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Intervention Report
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PK
|
1
|
Pre-K Mathematics (Preparing Young Children for School) (September 2023)
Pre-K Mathematics is a supplemental curriculum designed to develop informal mathematical knowledge and skills in preschool children. Specific mathematical concepts and skills from each unit are taught in the classroom through teacher-guided, small-group activities using concrete manipulatives. Take-home activities with materials that parallel the small-group classroom activities are designed to help caregivers support their children’s mathematical development at home.
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Intervention Report
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PK
|
1
|
World of Words (WOW) (Preparing Young Children for School) (August 2023)
World of Words is a supplementary curriculum used to help young children develop vocabulary, concept knowledge, and content knowledge in science. The curriculum includes intentional conversations and shared book readings of texts focused on science topics.
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Intervention Report
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PK-10
|
1
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Class-Wide Function-Related Intervention Teams (CW-FIT) (Study Review Protocol) (May 2023)
Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management strategy designed to help teachers create a positive learning environment by decreasing disruptive behavior and improving social skills and prosocial behaviors among students.
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Intervention Report
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K-11
|
1
|
Good Behavior Game (Study Review Protocol) (May 2023)
Good Behavior Game is a classroom management strategy that aims to improve social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules.
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Intervention Report
|
PS
|
1
|
Project QUEST (Postsecondary Career and Technical Education (CTE) Interventions) (November 2021)
Project QUEST (Quality Employment through Skills Training) provides comprehensive support services to help participants complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy.
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Intervention Report
|
PS
|
1
|
Year Up (Postsecondary Career and Technical Education (CTE) Interventions) (November 2021)
Year Up provides six months of occupational and technical training in the information technology and financial service sectors followed by six-month internships, together with other supports that ensures students have strong connections to employment.
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Intervention Report
|
PS
|
1
|
Dana Center Mathematics Pathways (Developmental Education) (June 2021)
Dana Center Mathematics Pathways offers multiple math pathways aligned to programs of study, accelerated enrollment in credit-bearing college math courses, integrated student supports, and math instruction that incorporates evidence-based curricula and pedagogy.
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Intervention Report
|
PS
|
1
|
I-BEST (Postsecondary Career and Technical Education (CTE) Interventions) (September 2020)
Washington State’s Integrated Basic Education Skills and Training (I-BEST) program provides integrated basic skills and occupational training that allows students to complete their training program faster than traditional programs, and provides supports to ensure students stay engaged in training. Washington State’s I-BEST program was developed by the Washington State Board of Community and Technical Colleges (SBCTC) and was first implemented in the 2006–2007 school year. Since its creation, I-BEST has been replicated in other locations, sometimes under different names, including Accelerating Opportunity and the Accelerating Connections to Employment (ACE) program.
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Intervention Report
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4-7
|
1
|
Intelligent Tutoring for Structure Strategy (ITSS) (Adolescent Literacy) (April 2020)
Web-Based Intelligent Tutoring for the Structure Strategy (ITSS) is a supplemental web-based program for students in grades K-8. It is intended to develop literacy skills needed to understand factual texts encountered in classrooms and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. In particular, ITSS highlights five main text structures that are used to (1) make comparisons; (2) present problems and solutions; (3) link causes and effects; (4) present sequences; and (5) describe things, people, creatures, places, or events. The program helps students classify the structure of a passage by identifying certain key words, such as “solution” and “in contrast,” that clue readers in to the type of arguments the text is making.
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Intervention Report
|
PS
|
1
|
Accelerated Study in Associate Programs (ASAP) (Supporting Postsecondary Success) (November 2019)
ASAP is a three-year program that is designed to remove barriers to college success and completion for students seeking associate degrees. ASAP offers students financial, academic, and personal supports. ASAP students are required to enroll full time and are encouraged to take any required developmental education courses in the first semester.
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Intervention Report
|
5-12
|
1
|
Knowledge is Power Program (KIPP) (Charter Schools) (January 2018)
The Knowledge is Power Program (KIPP) is a nationwide
network of free open-enrollment college-preparatory schools in under-resourced communities
throughout the United States. KIPP schools are usually established under
state charter school laws and KIPP is America’s largest network of charter schools.
KIPP Aims to prepare poor and minority students
to succeed in a college preparatory curriculum.
It provides training for principals and offers them
greater autonomy over budget and hiring decisions.
KIPP schools provide about 60% more instructional time than traditional public schools—through a longer school
day and additional instructional days on Saturdays
and in the summer.
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Intervention Report
|
K-2
|
1
|
Leveled Literacy (Beginning Reading) (September 2017)
Leveled Literacy Intervention (LLI) is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing. LLI helps teachers match students with texts of progressing difficulty and deliver systematic lessons targeted to a student’s reading ability.
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Intervention Report
|
K-4
|
1
|
Success for All® (Beginning Reading) (March 2017)
Success for All (SFA®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. SFA® includes a literacy program, quarterly assessments of student learning, a social-emotional development program, computer-assisted tutoring tools, family support teams for students’ parents, a facilitator who works with school personnel, and extensive training for all intervention teachers. The literacy program emphasizes phonics for beginning readers and comprehension for all students. Teachers provide reading instruction to students grouped by reading ability for 90 minutes a day, 5 days a week. In addition, certified
teachers or paraprofessionals provide daily tutoring to students who
have difficulty reading at the same level as their classmates.
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Intervention Report
|
9-12
|
1
|
Dual Enrollment Programs (Transition to College) (February 2017)
Dual enrollment programs allow high school students to take college courses and earn college credits while still attending high school.
Such programs, also referred to as dual credit or early college programs,
are designed to boost college access and degree attainment,
especially for students typically underrepresented in higher education.
Dual enrollment programs support college credit accumulation
and degree attainment via at least three mechanisms. First, allowing
high school students to experience college-level courses helps them
prepare for the social and academic requirements of college while
having the additional supports available to high school students;
this may reduce the need for developmental coursework. Second,
students who accumulate college credits early and consistently are
more likely to attain a college degree. Third, many dual enrollment
programs offer discounted or free tuition, which reduces the overall
cost of college and may increase the number of low socioeconomic
status students who can attend and complete college.
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Intervention Report
|
4-10
|
1
|
READ 180® (Adolescent Literacy) (November 2016)
READ 180® is a reading program designed for struggling readers who are reading 2 or more years below grade level. It combines online and direct instruction, student assessment, and teacher professional development. READ 180® is delivered in 90-minute sessions that include whole-group instruction, three small-group rotations, and whole-class wrap-up. Small-group rotations include individualized instruction using an adaptive computer application, small-group instruction, and independent reading. READ 180® is designed for students in elementary through high school.
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Intervention Report
|
10-12
|
1
|
ACT/SAT Test Preparation and Coaching Programs (Transition to College) (October 2016)
Test preparation programs—sometimes referred to as test coaching programs—have been implemented with the goal of increasing student scores on college entrance tests. They generally (a) familiarize students with the format of the test; (b) introduce general test-taking strategies (e.g., get a good night’s sleep); (c) introduce specific testtaking strategies (e.g., whether the test penalizes incorrect answers, and what this means for whether or not one should guess an answer if it is not known); and (d) specific drills (e.g., practice factoring polynomial expressions). The programs can be delivered in person or online, and in whole class settings, in small groups, and individually.
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Intervention Report
|
K-12
|
1
|
Teach for America (Teacher Training, Evaluation, and Compensation) (August 2016)
Teach For America (TFA) is a highly selective route to teacher certification that aims to place non-traditionally trained teachers in high-need public schools. Many TFA teachers hold bachelors’ degrees from selective colleges and universities, in fields outside of education. TFA teachers commit to teach for at least 2 years. TFA teachers receive 5–7 weeks of in-person training over the summer before they begin teaching, then continue to receive professional development and one-on-one coaching from TFA while teaching, in addition to support provided by their schools and districts. As full-time employees of the public schools where they work, TFA teachers receive the same salary and benefits as other first- or second-year teachers in their school or district.
