This newly-merged organization will become the largest equity-focused K-12 education development organization in the country
FOR IMMEDIATE RELEASE
September 13, 2022
PRESS CONTACT
Clay Willis, cwillis@pivotlearning.org
Today, Pivot Learning, CORE Learning, and UnboundEd announced they will merge this fall under the UnboundEd banner. The three organizations support teachers to drive long-needed changes in learning, especially in the highest-need schools. By joining, they’ll have the reach to support far more schools and districts to accelerate student learning and close gaps in a crucial moment for America’s students. (more…)
The Early Successes of Pivot Learning’s First Early Literacy Planning and Implementation Collaborative (ELPIC)
In early 2021, Pivot Learning and CORE Learning were contracted by the Sacramento County Office of Education (SCOE) to support 73 of the 75 California schools identified as in need of support due to their students’ low reading performance. To support these schools, we launched our new, network-based Early Learning Planning and Implementation Collaborative (ELPIC): a learning series on the foundations of literacy and assessment that culminated with the development of a clear, actionable, and educator-informed plan for improving literacy—a Literacy Action Blueprint. (more…)
Newhall School District’s educators take our Online Elementary Reading Academy (OERA)
CORE’s Online Elementary Reading Academy (OERA) has been provided to hundreds of teachers, coaches, and school leaders over the past five years. Our OERA supports educators to learn how to support all students—including English learners and those with dyslexia—to become proficient readers. (more…)
Welcome to the Spring 2022 edition of the CORE Academic Quarterly newsletter!
In this edition of the Academic Quarterly, the Reading Expert resurfaces an important topic related to the language comprehension portion of Scarborough’s Reading Rope—language structures, or syntax.
The Marvelous Mathematician explores how developing teachers as self-directed learners can help organizations make the necessary changes in teaching approaches to support the increased emphasis on exploration and investigation through equitable and engaging school experiences outlined in many of the new math frameworks and standards that are being adopted.
In the Leadership Corner, you’ll find resources to help navigate next steps in hiring, training, and retaining teachers and other school staff in a time of higher-than-usual vacancies.
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Professional learning and job-embedded coaching on how to deliver explicit reading instruction are essential to improving literacy outcomes for all students. But just as critical is the use of high-quality, evidence-based reading curricula, particularly when supporting striving readers at all grade levels. In a time when one in three K–3 students require major and systemic reading intervention, CORE is proud to partner with the Center for the Collaborative Classroom to provide professional learning for their literacy programs, including SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) which a recent study found significantly boosts elementary school reading skills. (more…)
by Dr. Claude Goldenberg, Nomellini & Olivier Professor of Education, emeritus, Stanford University
The newest front in the never-ending wars and squabbles over how to teach reading involves English language learners (EL), students learning to read (and write) in English while simultaneously learning to speak and understand it.
In the wake of renewed prominence of research supporting an early focus on phonics and decoding (aka the “science of reading”), EL advocates around the country have been sounding alarms. (more…)
A remembrance by Linda Diamond, former president of CORE, Inc.
Almost 28 years ago while I was a senior policy analyst, sitting in my office at RPP International, a California education public policy think tank, I heard a commanding voice berating my boss, Paul Berman, for failing to address the most important policy issue of the time. The woman was Marion Joseph, a California grandmother who saw a serious problem—California’s children were not learning to read. Marion saw this firsthand when she discovered that her beloved grandson struggled to learn to read. He was not alone. California’s reading scores were in the tank, so Marion made it her mission to learn from researchers how reading should be taught. She soon understood that whole language was not the way, and she was determined to do something about it. At that moment, 28 years ago, CORE was born. (more…)
Welcome to the Winter 2022 edition of the CORE Academic Quarterly newsletter!
In this edition of the Academic Quarterly, the Reading Expert provides recommendations for Tier 2 reading interventions in a time when universal screening data show that upwards of 80 percent of first- and second-grade students are performing below grade level on foundational literacy skills.
The Marvelous Mathematician shares an excerpt from Kyndall Brown and Pamela Seda’s book, Choosing to See: A Framework for Equity in the Math Classroom.
In the Leadership Corner, you’ll find an overview of the academic and behavior instructional resources available from Vanderbilt University’s IRIS Center.
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100 AK educators will have the opportunity to strengthen their science of reading instructional practices
Portland, Ore., Oakland, Calif., Juneau, Alaska – February 3, 2022 – NWEA, CORE® and Alaska Staff Development Network (ASDN), in partnership with the Alaska Department of Education and Early Development (DEED), announced today a new learning, collaboration, and coaching program that will empower 100 literacy specialists, instructional coaches, and teachers to enhance their instructional practices, ultimately driving better outcomes for Alaska’s elementary students. The program will utilize federal funds under the Every Student Succeeds Act, Title II and feature CORE’s Online Elementary Reading Academy (OERA), as well as individualized coaching sessions for each participating teacher. (more…)
By Dr. Michelle Hosp
We all know it, but we still don’t want to believe it. Many of our students have fallen further and further behind in reading after nearly two years of disrupted learning. A report by McKinsey & Company, “COVID-19 and Education: The Lingering Effects of Unfinished Learning” (July 2021), estimates that on average students started this year four months behind in reading, and for those students in low-income schools, the gap was even wider.
This is a crisis. Our elementary students have missed the opportunity to learn and master critical foundational skills necessary to become successful readers. So what do we do? Here are some thoughts and guiding questions to help shape instruction as we move into 2022: (more…)
