Committed to Educational Equity Through Raising Achievement for All Students

At CORE, we believe that educational equity starts with all students having access to high-quality, rigorous content and effective instruction. For 26 years, CORE has worked as a trusted partner with more than 100,000 educators at preK-12 schools and districts across the country to realize that vision. We work collaboratively with educators to provide professional learning and ongoing support to implement strong curriculum, robust instruction and effective assessment practices. Our professional learning is firmly grounded in evidence-based practices and culturally responsive teaching. We focus on literacy, specifically the science of reading, and mathematical knowledge as the levers to achieve educational equity and social justice for all students, especially those who have historically been marginalized and traditionally underserved: students living in poverty, students of color, English learners, and students with disabilities.

How Our Journey Began

In 1995, acclaimed author Linda Diamond and former California Superintendent Bill Honig founded CORE in response to California’s crisis in reading achievement and to the systemic instructional inequities that most impacted students of color. Knowing that literacy is a critical lever to achieving educational equity and social justice, their solution was to share with educators evidence-based research and practices on the most effective ways to teach children to read and help them implement instruction that works. CORE expanded their mission in 2009 to include evidence-based math practices.

In 2017, CORE became a subsidiary of Pivot Learning, the largest and most experienced non-profit technical assistance provider for school districts in California. Together, CORE and Pivot Learning are committed to improving education and raising achievement for our nation’s most vulnerable students.

Our Ongoing Work to Support Educational Equity

CORE’s team of expert and experienced preK-12 literacy and math consultants helps schools apply the six principles of effective professional learning that lead to school-wide academic improvement. Whether they’re working in a Yupiit school in a remote Alaska village or with educators in the heart of a bustling urban center, our consultants lay a foundation of evidence-based knowledge as they support schools in building their own capacity for effective, evidence-based instruction.

CORE Learning Team

As educators and business leaders, we put our skills and expertise to work to help educators perform at their highest levels.
Get to know our passionate, dedicated team.

  • Kristina Arcuri, M.A. Ed.
    Kristina Arcuri, M.A. Ed.
    Educational Services Manager
Kristina Arcuri, M.A. Ed.
Educational Services Manager

Kristina Arcuri is an Educational Services Manager with CORE. She is a superintendent with 24 years of experience in education sector, focused on driving growth and improving test scores by recruiting and maintaining high quality staff. She is a decisive leader and analytical problem-solver with solid track record of success.

For over 13 years, Kristina has worked with state, district, school and classroom level reform through professional development, coaching, collaborative planning meetings, data analysis, and curriculum support at all levels pre–K to 12. She supported state, district, and national standards development and implementation through effective instructional practices.

Kristina has coached and presented in over 22 states nationally and has provided professional development to schools through various federal projects including Reading First, Read to Achieve, No Child Left Behind, and Race to the Top.

  • Dean Ballard, M.Ed.
    Dean Ballard, M.Ed.
    Director of Mathematics
Dean Ballard, M.Ed.
Director of Mathematics

Dean Ballard is the Director of Mathematics for CORE. Dean holds a Master’s degree in math education from Sonoma State University (SSU) and secondary teaching credentials for both mathematics and English. Dean has 18 years of experience in the classroom teaching all levels of math from 5th grade through AP Calculus. Additionally, he has 20 years’ experience as a math consultant providing professional development for both elementary and secondary math teachers, writing curricular and exam materials, directing programs, and speaking at local and national math events (NCTM, NCSM, NABE, CABE, CMC, TODOS and others). As CORE’s Director of Mathematics since 2010 Dean has developed CORE’s math trainings, overseen CORE’s expert math team and services, and worked extensively with schools, teachers, and consultants on effective instruction and implementation of rigorous standards through their core and intervention programs. Dean is a member of NCTM (National Council of Teachers of Mathematics), NCSM (National Council of Supervisors of Mathematics), CMC (California Math Council), and TODOS: Mathematics for All.

  • Carrie Thomas Beck, Ph.D.
    Carrie Thomas Beck, Ph.D.
    Director of Literacy
Carrie Thomas Beck, Ph.D.
Director of Literacy

Dr. Carrie Thomas Beck is CORE’s Director of Literacy. She comes to CORE after working four years as the Dyslexia Specialist for the Oregon Department of Education (ODE). In 2019, Carrie received the Excellence in Leadership Award from the International Dyslexia Association (IDA) to recognize her contribution to improving outcomes for students with dyslexia in Oregon. Prior to joining the Department, Carrie worked as a Research Associate in the Center on Teaching and Learning (CTL) at the University of Oregon for ten years. Carrie developed and directed the CTL Reading Clinic at the university from 2008 through 2013. She also led the development of a reading endorsement program at the university and taught literacy courses in the College of Education. Carrie spent five years at the university co-directing the Oregon Reading First Center, a federally funded center that partnered with ODE to provide technical support in the area of early literacy to fifty elementary schools throughout the state of Oregon. Earlier in her career, Carrie worked as an Implementation Manager/Project Director for the National Institute for Direct Instruction (NIFDI). She has also worked as a curriculum specialist in language arts for Springfield School District in Oregon and has taught elementary and secondary special education in schools in Wisconsin and Illinois.

  • Brian Blanning
    Brian Blanning
    Director of Operations
Brian Blanning
Director of Operations

Brian Blanning is CORE’s Director of Operations. He has been with CORE for more than 18 years and is responsible for client scheduling, materials fulfillment, consultant logistical support, editorial project management and event management.

Prior to CORE, Brian was a project manager with the San Francisco Chamber of Commerce and an event manager for a technology magazine.

  • Cris Goldy, M.Ed.
    Cris Goldy, M.Ed.
    Director, Education Services
Cris Goldy, M.Ed.
Director, Education Services

Cris Goldy is a Senior Educational Services Manager with CORE. She holds a bachelor’s degree in elementary education and a master’s degree in K–12 special education from Central Washington University. She received credentials in administration of teaching and learning from Walden University and administration certification from Western Governor’s University. She holds her teaching and administration licenses in both Alaska and Washington. Ms. Goldy brings 40 years of experience in diverse K-12 schools, districts and agencies to her work with CORE. She has taught primary grades and students with disabilities in grades K–12; served as migrant, bilingual, Title 1 and behavior specialist; and provided training and site support through Puget Sound Educational Service District and classes through Seattle Pacific University. Most recently Cris served as a curriculum director, district instructional leader and assistant principal for a remote Alaska Native community.

