assessment and provide input on next steps.

The Center for the Collaborative Classroom, a CORE partner organization, is hosting several upcoming workshops and webinars.

 

Inside the Writer’s Workshop, K-6

Date & Time: Tuesday, January 29, 2018; 8:30 AM – 3:00 PM Eastern Time

Location: Courtyard Marriott, 30 Whalley Ave., New HavenCT 06511

Cost: $100 includes morning beverages, lunch and the Institute handbook.

This day of professional learning is designed to support K-6 teachers, administrators, and literacy leaders who are working to improve writing instruction and motivate students in their development as writers.

REGISTER HERE

 

Building Equity Through Powerful Literacy Instruction

Date & Time: Tuesday, January 29, 2018; 8:30 AM – 2:30 PM Eastern Time

Location: Mahlon Adams Pavilion, 2435 Cumberland Avenue, CharlotteNC 28203

Cost: $100 includes morning refreshments, lunch and the Institute handbook.

This day of professional learning is designed to support K-6 teachers, administrators, and literacy leaders who are working to ensure that all students thrive academically and socially.

REGISTER HERE

 

 

For a complete list of Collaborative Classroom workshops and webinars, visit their Events page.

Collaborative Classroom, a CORE partner organization, is hosting a workshop in October for SIPPS Third Edition users.


Going Deeper with Challenge Level

When: Saturday, October 20, 2018 | 8:30 – 3:30pm PT

Where: Hilton Garden Inn, 1800 Powell Street, Emeryville, CA 94608

Cost: $120 registration fee includes breakfast, lunch, and a certificate of completion of the institute.

Who Should Attend: This institute is intended for SIPPS Third Edition users of Challenge Level interested in an advanced learning experience and who have at least six months of implementation. School site teams of principals, coaches, specialists, and classroom and intervention teachers are recommended.

REGISTER NOW

All teachers want their students’ achievement levels to increase. Small group instruction and cooperative learning have a significant impact on student achievement (Hattie, 2009) and are widely used in elementary classrooms. Many middle and high school teachers are increasingly using these structures in other content areas. However, prior to implementing small group instruction teachers often have questions to be answered.

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