Special Education Professional Learning Services

Equity & Excellence for Students with Disabilities

Equity and Excellence in Special EducationAcross the nation, wide achievement gaps persist between students with disabilities and those without.

Does your district need support to tackle these challenges?

  • Inappropriate identification of students for special education
  • Over-representation of students of color and English learners in special education
  • Low academic performance of students with disabilities
  • Insufficient teacher training on high quality evidence-based curriculum and instruction for students with disabilities
  • Uncoordinated general and special education service delivery

CORE andĀ Pivot Learning work collaboratively with educators so students with disabilities can thrive in school and life.

Strengthen Systems, Policies, Procedures, and Practices to Support Equity and Excellence for Students with Disabilities

Our services focus on organizational change from the central office to the classroom, so we can address special education and general educationĀ  simultaneously to implement systems that result in equitable and exemplary instruction so all students succeed.

District-wide Special Education Systems Analyses

This comprehensive assessment of your special education systems and academic and social-emotional learning interventions results in actionable, equitable recommendations to improve systems and practices.

District-wide Special Education Planning, Organization, and Budgeting

Based on the findings of the Special Education Systems Analyses, special and general education leadership receive coaching and professional development to create and implement an action plan.

Prevention and Intervention Training Institute: MTSS

This four-day institute* occurs after your District-wide Special Education Systems Analyses and offers professional learning for district and school leadership teams. On day one, central office leaders will learn inclusive strategies to prevent disproportionality and establish equitable systems that improve the quality of instruction, educational outcomes, and access for every student.

For the following three days, site leadership teams learn a variety of data-driven strategies to improve math and literacy achievement for all students, especially those with disabilities. Topics include scheduling tiered systems, making data-driven decisions to move at-risk students to academic excellence, and identifying the most effective instructional materials and assessments to improve outcomes for all students.

*Institutes can be customized to meet the needs of your district or school. Schedule all four days to ensure your district systems and school practices fully align.

Instructional Core Targeted Job-Embedded Professional Learning and Coaching

Instructional experts work on-site with Pre-K-12 general and special education teachers and paraprofessionals to refine the use of literacy and math instructional best practices and evidence-based curricula. Coaching includes modeling lessons, analyzing data, reviewing IEPs, and setting goals for robust student outcomes. Our experts also provide processes to determine whether English learners are having academic difficulty due to language or a learning disability, such as dyslexia.

Understanding Dyslexia: Why Early Prevention and Intervention are Crucial

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. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Read the white paper by Dr. Dale Webster, Chief Academic Officer for CORE, to learn more about how early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.

How can we help?