Cris worked for CORE from 2003 to 2014, serving as a consultant and Educational Services Manager. In that time, she worked with schools, districts, state and federal agencies in urban, suburban, and isolated rural school settings throughout the United States, including Alaska and Hawaii, providing training, site support and district/agency implementation guidance. In 2014 she answered a call to join a remote, isolated district in the Alaskan Arctic as director of curriculum, then took the challenge of supporting a school-wide reform initiative in a pre-K – 5th grade elementary school with 700 students. Having experienced great success in a difficult setting, Cris retired from full-time work in 2019 and has returned to CORE.

Cris provides services to schools, districts and agencies to support effective program implementation, multi-tiered systems of support, special education and special programs support, strategic improvement plans, instructional leadership, teacher development, training and coaching. Her specialties are administrative leadership, K-2 literacy, interventions and special education. She is excited to be back with CORE, maintaining her passion to ensure all children enjoy high levels of success in school.

 

  • Leah Guevara
    Leah Guevara
    Director of Business Operations
Leah Guevara
Director of Business Operations
Leah joined CORE in 2018 and leads the Business Operations team. Leah also works for Pivot Learning (since 2007) and leads the fee for service operations.

Prior to working at CORE and Pivot Learning Leah worked in field research at the RAND Corporation and Los Angeles Unified School District. She has a Bachelor of Arts in International Relations at the University of Southern California.

  • Erica Hidalgo, M.A.
    Erica Hidalgo, M.A.
    Senior Educational Services Manager
Erica Hidalgo, M.A.
Senior Educational Services Manager

Erica Hidalgo is a Senior Educational Services Manager with CORE. She received a bachelor’s degree in business management and her teaching certification from Texas Woman’s University, and master’s degree in Educational Leadership from the University of New Mexico. Erica’s early career was focused on middle school and high school math and has shifted toward a focus on elementary literacy. Erica was a classroom teacher in both Texas and New Mexico before serving as an elementary school principal and curriculum director.

Prior to working with CORE, Erica served as a curriculum director where she planned and coordinated ongoing, job-embedded professional learning opportunities for administrators and teachers in both large urban and mid-sized rural school districts. Her responsibilities included the adoption and long-term implementation of standards-aligned, evidence-based curriculum for all content areas. Erica also guided schools, administrators, and teacher teams through strategies and protocols to use assessment data and student work samples to change instructional practice. She oversaw instructional coach programs and partnered with instructional coaches to develop and grow new teacher induction programs. With extensive knowledge of federal and grant funds, Erica leveraged resources to create opportunities to advance school and district initiatives with a clear focus on student outcomes. In addition to her work at the school and district levels, Erica was appointed to the New Mexico Public Education Department K-5+ Extended Learning Time Advisory Board and served as a member of the NMPED’s Structured Literacy Working Group.

  • Garla L. Jalloh, Ed.S.
    Garla L. Jalloh, Ed.S.
    Educational Services Manager
Garla L. Jalloh, Ed.S.
Educational Services Manager

Garla Jalloh is committed to educating the whole child and building capacity in educators to provide rigorous and relevant education supported by current research.  As an educator of over 30 years, she has developed the specialty of engaging schools and districts in transformative work focused on continuous improvement and refinement, which is why she finds much joy and fulfillment serving on the leadership team at CORE supporting educators across the country.

Garla’s extensive experience in the field of education includes leading district-wide curriculum initiatives and professional learning as a district administrator; instructionally leading school teams as a principal; fostering positive partnerships between military bases and their local schools as a program operations specialist within the federal government; coaching teachers as an instructional coach; and providing quality instruction that yielded results for all students as a classroom teacher.

Garla enjoys being a life-long learner and is currently in a doctoral program.  She also holds a post-graduate, Education Specialist Degree in Curriculum, Instruction, and Assessment, a Master’s Degree in Educational Leadership & Administration, a Graduate Certificate in Professional Development, a Bachelor’s Degree in Education, as well as a Professional Coach and an Elite True Colors Facilitator’s certification.  To ensure that she remains relevant and stays abreast of the current research and trends in education, she maintains her teacher and administrator licenses at the PK-12 levels and is a member of several educational and professional organizations.

  • Katie Laskasky, Ph.D.
    Katie Laskasky, Ph.D.
    Program Manager
Katie Laskasky, Ph.D.
Program Manager

Katie Laskasky works to collaboratively develop and support the implementation of CORE’s professional learning and coaching model with schools and districts to include developing teacher capacity in instructional decision making and integrating job-embedded curriculum implementation support.

Katie also revises CORE’s professional learning curriculum to deepen teacher pedagogical content knowledge in providing math instruction aligned to the CA Mathematics Framework. Before joining CORE in 2021, she was a high school math teacher and, as clinical faculty, worked to design and implement a math instructional program, a K–12 teacher leadership program, and an innovative problem-solving approach that fosters a teacher team’s collective efficacy and individual teacher agency.  

Katie holds a bachelor’s degree in business and mathematics from the University of Notre Dame, a master’s degree in Secondary Education from Loyola Marymount University, and a doctoral degree in Curriculum and Instruction from Loyola University Chicago.

  • Tatiana Mirzaian, M.Ed.
    Tatiana Mirzaian, M.Ed.
    Program Manager
Tatiana Mirzaian, M.Ed.
Program Manager

Tatiana Mirzaian works collaboratively to develop and support the implementation of CORE’s CORE’s Collaborative Inquiry model with schools and districts to reimagine job-embedded professional learning. In doing so, Tatiana works to create experiences with partnering schools and districts to deepen teacher pedagogical content knowledge and develop their capacity in instructional decision-making. 

Before joining CORE in 2022, she was a high school math teacher and a clinical faculty at Loyola Marymount University focused on the implementation of a problem-solving approach that fosters a teacher’s team’s collective efficacy and individual teacher agency when implementing a math instructional program. She continued her work around systematic implementation of math teacher development and implementation of equitable teaching practices at Wonderful College Prep Academy, as the K–12 Math Director and Director of Learning Supports. 

Tatiana holds a bachelor’s degree in applied mathematics from the University of California Santa Barbara and a master’s degree in Secondary Education from Loyola Marymount University. 

