Welcome to the Winter 2018 edition of the CORE Academic Quarterly newsletter!

Spring is in the air! We at CORE hope that your school year has gone well and the upcoming testing period and the end of the school year (fast approaching) will go smoothly.

In this issue of the Academic Quarterly, in the Reading Expert section, we clarify the differences between screening and evaluation of dyslexia.

In the Marvelous Mathematician, we continue our Part 1 article from the Fall 2017 edition of the Academic Quarterly to correlate the practices recommended in Visible Learning in Mathematics with the recommendations in the IES Practice Guide, Organizing Instruction and Study to Improve Student Learning.

In the Leadership Corner, we feature a new national literacy center that is full of resources for schools and families.

Happy reading!

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One in five students has a language-based learning disability, the most common of which is dyslexia. 37 states now have laws on dyslexia and more have legislation in the works. With so much focus on dyslexia, teachers must be knowledgeable about how to screen for, identify and support students with dyslexia.

This recorded webinar provides a foundation for addressing dyslexia in your district. Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, review:

 

Complete the form below to watch the webinar.

This month’s CORE Excellence in Education Blog focuses on the importance of mathematical fluency and number sense as a critical foundation for entering mathematics in middle and high school.

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The Honorable Robert H. Pasternack, Ph.D, is our guest blogger for November. This month’s blog post provides a brief overview of Social Emotional Learning (SEL) factors and what schools and teachers can do to address those factors.

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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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Real world math does not always equal relevant math. Relevance is a function of interest.

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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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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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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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A recent study published by the The Aspen Institute stresses the importance of integrating curriculum into professional learning and teacher training. The Thomas B. Fordham Institute has written a good review on the report, which aligns with CORE’s approach that teacher training should be connected to curriculum.

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