With just 38% of ACT-tested grads meeting at least 3 of 4 core College Readiness Benchmarks and only 11% of business leaders agreeing that college grads have skills their businesses need, high schools face an increasing challenge to prepare students for college, careers and life.

Los Angeles Unified School District (LAUSD), and many others across the country, have adopted Linked Learning as a way to create real-world learning experiences that interest, challenge and inspire students, as well as prepare them for a range of options after high school, including 2- and 4-year colleges, apprenticeships and military service.

Watch this hour-long webinar with LAUSD, Linked Learning Alliance and Pivot Learning on October 2, 2019, 2:00 PM – 3:00 PM PT, to learn about an innovative approach to education that research has shown leads to higher graduation rates and improved college- and career-readiness.

Click here to access the webinar.

Sources: The Condition of College and Career Readiness 2018, ACT. Higher Education’s Word Preparation Paradox, GALLUP, February 2014.

Welcome to the spring 2019 edition of the CORE Academic Quarterly newsletter!

In this edition of the Academic Quarterly, we step back in time to Fall 2014 where we first published the following Reading Expert article. We believe the information is still very relevant in light of the current calls for standards-based curriculum and equity for all students. With that in mind, we resurface the article about the California ELA/ELD Framework. This article, written by those involved with developing the Framework, describes its unique features and design to support all students, especially English learners. With the high expectations of the Common Core State Standards and other state standards, it is important to revisit the notion that standards themselves are not a curriculum. The powerful statement in the introduction, “the absence of such efforts to move from the standards themselves to a coherent and sequenced curriculum will hamper many states and local district common core implementation efforts” reminds us again that we need to think beyond loosely designed Units of Study. Instead, we need to think about implementing effective curriculum that teachers do not have to create, but can use as a tool to provide high quality teaching.

The Marvelous Mathematician article focuses on incorporating explicit instructional techniques into both direct instruction math lessons and inquiry-based math lessons.

Finally, the Leadership Corner also steps back into time where we revisit the importance of an effective MTSS plan for secondary students who are struggling. Although an effective, standards-based Tier 1 curriculum is very important, it alone will not be enough for students who are struggling.

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WATCH NOW

Regardless of grade level, there are four fundamental things educators must do for their students to experience math success.

1. Apply explicit instructional techniques effectively to both direct and inquiry-based instruction
2. Develop student use and understanding of mathematical vocabulary
3. Differentiate instruction easily and appropriately
4. Promote the active use of discourse strategies to deepen mathematical understanding

During this hour-long webinar, CORE’s Director of Mathematics, Dean Ballard, examines all four requirements and share tips and techniques to ensure they are all incorporated into math instruction.

Welcome to the winter 2019 edition of the CORE Academic Quarterly newsletter!

In this edition, you’ll find the Reading Expert examining the role of Guided Reading in differentiated small group instruction while the Marvelous Mathematician completes his second article in a two-part series on students with disabilities. This article focuses on the types of materials and knowledge teachers need for teaching math to students with disabilities, particularly mathematical disabilities. Don’t miss the Leadership Corner where you’ll find links to download two recently updated IES practice guides from the What Works Clearinghouse.

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WATCH NOW

When teachers have a range of evidence-based solutions at their fingertips, and a solid plan to effectively use them, they can better meet the needs of students who struggle with math.

Watch this on-demand webinar to learn best practices and practical advice to support these students from CORE’s Director of Mathematics, Dean Ballard.

Dean reviews:

• • How to plan for and use time for intervention
  • What the focus of intervention time should be — foundational knowledge, today’s lesson, and/or tomorrow’s lesson?
  • How and what types of assessments to use
  • What materials to use for Interventions
  • Daily fluency work

Help accelerate math achievement with resources and strategies that ensure students receive instruction and supports appropriate to their individual needs.