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A Standards-Aligned Curriculum with Excellent Implementation is Still Not Enough
Posted May 1, 2019
Our most vulnerable students also require structured materials designed specifically to fill learning gaps
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.
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Siegfried Engelmann, a Life Well-Lived
Posted February 21, 2019
By Linda Diamond, President of CORE
A shining light of education left us on February 15, 2019. Siegfried Engelmann, known as Zig to those of us who knew and adored him, was a genius. His expertise was figuring out and “engineering” instruction so that children learned to read and do math successfully and at advanced levels starting in kindergarten. Despite its critics, Zig and Direct Instruction (DI) did more for at-risk students than any other method of instruction.
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Selecting a Great Curriculum is the First Step; Implementing it Well is a Bigger Challenge
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.
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Numbers are Everywhere, and They Don’t Bite!
Posted August 20, 2018
Numbers are all around us. Let’s teach children to embrace rather than fear numbers.
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Number Sense and Fluency
Posted February 27, 2018
This month’s CORE Excellence in Education Blog focuses on the importance of mathematical fluency and number sense as a critical foundation for entering mathematics in middle and high school.
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