Posted August 5, 2020
Under 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 firstname.lastname@example.org to discuss how CORE can help your district meet Colorado’s requirement for evidence-based training in teaching reading.
Posted August 3, 2020
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. READ MORE
Posted July 30, 2020
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!
Posted July 14, 2020
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. READ MORE
Posted June 27, 2020
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 this 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. 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.
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 need equitably. READ MORE