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Intervention Report
|
8-PS
|
1
|
Cognitive Tutor®
Algebra I (Secondary Mathematics) (June 2016)
Cognitive Tutor®, published by Carnegie Learning, is a math curricula that combines textbooks and interactive software.
|
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Intervention Report
|
PK
|
1
|
Pre-K Mathematics (Early Childhood Education) (December 2013)
Pre-K Mathematics is a supplemental curriculum designed to develop informal mathematical knowledge and skills in preschool children. Specific mathematical concepts and skills from each unit are taught in the classroom through teacher-guided, small-group activities using concrete manipulatives. Take-home activities with materials that parallel the small-group classroom activities are designed to help caregivers support their children’s mathematical development at home.
|
|
Intervention Report
|
PK
|
1
|
Literacy Express (Early Childhood Education) (July 2010)
Literacy Express is a preschool curriculum designed for three- to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development. It can be used in half-or full-day programs with typically developing children and children with special needs. It provides professional development opportunities for staff; teaching materials; suggested activities; and recommendations for room arrangement, daily schedules, and classroom management.
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Intervention Report
|
PK
|
2
|
Building Blocks™ (Preparing Young Children for School) (December 2023)
Building Blocks is a mathematics curriculum that aims to develop preschool children’s knowledge of mathematics following early mathematics learning trajectories. The Building Blocks curriculum includes whole-group and small-group instruction, center activities, and computer activities, as well as activities for the children’s families to do at home to support classroom learning. The activities are intentionally sequenced based on the developmental progression of children’s mathematical learning.
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Intervention Report
|
K-1
|
2
|
Reading Recovery® (Study Review Protocol) (June 2023)
Reading Recovery® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims to improve student reading and writing skills by providing one-on-one tutoring, tailoring the content of each lesson to each student based on observations and analyses of the student strengths and weaknesses from prior lessons. Trained Reading Recovery® teachers deliver tutoring daily in 30-minute one-on-one sessions over the course of 12 to 20 weeks. Reading Recovery® teachers incorporate instruction in topics such as phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, oral language, and motivation depending on student needs.
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Intervention Report
|
7-12
|
2
|
Reading Apprenticeship® (Study Review Protocol) (January 2023)
Reading Apprenticeship® is a professional development program that aims to help teachers improve their students’ literacy skills. The program also aims to improve student social-emotional learning outcomes such as belonging, social awareness, growth mindset, and self-efficacy. Reading Apprenticeship® trains teachers to model reading comprehension strategies and help students practice these strategies in their classrooms.
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Intervention Report
|
K-8
|
2
|
Dual Language Programs (Systematic Review Protocol for English Language Arts Interventions) (December 2022)
Dual language programs are long-term instructional programs that provide content and literacy instruction to all students through two languages—English and a partner language—with the goals of promoting academic achievement, bilingualism and biliteracy, and sociocultural competence. Dual language programs can be implemented with students from one language group (in one-way programs) or with students from two language groups (in two-way programs).
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Intervention Report
|
PK
|
2
|
Red Light, Purple Light! (RLPL) (Preparing Young Children for School) (December 2022)
A classroom-based, self-regulation intervention consisting of music- and movement-based circle time games designed to systematically increase in cognitive complexity.
|
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Intervention Report
|
PS
|
2
|
Growth Mindset (Supporting Postsecondary Success) (January 2022)
Growth Mindset interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a “malleable” characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome.
|
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Intervention Report
|
6-12
|
2
|
Pathway to Academic Success (Pathway Project) (English Language Learners) (November 2021)
The Pathway to Academic Success Project trains teachers to improve the reading and writing abilities of English learners who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include goal setting, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing.
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Intervention Report
|
PS
|
2
|
Single Stop (Supporting Postsecondary Success) (November 2020)
Single Stop helps connect students and their families to public benefits by offering screening and application support. They also connect students and their families to wraparound services, such as tax preparation, child care, and immigration consultation through “one-stop shops” located within community colleges. Single Stop services are open to all students enrolled at the community colleges in which they are located. Site coordinators meet with students at the local Single Stop office on campus. Students may also choose to self-serve through the use of Single Stop software.
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Intervention Report
|
12-PS
|
2
|
Success Boston (Supporting Postsecondary Success) (October 2020)
Success Boston Coaching is a coaching intervention for students who are traditionally underrepresented in college to help them transition from high school to college and progress in college. Students are paired with a dedicated coach starting as early as the spring of their senior year of high school and receive coaching through their first two years in college. As Boston’s citywide college completion initiative, Success Boston partners with existing nonprofit organizations focused on coaching and mentoring to deliver these one-on-one coaching services. Nonprofit coaching partners may also provide students with other direct services such as tutoring and career readiness support, and financial support that includes scholarships, transportation subsidies, and funding for school-related materials and supplies.
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Intervention Report
|
4-8
|
2
|
eMINTS Comprehensive Program (Teacher Excellence Review Protocol ) (April 2020)
The eMINTS Comprehensive Program aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. The program’s goals include supporting teachers in using classroom technology to implement high-quality, inquiry-based learning, in which students develop understanding and knowledge of content matter by engaging in meaningful investigations that require reasoning, judgement, and decision making. The intervention can provide support to teachers in any subject area, including math, literacy, and science.
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|
Intervention Report
|
2-9
|
2
|
Achieve3000 (Adolescent Literacy) (February 2018)
Achieve3000® is a supplemental online literacy program that provides nonfiction reading content to students in grades preK–12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills.
Achieve3000® is designed to help students advance their nonfiction reading skills by providing differentiated online instruction. Teachers use the program with an entire class but the assignments are tailored to each student’s reading ability level. For example, teachers assign an article and related activities to an entire class; the program then tailors the version of the article to each student by automatically increasing the difficulty of text when a student is ready for more challenging text. Achieve3000® provides lessons that follow a five-step routine: (1) respond to a Before Reading Poll, (2) read an article, (3) answer activity questions, (4) respond to an After Reading Poll, and (5) answer a Thought Question. Progress reports and student usage data, provided by the online tool, enable teachers to track both whole-class and individual student progress.
The program is designed for diverse student groups, including general education students, struggling readers in need of intensive tutoring, and English learners.
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Intervention Report
|
4-8
|
2
|
Odyssey® Math (Primary Mathematics) (January 2017)
Odyssey® Math is a web-based program developed by Compass Learning® for mathematics instruction in grades K–8. The online program includes a mathematics curriculum and formative assessments designed to support differentiated and data-driven instruction. Based on assessment results, the program generates an individualized sequence of mathematics topics and skills—a “learning path.” Odyssey® Math is often used as a prescriptive tool, where students can start by taking a diagnostic assessment aligned with local or state standards. Teachers can modify learning paths to match their
lesson plans or to align them with district scopes and sequences.
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Intervention Report
|
PS
|
2
|
First Year Experience Courses (Supporting Postsecondary Success) (July 2016)
First year experience courses, often referred to as college success courses or freshman seminars, are courses for first-year students in 2-year and 4-year colleges. The general goals of first year experience courses are to support the academic performance, social development, persistence, and degree completion of college students. Additionally, first year experience courses often aim to increase students’ sense of campus community and connection to their institutions, while giving students the opportunity to interact with faculty and peers.
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Intervention Report
|
PS
|
2
|
Linked Learning Communities (Developmental Education) (November 2014)
Linked learning communities in postsecondary education are programs defined by having social and curricular linkages that provide undergraduate students with intentional integration of the themes and concepts that they are learning. Linked learning communities are based on the theory that active learning in a community-based setting can improve academic outcomes by increasing social and academic integration. Linked learning communities tend to have a shared intellectual theme with a linked or integrated curriculum and a community or common cohort of learners.
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Intervention Report
|
PK
|
2
|
Doors to Discovery (Early Childhood Education) (June 2013)
Doors to Discovery™ is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The eight thematic units cover topics such as nature, friendship, communities, society, and health. Each unit is available as a kit that includes various teacher resources.
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|
Intervention Report
|
K-2
|
2
|
Early Risers (Children Identified With or at Risk for an Emotional Disturbance) (June 2012)
Early Risers is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The intervention model includes two child-focused components and two parent/family components. The Child Skills component is designed to teach skills that enhance children’s emotional and behavioral self-regulation, positive peer relationships, and academic success. The Child School Support component aims to identify areas of difficulty in the classroom and creates individualized plans to address those difficulties during the course of normal school activities. The Parent Skills component is delivered in “family night” group sessions and is intended to promote parents’ abilities to support their children’s healthy development by teaching skills that address positive parent–child relations, effective discipline practices, and parent involvement in school. The Family Support component is delivered via home visits to identify basic needs and health concerns and then implement plans designed to assist families in achieving and maintaining healthy lifestyles.
