Posted June 18, 2019
Congratulations to Ann Leon, a member of CORE’s Educational Services Team, for being awarded the California Reading & Literature Project: John Shefelbine Award for Leadership in Literacy. Ann is a 2019 CSU Sacramento Region recipient along with Johanna Kirkman, co-director of the California Reading & Literature Project.
In addition to 20 years as an elementary teacher, Ann has spent 19 years in the roles of intervention teacher, reading specialist, instructional coach, BTSA (beginning teacher) support provider, assistant principal, and literacy consultant. Ann had the privilege to learn from and work closely with the late John Shefelbine, lead author of SIPPS (Systematic Instruction in Phonological Awareness, Phonics, & Sight Words, © 2001, 2007, 2014) from 2000 to 2016. Her own growth and dedication evolved into supporting principals and teachers in professional learning – making instructional shifts toward powerful reading instruction by identifying and using Scientifically-Based Reading Research methods and programs, deepening teacher knowledge in their current practice, and utilizing a lesson study approach in working with students to support teachers.
We are proud of the work Ann does with educators across the country as a CORE Educational Services Consultant and are thrilled that she has achieved this honor.
Posted April 30, 2019
In this edition of the Academic Quarterly, we step back in time to Fall 2014 where we first published the following Reading Expert article. We believe the information is still very relevant in light of the current calls for standards-based curriculum and equity for all students. With that in mind, we resurface the article about the California ELA/ELD Framework. This article, written by those involved with developing the Framework, describes its unique features and design to support all students, especially English learners. With the high expectations of the Common Core State Standards and other state standards, it is important to revisit the notion that standards themselves are not a curriculum. The powerful statement in the introduction, “the absence of such efforts to move from the standards themselves to a coherent and sequenced curriculum will hamper many states and local district common core implementation efforts” reminds us again that we need to think beyond loosely designed Units of Study. Instead, we need to think about implementing effective curriculum that teachers do not have to create, but can use as a tool to provide high quality teaching.
The Marvelous Mathematician article focuses on incorporating explicit instructional techniques into both direct instruction math lessons and inquiry-based math lessons.
Finally, the Leadership Corner also steps back into time where we revisit the importance of an effective MTSS plan for secondary students who are struggling. Although an effective, standards-based Tier 1 curriculum is very important, it alone will not be enough for students who are struggling.
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Posted April 4, 2019
Regardless of grade level, there are four fundamental things educators must do for their students to experience math success.
1. Apply explicit instructional techniques effectively to both direct and inquiry-based instruction
2. Develop student use and understanding of mathematical vocabulary
3. Differentiate instruction easily and appropriately
4. Promote the active use of discourse strategies to deepen mathematical understanding
During this hour-long webinar, CORE’s Director of Mathematics, Dean Ballard, examines all four requirements and share tips and techniques to ensure they are all incorporated into math instruction.