CORE’s Teaching Reading Sourcebook Most Used Textbook in Teacher Preparation Programs that Covers All 5 Elements of Effective Reading Instruction
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.
The Power and Potential of District Peer-to-Peer Learning
Posted January 24, 2020
Published by National Association of School Superintendents
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.
Literacy Experts Analyze Units of Study
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.
CORE Selected as a Provider of Research-Based Literacy Instruction Professional Learning in Michigan
Posted December 13, 2019
The Michigan Department of Education (MDE) recently named Consortium on Reaching Excellence in Education (CORE) as one of the approved providers for research-based effective literacy instructional professional learning. CORE will partner with Michigan educators to facilitate significant improvement in educator effectiveness through job-embedded professional learning based on the science of reading.
CORE’s Elementary Reading Academy, based on the nationally recognized Teaching Reading Sourcebook, coupled with coaching covers the content identified in Michigan’s Essential Instructional Practices in Early Literacy, K‐3. CORE’s professional learning also incorporates brain research, linguistics and dyslexia information, and Structured Literacy Practices. Working with CORE, educators will gain the knowledge and instructional skills to help all students, even English learners and those with dyslexia, become strong readers.
As a provider of research‐based effective literacy professional learning for more than 26 years, CORE is excited to expand their work in Michigan to more schools and districts.
EdReports.org Releases Reviews of 5 ELA Supplemental Programs
Posted December 10, 2019
Last month, EdReports.org released reviews of five ELA Foundational Skills programs, evaluating them each based on the reading foundational skills called for, including whether or not the skills apply research-based practices and are presented systematically with explicit instruction.
Linda Diamond, president of CORE, was a reviewer and provided feedback on the development of the rubrics used to evaluate the various curriculum programs and also reviewed the detailed descriptions the reviewers used along with the rubrics. Five programs have been reviewed so far. We encourage you to read the reviews, especially if you’re currently using or considering implementing one of the programs.
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 
Monica Ng, 
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.