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Intervention Report
|
2-6
|
2
|
Cooperative Integrated Reading and Composition® (CIRC®) (Beginning Reading) (June 2012)
Cooperative Integrated Reading and Composition® (CIRC®) is a comprehensive reading and writing program for students in grades 2–8. It includes story-related activities, direct instruction in reading comprehension, and integrated reading and language arts activities. Pairs of students (grouped either by or across ability levels) read to each other, predict how stories will end, summarize stories, write responses, and practice spelling, decoding, and vocabulary. Within cooperative teams of four, students work to understand the main idea of a story and work through the writing process. The CIRC® process includes teacher instruction, team practice, peer assessment, and team/partner recognition. A Spanish version of the program was also designed for grades 2–5.
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|
Intervention Report
|
K-6
|
2
|
Peer-Assisted Learning Strategies (Beginning Reading) (May 2012)
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. During the 30-35 minute peer-tutoring sessions, students take turns acting at the tutor, coaching and correcting one another as they work through problems. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.
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Intervention Report
|
4-5
|
3
|
Science Teachers Learning through Lesson Analysis (STeLLA) Professional Development (Science) (May 2021)
Science Teachers Learning through Lesson Analysis (STeLLA®) is a professional development program, developed by BSCS Science Learning, that aims to improve students’ science achievement by improving teachers’ science content knowledge and their abilities to (a) explain science concepts to students, (b) clearly identify to students the science concepts used in student learning activities, and (c) engage students in thinking about science.
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Intervention Report
|
11-PS
|
3
|
Bottom Line (Transition to College) (April 2021)
Bottom Line provides intensive advising for high school students from low-income households, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality affordable institution. For students who attend one of their target colleges, Bottom Line continues to provide regular support to students on campus for up to six years.
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Intervention Report
|
4
|
3
|
Fraction Face-Off! (Primary Mathematics) (March 2020)
Fraction Face-Off! is a supplemental math program developed to support fourth-grade students who need assistance solving fraction problems. Teachers use program materials with individual students or small groups to promote understanding of the magnitude of fractions, to compare two fractions, to put three fractions in order, and to place fractions on a number line.
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Intervention Report
|
K-12
|
3
|
McREL Balanced Leadership (School Leadership Review Protocol ) (March 2020)
Balanced Leadership® is a professional development program for school principals and other current and aspiring school leaders in schools serving kindergarten through grade 12. School leaders participate in professional development sessions with trained facilitators over one or two years, practice what they learn between sessions, and can receive additional coaching and online support. McREL International, the company that developed the Balanced Leadership® program, based the framework and content of the professional development on research identifying key actions and behaviors of school leaders that are associated with improved student outcomes.
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Intervention Report
|
PS
|
3
|
Open Learning Initiative (OLI) (Supporting Postsecondary Success) (January 2020)
The Open Learning Initiative (OLI) is a grant-funded group at Carnegie Mellon University, offering innovative online courses to anyone who wants to learn or teach. The aim of the program is to create high-quality courses and contribute original research to improve learning and transform higher education.
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Intervention Report
|
PS
|
3
|
InsideTrack (Supporting Postsecondary Success) (November 2019)
InsideTrack© Coaching provides proactive, personalized coaching to help students identify and overcome both academic and non-academic barriers to college persistence and graduation. InsideTrack© partners with universities to deliver its coaching to students through phone, video, email, text, and mobile apps.
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Intervention Report
|
7-11
|
3
|
Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT) (Transition to College) (April 2019)
FLIGHT is a program based on partnership of a private non-profit (Taking Stock in Children) and local educational agencies with the goal of increasing the extent to which low-income students with academic promise are prepared for, enrolled in, and successful in college. Specifically, FLIGHT provides school-based mentoring, college prep, and wrap-around services for at-risk students who show potential to be successful in postsecondary education endeavors.
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Intervention Report
|
12-PS
|
3
|
Summer Counseling (Transition to College) (March 2018)
The summer counseling intervention was intended to reduce what study authors call the summer “melt,” a phenomenon in which students have been accepted to college but fail to matriculate. These summer counseling services, delivered during the months between high school graduation and college enrollment, involve outreach by college counselors or peer mentors via text messaging campaigns, e-mail, phone, in-person meetings, instant messaging, or social media. These intervention services provide college-intending individuals with information about tasks required for college enrollment, such as taking placement tests, arranging for housing, acquiring medical insurance, obtaining financial aid, and registering for courses. Summer counseling was also provided to help students overcome unanticipated financial, informational, and socio-emotional barriers that prevent college enrollment.
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Intervention Report
|
9-12
|
3
|
Green Dot Public Schools (Charter Schools) (January 2018)
Green Dot Public Schools is a nonprofit organization that operates more than 20 public charter middle and high schools in California, Tennessee, and Washington. The Green Dot Public Schools are regulated and monitored by the local school district, but operate outside of the district’s direct control. The Green Dot Public Schools model emphasizes high quality teaching, strong school leadership, a curriculum that prepares students for college, and partnerships with the community. Any student may enroll in a Green Dot Public School if there is space available. Many Green Dot Public Schools operate with unionized teachers and staff. Several of the Green Dot Public Schools were chartered in existing public schools which were performing below district or community expectations. Funding for Green Dot Public Schools operations comes through public federal, state, and local finances, while some transformations of existing district-run schools into charter schools have been funded partly by private foundations.
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Intervention Report
|
2-10
|
3
|
Self-Regulated Strategy Development (Students with a Specific Learning Disability) (November 2017)
Self-Regulated Strategy Development (SRSD) is an intervention designed to improve students’ academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities. The intervention begins with teacher direction and ends with students independently applying the strategy, such as planning and organizing ideas before writing an essay. More specifically, the six steps involve the teacher providing background knowledge, discussing the strategy with the student, modeling the strategy, helping the student memorize the strategy, supporting the strategy, and then watching as the student independently performs the strategy. A key part of the process is teaching self-regulation skills, such as goal-setting and self-monitoring, which aim to help students apply the strategy without guidance. The steps can be combined, changed, reordered, or repeated, depending on the needs of the student. The SRSD model can be used with students in grades 2 through 12 in individual, small group, or whole classroom settings.
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Intervention Report
|
8
|
3
|
I CAN Learn®(Primary Mathematics) (August 2017)
I CAN Learn® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the next one. Classroom teachers may provide individual, small-group, or whole-class instruction based on students’ performance on the software program.
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Intervention Report
|
K-12
|
3
|
Functional Behavioral Assessment-based Interventions (December 2016)
Functional behavioral assessment (FBA) is an individualized problem-solving process for addressing student problem behavior. An assessment is conducted to identify the purpose or function of a student's problem behavior. This assessment process involves collecting information about the environmental conditions that precede the problem behavior and the subsequent rewards that reinforce the behavior. The information that is gathered is then used to identify and implement individualized interventions aimed at reducing problem behaviors and increasing positive behaviors. Accordingly, the studies evaluating FBA examine different FBA-based interventions identified for each student. FBA-based interventions can be used to address diverse problem behaviors, such as disruptive and off-task behaviors, noncompliance, and inappropriate social interactions.
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Intervention Report
|
PS
|
3
|
Summer Bridge Programs (Supporting Postsecondary Success) (July 2016)
Summer bridge programs are designed to ease the transition to college and support postsecondary success by providing students with the academic skills and social resources needed to succeed in a college environment. These programs occur in the summer “bridge” period between high school and college. Although the content of summer bridge programs can vary across institutions and by the population served, they typically last 2–4 weeks and involve (a) an in-depth orientation to college life and resources, (b) academic advising, (c) training in skills necessary for college success (e.g., time management and study skills), and/or (d) accelerated academic coursework.
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Intervention Report
|
8
|
3
|
University of Chicago School Mathematics Project (UCSMP) Algebra (Secondary Mathematics) (May 2016)
University of Chicago School Mathematics Project (UCSMP) Algebra, designed to increase students’ skills in algebra, is appropriate for students in grades 7–10, depending on the students’ incoming knowledge. This 1-year course highlights applications, uses statistics and geometry to develop the algebra of linear equations and inequalities, and includes probability concepts in conjunction with algebraic fractions. The curriculum emphasizes graphing, delaying manipulation with rational algebraic expressions until later courses. This curriculum uses the UCSMP textbook.
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Intervention Report
|
7-10
|
3
|
University of Chicago School Mathematics Project (UCSMP) Multiple Courses (Secondary Mathematics) (May 2016)
UCSMP is a core mathematics curriculum that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson organization.
