Posted March 24, 2021

Educators know that many students will need targeted instruction next school year to close gaps in reading. But that’s not enough. Educators need to know exactly where every student is at with specific reading skills, like phonics, so that instruction can target the exact skills students need support with. That’s where reliable assessment data comes in.

In this 20-minute video, Drs. Michelle Hosp and Louisa Moats discuss why even if remote learning is still occurring, you need to continue to assess students’ reading skills. They also provide recommendations to help ensure that remote reading assessments provide the data needed to guide instruction and close gaps. READ MORE

Posted March 19, 2021

Near the start of the 2020-21 school year, El Rancho Charter Middle School in Anaheim, California, opened its doors to a hybrid model of instruction, with some students attending classes in person and some students attending simultaneously online. In this interview with Dean Ballard, CORE’s Director of Mathematics, principal Michele Walker shares the experiences at El Rancho with hybrid instruction this year — the ups and downs, challenges and successes, and tips for other educators using or considering this model of instruction. READ MORE

Posted February 8, 2021

High-quality instructional materials* are one of the key levers for increasing outcomes for all students. This Curriculum Implementation Project Planning Toolkit will help you establish and execute plans for effective implementation of instructional materials.

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Posted January 27, 2021

by Dr. Carrie Thomas Beck, Director of Literacy, CORE

Almost 30 years ago, I had the opportunity to work with a student I will never forget. The year was 1993 and I was a new middle school teacher in a large district in the Midwest. I was a special education teacher, providing support to students identified as having learning disabilities in grades 6–8. The student, whom I will call Dan, was a 7th grader assigned to my caseload. Dan was a bright student who was identified as having a specific learning disability (SLD) in the area of reading and received speech and language services. He was a nonreader when I met him.

I was fortunate enough to have been trained in Direct Instruction in my master’s program at the University of Wisconsin. I had just graduated from this program three years prior. I was also fortunate to have access to Corrective Reading materials in my building. I started the year by administering the placement test for Corrective Reading to all the students I worked with. Dan placed in Level A, the lowest level of the program with lessons that went all the way back to the pre-primer reading level. There was one other student who placed in Level A so I grouped the two boys together and met with them daily to teach the lessons. READ MORE

Posted January 8, 2021

As a young child, Keyon Anderson knew that his brain didn’t work like other people’s. His peers were learning to read and he wasn’t. His teachers told him to try harder. His mother was told he would grow out of his reading difficulties. Keyon was diagnosed with a processing disorder and held back in the second grade, but he continued to struggle. When he reached high school he was reading at a second grade level. He wanted to be successful but didn’t have the skills. It wasn’t until 9th grade that he finally received effective intervention for dyslexia. A dedicated teacher worked with Keyon to teach him the fundamentals of reading and ways to learn that worked for him. By the end of his freshman year, Keyon was transformed from a failing student to one with a 4.0 GPA and a fierce desire to learn. READ MORE