Posted August 19, 2020
By Dean Ballard, Director of Mathematics, CORE
Remote instruction has moved to the top of almost everyone’s list of concerns. We are asking ourselves how to do it, will students be there, what will actually be learned, and what will this mean when we return to face-to-face instruction? I cannot tackle all of this in one blog; however, I will share a few of the techniques we have been using in the last few months to create high levels of engagement online.
Posted June 5, 2020
by Linda Diamond, President, CORE and author of Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
I write to you, colleagues in education, with a deep sense of sadness and unease as I continue to watch the events that are unfolding in our communities and in our nation. At no time that I can recall has our country been so divided and so traumatized. We have been living in the midst of a public health crisis and an economic and unemployment crisis of staggering proportions. These conditions already impacted the most vulnerable in our country and hit the Black community hard. But now the chilling and brutal murder of George Floyd escalated the crisis in our country and rekindled fear and outrage, particularly among Black Americans for whom this killing is all too familiar. As educators striving for equity and educational and social justice, we must redouble our efforts to increase awareness of the discrimination that exists in our country and in our educational institutions. READ MORE
Posted May 7, 2020
CORE, Pivot learning, and Center for the Collaborative Classroom have been examining our own practices with a critical eye, looking for ways to better equip educators with the tools and support they need to connect with a diverse student population that has been adversely affected by school closures. When we look ahead, we understand school will likely look different in ways we cannot even imagine.
To support our educator partners, we offer guidance and resources that can be used over the summer and taken into the fall to support students both academically and socially. Pivot Learning’s CEO, Arun Ramanathan, and Collaborative Classroom’s President and COO, Kelly Stuart, share what we believe is essential for making sure our students don’t fall behind. Read their commentary on the Collaborative Circle blog.
Posted May 7, 2020
Written by Arun Ramanathan, CEO, Pivot Learning, featured in EdSource
Since schools were closed two months ago to curb the spread of the coronavirus, changes have come so fast it has been difficult to get our bearings. But as the educational picture has come into focus, it is clear that students are losing critical months of learning. The students who can least afford to lose that learning — English Learners, foster youth and students with disabilities — are taking the biggest hits. Addressing this situation will take state leadership.
The planning should begin with recognizing the limits of virtual learning. Overburdened parents are thankful for anything that engages their children, but ensuring availability of internet access and devices are the just the first steps. Every other element is dependent on the capacity of teachers, students and parents.
Distance learning is difficult enough for middle-class parents in a single-family home, but it is far more difficult for low-income families in smaller residences — not to mention homeless families. For students with disabilities such as attention-deficit/hyperactivity disorder (ADHD) or autism, the situation may be untenable educationally and emotionally. Nor can we expect non-English speaking parents to teach their children English. The longer we stay in this situation, the more we will deepen the structural and racial inequities in our education system. READ MORE
Posted April 29, 2020
Pajaro Valley Unified School District (PVUSD) in Watsonville, CA wasted no time. In early January as concerns about COVID-19 were just beginning to surface in the United States, Superintendent Dr. Michelle Rodriguez moved quickly to implement a distance learning plan for the district in order to minimize the learning loss that would be unavoidable once California’s Shelter in Place order went into effect.
First, Dr. Rodriguez wanted to ensure all students had access to online distance learning. By getting Chromebooks and hotspots into the hands of her students, this goal was readily achieved. But given the diverse population of the district — 66% English learners, 81% in poverty, 14% special education, 16% without permanent housing, and 10% migrant — having the right hardware and software was not enough. Dr. Rodriguez created a robust tech support network for parents and teachers to turn to for help getting online, using applications, and accessing the other remote learning tools being offered by the district. READ MORE