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Intervention Report
|
1-4
|
3
|
Lindamood Phoneme Sequencing® (LiPS®) (Beginning Reading) (November 2015)
The Lindamood Phoneme Sequencing® (LiPS®) program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. LiPS® is designed for emergent readers in kindergarten through grade 3 or for struggling, dyslexic readers. The program is individualized to meet students’ needs and is often used with students who have learning disabilities or difficulties. Initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. After students are able to produce, label, and organize the sounds with their mouths, subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words. The program also offers direct instruction in letter patterns, sight words, and context clues in reading.
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Intervention Report
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3-5
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3
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Everyday Mathematics® (Primary Mathematics) (November 2015)
Everyday Mathematics® is a core curriculum for students in prekindergarten through grade 6. At each grade level, the Everyday Mathematics® curriculum provides students with multiple opportunities to learn concepts and practice skills. Across grade levels, concepts are reviewed and extended in varying instructional contexts. The distinguishing features of Everyday Mathematics® are its focus on real-life problem solving, student communication of mathematical thinking, and appropriate use of technology. This curriculum also emphasizes balancing different types of instruction (including collaborative learning), using various methods for skills practice, and fostering parent involvement in student learning.
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Intervention Report
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9-12
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3
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Career Academies (Dropout Prevention) (September 2015)
Career Academies are school-within-school programs operating in high schools. Students in Career Academies take both career-related and academic courses and acquire work experience through partnerships with local employers.
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Intervention Report
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PK
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3
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Head Start (Early Childhood Education) (July 2015)
Head Start is a national, federally-funded program that provides services to promote school readiness for children from birth to age 5 from predominantly low-income families. These services are provided to both children and their families and include education, health and nutrition, family engagement, and other social services. Head Start program administrators are given the flexibility to design service delivery to be responsive to cultural, linguistic, and other contextual needs of local communities, leading to considerable variability in the services offered. Head Start service models also vary according to family needs, such that children and families may be served through center-based or family child care, home visits, or a combination of programs that operate full or half days for 8–12 months per year.
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Intervention Report
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6-12
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3
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MyTeachingPartner–Secondary (Teacher Training, Evaluation, and Compensation) (June 2015)
MyTeachingPartner–Secondary (MTP-S) is a professional development program that aims to increase student learning and development through improved teacher–student interactions. Through the program, middle and high school teachers access a video library featuring examples of high-quality interactions and receive individualized, web-based coaching approximately twice per month during the school year. MTP-S uses the secondary school version of the Classroom Assessment Scoring System®–Secondary (CLASS-S) to define and observe effective teaching practices.
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Intervention Report
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9-12
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3
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Check & Connect (Dropout Prevention) (May 2015)
Check & Connect is a dropout prevention strategy that relies on close monitoring of school performance, mentoring, case management, and other supports. The program has two main components: “Check” and “Connect.” The Check component is designed to continually assess student engagement through close monitoring of student performance and progress indicators. The Connect component involves program staff giving individualized attention to students, in partnership with school personnel, family members, and community service providers. Students enrolled in Check & Connect are assigned a “monitor” who regularly reviews their performance (in particular, whether students are having attendance, behavior, or academic problems) and intervenes when problems are identified. The monitor also advocates for students, coordinates services, provides ongoing feedback and encouragement, and emphasizes the importance of staying in school.
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Intervention Report
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K
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3
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Fast Track: Elementary School (Children Identified With or at Risk for an Emotional Disturbance) (October 2014)
Fast Track is a comprehensive intervention program designed to reduce conduct problems and promote academic, behavioral, and social improvement. Prior to grade 1, students are identified as being at risk for long-term antisocial behavior through teacher and parent reports of conduct problems. Delivery of the program begins in grade 1 and continues through grade 10. After the first year, the frequency of the supports is reduced based on the assessed functioning of the students and their families. Fast Track consists of seven integrated intervention components: the Promoting Alternative Thinking Strategies (PATHS) curriculum, parent groups, parent–child sharing time, child social skills training groups, home visiting, child peer-pairing, and academic tutoring.
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Intervention Report
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1-5
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3
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Open Court Reading© (Beginning Reading) (October 2014)
Open Court Reading© is a reading program for grades K–6 that is designed to teach decoding, comprehension, inquiry, and writing in a three-part progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part Two, Reading and Responding, emphasizes reading literature for understanding, comprehension, inquiry, and practical reading applications. Part Three, Language Arts, focuses on writing, spelling, grammar, usage, mechanics, and basic computer skills.
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Intervention Report
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5-12
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3
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Repeated Reading (Students with Learning Disabilities) (May 2014)
Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During repeated reading, a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level.
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Intervention Report
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2-4
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3
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Spelling Mastery (Students with Learning Disabilities) (January 2014)
Spelling Mastery is designed to explicitly teach spelling skills to students in grades 1–6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, Spelling Mastery includes phonemic, morphemic, and whole-word strategies.
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Intervention Report
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K-1
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3
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DreamBox Learning (Elementary School Mathematics) (December 2013)
DreamBox Learning is a supplemental online mathematics program that provides adaptive instruction for students in grades K–5 and focuses on number and operations, place value, and number sense. The program aims to individualize instruction for each student using unique paths through the curriculum ihat match each student’s level of comprehension and learning style.
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Intervention Report
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K-1
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3
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Reading Recovery® (Beginning Reading) (July 2013)
Reading Recovery® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims to improve student reading and writing skills by providing one-on-one tutoring, tailoring the content of each lesson to each student based on observations and analyses of the student strengths and weaknesses from prior lessons. Trained Reading Recovery® teachers deliver tutoring daily in 30-minute one-on-one sessions over the course of 12 to 20 weeks. Reading Recovery® teachers incorporate instruction in topics such as phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, oral language, and motivation depending on student needs.
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Intervention Report
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2-6
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3
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Read Naturally® (Beginning Reading) (July 2013)
Read Naturally is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and, for the most part, work on an independent basis. Read Naturally® can be used in a variety of settings, including classrooms, resource rooms, or computer or reading labs. Although the program was not originally developed for English language learners, additional materials for these students are currently available.
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Intervention Report
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PK
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3
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Bright Beginnings (Early Childhood Education) (March 2013)
Bright Beginnings is an early childhood curriculum, based in part on High/Scope and Creative Curriculum, with an additional emphasis on literacy skills. The curriculum consists of nine thematic units designed to enhance children’s cognitive, social, emotional, and physical development. Each unit includes concept maps, literacy lessons, early childhood center activities, and home activities. Special emphasis is placed on the development of early language and literacy skills. Parent involvement is a key component of the program.
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Intervention Report
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PK
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3
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Social Skills Training (Early Childhood Education for Children with Disabilities) (February 2013)
Social skills training is not a specific curriculum, but rather a collection of practices that utilize a behavioral approach to teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. Social skills training can occur in both regular and special education classrooms.
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Intervention Report
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5-6
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3
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SpellRead (Adolescent Literacy) (January 2013)
SpellRead™ (formerly known as SpellRead Phonological Auditory Training®) is a literacy program for struggling readers in grade 2 or above, including special education students, English language learners, and students more than 2 years below grade level in reading. SpellRead integrates the auditory and visual aspects of the reading process and emphasizes specific skill mastery through systematic and explicit instruction. Students are taught to recognize and manipulate English sounds; to practice, apply, and transfer their skills using texts at their reading level; and to write about their reading.
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Intervention Report
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K-6
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3
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Peer-Assisted Learning Strategies (Students with Learning Disabilities) (June 2012)
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. During the 30-35 minute peer-tutoring sessions, students take turns acting at the tutor, coaching and correcting one another as they work through problems. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.
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Intervention Report
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PK
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3
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Phonological Awareness Training (Early Childhood Education for Children with Disabilities) (June 2012)
Phonological Awareness Training is a general practice aimed at enhancing young children’s phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning and is considered a precursor to reading. Phonological Awareness Training can involve various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration.
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Intervention Report
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4-5
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3
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Great Explorations in Math and Science® (GEMS®) Space Science Sequence (Science) (June 2012)
Great Explorations in Math and Science® (GEMS®) Space Science Sequence is an instructional curriculum for grades 3–5 that covers fundamental concepts, including planetary sizes and distance, the earth’s shape and movement, gravity, and moon phases and eclipses. Part of the GEMS® core curriculum, GEMS® Space Science Sequence uses the solar system as the focal point for learning. The sequence uses models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings. Students complete four units, each lasting between four and nine sessions. Each unit builds upon knowledge from previous units and can be used independently or in conjunction with one another for an overall learning progression.
