Posted November 1, 2016
In the Reading Expert column of this issue, you will find the first of a two-part series on reading interventions, where we discuss some new developments in the intervention research and how this can be applied to your schools. In this issue, we address some advances in interventions for reading comprehension.
In the Marvelous Mathematician column, we tackle addressing language barriers for English learners in mathematics.
The Leadership Corner provides four great resources for improving reading instruction.
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Posted September 23, 2016
From Education Week
States and school districts that get federal funding to support students who are English-language learners, can use that money to support long-term ELLs and ELLs in special education, as well as to help figure out how those students are progressing, according to new Every Student Succeeds Act guidance released by the U.S. Department of Education Friday.
The guidance also makes it clear that districts and states can use their English Language Acquisition grants — provided through a $737 million program also known as Title III of — for many of the same purposes as they did under No Child Left Behind. That’s true even though schools’ accountability for ensuring ELLs progress in their English-proficiency has moved to Title I of the law, along with accountability for all other groups of kids
That means that states are allowed to use their Title III funds to help identify ELLs who are struggling, make sure their English-language proficiency tests match up with English-language proficiency standards, and align state content standards with English-language proficiency standards. And districts can use Title III funds to help notify parents that their child is an English-learner.
States and districts can also use their Title III money to help meet some new transparency and reporting requirements in ESSA that are aimed at getting a better understanding of ELLs and former ELLs.
Posted June 3, 2016
(Oakland, CA) – CORE is pleased to announce its 2016-2017 National Advisory Board composed of eight influential leaders in research-based strategies on literacy, mathematics, and professional learning. This year, CORE adds Dr. Louisa Moats and Dr. Rick Miller to the National Advisory Board.
The two new members of the National Advisory Board bring a wealth of knowledge. Dr. Moats was a contributing writer of the Common Core State Standards, Foundational Reading Skills for grades K-5 and is a well-respected author on reading, spelling, language, and teacher preparation. Dr. Rick Miller has been a teacher and principal at the elementary and secondary levels, instructed at the university level, and served as superintendent in six districts across two states during his forty-year career in education.
Posted April 18, 2016
Congratulations to CORE’s partner school district Lake Washington School District in Redmond, Washington, for receiving state recognition for 25 out of 258 schools statewide!
Click here to read the district’s community announcement.
Posted April 6, 2016
We are excited to announce that CORE has partnered with Center for the Collaborative Classroom to deliver professional development in California for the 2016-2017 school year. This partnership builds on Collaborative Classroom’s literacy programs and CORE’s long-term commitment to implementation support services that help customers build their own capacity for effective instruction by laying a foundation of research-based knowledge, supporting the use of proven tools, and developing leadership. CORE will provide California schools with training and support for SIPPS, Being a Writer, Making Meaning, and Being a Reader.