Posted May 1, 2019
by Linda Diamond, President, CORE and author of the Teaching Reading Sourcebook and Assessing Reading: Multiple Measures
Back in September 2018 I wrote about the importance of selecting and fully implementing a great curriculum with excellent support and ongoing professional learning. This is a huge and important step in accelerating achievement for all students. But is that enough? The answer, unfortunately is “no.” A standards-aligned, high-quality curricula, while significantly improving outcomes for many students, will not be sufficient for those most at risk. Core curriculum is targeted at grade-level standards and will ensure all students have access to robust content, but it will not meet the needs of students who are significantly behind in their skills. Such students will still require a targeted or intensive intervention curricula that is well beyond what a standards-aligned core program can provide.
Posted September 27, 2018
All teachers want their students’ achievement levels to increase. Small group instruction and cooperative learning have a significant impact on student achievement (Hattie, 2009) and are widely used in elementary classrooms. Many middle and high school teachers are increasingly using these structures in other content areas. However, prior to implementing small group instruction teachers often have questions to be answered.
Posted September 5, 2018
By Linda Diamond and Michelle Rodriguez
Numerous recent reports cite the difference in student learning that an effective curriculum can make. These reports include Johns Hopkins Institute for Education Studies, StandardsWork, Curriculum Research: What We Know and Where We Need to Go; Ashley Berner’s report in Thomas Fordham Institute’s Flypaper, August 2018; and Brookings report by Morgan Polikoff,, June 2018. After 25 years of working with school districts to help them select and implement high-quality curriculum, we agree. However, only a couple reports, the Economic Studies Brookings Report by Morgan Polikoff and Ashley Berner’s report, address a critical difficulty—ensuring teachers have sufficient content and curriculum knowledge to use and implement a standards-based curriculum with fidelity.
Posted May 1, 2018
Students with disabilities are not making the achievement gains they should make. The achievement gap between students with disabilities and students without disabilities has remained largely unchanged despite adaptive technologies and supposedly research-based methods. But we can improve outcomes for special education students by significantly improving general education and special education together.