  • Christine Ngei, Ed.D.
    Christine Ngei, Ed.D.
    Vice President, Strategic Partnerships
Christine Ngei, Ed.D.
Vice President, Strategic Partnerships

Dr. Christine Ngei has spent her career working with schools and districts to set clear goals, build strategy, and grow operational capacity. Dr. Ngei is a strong champion of approaches that foster critical teacher retention and whole child development, with a clear focus on robust implementation. By bringing together her deep experience as an impact-driven K-12 educator and a partner-centered business development leader, Dr. Ngei understands the intricacies of public education systems and how to drive growth and improvement.

Dr. Ngei brings to CORE and its partners over 20 years of curriculum, instruction, and administrative experience. She has been a classroom teacher, department chair, campus leader, consultant, executive director of curriculum and instruction, assistant superintendent, and interim superintendent.

Before joining CORE, Dr. Ngei was the Director of Educator Relations and Partnerships at Mentoring Minds, where she led business development and partnerships with districts, states, associations, and education service centers. Prior to that, she was the Chief Education Strategist at SchoolSpire, leading business development.

Previously, Dr. Ngei was the Interim Superintendent, the Assistant Superintendent of Curriculum & Instruction, and the School Improvement Officer of Royal ISD in Pattison, Texas. She was also a School Improvement Consultant for the Texas Region 4 Education Service Center and a District Coordinator and high school math and science teacher with Katy ISD in Katy, Texas. Before coming to the US, Dr. Ngei was a principal and teacher at Milimani High School in Nairobi, Kenya.

Dr. Ngei holds a bachelor’s degree in education from Egerton University, a master’s degree in entomology from the University of Nairobi, and a doctorate in educational leadership from the University of Houston-Clear Lake.

  • Cyndia Acker-Ramirez, M.Ed.
    Cyndia Acker-Ramirez, M.Ed.
    Director, Professional Learning
Cyndia Acker-Ramirez, M.Ed.
Director, Professional Learning

Cyndia Acker-Ramirez partners with schools and districts to reimagine job-embedded professional learning, with a focus on the instructional core, instructional decision-making, and leveraging curricular materials to deepen students’ mathematical understanding. As part of these efforts, Cyndia is leading the development and scale of CORE’s collaborative inquiry model that aims to support growth in student belonging, academic identity, and achievement while fostering teacher collective efficacy and individual agency in instructional decision-making.

Prior to joining CORE, Cyndia was a Professional Learning Specialist at WestEd and a Math Instructional and Systems Specialist with the Math Leadership Corps for Loyola Marymount University. In both roles, she supported schools and districts in using a framework for collaborative problem solving to impact student math identity and achievement through facilitation of teacher and instructional leadership collaborations. 

Cyndia holds a bachelor’s degree in mathematics from California State University Long Beach and a master’s degree in Cross-Cultural Teaching from National University.

  • Robert Sheffield
    Robert Sheffield
    President
Robert Sheffield
President

Robert Sheffield has devoted his career to building the skills of educators to improve student academic outcomes. He specializes in organizational development, performance management, and leadership development. As CORE’s president,  Robert works nationally to promote the science of reading instruction and to transform ELA and math professional learning for educators in order to improve teaching and learning in the districts and schools serving our nation’s most vulnerable students.

Prior to joining CORE, Robert was Director of the Quality Schools and Districts content area team at WestEd, responsible for growing capacity to improve outcomes for students in high priority schools that primarily serve Black, Latinx, and low income communities.

Robert also led the District Coaching and Implementation Services for the College Board’s SpringBoard program. In that role, he was part of the leadership team that added 1.1 million students to the program within four years. Robert’s responsibilities included administrator professional development and coaching, product development, sales team product training, and overall go-to-market strategy development for the program.

Robert started his career as a high school history teacher, and also served as district curriculum specialist. In addition to his K–12 teaching experience, he teaches and supervises pre-service History/Social Science teachers at California State University, Long Beach.

  • Fineé E. Taylor, Ph.D.
    Fineé E. Taylor, Ph.D.
    Educational Services Manager
Fineé E. Taylor, Ph.D.
Educational Services Manager

Dr. Fineé E. Taylor has been an educational consultant for over 15 years and taught a range of elementary grades, served as an instructional coach, worked as an associate reading professor, and served as a Pre-K and Elementary Curriculum Supervisor.

Dr. Taylor has managed and supervised instructional coaches, teachers, and principals. She has developed instructional plans to support teachers with best practices as it relates to effective reading instruction, conducted classroom observations to provide teachers with constructive feedback on the lessons observed, created pacing calendars to enrich teachers’ understanding of the instructional content, and developed data plans that allow teachers to identify students’ strengths and weaknesses.

Her professional goals as an educator are to enhance current teaching strategies, improve procedures to accomplish a given task, coordinate a series of exercises that will meet the needs of students, and strive to bring out the best in each student, teacher, and administrator. Dr. Taylor aims to empower other educators with the instructional abilities to improve instructional practices.

  • Dale W. Webster, Ph.D
    Dale W. Webster, Ph.D
    Vice President of Language & Literacy
Dale W. Webster, Ph.D
Vice President of Language & Literacy

Dale Webster is CORE’s Vice President of Language & Literacy. He leads the Educational Services division and is responsible for the day-to-day operations, training, and quality control of CORE’s educational consulting and management staff. Dale brings 20 years of experience in teaching, professional development/technical assistance, research, state-level policy work and administration, and curriculum development to schools and districts across the country.

Dale earned a bachelor’s degree in liberal studies and a California Multiple Subjects Teaching Credential from San Diego State University, a master’s degree in educational psychology from the University of Houston, and a Ph.D. in education at the University of California, Irvine, where his research focused on vocabulary development for English learners. Dale has served on the California Curriculum Commission, an advisory body to the California State Board of Education on curriculum frameworks and textbook adoptions, as well as numerous other state and local educational panels. Dale is also president of Interactions for Peace, a nonprofit organization that teaches peaceful problem-solving skills to youth, and he is a board member of the San Diego branch of the International Dyslexia Association.

  • Clay Willis
    Clay Willis
    Director, Marketing & Communications
Clay Willis
Director, Marketing & Communications

Clay Willis is a mission- and impact-driven strategic communications leader who has devoted his career to the belief that public education is our most crucial lever for redressing systemic inequities and injustice and advancing democracy.

As the Director of Marketing and Communications, Clay helps connect Pivot and CORE’s transformative work to education leaders seeking to grow coherence and accelerate student outcomes by crafting clear and compelling communications and bringing human-centered strategies to life.

