Posted September 13, 2022

This newly-merged organization will become the largest equity-focused K-12 education development organization in the country

FOR IMMEDIATE RELEASE
September 13, 2022

PRESS CONTACT
Clay Willis, cwillis@pivotlearning.org

Today, Pivot Learning, CORE Learning, and UnboundEd announced they will merge this fall under the UnboundEd banner. The three organizations support teachers to drive long-needed changes in learning, especially in the highest-need schools. By joining, they’ll have the reach to support far more schools and districts to accelerate student learning and close gaps in a crucial moment for America’s students. READ MORE

Posted August 25, 2022

by Cyndia Acker-Ramirez, Director, Professional Learning, CORE Learning

In August, CORE Learning convened the inaugural meeting of our newly formed CORE Math Advisory Board, a group of teachers, instructional leaders, and researchers with expertise spanning math instruction, assessment, teacher education, and professional learning. This advisory board brings to CORE deep knowledge and expertise about the challenges and successes of math professional learning and curriculum implementation.

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Posted July 13, 2022

by Dean Ballard, Director of Mathematics, CORE Learning

The problem with having students work in groups is getting students to work in groups. Educators have done a great job of overcoming many group-work challenges over the last couple of decades. For example, providing seating arrangements more conducive to collaboration, asking deeper-level questions focused on the why not just the what, and assigning more engaging and investigative tasks. Math curriculum has also evolved to include deeper-level prompts as a standard part of lessons and many exploratory tasks to better develop student reasoning skills. Despite these improvements, often we still are not getting effective student discourse and collaboration in small-group work. Why not?

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Posted May 19, 2022

Welcome to the Spring 2022 edition of the CORE Academic Quarterly newsletter!

In this edition of the Academic Quarterly, the Reading Expert resurfaces an important topic related to the language comprehension portion of Scarborough’s Reading Rope—language structures, or syntax.

The Marvelous Mathematician explores how developing teachers as self-directed learners can help organizations make the necessary changes in teaching approaches to support the increased emphasis on exploration and investigation through equitable and engaging school experiences outlined in many of the new math frameworks and standards that are being adopted.

In the Leadership Corner, you’ll find resources to help navigate next steps in hiring, training, and retaining teachers and other school staff in a time of higher-than-usual vacancies.

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Posted March 1, 2022

by Mary Buck, M.S., CORE Educational Services Consultant — Math

Over the last few years, I’ve worked to support elementary teachers across several states with the teaching and learning of mathematics. Many times, the most meaningful activities I model in classrooms are those that build fluency and number sense. Almost everyone believes that learning how to read and being able to read fluently with comprehension are extremely important. Although I am not an expert on the teaching of reading, I do know that to be able to read, I must know the letters of the alphabet and how they are put together to form words that have meaning. Fluency with numbers and having number sense are every bit as important as reading fluency and comprehension. In fact, research shows that early academic skills in reading and math are significant predictors of future academic success (Torgesen & Burgess, 1998; Watts et al., 2014). Students who struggle with math coming out of the primary grades continue to struggle with math the rest of their school careers. READ MORE