by Linda Diamond, President, CORE and author of Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
I discovered Jasmine Lane while listening to an Amplify podcast interview. After listening to her speak about equity and education and the power of literacy, I started reading her blogs and her pieces on Project Forever Free. Ms. Jasmine, as she goes by on her blog, is unafraid to speak the truth about the conditions of education that impede equity, in particular, the failure to teach reading based on the research evidence. A post at Project Forever Free that particularly moved me was one called “Literacy: The Forgotten Social Justice Issue.”
Ms. Jasmine opens with an account of her grandfather, who did not learn to read until in his 30s and who risked, if caught reading, being “attacked, threatened, or possibly murdered for daring to be a Black Man reading in the Jim Crow south.” Jasmine connects this account from her personal history to today’s failure to apply the science of teaching reading, resulting in too many children not able to read. Ms. Jasmine is a high school English teacher, on the receiving end of students arriving with poor literacy skills year after year. This is what she says that struck me so powerfully about why she starts with her grandfather’s history: READ MORE
Join Pivot Learning and UnboundEd for a free webinar Wednesday, July 15 from 3:00 – 4:00pm ET (12:00pm – 1:00pm PT) to learn how to use the tools and resources in their newly launched Equity Reset Toolkit to discover unfinished instruction needs as a result of school closures and how to develop a plan to address these need equitably.
You’ll also learn how to:
Register for this webinar to gain valuable insights into how to move forward into the fall with a plan for equitable ELA and math instruction adaptable for in-person, remote, or blended learning.
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:
By Nancy McGivney, Senior Educational Services Specialist, CORE
In one of my favorite movies, The Gods Must Be Crazy, there were two side characters who drove the jeep in their guerrilla warfare army. Whenever there was a stop in the movement forward, they’d pull out a deck of cards and get back into whatever game they were playing. I totally relate to them. I’m happy to carry around a deck of UNO cards and keep a running game going. Card games are good for more than occupying time; they are also great for developing math skills. During this time of school closures, card games are an excellent way to continue to develop math skills at home and make use of resources likely available. READ MORE
An important Conversation from the Center for the Collaborative Classroom with Zaretta Hammond on Instructional Equity. Reprinted with permission.
Collaborative Classroom is dedicated to transforming the school experience, developing students, and empowering educators by deepening their teaching practices. Zaretta Hammond is one of Collaborative Classroom’s best thought partners in this work, consistently pushing their thinking and challenging them to do better. A national education consultant for the past 25 years and the author of the best-selling book, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, Ms. Hammond joined the Collaborative Classroom Board of Trustees in November 2018. Collaborative Classroom recently had the privilege of discussing instructional equity—both the big picture and classroom practice—with Ms. Hammond. We’re delighted to share excerpts from this rich, wide-ranging conversation with you. READ MORE