Mastery-based learning provides a solid foundation for students to build and develop their knowledge at their own pace. Pajaro Valley Unified School District in California has made the move to a mastery-based, individualized learning and has seen improved student outcomes, particularly in the area of literacy.

In a recent webinar, Superintendent Dr. Michelle Rodriguez and Early Literacy Coordinator Lynda Pate shared:

 

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February 13, 2018 | 3:00 – 4:00pm ET

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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 upcoming webinar will provide 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, will review:

 

Join us for this free webinar to learn how to help prevent students from developing reading difficulties right from the start.

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If you’re not able to attend the live event, go ahead and register. We will send you a recording of the webinar to watch at your convenience.

CORE will be delivering five presentations at NABE 2018, March 1-3, in Albuquerque, New Mexico.

CORE’s President, Linda Diamond, and our Senior Adolescent Literacy Coordinator, Lauren Greenberg, will deliver, “Functional Grammar and the Implications for Academic Literacy and Text Study,” on March 2 at 8:30am.

Our Chief Academic Officer, Dale Webster, will present, “New Mexico District Partnerships to Improve Literacy Achievement for All Students,” on March 2 at 3:40pm.

Our Director of Mathematics, Dean Ballard, will present two sessions, “Mathematical Fluency – Techniques, Access, and Sustainability for All Students,” on March 1 at 4:4pm. He will also present, “Teaching Vocabulary from the Perspective of a Math Teacher,” on March 3 at 1:40pm.

Finally, Lauren Greenberg, our Senior Adolescent Literacy Coordinator, will deliver, “Creating Vocabulary Lessons That Will Stick: A Practicum Lesson Design for Grades K-8,” on March 1 at 4:40pm.

Don’t forget to drop by our exhibitor booth and check back here after the institute to download their presentations and handouts!

CORE’s President, Linda Diamond, will deliver a presentation, “Scaffolding Vocabulary in the Context of Close Reading of Complex Text,” at Plain Talk About Literacy and Learning, February 26-28, in New Orleans, Louisiana. Don’t miss her session on Monday, February 26, 1:15-2:35pm, and check back after the institute to download her handouts!

The nationally-acclaimed CORE Reading Academy is online! The next course starts March 15, 2018.

Take the 7-session course on your own time at your pace over 7 weeks. CORE Senior Instructors facilitate the course, which combines interactive video models, collaborative discussions, readings, live webinars, screencasts, and the opportunity to earn graduate college credit. Collaborate in an intellectual community as you reflect on a range of new ideas and consider the implications of these new ideas for your practice as educators.

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CORE’s Director of Math, Dean Ballard, delivered a presentation, “Guided Investigations: Where Discovery Becomes Productive,” at the California STEAM Symposium. Download his handout and slides below.

Presentation Description: Merge discovery, productive struggle, meaningful discourse and explicit instruction to maximize engagement, focus, and learning. Work with and hear about lessons that utilize analyzing physical data to create models and make predictions leading to deeper understanding of important math concepts.

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CORE’s Director of Math, Dean Ballard, delivered a presentation, “Implementation of ELD Standards in Math Classrooms,” at the CMC (California Mathematics Council) South on October 28, 2017. Download his presentation below.

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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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The 2017 Supreme Court Ruling on Endrew F. v. Douglas County School District RE-1 re-affirmed that special education can, and should, deliver more to students with disabilities. The way to achieve improved outcomes is with fewer but better IEP goals and progress monitoring. Unfortunately, IEP goals have become a procedural compliance process disconnected from intervention intensity that doesn’t lead to the kind of progress monitoring that has been shown to be among the most powerful tools in an educator’s toolbox.

During this one-hour webinar conducted by Dr. Mark Shinn you will learn:

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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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