Posted February 3, 2022
In this edition of the Academic Quarterly, the Reading Expert provides recommendations for Tier 2 reading interventions in a time when universal screening data show that upwards of 80 percent of first- and second-grade students are performing below grade level on foundational literacy skills.
The Marvelous Mathematician shares an excerpt from Kyndall Brown and Pamela Seda’s book, Choosing to See: A Framework for Equity in the Math Classroom.
In the Leadership Corner, you’ll find an overview of the academic and behavior instructional resources available from Vanderbilt University’s IRIS Center.
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Posted February 2, 2022
100 AK educators will have the opportunity to strengthen their science of reading instructional practices
Portland, Ore., Oakland, Calif., Juneau, Alaska – February 3, 2022 – NWEA, CORE® and Alaska Staff Development Network (ASDN), in partnership with the Alaska Department of Education and Early Development (DEED), announced today a new learning, collaboration, and coaching program that will empower 100 literacy specialists, instructional coaches, and teachers to enhance their instructional practices, ultimately driving better outcomes for Alaska’s elementary students. The program will utilize federal funds under the Every Student Succeeds Act, Title II and feature CORE’s Online Elementary Reading Academy (OERA), as well as individualized coaching sessions for each participating teacher. READ MORE
Posted January 11, 2022
By Dr. Michelle Hosp
We all know it, but we still don’t want to believe it. Many of our students have fallen further and further behind in reading after nearly two years of disrupted learning. A report by McKinsey & Company, “COVID-19 and Education: The Lingering Effects of Unfinished Learning” (July 2021), estimates that on average students started this year four months behind in reading, and for those students in low-income schools, the gap was even wider.
This is a crisis. Our elementary students have missed the opportunity to learn and master critical foundational skills necessary to become successful readers. So what do we do? Here are some thoughts and guiding questions to help shape instruction as we move into 2022: READ MORE
Posted December 15, 2021
By Cyndia Acker-Ramirez and Katie Laskasky
Teacher Practice Teams (TPTs) engage in collaborative inquiry to advance students’ sense of belonging and achievement in mathematics through professional learning routines that embrace teacher creativity and ownership of instructional decisions.
Imagine a thriving team of math teachers, impassioned about growing students’ belonging in their math classroom communities and empowered to take ownership of their instructional decisions. Not only is the team doing the work of understanding and relating to individual students, with regard to both learning mathematics and their growth as human beings, but the team also feels that its instructional decisions have purpose and that it has autonomy in moving students through math learning obstacles. Team members make complex instructional decisions shaped by the dynamic classroom environments in which they teach.
Wouldn’t it be great if a team of teachers could engage in professional learning that provided them with regular and specific feedback on how their actions are affecting their students? Wouldn’t it also be great if these learning experiences were embedded in the teachers’ school day, providing a process for quickly gathering evidence that they trust and can use to inform the complex decision-making that occurs in their classrooms on a daily basis? What if we centered teachers’ professional learning experiences around opportunities to creatively think about instruction and use curricular resources to grow the math classroom communities they are seeking? READ MORE
Posted September 7, 2021
By Dr. Tracy Weeden
Scholars in public and charter schools across the nation are teetering on the brink of a COVID academic cliff. The conversation is no longer about a summer slide but of a pandemic pit many of our children will not rebound from without focused, strategic, and coordinated effort. A yawning literacy gap persists and is expanding for children from historically marginalized groups, as well as for some of our children who are forced to navigate the war zone of poverty daily. Why is that the case?
The stark reality is underscored by the anguished echoes of those wounded by systemic racism and classism from the past. COVID-19 has outlined the white elephant in the front room in bold strokes of reality that cannot be ignored by citizens and decision makers of our state and nation who are committed to making wrong things right. Fallout from the pandemic puts our most economically vulnerable children at risk for seismic opportunity gaps they will not recover from unless we act collectively with vision and boldness, and with the science of reading and evidence-based practices paving the path ahead. READ MORE