Before joining Pivot and CORE, Clay spent six years with WestEd leading communications strategy, marketing, and brand growth for a diverse portfolio of special initiatives, research projects, and professional learning services. Additionally, as a project lead and subject matter expert with WestEd’s Regional Comprehensive Centers, Clay worked closely with multiple state departments of education to scale communications impact through an original strategic communications capacity-building approach.

Clay previously led communications operations for NewSchools Venture Fund and worked with the Ella Baker Center for Human Rights. Clay began his career as a journalist and received his B.S. from the S.I. Newhouse School of Public Communications at Syracuse University in Journalism and Anthropology.

Our Roots

Founded on the belief that equity and social justice cannot be achieved unless every child receives a high-quality education

Since day one, CORE has strived to disrupt inequitable instructional policies and practices. We began our work in California in 1995 in response to the state’s crisis in reading achievement. We recognized that unless teachers have a strong understanding of the science of reading and are skilled in evidence-based instructional practices, many students will struggle to learn to read and never develop the literacy skills necessary to become independent readers, writers and thinkers. CORE started to design and offer personalized rigorous professional learning, workshops and deep, ongoing technical assistance, to build educators’ knowledge of the over 30 years of research on evidence-based practices that are proven to teach all children to be strong readers, including English learners and those with word-reading difficulties or dyslexia.

Recognizing that the specific program a school uses and how well it is implemented has a huge impact on student outcomes, CORE’s team developed expertise in curriculum implementation. Starting in 1997, CORE’s team of consultants began to focus on working with teachers and administrators to effectively learn and implement with fidelity the best high-quality programs available while simultaneously equipping educators with evidence-based practices and strong pedagogical knowledge. In 2009, CORE added math curriculum implementation and professional learning to its literacy focus. Today, CORE literacy and math consultants are among the strongest and most sought after in the country.

With our National Advisory Board — a prestigious group of educational leaders and researchers with expertise in MTSS, English language development, curriculum-based assessments, instructional leadership, special education, reading, dyslexia, and math — CORE remains committed to forging successful collaborations with the nation’s most at-risk districts to help them realize sustained academic improvement and educational equity.

CORE Learning Literacy Advisory Board

CORE Learning’s Literacy Advisory Board is composed of influential leaders in research-based strategies on literacy and professional learning. We are honored to have the benefit of these individuals’ experience and knowledge.

The Advisory Board meets annually to review current research and best practices on raising student achievement for a diverse set of learners.

  • Scott K. Baker, Ph.D.
    Scott K. Baker, Ph.D.
Scott K. Baker, Ph.D.

Dr. Baker is a Research Professor at the Center on Research and Evaluation (CORE) at Southern Methodist University (SMU), and a Senior Research Associate at the Center on Teaching and Learning (CTL), University of Oregon. He was the founding Executive Director of CORE and the Associate Director and Research Director of CTL. Dr. Baker has been Principal Investigator on numerous education grants from the Institute of Education Sciences and other federal agencies. Dr. Baker is interested in the role of scientific research in education policy and practice, especially related to improving student outcomes. He is particularly interested in the challenges faced by English learners and by children struggling with learning difficulties. Dr. Baker’s research has focused on developing and testing academic interventions, and the mechanisms that underlie effective interventions.

  • Elsa Cárdenas-Hagan, Ed.D.
    Elsa Cárdenas-Hagan, Ed.D.
Elsa Cárdenas-Hagan, Ed.D.

Elsa Cárdenas-Hagan is a bilingual speech and language pathologist, a certified teacher, dyslexia therapist, certified academic language therapist and a qualified instructor. Dr. Cárdenas-Hagan is the President of the Valley Speech Language and Learning Center in Brownsville, Texas and works with the Texas Institute for Measurement, Evaluation and Statistics at the University of Houston.

Elsa has spent the last 15 years working in national research projects sponsored by the National Institute for Child Health and Human Development and the Institute of Education Sciences, a research arm of the United States Department of Education. Each national project was related to the development of language and literacy skills among Spanish-speaking English learners. She has worked with teams of researchers designing assessments and interventions for English learners who struggle with reading.

Dr. Cárdenas-Hagan is currently the Chairperson of the National Joint Committee on Learning Disabilities, a Past-Vice- Chairperson of the International Dyslexia Association (IDA) as well as Past Editor-in-Chief of all IDA publications, Past Chairperson of the Texas State Board for Speech Pathology and Audiology and Past Chairperson of the Texas State Dyslexia Advisory Board. She has also served as a board member of the Academic Language Therapy Association, Southwest Regional Education Laboratory and Texas Comprehensive Center at the American Institutes for Research.

Elsa has written many scholarly articles, curricular programs, and book chapters related to the oracy and literacy development among English learners. She is currently working on a textbook for teaching English learners. It is her hope that pre-service teachers will have the opportunity to learn evidence-based practices for teaching literacy to a diverse population of students.

  • David Chard, Ph.D.
    David Chard, Ph.D.
David Chard, Ph.D.

David J. Chard, Ph.D., is the Dean ad Interim of Boston University’s Wheelock College of Education and Human Development and Professor of Special Education.  Prior to coming to BU, Dr. Chard served as the 14th President of Wheelock College. Dr. Chard has published more than 100 articles, monographs, book chapters, and books. He is a member of the International Academy for Research in Learning Disabilities and has served in leadership roles in numerous professional organizations. Dr. Chard has been a classroom teacher in California, Michigan, and in the U. S. Peace Corps in Lesotho in southern Africa. In October of 2011 Dr. Chard was nominated by President Barack Obama to serve on the Board of Directors of the National Board for Education Sciences.  He was confirmed in 2012 by the U.S. Senate and elected chair of the board in 2013. In 2016, he was reappointed by President Obama for a second 3-year term. He has served as a member of the All Stars National Board since 2016.

  • Linda Diamond, M.Ed.
    Linda Diamond, M.Ed.
Linda Diamond, M.Ed.

Linda Diamond is the co-founder of CORE and past president. Prior to founding CORE, she served as a public school teacher, principal, Director of Curriculum and Instruction for a K–12 school district, and Senior Policy Analyst with an emphasis on school to career, charter schools, and school reform. Mrs. Diamond is the co-author of CORE’s professional books Teaching Reading Sourcebook, Assessing Reading: Multiple Measures and Vocabulary Handbook. Currently, Linda consults with publishers, organizations, and state agencies to improve literacy instruction for all students.

