Blumberg Center for
Interdisciplinary Studies in Special Education

Project for responsive educational systems

Core Curriculum and Instructional Practices

General Description

Evidence-based core curriculum and instruction form the foundation for tiered instructional models.  Evidence-based refers to practices that utilize existing evidence from worldwide research and literature on education and related subjects or established by sound evidence where existing research is lacking or of a questionable, uncertain, or weak nature.  Core curriculum focuses on what all children experience in general education classrooms, including content, teaching strategies, and assessment practices, and demonstrates these elements:

* Alignment to state standards and mapped to identify when to teach skills/knowledge
* Common formative assessments
* Consistent instruction across all classrooms that includes the principles of differentiation, Universal Design for Learning, and Understanding by Design
* Data-driven preventative and proactive instruction, with flexible grouping of students, that considers factors that may affect student learning
*  Research-based core instructional programs and core interventions delivered by the general education teacher
* Materials that meet the needs of students
* Evidence that curriculum and instructional strategies support at least 80% of the student population


Related Resources

Electronic:

 A Consumer's Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis
 reading.uoregon.edu/appendices/con_guide_3.1.03.pdf

 Association for Supervision and Curriculum Development
www.ascd.org

 Big Ideas in Beginning Reading (U of Oregon)
reading.uoregon.edu

 CAST, Inc.: Universal Design for Learning
 www.cast.org

Center for the Improvement of Early Reading Achievement
www.ciera.org

 Center on Instruction
www.centeroninstruction.org

Enhancing Your Instruction Through Differentiation: A professional development module provided by the Access Center
 www.k8accesscenter.org/training_resources/differentiationmodule.asp

 Florida Center for Reading Research
 www.fcrr.org

Indiana Standards and Resources
 dc.doe.in.gov/Standards/Academic Standards/resources.aspx

 National Center on Accessing the General Curriculum
www.cast.org/ncac

National Center on Universal Design
 www.udlcenter.org

National Council of Teachers of Math
www.nctm.org

 OH Resource Center for Mathematics, Science, and Reading
ohiorc.org

 Selecting a Scientifically Based Core Curriculum for Tier 1
 www.rtinetwork.org/Learn/Research/ar/SelectingCoreCurriculum-Tier1

 Templates for Differentiated Instruction
 www.learnerslink.com/templates.htm

 Tools for Designing Curriculum through Mapping and Aligning
www.doe.in.gov/TitleI/docs/tools-for-designing_curriculum.doc

Printed:

Ainsworth, L. & Christinson, J. (2001). Five Easy Steps to a Balanced Math Program: A Practical Guide for K-8 Classroom Teachers. Denver, CO: Advanced Learning Press.

 Educational Research Service (2004). Reading at the Middle School and High School Levels: Building Active Readers Across the Curriculum, Third Edition. Arlington, Virginia: Educational Research Service.

 Gregory, G. H., & Chapman, C. (2002). Differentiated instructional strategies: One size doesn't fit all. Thousand Oaks, CA: Corwin P, Inc.

 Lane, K.L. & Bebe-Frankenberger, M.(2003). School-Based Interventions: The Tools You Need To Succeed. Boston, MA: Allyn & Bacon.

 Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, D. C.: American Federation of Teachers.

 National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

 Pinnell, G.S. & Schrarer, P.L. (2003). Teaching for Comprehension in Reading Grades K-2: Strategies for Helping Children Read With Ease, Confidence, and Understanding. New York, NY: Scholastic.

 Spandel, V. (2001). Creating Writers through 6-Trait Writing Assessment and Instruction, Third Edition. New York, NY: Addison Wesley Longman.

 Tilton, L. (2003). The teacher's toolbox for differentiating instruction. Shorewood, MN: Covington Cove Publications.

 Tovani, C. (2004). Do I Really Have to Teach Reading? Content, Comprehension, Grades 6-12. Portland, Maine: Stenhouse Publishers.

 Vaughn, S., & Briggs, K. L. (Eds.). (2003). Reading in the classroom: Systems for the observation of teaching and learning. Baltimore, MD: Brookes.

 Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.