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Intervention Report
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3-4
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3
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Technology Enhanced Elementary and Middle School Science (TEEMSS) (Science) (May 2012)
Technology Enhanced Elementary and Middle School Science (TEEMSS) is a physical science curriculum for grades 3–8 that uses computers, sensors, and interactive models to support investigations of real-world phenomena. Through 15 inquiry-based instructional units, students interact with computers, gather and analyze data, and formulate ideas for further exploration. This information is managed by software in a handheld computer and transmitted to other students and to the teacher. The program includes a web-based teacher-reporting tool that allows teachers to review student portfolios and gather student responses for assessment and class discussion.
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Intervention Report
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K-3
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3
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First Step to Success (Children Identified With or at Risk for an Emotional Disturbance) (March 2012)
First Step to Success is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50–60 hours over a 3-month period. First Step to Success includes three interconnected modules: screening, classroom intervention, and parent training. |
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Intervention Report
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K-6
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3
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Peer-Assisted Learning Strategies (Adolescent Literacy) (January 2012)
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. During the 30-35 minute peer-tutoring sessions, students take turns acting at the tutor, coaching and correcting one another as they work through problems. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.
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Intervention Report
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K-6
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3
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Peer-Assisted Learning Strategies (English Language Learners) (September 2010)
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. During the 30-35 minute peer-tutoring sessions, students take turns acting at the tutor, coaching and correcting one another as they work through problems. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.
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Intervention Report
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K-1
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3
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Sound Partners (Beginning Reading) (September 2010)
Sound Partners is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K–3 with below-average reading skills. The program is designed for use by tutors with minimal training and experience. Instruction emphasizes letter–sound correspondences, phoneme blending, decoding and encoding phonetically regular words, and reading irregular high-frequency words. It includes oral reading to practice applying phonics skills in text. The program consists of a set of scripted lessons in alphabetic and phonics skills and uses Bob Books beginning reading series as one of the primary texts for oral reading practice. The tutoring can be provided as a pull-out or after-school program or by parents who homeschool their children.
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Intervention Report
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5-9
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3
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Reading Plus® (Adolescent Literacy) (September 2010)
Reading Plus® is a web-based reading intervention that uses technology to provide individualized scaffolded silent reading practice for students in grades 3 and higher. Reading Plus® aims to develop and improve students’ silent reading fluency, comprehension, and vocabulary. Reading Plus® is designed to adjust the difficulty of the content and duration of reading activities so that students proceed at a pace that corresponds to their reading skill level. The intervention includes differentiated reading activities, computer-based reading assessments, tools to monitor student progress, ongoing implementation support, and supplemental offline activities.
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Intervention Report
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9-10
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3
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Core-Plus Mathematics (High School Mathematics) (September 2010)
Core-Plus Mathematics is a 4-year curriculum that replaces the traditional sequence with courses that each feature interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. The curriculum emphasizes mathematical modeling, using technology to emphasize reasoning with multiple representations (verbal, numerical, graphical, and symbolic) and to focus on goals in which mathematical thinking and problem solving are central. Instructional materials promote active learning and teaching centered around collaborative small-group investigations of problem situations, followed by teacher-led whole-class summarizing activities that lead to analysis, abstraction, and further application of underlying mathematical ideas.
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Intervention Report
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11-12
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3
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National Guard Youth ChalleNGe Program (Dropout Prevention) (September 2010)
The National Guard Youth ChalleNGe Program is a residential education and training program designed for youth ages 16–18 who have dropped out of or been expelled from high school. During a 22-week residential period, participants are offered GED (General Educational Development) preparation classes and other program services intended to promote positive youth development, such as leadership, job skills, and service to the community. The residential period is quasi-military (youth live in barracks, wear uniforms, and experience military-style discipline), but there are no requirements for military service. After the residential period, trainees participate in a 1-year structured mentoring program. Trainees select their own mentors. After selection, mentors are screened and trained by the program.
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Intervention Report
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2-6
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3
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Cooperative Integrated Reading and Composition® (CIRC®) (Adolescent Literacy) (August 2010)
Cooperative Integrated Reading and Composition® (CIRC®) is a comprehensive reading and writing program for students in grades 2–8. It includes story-related activities, direct instruction in reading comprehension, and integrated reading and language arts activities. Pairs of students (grouped either by or across ability levels) read to each other, predict how stories will end, summarize stories, write responses, and practice spelling, decoding, and vocabulary. Within cooperative teams of four, students work to understand the main idea of a story and work through the writing process. The CIRC® process includes teacher instruction, team practice, peer assessment, and team/partner recognition. A Spanish version of the program was also designed for grades 2–5.
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Intervention Report
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K-10
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3
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Fast ForWord® (Adolescent Literacy) (August 2010)
Fast ForWord® is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components.
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Intervention Report
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K-5
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3
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Reading Mastery (Adolescent Literacy) (August 2010)
Reading Mastery is designed to provide systematic reading instruction to students in grades K–6. Reading Mastery can be used as an intervention program for struggling readers, as a supplement to a school’s core reading program, or as a stand-alone reading program, and is available in three versions. During the implementation of Reading Mastery, students are grouped with other students at a similar reading level, based on program placement tests. The program includes a continuous monitoring component.
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Intervention Report
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PK
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3
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Lovaas Model of Applied Behavior Analysis (Early Childhood Education for Children with Disabilities) (August 2010)
The Lovaas Model of Applied Behavior Analysis is a type of behavioral therapy that initially focuses on discrete trials: brief periods of one-on-one instruction, during which a teacher cues a behavior, prompts the appropriate response, and provides reinforcement to the child. Children in the program receive an average of 35–40 hours of intervention per week that consists of in-home one-to-one instruction, facilitated peer play, inclusion and support in regular education classrooms, and generalization activities for transfer of skills to natural environments. In addition, parents are trained in instructional techniques. The intervention generally lasts about 3 years.
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Intervention Report
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K-8
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3
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Accelerated Reader (Adolescent Literacy) (August 2010)
Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K–12. It aims to improve students’ reading skills through reading practice and by providing frequent feedback on students’ progress to teachers. The Accelerated Reader™ program requires students to select and read a book based on their area of interest and reading level. Upon completion of a book, students take a computerized quiz based on the book’s content and vocabulary. Quiz performance allows teachers to monitor student progress and to identify students who may need additional reading assistance.
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Intervention Report
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7-12
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3
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Reading Apprenticeship® (Adolescent Literacy) (July 2010)
Reading Apprenticeship® is a professional development program that aims to help teachers improve their students’ literacy skills. The program also aims to improve student social-emotional learning outcomes such as belonging, social awareness, growth mindset, and self-efficacy. Reading Apprenticeship® trains teachers to model reading comprehension strategies and help students practice these strategies in their classrooms.
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Intervention Report
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2-6
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3
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Read Naturally® (Students with Learning Disabilities) (July 2010)
Read Naturally is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and, for the most part, work on an independent basis. Read Naturally® can be used in a variety of settings, including classrooms, resource rooms, or computer or reading labs. Although the program was not originally developed for English language learners, additional materials for these students are currently available.
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Intervention Report
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1
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3
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Read Well® (English Language Learners) (June 2010)
Read Well® is a reading curriculum to increase the literacy abilities of students in kindergarten and grade 1. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. Students are given opportunities to discuss the vocabulary concepts that are presented in each story. The program is based on the tenets of scaffolded instruction, where teachers begin by presenting models, and gradually decrease their support by providing guided practice, before students are asked to complete the skill or strategy independently. For example, the student and teacher read new text aloud, with the teacher reading the difficult or irregular words. As student skills (and motivation) increase, the amount of teacher-read text decreases, and the student is given greater independence. The program combines daily whole class activities with small group lessons.
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Intervention Report
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4-6
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3
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Project CRISS® (Adolescent Literacy) (June 2010)
Project CRISS® (CReating Independence through Student-owned Strategies) is a professional development program for teachers that aims to improve reading, writing, and learning for students in grades 3–12. The implementation of Project CRISS® does not require a change in the curriculum or materials being used in the classroom, but instead calls for a change in teaching style to focus on three primary concepts derived from cognitive psychology and brain research. These three concepts include students (1) monitoring their learning to assess when they have understood content, (2) integrating new information with prior knowledge, and (3) being actively involved in the learning process through discussing, writing, organizing information, and analyzing the structure of text to help improve comprehension.