  • Steven P. Dykstra, Ph.D.
    Steven P. Dykstra, Ph.D.
Steven P. Dykstra, Ph.D.

Dr. Dykstra serves as a practicing psychologist for Milwaukee County, WI, serving children and families facing the most complex challenges. He directs a mobile crisis team as well as consulting and training on a variety of topics across the community.  Over the course of his more than 25 year career, he became a bold advocate on education, and reading in particular, because the fate of many of the children he sees, for whom their experience at school may be the life raft that keeps them afloat, or the weight that drags them to the bottom.

  • Sherril H. English, Ph.D.
    Sherril H. English, Ph.D.
Sherril H. English, Ph.D.

Sherril H. English, Ph.D. is a Clinical Associate Professor in the Simmons School of Education at Southern Methodist University. Dr. English teaches classes for in-service, graduate students in the Department of Teaching and Learning and for principal certification students in the Department of Educational Leadership. Certified in Elementary and Secondary education, Dr. English taught for over 15 years at all grade levels and served as a K-6 Principal for more than a decade.  Dr. English considers herself a “practitioner’s professor.”  In addition to university classroom teaching and learning, she provides one-on-one classroom support and coaching to novice teachers.

Over the course of Dr. English’s more than 35-year educational career, using an equity lens, she has advised and provided professional development training and collaborative support on school culture and equitable teaching practices to school districts and non-profits in the Dallas-Ft. Worth Metroplex and at various state conferences.

Dr. English’s research and scholarly interests are in encouraging educators to recognize and incorporate “student voice” in decision-making structures and practices for urban education students. She serves on the University’s Institutional Review Board and as an advisory member for SMU’s First-Generation College Student Initiative.

 

  • Claude Goldenberg, Ph.D.
    Claude Goldenberg, Ph.D.
Claude Goldenberg, Ph.D.

Claude Goldenberg, Ph.D. is Nomellini & Olivier Professor of Education, emeritus, Stanford University. He is author of Successful school change: Creating settings to improve teaching and learning (Teachers College); co-author with Rhoda Coleman of Promoting academic achievement among English Learners: A guide to the research (Corwin); and co-editor with Aydin Durgunoglu of Language and literacy development in bilingual settings (Guilford). He has published and been on the editorial boards of various literacy and education academic and professional journals. Previous projects focused on improving literacy achievement among English Learners in elementary and middle school, language and literacy development among Mexican children in Mexico, and a randomized control trial of an early literacy intervention in Rwanda. Current projects include consulting for the US Department of Justice on English Learner issues and chairing a research advisory panel on early childhood education for Arizona’s First Things First.

  • Zaretta Hammond, M.A.
    Zaretta Hammond, M.A.
Zaretta Hammond, M.A.

Ms. Hammond is a national education consultant and author of Culturally Responsive Teaching and the Brain:  Promoting Authentic Engagement and Rigor for Culturally and Linguistically Diverse Students. She holds a Master’s in Education in English Education, with a concentration in Writing from the University of Colorado, Boulder.

She is a former high school and community college expository writing instructor. Ms. Hammond has also served as adjunct instructor at St. Mary’s College School of Education in Moraga, California, where she taught The Foundations of Adolescent Literacy.  As a consultant, she has advised and provided professional development to school districts and non-profit organizations across the country around issues of equity, literacy, and culturally responsive teaching for the past 25 years.

  • Michelle K. Hosp, Ph.D.
    Michelle K. Hosp, Ph.D.
Michelle K. Hosp, Ph.D.

Michelle K. Hosp, Ph.D., is an Associate Professor of Special Education at the University of Massachusetts, Amherst. A nationally known trainer and speaker on problem solving and the use of progress monitoring data, she has worked as the Director of the Iowa Reading Research Center, a trainer with the National Center on Progress Monitoring and the National Center on Response to Intervention, and is currently on the technical review committee for the National Center on Intensive Intervention. Her research focus is on reading, and MTSS/RTI in relation to CBM and CBE. Dr. Hosp has published numerous articles, book chapters, and books related to reading and effective decision making practices.

  • Edward J. Kame’enui, Ph. D.
    Edward J. Kame’enui, Ph. D.
Edward J. Kame’enui, Ph. D.

Dr. Edward J. Kame’enui is a native Hawaiian, born in Hilo, Hawaii and raised in Kalihi on the Island of Oahu. He graduated from the Kamehameha Schools, a school for native Hawaiian children. Dr. Kame’enui’s scholarly interests are in reading, writing systems, language development, and academic interventions which he attributes to his experience growing up speaking “pidgin English” fluently, reading connected text infrequently and dysfluently, and communicating, albeit haphazardly, with his deaf mother and bigger twin brother.

From 2005-2007, Dr. Kame’enui served as the nation’s Founding Commissioner of the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES), which serves as the research and statistical arm of the U. S. Department of Education. He has had the honor of speaking at the White House, participating in round tables and other WH events (e.g., UNESCO presentation in Paris) with then First Lady, Mrs. Laura Bush, and directing several national federal research and technical support initiatives on reading. He also served on the original advisory boards for the PBS television shows “Between the Lions” and WETA’s “Reading Rockets.” He is Dean-Knight Professor Emeritus  at the College of Education, University of Oregon.

Dr. Kame’enui has co-authored 20 college textbooks, including 5th editions of two books, on teaching reading, curriculum design, vocabulary instruction, higher order thinking, and classroom management. He has more than 200 publications including 120+ refereed research articles and 55 book chapters on a range of topics including learning disabilities, early reading intervention, vocabulary instruction and development, school-wide reading improvement, the design of high quality educational materials, and the architecture of instruction.

During the almost 30-year period from 1990 to his full retirement in 2018, Dr. Kame’enui and his colleagues at the Center on Teaching and Learning (CTL) (for which he is the Founding Director) were awarded more than $70 million of federal, state, and private research and training funds, which included directing and implementing several national and state reading and academic intervention initiatives.

  • Rick Miller, Ph.D.
    Rick Miller, Ph.D.
Rick Miller, Ph.D.

During his forty-year career in education, Dr. Rick Miller has been a teacher and principal at the elementary and secondary levels, instructed at the university level, and served as superintendent in six districts across two states, most recently Santa Ana Unified School District in California.

