Here’s an interesting cool tool—an entire curriculum, really—it’s called enCORE from TeachTown and appears to be the only K-12 standards-based, adapted core curriculum based on Applied Behavior Analysis (ABA) that provides students with moderate to severe disabilities access to the general education curriculum.
Developed by a team of BCBAs, PhDs, SLPs and veteran educators, enCORE offers adapted grade-aligned content, high-quality, differentiated literature with visual supports, and integrated technology.
enCORE is a true blended learning model with a 2-pronged approach:
Hands-on, teacher-led instruction that moves students from exposure to mastery through systematic, explicit instruction.
Technology-facilitated instruction that personalizes learning with automated, differentiated lessons based on student performance and real-time data tracking.
All components of enCORE are founded on the science of learning and the most current research on how this complex student population learns best. Lesson plans are comprehensive, differentiated, and scripted, providing teachers with a step-by-step guide for implementation.
All student data is integrated into one reporting platform, which analyzes student performance by domain and skill, IEP goals, and state standards. enCORE drives a nearly 70% student growth rate between pre- and post-test scores.
Alignment is foundational to enCORE — curriculum is aligned to standards and end-of-unit assessments are aligned to instruction within each unit. The scope, sequence and instructional scaffold allow educators to monitor student progress on skills across academic domains using one assessment for all students.
Based on student response, the assessment indicates the level of support or understanding of the content prior to instruction, helping to guide instructional decisions and pacing. For these reasons and more, enCORE from TeachTown earned a Cool Tool Award (finalist) for “Best Curriculum and Instruction Solution” as part of The EdTech Awards 2024 from EdTech Digest. Learn more.
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