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Intervention Report
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PK
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3
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Dialogic Reading (Early Childhood Education for Children with Disabilities) (April 2010)
Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner.
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Intervention Report
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1-4
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3
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Lindamood Phoneme Sequencing® (LiPS®) (Students with Learning Disabilities) (March 2010)
The Lindamood Phoneme Sequencing® (LiPS®) program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. LiPS® is designed for emergent readers in kindergarten through grade 3 or for struggling, dyslexic readers. The program is individualized to meet students’ needs and is often used with students who have learning disabilities or difficulties. Initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. After students are able to produce, label, and organize the sounds with their mouths, subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words. The program also offers direct instruction in letter patterns, sight words, and context clues in reading.
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Intervention Report
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PK
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3
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Headsprout® Early Reading (Early Childhood Education) (October 2009)
Headsprout Early Reading is an online supplemental early literacy curriculum consisting of eighty 20-minute animated episodes. The episodes are designed to teach phonemic awareness, phonics, fluency, vocabulary, and comprehension. The program adapts to a child’s responses, providing additional instruction and review if a child does not choose the correct answer. Teachers may use stories based on the episodes to reinforce instruction provided in the lessons.
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Intervention Report
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K-1
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3
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Lexia Reading (Beginning Reading) (June 2009)
Lexia Reading is a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Lexia Reading is designed to supplement regular classroom instruction and to support skill development in the five areas of reading instruction identified by the National Reading Panel.
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Intervention Report
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K-3
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3
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Earobics® (Beginning Reading) (January 2009)
Earobics® is an interactive software that provides students in prekindergarten through grade 3 with individual, systematic instruction in early literacy skills as students interact with animated characters. Earobics® Foundations is the version for prekindergaten, kindergarten, and grade 1. Earobics® Connections is for grades 2 and 3 and older struggling readers. The program builds students’ skills in phonemic awareness, auditory processing, and phonics, as well as the cognitive and language skills required for comprehension. Each level of instruction addresses recognizing and blending sounds, rhyming, and discriminating phonemes within words, adjusting to each student’s ability level. The software is supported by music, audiocassettes, and videotapes, and includes picture/word cards, letter–sound decks, big books, little books, and leveled readers for reading independently or in groups.
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Intervention Report
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PK
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3
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Curiosity Corner (Early Childhood Education) (January 2009)
Curiosity Corner is a comprehensive early childhood curriculum designed to help children at risk of school failure because of poverty. The program offers children experiences that develop the attitudes, skills, and knowledge necessary for later school success, with a special emphasis on children’s language and literacy skills. Curiosity Corner has two sets of 38 weekly thematic units, one set for 3-year-olds and one set for 4-year-olds. Each day, the program staff present children with learning experiences through sequential daily activities. The program provides training, support, and teaching materials for teaching staff and administrators. Parents are encouraged to participate in children’s learning through activities in and out of the classroom.
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Intervention Report
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1
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3
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Early Intervention in Reading (EIR)® (Beginning Reading) (November 2008)
Early Intervention in Reading (EIR)® is a program designed to provide extra instruction to groups of students at risk of failing to learn to read. The program uses picture books to stress instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K–2, the program includes whole-class instruction followed by small-group instruction for students who score low on oral reading and literacy skills. In grades 3 and 4, the program consists of small group instruction for 20 minutes, 4 days a week. Teachers are trained for 9 months using workshops and an Internet-based professional development program.
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Intervention Report
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PK
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3
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Ready, Set, Leap!® (Early Childhood Education) (October 2008)
Ready, Set, Leap!® is a comprehensive preschool curriculum that focuses on early reading skills, such as phonemic awareness, letter knowledge, and letter-sound correspondence using multi-sensory technology that incorporates touch, sight, and sound. Teachers may adopt either a theme-based or a literature-based teaching approach. For each approach, the curriculum provides lesson plans, learning objectives, and assessment tools.
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Intervention Report
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6-8
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3
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Accelerated Middle Schools (Dropout Prevention) (July 2008)
Accelerated middle schools are self-contained academic programs designed to help middle school students who are behind grade level catch up with their peers. The program aims to ensure students stay in school and graduate by encouraging them to begin high school with other students their age. The programs serve students who are one to two years behind grade level, giving students the opportunity to cover an additional year of curriculum over 1–2 years in the program. Accelerated middle schools can be structured as separate schools or as schools within a traditional middle school.
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Intervention Report
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11-12
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3
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Job Corps (Dropout Prevention) (April 2008)
Job Corps, a federally funded education and job training program for economically disadvantaged youth, offers remedial education, GED (General Educational Development) preparation, vocational training, job placement assistance, and other supports. Job Corps participants typically reside in a Job Corps center while enrolled in the program and can remain in the program for up to 2 years.
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Intervention Report
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11-12
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3
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JOBSTART (Dropout Prevention) (March 2008)
JOBSTART is an alternative education and training program designed to improve the economic prospects of young, disadvantaged high school dropouts by increasing educational attainment and developing occupational skills. The program has four main components: (1) basic academic skills instruction with a focus on GED (General Educational Development) preparation, (2) occupational skills training, (3) training-related support services (such as transportation assistance and child care), and (4) job placement assistance. Participants receive at least 200 hours of basic education and 500 hours of occupational training.
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Intervention Report
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10-PS
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3
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New Chance (Dropout Prevention) (January 2008)
New Chance, a program for young welfare mothers who have dropped out of school, aims to improve both their employment potential and their parenting skills. Participants take GED (General Educational Development) preparation classes and complete a parenting and life skills curriculum. Once they complete this first phase of the program, they can receive occupational training and job placement assistance from New Chance, which also offers case management and child care.
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Intervention Report
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K
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3
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Voyager Universal Literacy System® (Beginning Reading) (August 2007)
The Voyager Universal Literacy System® is a core reading program designed to help students learn to read at or above grade level by the end of grade 3. This program uses strategies such as individual reading instruction, higher-level comprehension activities, problem solving, and writing. Students are also exposed to computer-based practice and reinforcement in phonological skills, comprehension, fluency, language development, and writing. The program uses whole classroom, small group, and independent group settings. Voyager Universal Literacy System® emphasizes regular assessments, with biweekly reviews for struggling students and quarterly assessments for all students.
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Intervention Report
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PK-K
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3
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Ladders to Literacy (Beginning Reading) (August 2007)
Ladders to Literacy is a supplemental early literacy curriculum published in Ladders to Literacy: A Kindergarten Activity Book. The program targets children at different levels and from diverse cultural backgrounds. The activities are organized into three sections with about 20 activities each: print awareness, phonological awareness skills, and oral language skills.
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Intervention Report
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PK
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3
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Waterford Early Reading Level One (Early Childhood Education) (July 2007)
Waterford Early Reading Level One™ is an emergent literacy curriculum that uses computer-based technology to prepare children for reading. It begins with a tutorial to familiarize the child with the computer and mouse and a reading placement evaluation to assess and determine whether a child should work on Level One objectives: capital letters, lowercase letters, or beginning decoding skills. The computerized instruction is supplemented by activities for phonological and phonemic awareness, letter recognition, knowledge of story and print concepts, and general readiness skills.
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Intervention Report
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K
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3
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Waterford Early Reading Program (Beginning Reading) (July 2007)
Waterford Early Reading Program™ is a software-based curriculum for students in kindergarten through grade 2. The curriculum is designed to promote reading, writing, and typing, incorporating literacy skills such as letter mastery, language stories, spelling, basic writing skills, reading and listening development, and comprehension strategies. It can be used as a supplement to the regular reading curriculum. Program materials include classroom lessons and take-home materials in addition to the Waterford software. Waterford Early Reading Program™ offers pretest placement and posttest assessments, in addition to ongoing assessments throughout the program.
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Intervention Report
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PK
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3
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Building Blocks for Math (SRA Real Math) (Early Childhood Education) (July 2007)
Building Blocks for Math is a supplemental mathematics curriculum designed to develop preschool children’s early mathematical knowledge through various individual and small- and large-group activities. It uses Building Blocks for Math PreK software, manipulatives, and print material. Building Blocks for Math embeds mathematical learning in children’s daily activities, ranging from designated math activities to circle and story time, with the goal of helping children relate their informal math knowledge to more formal mathematical concepts.