Over the course of his career, Dr. Miller has focused his efforts in school administration on school reform and improved student achievement in diverse settings. He has been at the forefront of 21st century learning, utilizing technology as a tool to provide students with equal access to education. During Dr. Miller’s five-year tenure in the Riverside Unified School District, he oversaw the deployment of 28,000 mobile computing devices to K-12 students for enhanced and personalized learning, in addition to the use of all-digital textbooks at the high school level. He has overseen the expansion of blended learning and virtual school programs, as well as nationally-recognized AVID programs and the creation of a STEM academy.

  • Louisa C. Moats, Ed.D.
    Louisa C. Moats, Ed.D.
Louisa C. Moats, Ed.D.

Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She earned her master’s degree at Peabody College of Vanderbilt and a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats spent fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages and walks of life who experienced reading, writing, and language difficulties. Dr. Moats spent four years as site director of the NICHD Early Interventions Project in Washington, DC, where she testified to Congress three times on issues of teacher preparation and reading instruction in high poverty schools. Recently, she concluded ten years as research advisor and consultant with Voyager-Sopris Learning.

Dr. Moats was a contributing writer of the Common Core State Standards, Foundational Reading Skills for Grades K-5. In addition to the LETRS professional development series, Dr. Moats’ books include Speech to Print: Language Essentials for Teachers (Brookes Publishing); Spelling: Development, Disability, and Instruction (Pro-Ed); Straight Talk About Reading (with Susan Hall, Contemporary Books), and Basic Facts about Dyslexia. She is the lead author on a remedial program for adolescents called LANGUAGE! Live.

  • Mark Shinn, Ph.D.
    Mark Shinn, Ph.D.
Mark Shinn, Ph.D.

Dr. Shinn is a Professor of School Psychology at National-Louis University and a nationally recognized consultant to schools across the country, including state departments of education, on implementation of a problem-solving model including RtI. He is the recipient of the APA Division 16 2003 Jack Bardon Distinguished Service Award and is a member of the national Technical Review Panel for the Office of Special Education Programs (OSEP) Progress Monitoring National Technical Assistance Center. Mark has edited two books on curriculum-based measurement and published more than 75 journal articles and book chapters on the topic. He also co-edited three editions of Interventions for Academic and Behavior Problems: Preventive and Remedial Approaches, published by NASP.

  • Shane Templeton, Ph.D.—Advisor Emeritus
    Shane Templeton, Ph.D.—Advisor Emeritus
    Board Member Emeritus
Shane Templeton, Ph.D.—Advisor Emeritus
Board Member Emeritus

Shane Templeton is Foundation Professor Emeritus of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, Shane did his graduate work at the University of Virginia, receiving his M.Ed. and Ph.D. degrees in Education there. Shane’s research has focused on developmental word knowledge in elementary, middle, and high school students. He has published in a number of research and practitioner journals, and is co-author of Words Their Way; Vocabulary Their Way: Word Study for Middle and Secondary Students; Words Their Way with Struggling Readers, Grades 4-12; and Words Their Way with English Learners. His other books include Teaching the Integrated Language Arts, Children’s Literacy: Contexts for Meaningful Learning, and with Kristin Gehsmann, Teaching Reading and Writing: The Developmental Approach (K-8). Shane has contributed chapters to a number of research handbooks, including the Handbook of Reading Research (Vol. III), Handbook of Research on Teaching the English Language Arts, Handbook of Literacy and Technology, and The Encyclopedia of Education (2nd ed.).”

Since 1987, Shane has been a member of the Usage Panel of the American Heritage Dictionary. He is educational consultant on The American Heritage Children’s Dictionary. He is also consultant on and wrote the foreword to the recently published Curious George’s Dictionary.

CORE Learning Math Advisory Board

The CORE Learning Math Advisory Board is made up of teachers, instructional leaders, and researchers with expertise spanning math instruction, assessment, teacher education, and professional learning. This advisory board brings to CORE deep knowledge and expertise about the challenges and successes of math professional learning and curriculum implementation.

  • Cyndia Acker-Ramirez,  M.Ed.
    Cyndia Acker-Ramirez, M.Ed.
Cyndia Acker-Ramirez, M.Ed.

Cyndia Acker-Ramirez partners with schools and districts to reimagine job-embedded professional learning, with a focus on the instructional core, instructional decision-making, and leveraging curricular materials to deepen students’ mathematical understanding. As part of these efforts, Cyndia is leading the development and scale of CORE’s collaborative inquiry model that aims to support growth in student belonging, academic identity, and achievement while fostering teacher collective efficacy and individual agency in instructional decision-making.

Prior to joining CORE, Cyndia was a Professional Learning Specialist at WestEd and a Math Instructional and Systems Specialist with the Math Leadership Corps for Loyola Marymount University. In both roles, she supported schools and districts in using a framework for collaborative problem solving to impact student math identity and achievement through facilitation of teacher and instructional leadership collaborations. 

Cyndia holds a bachelor’s degree in mathematics from California State University Long Beach and a master’s degree in Cross-Cultural Teaching from National University.

  • Dean Ballard, M.Ed.
    Dean Ballard, M.Ed.
Dean Ballard, M.Ed.

Dean Ballard is the Director of Mathematics for CORE. Dean holds a Master’s degree in math education from Sonoma State University (SSU) and secondary teaching credentials for both mathematics and English. Dean has 18 years of experience in the classroom teaching all levels of math from 5th grade through AP Calculus. Additionally, he has 20 years’ experience as a math consultant providing professional development for both elementary and secondary math teachers, writing curricular and exam materials, directing programs, and speaking at local and national math events (NCTM, NCSM, NABE, CABE, CMC, TODOS and others). As CORE’s Director of Mathematics since 2010 Dean has developed CORE’s math trainings, overseen CORE’s expert math team and services, and worked extensively with schools, teachers, and consultants on effective instruction and implementation of rigorous standards through their core and intervention programs. Dean is a member of NCTM (National Council of Teachers of Mathematics), NCSM (National Council of Supervisors of Mathematics), CMC (California Math Council), and TODOS: Mathematics for All.

  • Jennifer Bay-Williams, Ph.D.
    Jennifer Bay-Williams, Ph.D.
Jennifer Bay-Williams, Ph.D.

Jennifer Bay-Williams has been a professor at University of Louisville since 2006. She teaches courses related to mathematics teaching to preservice teachers and practicing teachers and is frequently working in elementary schools to support mathematics teaching. Prior to coming to the University of Louisville, she taught in a variety of other places – Kansas, Missouri, and Perú.

