Pivot Learning’s Dr. Monica Ng and CORE’s Dr. Carrie Thomas Beck kicked off Dyslexia Awareness Month with a conversation with Dr. Sherril English, Clinical Associate Professor at Southern Methodist University, about how school systems can reduce barriers so that all students, including those experiencing difficulties with reading, can receive the support they need to become successful readers.

Students with mild to moderate dyslexia can be well served in the general education setting provided that literacy instruction is explicit, systematic and evidence-based. Watch this on-demand webinar to gain a deeper understanding of the characteristics of dyslexia and other types of word reading difficulties and instructional practices that will help students with these reading challenges become strong readers.

Whether learning in-person or remotely, students with word reading difficulties, including dyslexia, require explicit, systematic, evidence-based instruction and intervention. This hour-long video provides educators with tips and tricks for how to continue presenting high-quality reading interventions virtually. How to use a free downloadable virtual lesson planning template is presented in the video.

Spelling is a key component of reading instruction. Yet, in a time of spell check and LOL, the importance of spelling is often short changed. Learning to spell is essentially a language learning process. Watch this on-demand webinar featuring Dr. Louisa Moats to learn the latest research about how children learn to spell and a comprehensive approach to teaching spelling that complements reading instruction.

Whether learning in-person or remotely, students with word reading difficulties, including dyslexia, require explicit, systematic, evidence-based instruction and intervention. This hour-long video provides educators with tips and tricks for how to continue presenting high-quality reading interventions virtually. How to use a free downloadable virtual lesson planning template is presented in the video.

How can we make Multi-Tiered Systems of Supports (MTSS) more accessible to school districts as they strive to equitably support all students? This new report from the Policy Analysis for California Education (PACE) examines a project led by Pivot Learning from 2018 to 2020 that involved the Sanger, Monterey Peninsula, and Lancaster school districts. 

This report was published in partnership with Policy Analysis for California Education (PACE).

Over the last year, Pivot Learning hosted a Bridge Professional Learning Network (PLN) sponsored by the California Collaborative for Educational Excellence (CCEE). Building on the success of our 2017-19 PLN, this Bridge PLN focused on strengthening equity-focused continuous improvement efforts in three California school districts — Sanger Unified School District (SUSD), Monterey Peninsula Unified School District (MPUSD), and Lancaster Elementary School District (LSD).

When California’s schools reopen for the 2020–21 school year – whether in person, online, or some combination of the two – it will be critical that each student receives rigorous instruction and the academic, social, and emotional support needed to thrive. This new brief, whose authors include Dr. Arun Ramanathan, CEO, Pivot Learning, provides recommendations to policymakers on the appropriate state role in supporting teaching and learning as the pandemic continues. This report was published in partnership with Policy Analysis for California Education (PACE).

Pivot Learning and UnboundEd have created a free Equity Reset Toolkit that provides district leadership teams resources for a nine-week data collection and analysis process focused on equitable learning recovery in K-12 ELA and math. Watch our on-demand webinar to learn more about how to use the resources in the toolkit and how Pivot and UnboundEd can support your team as you work to create an equitable learning recovery plan.

This spring, local school districts scrambled to adapt to COVID-19 with a wide range of responses largely focused on securing delivery of online resources. Now is the time to shift the conversation back to the core purpose of school: learning. The state should establish a minimum amount of instructional time; create an instrument of diagnostic assessment and require its use; adopt instructional continuity plans; and advocate for and secure additional funding.