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Intervention Report
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5-6
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3
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SpellRead (Beginning Reading) (July 2007)
SpellRead™ (formerly known as SpellRead Phonological Auditory Training®) is a literacy program for struggling readers in grade 2 or above, including special education students, English language learners, and students more than 2 years below grade level in reading. SpellRead integrates the auditory and visual aspects of the reading process and emphasizes specific skill mastery through systematic and explicit instruction. Students are taught to recognize and manipulate English sounds; to practice, apply, and transfer their skills using texts at their reading level; and to write about their reading.
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Intervention Report
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1-4
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3
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ClassWide Peer Tutoring (Beginning Reading) (July 2007)
ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated with most existing reading curricula. This approach provides students with increased opportunities to practice reading skills by asking questions and receiving immediate feedback from a peer tutor. Pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. The teacher creates age-appropriate peer teaching materials for the peer tutors; these materials take into account tutees’ language skills and disabilities.
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Intervention Report
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1-6
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3
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Peer Tutoring and Response Groups (English Language Learners) (July 2007)
Peer Tutoring and Response Groups aims to improve the language and achievement of English learners by pairing or grouping students to work on a task. The students may be grouped by age or ability, or the groups may be mixed. Peer tutoring typically consists of two students assuming the roles of tutor and tutee, or “coach and player” roles. Peer response groups give four or five students shared responsibility for a task, such as editing a passage or reading and answering comprehension questions. Both peer tutoring pairs and peer response groups emphasize peer interaction and discussion to complete a task.
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Intervention Report
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3
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3
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Failure Free Reading (Beginning Reading) (July 2007)
Failure Free Reading is a language development program designed to improve vocabulary, fluency, word recognition, and reading comprehension for students in kindergarten through grade 12 who score in the bottom 15% on standardized tests and who have not responded to conventional beginning reading instruction. The three key dimensions of the program are: 1) repeated exposure to text, 2) predictable sentence structures, and 3) story concepts that require minimal prior knowledge. The program combines systematic, scripted teacher instruction; talking software; workbook exercises; and independent reading activities.
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Intervention Report
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3
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3
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Wilson Reading System® (Beginning Reading) (July 2007)
The Wilson Reading System® is a reading and writing program. It provides a curriculum for teaching reading and spelling to individuals of any age who have difficulty with written language. The Wilson Reading System® directly teaches the structure of words in the English language, aiming to help students learn the coding system for reading and spelling. The program provides interactive lesson plans and uses a sequential system with extensive controlled text. The Wilson Reading System® is structured to progress from phoneme segmentation to more challenging tasks, and seeks to improve sight word knowledge, fluency, vocabulary, oral expressive language development, and reading comprehension.
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Intervention Report
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3-5
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3
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Corrective Reading (Beginning Reading) (July 2007)
Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grade 3 or higher who are reading below their grade level. The program has four levels that correspond to students’ decoding skills. All lessons in the program are sequenced and scripted. Corrective Reading can be implemented in small groups of 4–5 students or in a whole-class format. Corrective Reading is intended to be taught in 45-minute lessons 4–5 times a week.
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Intervention Report
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1-2
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3
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Start Making a Reader Today® (SMART®) (Beginning Reading) (June 2007)
Start Making a Reader Today® (SMART®) is a volunteer tutoring program for students in grades K–2 who are at risk of reading failure. The program is designed to be a low-cost, easy-to-implement intervention. Volunteer tutors go into schools where at least 40% of students are eligible for free or reduced-price lunch and read one-on-one with students twice a week for 30 minutes. Typically, one volunteer works with two students on four types of activities: reading to the student, reading with the student, re-reading with the student, and asking the student questions about what has been read. The program also gives each student two new books a month to encourage families to read together.
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Intervention Report
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2
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3
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Fluency Formula (Beginning Reading) (June 2007)
Fluency Formula™ is a supplemental curriculum designed to promote reading fluency in grades 1–6. The program emphasizes automatic recognition of words, decoding accuracy, and oral expressiveness as the foundations for building reading fluency. A daily 10- to 15-minute lesson is delivered in the classroom. Students participate in whole-class, small-group, and individual practice activities using workbooks, read-aloud anthologies, library books, fluency activity cards, and audio CDs. The curriculum encourages at-home practice and includes a Fluency Formula™ Assessment System, which allows teachers to assess student fluency using 1-minute grade-level passages and a timer.
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Intervention Report
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K
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3
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Stepping Stones to Literacy (Beginning Reading) (June 2007)
Stepping Stones to Literacy (SSL) is a supplemental curriculum designed to promote listening, print conventions, phonological awareness, phonemic awareness, and serial processing/rapid naming (quickly naming familiar visual symbols and stimuli, such as letters or colors). The program targets older preschool and kindergarten students who are considered to be underachieving readers, based on teacher’s recommendations, assessments, and systematic screening. Students participate in 10- to 20-minute daily lessons in a small group or individually. The curriculum consists of 25 lessons, for a total of 9–15 hours of instructional time.
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Intervention Report
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1
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3
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Read, Write & Type! (Beginning Reading) (May 2007)
Read, Write & Type!™ Learning System is a software program with supporting materials designed to teach beginning reading skills by emphasizing writing as a way to learn to read. The program was developed for students ages 6–9 years who are just beginning to read, and for students who are struggling readers and writers. The main goal of Read, Write & Type!™ is to help students develop an awareness of the 40 English phonemes and the ability to associate each phoneme with a letter or a combination of letters and a finger stroke on the keyboard. Other goals of the program include identifying phonemes in words; and fluency in sounding out, typing, and reading regularly spelled words.
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Intervention Report
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12
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3
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Building Decision Skills (Character Education) (April 2007)
Building Decision Skills aims to raise middle and high school students’ awareness of ethics, help them gain experience developing core values, and give them strategies for dealing with ethical dilemmas. Building Decision Skills consists of 10 lessons that can fill 2 consecutive weeks of daily lessons or be drawn out over a longer period. Using readings, handouts, and overheads, the teacher covers key concepts. Students are encouraged to think about the key concepts through small-group activities, class discussions, and homework assignments. The program also includes schoolwide components such as group discussions, seminars, and assemblies, and can be combined with service learning.
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Intervention Report
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K
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3
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Little Books (Beginning Reading) (April 2007)
The Little Books are a set of books designed for interactive book reading between parents and children or between teachers and students. The books use thematic topics familiar to children. They are written with high-frequency words and use simple phrases and sentences. The books also have strong links between illustrations and text.
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Intervention Report
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K-6
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3
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Caring School Community (CSC) (Character Education) (April 2007)
Caring School Community™ (CSC) is a modified version of a program formerly known as the Child Development Project. CSC is a multiyear school improvement program that involves all students in grades K–6. The program aims to promote core values, prosocial behavior, and a schoolwide feeling of community. The program consists of four elements originally developed for the Child Development Project: class meeting lessons, cross-age “buddies” programs, “homeside” activities, and schoolwide community. Class lessons provide teachers and students with a forum to get to know one another, discuss issues, identify and solve problems collaboratively, and make a range of decisions that affect classroom life. Cross-age buddies activities pair whole classes of older and younger students for academic and recreational activities that build caring cross-age relationships and create a schoolwide climate of trust. Homeside activities include short conversational activities that are sent home with students for them to do with parents or caregivers and then to discuss back in their classroom. The activities incorporate the families’ perspectives, cultures, and traditions, thereby promoting interpersonal understanding. Schoolwide community-building activities bring students, parents, and school staff together to create new school traditions.
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Intervention Report
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K-6
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3
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Positive Action (Character Education) (April 2007)
Positive Action, at its core, teaches the philosophy that you feel good about yourself when you do positive actions and there is always a positive way to do everything. It is illustrated by the the Thoughts-Actions-Feelings about self Circle where positive thoughts lead to positive actions, which in turn lead to positive feelings about oneself. It also teaches the positive actions for physical, intellectual, social and emotional areas—the whole self. It is a Pre-K-12 school-based program that aims to promote good behavior while disrupting problem behaviors, improves academics, and develops social-emotional and character skills while improving mental and physical health and self-concept. Lessons are scripted and use a wide variety of strategies: classroom discussion, role-play, games, songs, journals, manipulatives and activity sheets and text booklets.
