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CORE Academic Quarterly Newsletter, Fall 2017
Posted October 10, 2017
Welcome to the Fall 2017 edition of the CORE Academic Quarterly newsletter!
The cool nights of autumn are upon us. We at CORE hope that your school year has started off well and the year ahead will be full of learning, fun, and new horizons.
In this issue of the Academic Quarterly, in the Reading Expert section, we summarize a recently published study by the Institute of Education Sciences (IES), An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. For those of you who are Tim Shanahan fans, he is one of the authors.
In the Marvelous Mathematician, we correlate the practices recommended in Visible Learning for Mathematics with the recommendations in the IES Practice Guide, Organizing Instruction and Study to Improve Student Learning.
In the Leadership Corner, we feature a series of webinars for effective principal practices.
Happy reading!
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On-Demand Webinar: Making Special Education “Special:” Ensuring Maximal Instead of Minimal Benefits
Posted September 27, 2017
The 2017 Supreme Court Ruling on Endrew F. v. Douglas County School District RE-1 re-affirmed that special education can, and should, deliver more to students with disabilities. The way to achieve improved outcomes is with fewer but better IEP goals and progress monitoring. Unfortunately, IEP goals have become a procedural compliance process disconnected from intervention intensity that doesn’t lead to the kind of progress monitoring that has been shown to be among the most powerful tools in an educator’s toolbox.
During this one-hour webinar conducted by Dr. Mark Shinn you will learn:
- How the ruling is consistent with the Office of Special Education Program’s Results Driven Accountability (RDA) Initiative.
- How appropriately intensive, research-based intervention(s) driven by scientifically sound, easily measurable IEP goals reduce the achievement gap.
- How progress monitoring practices drive intervention intensity and effectiveness.
- Strategies to improve instruction and academic achievement for students with disabilities in your district.
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Free Breakfast Seminar: Understanding Dyslexia, September 15 (San Diego, CA)
Posted August 9, 2017
Join us for this free seminar to enhance your understanding of dyslexia and gain knowledge to effectively support students with dyslexia.
Dale W. Webster, Ph.D., Chief Academic Officer for Consortium on Reaching Excellence in Education (CORE), will share:
- What dyslexia is and isn’t
- Root causes and screening for dyslexia
- Effective instructional practices to address students’ needs
Every student can be a strong reader. Don’t miss this opportunity to gain insight into best practices to remediate children with identified reading difficulty.
Registration is closed!
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Sign up now for the CORE Online Elementary Reading Academy
Posted July 5, 2017
The nationally-acclaimed CORE Reading Academy is online! The next course starts September 28, 2017.
Take the 7-session course on your own time at your pace over 7 weeks. CORE Senior Instructors facilitate the course, which combines interactive video models, collaborative discussions, readings, live webinars, screencasts, and the opportunity to earn graduate college credit. Collaborate in an intellectual community as you reflect on a range of new ideas and consider the implications of these new ideas for your practice as educators.
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CORE Academic Quarterly Newsletter, Spring 2017
Posted May 30, 2017
Welcome to the Spring 2017 edition of the CORE Academic Quarterly newsletter!
In the Leadership Corner section, we provide an overview of an excellent new book, The Internal Coherence Framework, which presents a systemic approach for developing the conditions for continuous improvement in schools.
In the Marvelous Mathematician, we address the importance of teaching math vocabulary.
In the Reading Expert, we conclude our ongoing conversation about reading intervention with a review of a recent report titled, “What is the evidence base to support reading interventions for improving student outcomes in grades 1-3?”
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