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The Avalanche of Dyslexia Laws will Require Changes
Posted June 12, 2017
In addition to the Supreme Court Ruling on Special Education, Dyslexia is now a national focus. Through reading professional learning, districts can equip teachers with the knowledge and skills necessary to effectively support dyslexic students.
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Decoding the Impact of the Supreme Court Decision on Special Education
Posted May 19, 2017
CORE’s Excellence in Education Blog post this month is on the impact of the Supreme Court’s Unanimous Ruling on Special Education, setting a higher standard for students with disabilities.
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Building Sustainable Literacy Reform in One School District
Posted April 24, 2017
CORE’s Excellence in Education Blog post this month chronicles one district’s journey toward a sustained and deep commitment to reading professional learning and development. See what can happen when a district and CORE work together to provide reading professional learning to support teachers and administrators across a system.
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Clear Math Misconceptions to Make Room for New Knowledge
Posted March 26, 2017
CORE’s Excellence in Education Blog post this month is on the importance of clearing out math misconceptions in order to make room for new knowledge. See what happened during one math professional learning session when students were certain about the wrong right answer.
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Clear Instruction + Engagement = Math Fun
Posted February 13, 2017
Clear Instruction + Engagement = Math Fun
(By Dean Ballard, CORE’s Director of Mathematics)
I was working in a school district near Seattle a few weeks ago, doing math professional learning in the form of lesson studies in middle school math classes. Super fun time. In one sixth grade class I was teaching a lesson on “Finding the Percent of a Number.” As with any type of lesson modeling and even more extensively with lesson study, I met beforehand with teachers to review and revise the lesson as needed and agree on the focus areas for the lesson observation. In this case we were working on three areas – student engagement, discourse, and checking for understanding. We had a team of four teachers, the math coach, and the coordinator, all of whom would watch the lesson and debrief together afterwards.
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