Dr. Bay-Williams is an internationally respected mathematics educator. She is a prolific author and popular speaker on topics related to effective mathematics teaching. Her work has focused on ways to ensure every student understands mathematics and develops a positive mathematics identity (i.e., feels they can do math!). Her most recent work has focused on fluency in mathematics, communicating that it is more than learning facts and algorithms, but is about being able to reason and choose appropriate strategies. Her books on fluency and on mathematics coaching are best sellers, as is her book Elementary and Middle School Mathematics: Teaching Developmentally.

Highlights of her service contributions over the past 20 years include serving as president of the Association of Mathematics Teacher Education (AMTE), on the Board of Directors for National Council of Teachers of Mathematics (NCTM) and TODOS: Mathematics for All, and the Education Advisory board for Teacher2Teacher Global.

She is married and has two children, one attending the University of Louisville and one in high school. Her hobbies include gardening, bird watching, traveling, horseback riding, and binging on TV shows.

  • Christie Bledsoe, Ph.D
    Christie Bledsoe, Ph.D
Christie Bledsoe, Ph.D

Dr. Bledsoe, Assistant Superintendent of Priority Charter Schools, entered the field of education in 1994 as a secondary math and science teacher in Hurst-Euless-Bedford ISD and Belton ISD. Most recently, Dr. Bledsoe served as a professor at the University of Mary Hardin-Baylor, where she taught math and science methods for preservice teachers. Additionally, teaching research courses and supervising doctoral students in dissertation research established a strong knowledge base about a variety of education topics. She has published numerous articles about topics such as STEM, teacher training, technology in the classroom, special education, and leadership. She is passionate about effective teaching because education changes the future for children and for society.

Dr. Bledsoe prioritizes developing positive relationships to facilitate growth within an organization. Valuing diversity, she knows that each person has something unique to offer. She strives to build teams of educators that serve students and families in creative ways. Open communication and high standards characterize her work.

Of all the roles she fills, being a wife and mother are her favorites. Trey and Christie Bledsoe have called Belton/Temple home since 1998. The Bledsoes are actively involved in the community. They support their children – Joseph, Joshua, Rachel, and Rebekah – in many academic, athletic, and musical events in the area. They worship and serve in a local church.

  • Kyndall Brown, Ph.D
    Kyndall Brown, Ph.D
Kyndall Brown, Ph.D

Kyndall Brown has over 35 years of experience in mathematics education. He was a secondary mathematics teacher in the Los Angeles Unified School District for 13 years, teaching at both the middle and high school levels. He has been a professional development provider for over 25 years, serving as a mathematics resource teacher for the Los Angeles Systemic Initiative in LAUSD, and as mathematics teacher consultant for and director of the UCLA Mathematics Project (UCLAMP). He is currently the Executive Director of the California Mathematics Project, a statewide network of professional development organizations.

Kyndall Brown holds a bachelor’s degree in mathematics from UC Irvine, masters degrees in computer-based education and mathematics education from CSU Dominguez Hills, and a Ph.D. from UCLA’s Graduate School of Education and Information Studies. He also has a single subject credential to teach mathematics in the state of California.

Kyndall Brown has been actively involved in many professional organizations throughout his career, including the Greater Los Angeles Mathematics Council, the California Mathematics Council, the California Association of Mathematics Teacher Educators, the National Council of Teachers of Mathematics, TODOS: Mathematics for All, and the Benjamin Banneker Association. Kyndall served a three-year term on the NCTM Professional Development Services Committee and served as the conference chair for the NCTM regional conference in Hartford, Connecticut in 2018. Kyndall served a three-year term on the board of directors of TODOS, and served on the committee for the biennial TODOS conference. Kyndall serves on the board of the Benjamin Banneker Association. Kyndall was recently elected to a three-year term on the board of directors for NCTM.

Kyndall Brown regularly presents at local, state, and national conferences on various topics related to mathematics education. He writes articles for mathematics education publications. His research interest is the impact of culture and identity on the ways that African-American adolescents learn mathematics. He is also the co-author of the recently published book “Choosing To See: A Framework For Equity In The Mathematics Classroom.”

  • Ben Clarke, Ph.D
    Ben Clarke, Ph.D
Ben Clarke, Ph.D

Dr. Ben Clarke is an Associate Professor in the School Psychology Program at the University of Oregon. He is interested in the development of mathematics and the role of assessment, instruction, and school systems to support that development. Across his work, there is an emphasis on understanding the variables that impact student achievement and their interaction with critical ecological and cultural factors. Dr. Clarke leverages his research interests to teach and work with school psychology and special education students to integrate an understanding of mathematics development within school based service delivery systems. He currently serves or has served as a Principal Investigator on twenty federally funded research grants (apx. 55 million in funding) in the area of mathematics instruction focused on the development and efficacy testing of intervention programs spanning the K-6thgrade spectrum in both traditional and technology based formats. In addition, Dr. Clarke’s work has focused on developing assessment materials examining early mathematics knowledge and number sense with a focus on identifying and preventing later mathematics difficulty. He has published articles and book chapters on mathematics instruction and assessment and developing multi-tiered instructional models including the IES practice guide “Assisting students struggling with mathematics: Response to Intervention for elementary and middle schools”. Dr. Clarke was a practicing school psychologist for three years where he led district efforts to implement multiple tier instructional models in reading and mathematics.

  • Katharine Clemmer, MAT
    Katharine Clemmer, MAT
Katharine Clemmer, MAT

Kathy Clemmer is a career math education innovator whose passion is embracing and capitalizing on the neurodiversity of each student to grow each as a mathematical thinker, problem solver, and self-regulated learner. She has a talent for growing each student’s math identity & agency and positioning each with power in their math classroom community. She believes students thrive in their math community when they value the different ways mathematics can be approached, leverage mistakes as opportunities to learn, have voice and agency to intervene in and influence their own learning environments and pathways, have a sense of being accepted, valued, included, and encouraged by others in the academic classroom setting thereby feeling they are an important part of the life and activity of the class.

She used her passion for celebrating, embracing, and valuing neurodiversity in students, her love of teaching pure mathematics, and her deep understanding of the current math education system to develop a thinking framework that re-imagines how educators can create active and inclusive math learning classroom communities.

