Triumph Learning Provides Instructional Support in Age of Rigorous Standards
Educators identify Common Core Support Coach as effective solution for math and English language arts
New York, NY (PRWEB) December 18, 2014
A new review of Common Core Support Coach, a targeted instruction curriculum for students who require intervention or additional foundational support with Common Core standards, shows the curriculum provides effective research-based tools in math and English language arts (ELA) for students in grade 3–8. Developed by Triumph Learning, producer of critically acclaimed K-12 texts and interactive digital tools, Support Coach helps teachers identify gaps in student understanding and supports their areas of need in key foundational skills.
“More than ever, educators need materials for an increasingly diverse group of students,” said Mike Morley, publisher at Triumph Learning. “Support Coach provides an efficient, strategic and cohesive set of tools to support educators committed to providing all children with the opportunity to achieve their goals in math and ELA.”
Maureen McSparran Ruby, English language arts specialist for the Norwalk Public Schools in Connecticut and professor for the University of Connecticut’s Teacher Certification Program for College Graduates, compiled a review of Common Core Support Coach ELA. Ruby’s report confirms the curriculum provides an efficient, strategic and cohesive set of instructional tools designed to meet distinct challenges for at-risk readers. Using the gradual release of responsibility (GRR) model, an instructional framework designed to gradually transfer the responsibility of learning from teachers to students, Support Coach for ELA encourages meaningful instruction and practice through recurring opportunities for “close reading” of complex texts.
Dr. Paul Gray, curriculum developer and member of the Texas Council of Teachers of Mathematics, provides a thorough review of Common Core Support Coach for Foundational Mathematics. The evaluation concludes that math programs designed within a framework of the GRR model, such as Support Coach for Math, incorporate instructional strategies that are known to be successful with non-traditional and at-risk learners.
More information about the Common Core Support Coach findings is available in new white papers for Common Core Support Coach for Math, “Instructional Supports in Mathematics for an Age of Rigorous Standards,” and Common Core Support Coach ELA, “Providing Instruction and Practice Opportunities for Close Reading of Complex Text.”
About Triumph Learning
Triumph Learning, LLC, is a leading educational content company and publisher of print and digital K-12 resources, standards-aligned instructional materials and effective literacy programs. Its state-customized products increased student achievement and raise scores on high-stakes exams for more than 6 million students in 36,000 schools in 2013. Triumph Learning offers unique student solutions, robust teacher support, and professional development opportunities. Triumph Learning is committed to serving all students with a mix of interactive digital tools and innovative student texts with products such as Coach and Waggle. For more information, visithttp://www.triumphlearning.com.
ACLU Sues Ferguson-Florissant School District, Charging Electoral System Undermines African-American Vote
FOR IMMEDIATE RELEASE
December 18, 2014
Diane Balogh, ACLU of Missouri, 314-669-3425, email@example.com
Inga Sarda-Sorensen, ACLU National, 212-284-7347, firstname.lastname@example.org
ST. LOUIS — The American Civil Liberties Union today filed a federal lawsuit against Missouri’s Ferguson-Florissant School District, charging the district’s electoral system is locking African-Americans out of the political process.
The case, brought on behalf of the Missouri NAACP and African-American residents, is challenging the district’s at-large system used to elect school board members. The at-large system violates the federal Voting Rights Act by diluting African-American voting strength, the complaint charges.
African-Americans constitute a minority of the district’s voting age population, and under the at-large system they are systematically unable to elect candidates of their choice. The suit seeks to allow voters to cast a ballot for an individual school board member who resides in their district and better represents the community.
“The current system locks out African-American voters. It dilutes the voting power of the African-American community and severely undermines their voice in the political process,” said Dale Ho, director of the ACLU’s Voting Rights Project.
The Ferguson-Florissant School District has a history fraught with discrimination against African-American citizens. The district, which spans several municipalities, was created by a 1975 desegregation order intended to remedy the effects of discrimination against African-American students. Yet, 40 years later, there is just one African-American member on the seven-member board in a district where African-Americans constitute 79 percent of the student body.
This systemic lack of representation is why plaintiff Redditt Hudson got involved in this case. He is a former St. Louis police officer who lives in Florissant with his wife and two daughters, both of whom are students in the Ferguson-Florissant School District.
“We’ve seen African-Americans excluded from making decisions that affect our children,” said Hudson, who works for the NAACP. “We need to be able to advocate for an education that will put our kids first and not political agendas.”
The case, Missouri NAACP v. Ferguson-Florissant School District, was filed in U.S. District Court for the Eastern District of Missouri.
“It is a core American value that everyone has the right to cast a vote that counts,” said Jeffrey Mittman, executive director of the ACLU of Missouri. “This lawsuit is a positive step toward addressing racial inequities in our education system that will affect not only Ferguson, but all of Missouri.”