The nationally-acclaimed CORE Reading Academy is online! The next course starts September 28, 2017.
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.
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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Oakland, CA – On May 22, 2017, the Pivot Learning Board of Directors approved the acquisition of the Consortium on Reaching Excellence in Education, Inc. (CORE) through a generous gift from the founder and owner Bill Honig, as well as owners Catherine Honig and Linda Diamond. This gift brings together two of the longest tenured and most respected education service providers to districts and schools in California and the nation.
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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CORE’s Dean Ballard and Nancy McGivney are speaking at the Expanding MTSS/RTI and Ensuring Results Conference in New Orleans on April 27-28 on the topic of, “Professional Learning Support to Maximize Effectiveness of RTI/MTSS.” CORE is also a proud sponsor of the conference so please join us to hear state of the art information on RtI/MTSS implementation strategies.
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Welcome to the Winter 2017 edition of the CORE Academic Quarterly newsletter!
In this second of a two-part series on reading interventions, we will continue the discussion around new developments in the intervention research and how they can be applied to the work in your schools.
In the Reading Expert section of the Fall 2016 issue, we addressed some advances in reading comprehension interventions. In this issue, we discuss some advances in interventions for word-level reading.
In the Marvelous Mathematician, we tackle moving math knowledge into students’ long-term memory.
In the CORE Leadership Corner, we promote a new website that provides independent curriculum review of a variety of ELA (grades 3-8) and math programs.
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Don’t miss the latest CORE Academic Quarterly newsletter!
In the Reading Expert column of this issue, you will find the first of a two-part series on reading interventions, where we discuss some new developments in the intervention research and how this can be applied to your schools. In this issue, we address some advances in interventions for reading comprehension.
In the Marvelous Mathematician column, we tackle addressing language barriers for English learners in mathematics.
The Leadership Corner provides four great resources for improving reading instruction.
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From Education Week
States and school districts that get federal funding to support students who are English-language learners, can use that money to support long-term ELLs and ELLs in special education, as well as to help figure out how those students are progressing, according to new Every Student Succeeds Act guidance released by the U.S. Department of Education Friday.
The guidance also makes it clear that districts and states can use their English Language Acquisition grants — provided through a $737 million program also known as Title III of — for many of the same purposes as they did under No Child Left Behind. That’s true even though schools’ accountability for ensuring ELLs progress in their English-proficiency has moved to Title I of the law, along with accountability for all other groups of kids
That means that states are allowed to use their Title III funds to help identify ELLs who are struggling, make sure their English-language proficiency tests match up with English-language proficiency standards, and align state content standards with English-language proficiency standards. And districts can use Title III funds to help notify parents that their child is an English-learner.
States and districts can also use their Title III money to help meet some new transparency and reporting requirements in ESSA that are aimed at getting a better understanding of ELLs and former ELLs.
CORE Convenes Leading Experts in Literacy, Mathematics, and Professional Learning
(Oakland, CA) – CORE is pleased to announce its 2016-2017 National Advisory Board composed of eight influential leaders in research-based strategies on literacy, mathematics, and professional learning. This year, CORE adds Dr. Louisa Moats and Dr. Rick Miller to the National Advisory Board.
The two new members of the National Advisory Board bring a wealth of knowledge. Dr. Moats was a contributing writer of the Common Core State Standards, Foundational Reading Skills for grades K-5 and is a well-respected author on reading, spelling, language, and teacher preparation. Dr. Rick Miller has been a teacher and principal at the elementary and secondary levels, instructed at the university level, and served as superintendent in six districts across two states during his forty-year career in education.
Congratulations to CORE’s partner school district Lake Washington School District in Redmond, Washington, for receiving state recognition for 25 out of 258 schools statewide!
Click here to read the district’s community announcement.