CORE’s Standards for Mathematical Practices rubric was developed to assist teachers and instructional leaders in effectively implementing the Standards for Mathematical Practice (SMP) to build mathematical proficiency while students are learning math content (concepts and skills). It is intended to serve as a guide to assist administrators, coaches, and classroom teachers in understanding key instructional elements that must be in place to support high student achievement. READ MORE

While teaching students strategies to become automatic with basic math facts may initially take more time, in the long run it will benefit students much more than memorization. When students learn strategies, they are more likely to retain their automaticity. And because these strategies are generalizable to whole numbers, fractions, decimals, and even integers and variable expressions, they will support mathematical fluency well beyond elementary school.

During this hour-long on-demand webinar Dr. Jennifer Bay-Williams, Mathematics Educator at the University of Louisville, shares:

• Essential basic fact strategies for addition and multiplication
• Significant reasoning strategies beyond basic facts for whole numbers, fractions and decimals
• Games to harvest good thinking
• Routines to harvest good thinking

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More elementary students than usual will be starting the school year below grade level benchmarks in reading. But which skills do students need to develop? Phonemic awareness and phonics assessments provide educators with insights into how to accelerate reading for all students.    READ MORE

As an educator on the front lines you know all too well the struggle and frustration teachers and students face to close gaps in reading in the upper grades. With 30% of 12th graders scoring below basic on the 2019 National Assessment of Educational Progress (NAEP) Reading Assessment, there is a great need to provide effective intervention for adolescents who struggle to succeed due to poor reading skills.

The Third Quest comprehensive reading intervention improves students’ reading skills, confidence, and engagement. During this on-demand webinar program author Marilyn Sprick discusses:

• The problem — can’t do, won’t do or can’t sustain
• Winning at Tiers 2 and 3 with a comprehensive intervention
• Helping discouraged readers become engaged and confident
• Creating a gratifying journey for staff, students and their parents

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Do you have a truly intensive intervention of sufficient time and duration? Are the adolescents in your intensive reading intervention programs not making significant gains in their reading abilities? Linda Diamond — author of the Teaching Reading Sourcebook — shares what’s needed to ensure students with low reading skills benefit and eventually exit from intensive intervention programs.

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