Watch this hour-long recorded webinar about how you can make math more accessible to every middle and high school student in the classroom, particularly English Learners, and raise student achievement.
Dean Ballard, Director of Mathematics for CORE and an experienced math educator, shares practical techniques for overcoming language barriers for EL students in math while at the same time increasing academic performance for all students.
Discover activities, resources and strategies you can use to promote reasoning and fluency, address language challenges and maintain rigor in math lessons.
The online Prep Time with 1 to 9 quizzes are designed to activate key prior knowledge and are provided to accompany each activity. The quizzes are a combination of information, questions, and hints that guide students through a step-by-step process to help prepare them to work on the related challenge activity in corresponding Spend Some Time with 1 to 9 book.
Linda Diamond, Chief Executive Officer for CORE, shares research and best practices for effective professional learning for K-12 educators.
Despite a solid and long body of research, school districts continue to futilely emphasize one-off workshops rather than invest in the ongoing, job-embedded professional learning and coaching necessary to change practice. Like Sisyphus, our educators are condemned to participate in the same poor quality professional development over and over with little hope of obtaining sustained support to lead to full implementation. The research on professional development for teachers consistently points out the need to provide ongoing, robust support and coaching to transfer knowledge and skills learned in workshops to classroom practice.
This research dates back to the Joyce and Showers studies of the 80s, and more recent research continues to support the findings: training alone results in at most 10% implementation; whereas, practice and coaching lead to implementation rates as high as 95%. In 2009, Linda Darling-Hammond conducted a study that found 90% of teachers interviewed reported that their participation in professional development was by and large useless (Darling-Hammond et al., 2009). Indeed workshops alone have had a poor track record of changing teacher practice and improving student achievement (Yoon et al., 2007). Yoon analyzed 1300 studies, finding that only those experiences which were intensive and ongoing impacted student achievement. In their 2002 study, Joyce and Showers (2002) found that on average teachers required 20 practice instances to master a new skill. Fuller (2001) noted that the greatest challenge for teachers was not learning a new skill, but implementing it. Furthermore, research confirmed that teachers changed their underlying beliefs only after they saw student success (Gusky, 2002). The Center for Public Education cited this dilemma: “To internalize a practice and change beliefs, teachers must see success with their students, but student success is very hard to come by initially, as learning new skills takes several attempts to master” (Gulamhussein, 2013).
The number of grants available to schools through federal funding is at an all-time high. CORE products and services can be funded through the federal grant programs listed below. We’re committed to helping you take advantage of the resources available. For assistance completing a grant application, please contact us.
Schoolwide Title I programs LEAs can consolidate and use Title I and other federal, state and local funds for schoolwide Title I programs in schools serving a school attendance area where not less than 40 percent of the children are from low-income families, or where 40 percent of the children enrolled are from such families. Note: funds can be used for preschool programs or dual/concurrent enrollment programs.
Title II of the Every Student Succeeds Act funds for professional development to include teachers of every subject as well as all other school staff, from principals to librarians to paraprofessionals. It also recognizes that educators learn best when they can collaborate and immediately apply what they learn by explicitly requiring ongoing job-embedded activities that improve instruction.
Title II dollars continue to be allocated to states by formula. Under ESSA, there will be a shift away from an allocation formula that rewards communities with higher populations to a formula that rewards communities with higher percentages of families living in poverty. After a four-year phase-in period, 80 percent of funds will be allocated to higher-poverty districts and 20 percent will be allocated to those with larger populations.
School Improvement Grants in their current form are ended. Instead, to carry out statewide system of technical assistance and support for local educational agencies, each state shall reserve either seven percent of Title I Part A or the amount the state had reserved for school improvement in 2016 and the amount it received, whichever is greater. Not less than 95 percent of the amount would go in grants to LEAs on formula or competitive basis for schools implementing comprehensive support and improvement activities or targeted support and improvement activities or the SEA may directly provide those activities. These would be four year grants.
Literacy Education for All, Results for the Nation provides targeted funds to support local education agencies in carrying out initiatives aimed at improving student achievement in reading and writing from birth through grade twelve. This is an important shift that recognizes the continuing needs of students in attaining literacy skills after third grade – skills that are necessary to ensure that students graduate from high school college and career ready.
The Mathematics and Science Partnership (MSP) program is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Partnerships between high-need school districts and the science, technology, engineering, and mathematics (STEM) faculty in institutions of higher education are at the core of these improvement efforts. Other partners may include state education agencies, public charter schools or other public schools, businesses, and nonprofit or for-profit organizations concerned with mathematics and science education.