Posted January 30, 2020
Strong reading skills are the foundation of all academic success, yet African American students as a group score lower on most standardized tests than white students. In spite of the 2000 National Reading Panel’s conclusions that students need direct, explicit instruction that teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension, educational institutions are failing to implement the Reading Panel’s findings. University training has been inadequate, forcing K-12 systems to fill classrooms with under-prepared teachers who then receive little support, training, or aligned materials.
African American students suffer disproportionately when not taught to read using evidence-based practices that leverage research. During this provocative hour-long webinar, Kareem Weaver, Member of the NAACP Oakland Branch’s Education Committee, discusses how:
Posted January 27, 2020
New analysis from the National Council on Teacher Quality (NCTQ), a nonpartisan research and policy organization, shows significant progress among the nation’s teacher prep programs in their adherence to the methods of reading instruction that are most likely to result in the highest number of successful readers. The NCTQ 2020 Teacher Prep Review shows that for the first time since the 2013, over half (51%) of evaluated traditional elementary teacher prep programs in the country earn an A or B for their coverage of the key components of the science of reading. Seven years ago, this number was only 35%.
As part of the report, NCTQ analyzed textbooks being used in teacher preparation programs to determine which comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction. CORE’s Teaching Reading Sourcebook was among the 10 textbooks deemed exemplary in the report and was found to be used in more teacher preparation courses than any other textbook.
Posted January 24, 2020
Monica Ng, Pivot Learning’s* Director, Education Programs, recently shared details of Pivot Learning’s collaboration with Monterey Peninsula Unified School District (Monterey, CA), Lancaster School District (Lancaster, CA) to pilot an innovative peer-to-peer learning model. Leadership teams from these two districts were provided the opportunity to learn strategies for leveraging multi-tiered systems of support (MTSS) models to address the needs of at-risk student populations from educators in Sanger Unified School District (Sanger. CA), a national leader in the use of MTSS.
In many cases, school districts look to outside providers to offer support for the implementation of new initiatives. Through a generous grant from the Stuart Foundation, Pivot Learning was able to work with two California districts, Monterey Peninsula Unified School District (Monterey) and Lancaster School District (Lancaster), to pilot an innovative peer-to-peer learning model.
Posted January 16, 2020
Student Achievement Partners has released a report that offers a deep dive into Teachers College Reading & Writing Project’s Units of Study English language arts instructional program. Seven literacy experts evaluated the program to determine its adherence to research-based practices that should be evident in literacy programs and in use in classrooms, particularly to accelerate students who are not reading at grade level.
Dr. Claude Goldenberg, a CORE Advisory Board member, is one of the experts who reviewed Units of Study. The focus of his review was the adequacy of supports for English learners present in the program.
This is the first in a series of reviews that Student Achievement Partners will be doing, each will focus on one of four common categories of elementary ELA instructional programs reviewed against the relevant research base. Because Units of Study is a widely used balanced literacy/workshop program, it was selected as the program for analysis in that category.
The report is available for download from Student Achievement Partners.
Posted January 10, 2020
March 16-18, 2020
APS Berna Facio Professional Development Center
Room 100 (auditorium)
3315 Louisiana Blvd. NE, Albuquerque, NM
8:00 a.m. – 3:30 p.m. each day
Join the CORE team in Albuquerque this spring for a deep dive into the academic side of Multi-tiered Systems of Support (MTSS). This workshop is designed for school leadership teams involved in the design and implementation of MTSS.