Dr. Dale WebsterWebinar Date: Saturday, Oct. 17 | 11:00 -11:30 a.m. ET

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Science has shown that systematic, explicit instruction is the necessary foundation for all students, including those with word reading difficulties such as dyslexia, to become strong readers. If you want to build your knowledge of the science of reading and the five critical components of reading instruction, then join this free webinar for a sneak peek inside the Online Elementary Reading Academy. (more…)

This is the second video in a series of free on-demand professional learning videos from CORE and Pivot Learning* that feature expert advice about supporting students with word reading difficulties.

Dr. Carrie Thomson BeckMany educators are building their skills to be effective in remote learning environments and want to know how to meet the needs of all their students. Students with word reading difficulties, including dyslexia, require explicit, systematic, evidence-based instruction and intervention. This hour-long video provides educators with tips and tricks for how to continue presenting high-quality reading interventions virtually. To ensure intervention focuses on a formula for word reading success, participants will learn methods for how to present phonological awareness, phonic decoding and text reading activities in a virtual learning format. (more…)

Dr. Louisa MoatsSpelling is a key component of reading instruction. Yet, in a time of spell check and LOL, the importance of spelling is often short changed. Learning to spell is essentially a language learning process. We do not remember words simply as strings of letters. Teaching spelling involves teaching about language — its phonemes, graphemes, syllable structures, morphemes, and syntactic structures — and showing students why words are spelled the way they are.

During this hour long webinar, Dr. Louisa Moats discusses:

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During the 2018–19 school year CORE provided training to primary grade teachers and administrators in Pajaro Valley Unified School District (PVUSD) in the science of reading and how use the Systematic Instruction in Phonological Awareness, Phonics and Sight words (SIPPS) reading foundational skills program. This professional learning was followed by modified lesson studies that provided additional modeling and practice to enable teachers to ensure the program components were implemented with fidelity.

SEG Measurement, a third-party research firm, looked at the reading performance of approximately 475 first grade students in eight schools where teachers had participated in CORE professional development. These 475 students were matched based on multiple characteristics to an additional group of 475 students whose teachers did not receive training and coaching from CORE to create a control group. The study was designed to meet the requirements of the Every Student Succeeds Act (ESSA) guidance for Moderate Evidence (U.S. Department of Education, 2016).

Students in classes with teachers participating in CORE professional development showed significantly greater growth in reading skills than did students in classes with teachers who did not receive CORE professional development. (more…)

Colorado Department of EducationUnder the Colorado Reading to Ensure Academic Development Act (READ Act), passed by the Colorado legislature in 2012, all kindergarten through 3rd grade teachers must complete evidence-based training in teaching reading by the 2021-22 school year. The Colorado Department of Education recently approved CORE’s in-person and Online Elementary Reading Academies along with the Language Conventions & Writing Fundamentals course to help districts meet the training requirements.

Teacher knowledge and practice based on the science of reading are a critical part of the The READ Act. Educators must have a deep understanding of the art and science of reading to help every child become a strong reader. Both the in-person and Online Elementary Reading Academy teach educators the critical components of reading and effective instructional practices, based on the science of reading. CORE’s nationally acclaimed textbooks, Teaching Reading Sourcebook and Assessing Reading: Multiple Measures, are used throughout the courses and provided as resources to educators.

The Language Conventions and Writing Fundamentals workshop deepens teachers’ knowledge of the structure of English and provides effective practices to teach writing to both primary- and upper- grade elementary students, from basic sentence construction through longer compositions.

Together, these courses will prepare educators to effectively teach all students to read at grade level by third grade, including English learners and those with word-reading difficulties and dyslexia.

Call 619.405.9973 or email dwebster@corelearn.com to discuss how CORE can help your district meet Colorado’s requirement for evidence-based training in teaching reading.

 

 

California once again has pending legislation (SB 614 (S. Rubio)) that would eliminate knowledge of evidence-based reading as a basic teaching requirement. Reading outcomes for all students will suffer by not having qualified teachers trained in teaching students how to read based on the science of reading. Students in less-resourced schools, African-American students, students of color, those learning English, and those with dyslexia and other learning disabilities will be most impacted should SB 614 be passed. In light of learning loss caused by school closures due to the COVD-19 pandemic, it is more critical than ever that teachers understand the foundational reading skills necessary to teach our children, especially our students in greatest need.

Dr. Louisa Moats shares her reasons for opposing SB 614 in these two videos. You can make your voice heard about SB 614 by submitting a letter of opposition to the California legislator using this form. (more…)

Enhance your practice with CORE’s 2020-21 free professional learning webinar series. From improving instruction for English Learners and lessons learned from remote learning to math interventions within Multi-Tiered Systems of Support, our webinars are a convenient and free way to build your skills. Please share these webinars with your team. Everyone is welcome!

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During the 2018–19 school year CORE provided professional development and technical assistance to elementary teachers and administrators in Pajaro Valley Unified School District (PVUSD) implementing, in addition to their broader English Language Arts instruction, the Systematic Instruction in Phonological Awareness, Phonics and Sight words (SIPPS) reading foundational skills program.

SEG Measurement, a third-party research firm, looked at the reading performance of approximately 450 second grade students in eight classrooms whose teachers participated in CORE professional development. These 450 students were matched based on multiple characteristics to an additional 450 students whose teachers did not learn from CORE to create a control group.

Students in classes with teachers participating in CORE professional development showed significantly greater growth in reading skills than did students in classes with teachers who did not receive CORE professional development. (more…)

Pivot Learning and UnboundEd have created a free Equity Reset Toolkit that provides district leadership teams resources for a nine-week data collection and analysis process focused on equitable learning recovery in K-12 ELA and math. Download the toolkit to create a data-driven equitable education recovery plan for restructuring or building systems to support equitable ELA and math instruction that can be adapted for in-person, remote, or blended learning.

Watch this hour-long on-demand webinar to learn how to use the Equity Reset Toolkit to discover unfinished instruction needs as a result of school closures and how to develop a plan to address these needs equitably. (more…)

In 2015, Oregon passed legislation that requires that at least one teacher in each K–5 school complete dyslexia-related training. The legislation requires that the training must (a) comply with the knowledge and practice standards of an international organization on dyslexia; (b) enable the teacher to understand and recognize dyslexia; and (c) enable the teacher to implement instruction that is systematic, explicit and evidence-based to meet the educational needs of students with dyslexia.

CORE’s in-person and Online Elementary Reading Academy were recently approved by the Oregon Department of Education to address the following two focus areas:

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