Webinar Date & Time: Thursday, Feb. 13 | 4:00 – 5:00p.m. ET
Universal screening for reading problems is the best way to identify and address reading difficulties. While there are a range of reading problems that can affect students, an estimated 5-7% of school-age children have dyslexia*. Most students with reading difficulties, including those with dyslexia, can be taught how to be strong readers. But before research-based instruction and intervention can take place, educators must identify which students are struggling and why.
During this hour-long free webinar, Dr. Michelle Hosp, whose research focuses on reading and data-based decision making within MTSS, will provide insights into assessment for reading difficulties. You will learn:
- How to identify the right assessment for the right purpose
- How to assess the continuum of reading skills
- Why assessment and intervention should focus on phonics skills
- Strategies to link assessment data to instruction
Don’t miss this opportunity to deepen your understanding of the role of assessment in supporting students struggling to read.
If you’re not able to attend the live event, go ahead and register. Following the live webinar, we will email you a recording of the webinar to watch at your convenience.
*Pediatrics in Review, May 2003
Student Achievement Partners has released a report that offers a deep dive into Teachers College Reading & Writing Project’s Units of Study English language arts instructional program. Seven literacy experts evaluated the program to determine its adherence to research-based practices that should be evident in literacy programs and in use in classrooms, particularly to accelerate students who are not reading at grade level.
Dr. Claude Goldenberg, a CORE Advisory Board member, is one of the experts who reviewed Units of Study. The focus of his review was the adequacy of supports for English learners present in the program.
This is the first in a series of reviews that Student Achievement Partners will be doing, each will focus on one of four common categories of elementary ELA instructional programs reviewed against the relevant research base. Because Units of Study is a widely used balanced literacy/workshop program, it was selected as the program for analysis in that category.
The report is available for download from Student Achievement Partners.
March 16-18, 2020
APS Berna Facio Professional Development Center
Room 100 (auditorium)
3315 Louisiana Blvd. NE, Albuquerque, NM
8:00 a.m. – 3:30 p.m. each day
Join the CORE team in Albuquerque this spring for a deep dive into the academic side of Multi-tiered Systems of Support (MTSS). This workshop is designed for school leadership teams involved in the design and implementation of MTSS.
In the coming months, we’ll be at several conferences sharing evidence-based instructional strategies you can put to work immediately to improve academic outcomes for your students. We hope to see you at one or more of these events.
Plain Talk About Literacy
Jan. 29 – 31, New Orleans, LA
Targeting Fluency for Struggling Adolescent Readers
Linda Diamond, President, CORE & Author of the Teaching Reading Sourcebook
Jan. 29, 1:15 – 2:35 p.m.
Webinar Date & Time: Wednesday, January 29 | 4:00 – 5:00 p.m.
Strong reading skills are the foundation of all academic success, yet African American students as a group score lower on most standardized tests than white students. In spite of the 2000 National Reading Panel’s conclusions that students need direct, explicit instruction that teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension, educational institutions are failing to implement the Reading Panel’s findings. University training has been inadequate, forcing K-12 systems to fill classrooms with under-prepared teachers who then receive little support, training, or aligned materials.
African American students suffer disproportionately when not taught to read using evidence-based practices that leverage research. During this provocative hour-long webinar, Kareem Weaver, Member of the NAACP Oakland Branch’s Education Committee, will discuss how:
- The debate over reading philosophy has left key pillars of reading acquisition, especially critical for African-Americans, untaught
- Expectations of African American students impact the timing and tenor of interventions that could prevent reading problems
- Perceptions of intellectual capacity create a lens through which learning differences are interpreted by educator
- Racism and bias within school systems influence policy and practices and create a tolerance for failure
It is critical that schools provide African American children the same opportunities to achieve academic success as other children. This webinar will provide insights into how to address the persistent issues that create the achievement gap, particularly the lack of quality, evidence-based reading instruction.
Can’t make the live webinar? No problem! Go ahead and register and we’ll send you an email the day after the webinar with a link to the recording.
Enhance your practice with CORE’s 2019-20 free professional learning webinars. From evidence-based practices to help ELs succeed to deep dives into assessing dyslexia and teaching math, it’s a convenient and free way to build your skills. Please share these webinars with your team. Everyone is welcome!
The Michigan Department of Education (MDE) recently named Consortium on Reaching Excellence in Education (CORE) as one of the approved providers for research-based effective literacy instructional professional learning. CORE will partner with Michigan educators to facilitate significant improvement in educator effectiveness through job-embedded professional learning based on the science of reading.
CORE’s Elementary Reading Academy, based on the nationally recognized Teaching Reading Sourcebook, coupled with coaching covers the content identified in Michigan’s Essential Instructional Practices in Early Literacy, K‐3. CORE’s professional learning also incorporates brain research, linguistics and dyslexia information, and Structured Literacy Practices. Working with CORE, educators will gain the knowledge and instructional skills to help all students, even English learners and those with dyslexia, become strong readers.
As a provider of research‐based effective literacy professional learning for more than 26 years, CORE is excited to expand their work in Michigan to more schools and districts.
Last month, EdReports.org released reviews of five ELA Foundational Skills programs, evaluating them each based on the reading foundational skills called for, including whether or not the skills apply research-based practices and are presented systematically with explicit instruction.
Linda Diamond, president of CORE, was a reviewer and provided feedback on the development of the rubrics used to evaluate the various curriculum programs and also reviewed the detailed descriptions the reviewers used along with the rubrics. Five programs have been reviewed so far. We encourage you to read the reviews, especially if you’re currently using or considering implementing one of the programs.
Dale Webster, Chief Academic Officer for CORE, will be participating in a webinar series produced by the Center for the Collaborative Classroom.
The two webinars will feature California leaders who are doing the work to ensure that all their students become strong, confident readers. Together we’ll explore common challenges and share guidance and instructional considerations—all based on research. These webinars will particularly address Tier I and Tier II in light of what we know about explicit, systematic phonics instruction.
January 16: What Is Research-based Literacy Intervention?
February 6: How Are You Supplementing Your Tier 1?
Understanding how word-level reading develops and why some students struggle are valuable starting points for planning reading instruction and interventions. Knowing this puts educators in a good position to determine what aspect(s) of the reading process may be creating difficulties for children. This in turn, enables educators to provide intervention that is highly effective to minimize or eliminate the reading difficulty.
