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.

Download the Report

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.

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.

READ THE REPORTS

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Posted December 6, 2019

Dale Webster, Chief Academic Officer for CORE, will be participating in a webinar series produced by the Center for the Collaborative Classroom.

The two webinars will feature California leaders who are doing the work to ensure that all their students become strong, confident readers. Together we’ll explore common challenges and share guidance and instructional considerations—all based on research. These webinars will particularly address Tier I and Tier II in light of what we know about explicit, systematic phonics instruction.

January 16: What Is Research-based Literacy Intervention?

February 6: How Are You Supplementing Your Tier 1?

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Posted November 13, 2019

Understanding how word-level reading develops and why some students struggle are valuable starting points for planning reading instruction and interventions. Knowing this puts educators in a good position to determine what aspect(s) of the reading process may be creating difficulties for children. This in turn, enables educators to provide intervention that is highly effective to minimize or eliminate the reading difficulty.

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