Over the years, I’ve worked at the crossroads of education policy and practice—first in government and now within the adaptive learning space. Along the way, I’ve learned: educators, policymakers, and technology leaders all want the same things: rigor, coherence, and high-quality learning experiences for every student. But to make that happen, curriculum must be responsive, adaptable, and usable in real classrooms, with real students—not just in theory or concept.
This is a shift in how we think about HQIM, an evolution from HQIM 1.0 to HQIM 2.0. That means better integration with data, smarter use of technology, and tools that center teacher judgment rather than sideline it.
In this next phase, high-quality curriculum should enable teachers to:
- Plan more effectively, with content and assessment aligned from the start
- Act on data in real-time, within the materials they’re already using
- Adapt instruction to meet the needs of every learner
- Spend more time teaching and less time toggling between tools
It’s about ensuring that curriculum isn’t just high-quality on paper, but usable in real classrooms, with real students.
SVP of Policy and Government Affairs, HMH
Advances in technology have made it more possible than ever before for educators to integrate instruction, assessment, and professional learning in ways that support real-time teaching decisions. At HMH, one way we’re supporting this shift is through Performance Suite—a unified platform designed to reduce fragmentation and streamline the tools teachers rely on.
Recently recognized with the 2025 CODiE Award for Best Suite of Integrated/Connected Solutions, Performance Suite reflects our commitment to building thoughtfully integrated technology that truly supports educators. What we’re hearing from teachers is that this integration helps free them up to do what matters most: connecting with students and helping them master content. In just one example, teachers at Liberty Elementary School in Tulare, California reported how having an integrated platform allowed them to adjust instruction on the fly. “Before, it would be: I have to turn in an assignment; I have to grade the assignments; I have to see what my students are lacking—and then I wouldn't be able to address it until the next day,” Lisa Nelson, Liberty’s learning director, told us. “It's saving us a lot of time as well—just making sure that we are keeping an eye on that data and moving in the direction our students need.”
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Learn more about how NWEA and HMH offer integrated solutions to ensure growth for all students.
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