Kathy held a dual clinical faculty appointment in the Loyola Marymount University (LMU) School of Education and Seaver College of Science and Engineering for thirteen years. She is an award-winning educator, founder of the innovative and locally recognized Common Core Math and Science Teaching (CMAST) program, and founder and Director of the Mathematics Leadership Corps in Los Angeles. In 2015, the state of California nominated Kathy for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), the nation’s highest honor for teachers of mathematics and science. Kathy’s teaching and research focus is on increasing the number of neurodiverse students who are mathematical thinkers, problem solvers, and self-regulated learners. Kathy graduated from UC Davis with a degree in Russian and minor in mathematics. She completed a degree in mathematics at LMU, and she holds a Master of Arts in Teaching Mathematics from LMU. She also attended the University of Leningrad during the Soviet era.

  • Laura Desimone, Ph.D
    Laura Desimone, Ph.D
Laura Desimone, Ph.D

Dr. Desimone is Professor and Director of Research in the College of Education and Human Development, with a faculty appointment in the School of Education and an affiliation with the Evaluation, Measurement and Statistics faculty group. She holds a secondary appointment in the Biden School of Public Policy and Administration. Before that, she was a professor at the Graduate School of Education at the University of Pennsylvania from 2007 until 2018, with a secondary appointment at the School of Social Policy and Practice. She was an assistant professor at Peabody College of Education at Vanderbilt University from 2001-2007, and before that was a senior research scientist at the American Institutes for Research, and a post-doctoral research associate at Yale University’s Bush Center in Child Development and Social Policy. She was also a researcher at RAND in Washington, D.C., and at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina.

  • Shelley Jallow, Ph.D
    Shelley Jallow, Ph.D
Shelley Jallow, Ph.D

Dr. Shelley Jallow has decades of experience in school district turnaround and leadership operations. She is currently serving as an appointed State Monitor for a school district in New York State. As State Monitor, Dr. Jallow provides oversight, guidance and technical assistance related to the educational and fiscal policies, practices, programs, and decisions for the school district, including the Board of Education.

Dr. Jallow’s classroom and administrative experience is vast, having served as a mathematics teacher, mathematics director, director of curriculum and instruction, chief academic officer, founding principal, assistant superintendent, deputy superintendent, and associate professor. She has served traditional and charter school organizations throughout New York and New Jersey including, Hartford, CT, New Orleans, LA, Prince Georges County, MD, Trenton, NJ, and Mt. Vernon, NY. Dr. Jallow has a bachelor’s degree in marketing from Howard University, master’s degree in secondary math education from City University of NY and a doctorate in education from St. John Fisher College in Rochester.

  • Jennifer Langer-Osuna, Ph.D
    Jennifer Langer-Osuna, Ph.D
Jennifer Langer-Osuna, Ph.D

Jennifer Langer-Osuna is associate professor of elementary mathematics education at Stanford University. Her research focuses on peer interactions during collaborative mathematics problem-solving. Specifically, she examines how students position themselves and one another with social and intellectual authority during collaborative learning activities, shaping opportunities for both learning and identifying with mathematics. Her research has contributed to the study of identity development in mathematics education, illuminating discursive links between learning and becoming through classroom experiences. She works with both pre-service and in-service elementary school teachers to develop productive and inclusive collaborative mathematics classrooms. She was a Spencer/National Academy of Education post-doctoral scholar. Her work has appeared in the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Review of Research in Education, Mathematics Teaching and Learning, ZDM, Mathematics Education Research Journal, Canadian Journal of Science, Mathematics, and Technology Education, among other outlets.

  • Angela Pilcher
    Angela Pilcher
Angela Pilcher

Angela Pilcher has been an educator for more than 25 years with 21 years as an employee of Stockton Unified. She has classroom experience in preschool and intermediate grades and has spent the last 12 years as Stockton’s Math Curriculum Specialist. As a Curriculum Specialist, Angela provides professional development, site support, and in-class support to administrators and teachers in all things math.

Personally, Angela has a quaint family of four. Married to her husband for 17 years, they have two children ages 12 and 7 and live in the small rural town of Linden. When she’s not deep in mathematics support at work, Angela and her family love to hitch up to their travel trailer and “glamp” as often as they can.

  • Deb Schwantes-McCampbell
    Deb Schwantes-McCampbell
Deb Schwantes-McCampbell
  • Robert Sheffield
    Robert Sheffield
Robert Sheffield

Robert Sheffield is an Educator, Executive and Entrepreneur.  

Robert’s career in education began in 1997 as a substitute teacher and paraprofessional.  He then went on to teach World and American History to high school students in his hometown of Daytona Beach, FL.  In 2015, after several years away from the classroom, Robert’s passion for teaching led him to return to the classroom to join the Cal-State Long Beach History-Social Science credential program as a pre-service instructor teaching Introduction to Teaching History-Social Science and Methods for Teaching History-Social Science to Secondary Students.  

Robert’s pathway towards executive leadership is multifaceted, and grounded in his knowledge of teaching and learning.  He was a highly effective district administrator who was responsible for expanding college readiness opportunities for students in his district.  Robert spread his influence through roles at the College Board that called on him to develop professional learning and coaching solutions for school leaders.  During that time, Robert developed a deep understanding of the systemic drivers of high-quality curriculum implementation and was noted a contributing author for the College Board’s 2014 SpringBoard Math program.  He then went on to lead several successful projects and teams at WestEd that focused on teaching quality, school leadership and family engagement.  In this role as President of CORE, he sets the strategic vision and direction for CORE and manages the organization’s daily operations.

Robert is also a highly sought after organizational consultant for education nonprofits, education related startups, and philanthropic organizations.  He is known within these circles as someone with a firm grasp of the realities of teaching and what it takes to create the conditions for teachers to learn and improve their practice across large systems.  He is an advocate for teachers and leaders, and is committed to ensuring that their needs are met as districts, states and external actors work to improve outcomes for students.

Our Partners

We are proud to partner with leading education organizations to supplement and support our personalized professional learning services.

Ancora Publishing
Collaborative Classroom
Open Up Resources
Association of California School Administrators
Curriculum Associates
Pivot Learning

CORE helps schools achieve
and maintain results

Working with CORE, Lincoln Elementary School in Delta County School District (CO) made extraordinary gains in literacy

Curriculum implementation
partners

CORE is a curriculum implementation support provider for these leading math and ELA programs.

SIPPS and Being a Writer

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Open Up Resources EL Education K-5
Open Up Resources 6-8 Math

We support the effective implementation of many other math and ELA curricula. Review the full list.