Unlike learning to speak, reading is not a natural process. Reading has to be taught. For many, learning to read is one of the most difficult cognitive tasks they will ever encounter, especially for those with dyslexia. According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. […]

Learning mathematics is not a spectator sport. The rigorous mathematical knowledge sought for at all levels of instruction requires deep thinking and persistent sense making from students. Communication about mathematics among students and between students and the teacher is the vehicle for bringing thinking to the surface, clarifying ideas, moving ideas forward, revealing misconceptions, and making key mathematical connections clear, […]

All schools and all educators intend to meet the needs of all their students. Indeed, educating all students is the promise of a democracy. Nonetheless, in many American schools, this promise is largely unfulfilled. Teachers struggle to meet the needs of their increasingly diverse classrooms. It is not uncommon to find a single classroom in […]

Linda Diamond, CORE’s former president, shares her thoughts on the importance of high fidelity implementation of instructional materials. Linda was one of the original founders of CORE and developed their basic training and leadership materials. She continues to develop CORE’s professional programs, school change models, and professional products. Linda was formerly the Director of Curriculum, […]

While many schools and districts use assessment data to determine student needs, only a few are utilizing the data to differentiate support for teachers, make decisions about intervention programs, and monitor program implementation. Some districts use assessment data to determine system-wide professional development needs, allocate coaching time, identify students who need frequent progress monitoring, and […]