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Intervention Report
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9-12
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3
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High School Redirection (Dropout Prevention) (April 2007)
High School Redirection is an alternative high school program for youth considered at risk of dropping out. The program emphasizes basic skills development (with a particular focus on reading skills) and offers limited extra-curricular activities. The schools operate in economically disadvantaged areas and serve students who have dropped out in the past, who are teen parents, who have poor test scores, or who are over-age for their grade. To foster a sense of community, the schools are small, and teachers are encouraged to act as mentors as well as instructors.
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Intervention Report
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8
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3
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Twelve Together (Dropout Prevention) (March 2007)
Twelve Together is a 1-year peer support and mentoring program for middle and early high school students that offers weekly after-school discussion groups led by trained volunteer adult facilitators. Each peer discussion group consists of about 12 participants who are a mix of students at high- and low-risk of academic failure. Group discussions are based on topics of student interest, usually focusing on personal, family, and social issues. The program also offers homework assistance, trips to college campuses, and an annual weekend retreat.
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Intervention Report
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PK
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3
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Dialogic Reading (Early Childhood Education) (February 2007)
Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner.
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Intervention Report
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2-3
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3
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Bilingual Cooperative Integrated Reading and Composition (BCIRC) (English Language Learners) (February 2007)
The Bilingual Cooperative Integrated Reading and Composition (BCIRC) program, an adaptation of the Cooperative Integrated Reading and Composition (CIRC) program, was designed to help Spanish-speaking students succeed in reading Spanish and then making a successful transition to English reading. In the adaptation, students complete tasks that focus on reading, writing, and language activities in Spanish and English, while working in small cooperative learning groups. The intervention focuses on students in grades 2–5.
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Intervention Report
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11-12
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3
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Financial Incentives for Teen Parents to Stay in School (Dropout Prevention) (December 2006)
Financial incentives for teen parents are components of state welfare programs intended to encourage enrollment, attendance, and completion of high school as a means of increasing employment and earnings and reducing welfare dependence. The incentives take the form of bonuses and sanctions to the welfare grant related to school enrollment, performance, and completion. The programs typically provide case management and social services to supplement financial incentives.
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Intervention Report
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11-12
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3
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Talent Search (Dropout Prevention) (December 2006)
Talent Search aims to help low-income and first-generation college students (those whose parents do not have 4-year college degrees) complete high school and gain access to college through a combination of services designed to improve academic achievement and increase access to financial aid. Services include test taking and study skills assistance, academic advising, tutoring, career development, college campus visits, and financial aid application assistance.
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Intervention Report
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PK
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3
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Phonological Awareness Training (Early Childhood Education) (December 2006)
Phonological Awareness Training is a general practice aimed at enhancing young children’s phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning and is considered a precursor to reading. Phonological Awareness Training can involve various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration.
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Intervention Report
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PK
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3
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Phonological Awareness Training plus Letter Knowledge Training (Early Childhood Education) (December 2006)
Phonological Awareness Training plus Letter Knowledge Training is a general practice aimed at enhancing young children’s phonological awareness, print awareness, and early reading abilities. Phonological awareness, the ability to detect or manipulate the sounds in words independent of meaning, is considered to be a precursor to reading. Phonological awareness training (without letter knowledge training) can involve various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration. The added letter knowledge training component includes teaching children the letters of the alphabet and making an explicit link between letters and sounds.
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Intervention Report
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8
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3
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The Expert Mathematician (Middle School Mathematics) (October 2006)
The Expert Mathematician is designed to help middle school students develop the thinking processes for mathematical applications and communication. A 3-year program of instruction, The Expert Mathematician uses a software and print materials package with 196 lessons that teach the Logo programming language. Each lesson ranges from 40–120 minutes. A test of unit concepts is administered at the end of each instructional unit. The curriculum covers general mathematics, pre-algebra, and algebra I.
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Intervention Report
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7-9
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3
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ALAS (Dropout Prevention) (October 2006)
ALAS (Spanish for “wings”) is an intervention for middle and high school students that is designed to address student, school, family, and community factors that affect dropping out. Each student is assigned a counselor/mentor who monitors attendance, behavior, and academic achievement. The counselor/mentor provides feedback and coordinates interventions and resources to students, families, and teachers. Counselors/mentors also serve as advocates for students and intervene when problems are identified. Students are trained in problem-solving, self-control, and assertiveness skills. Parents are trained in parent-child problem solving, how to participate in school activities, and how to contact teachers and school administrators to address issues.
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Intervention Report
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5
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3
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Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) (English Language Learners) (October 2006)
The Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) is a vocabulary development curriculum for English language learners and native English speakers in grades 4–6. The 15-week program includes 30–45 minute whole class and small group activities that aim to increase students’ understanding of target vocabulary words included in a weekly reading assignment.
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Intervention Report
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2-5
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3
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Instructional Conversations and Literature Logs (English Language Learners) (October 2006)
The goal of Instructional Conversations is to help English learners develop reading comprehension ability along with English language proficiency. Acting as facilitators, teachers engage students in discussions about stories, key concepts, and related personal experiences, allowing students to appreciate and build on each others’ experiences, knowledge, and understanding. Literature Logs require students to respond in writing to prompts or questions related to sections of stories. These responses are then shared in small groups or with a partner.
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Intervention Report
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3
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3
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Too Good For Violence (TGFV) (Character Education) (September 2006)
Too Good for Violence promotes character values, social-emotional skills, and healthy beliefs in elementary and middle school students. The program includes seven lessons per grade level for elementary school (K–5) and nine lessons per grade level for middle school (6–8). All lessons are scripted and engage students through role-playing and cooperative learning games, small group activities, and classroom discussions. Students are encouraged to apply these skills to different contexts. Too Good for Violence also includes optional parental and community involvement elements.
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Intervention Report
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3-12
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3
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Connect with Kids (Character Education) (September 2006)
Connect with Kids aims to promote prosocial attitudes and positive behavior of elementary (grades 3–5) and secondary (grades 6–12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. The classroom curriculum is reinforced by a website component and schoolwide and community outreach components. The program can be incorporated into an existing curriculum or used as a standalone program. The school or teacher decides on the number of character traits covered in each session, so the program duration may vary from one semester to an entire academic year.
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Intervention Report
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3-6
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3
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Too Good for Drugs (TGFD) (Character Education) (September 2006)
Too Good for Drugs™ is designed to promote elementary and middle school students’ life skills, character values, resistance skills to negative peer influence, and resistance to the use of illegal drugs, alcohol, and tobacco. The program is based on classroom discussions and structured activities that center on interactive learning and skill-building exercises. Students engage in role-play and cooperative learning games and are encouraged to apply the skills to different contexts. Too Good for Drugs™ also includes the optional elements of parental and community involvement.
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Intervention Report
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4-5
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3
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Lessons in Character (Character Education) (September 2006)
Lessons in Character is designed to promote elementary and middle school students’ knowledge about core character education values and, through that knowledge, shape children’s positive behaviors and support academic success. It consists of 24 lessons organized around weekly themes, writing activities, and class projects. Teachers introduce the theme with a story that shows a value in action; students then engage that topic with a variety of activities. The program also includes daily oral language development and weekly writing assignments, optional parts of the program’s implementation.
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Intervention Report
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1
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3
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Enhanced Proactive Reading (English Language Learners) (September 2006)
Enhanced Proactive Reading, a comprehensive, integrated reading, language arts, and English language development curriculum, is targeted to first-grade English learners experiencing problems with learning to read through conventional instruction. The curriculum is implemented as small group daily reading instruction, during which instructors provide opportunities for participation from all students and give feedback on student responses.
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Intervention Report
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8
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3
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Facing History and Ourselves (Character Education) (September 2006)
Facing History and Ourselves aims to promote core character education values and to help middle and high school students develop moral reasoning skills. Students examine historical events; in particular, the events that led to World War II and the Holocaust. Teachers participate in professional development seminars and apply the content and approaches to their own teaching or school program. Facing History and Ourselves also includes optional schoolwide components (such as guest speakers and videos).
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Intervention Report
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9-12
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3
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Too Good for Drugs and Violence (TGFD & V) (Character Education) (September 2006)
Too Good for Drugs and Violence is designed to promote high school students’ pro-social skills, positive character traits, and violence- and drug-free norms. The curriculum consists of 14 core lessons, as well as an additional 12 lessons that can be infused into other subject areas (such as English, science, and social studies). Teachers participate in 10 staff development lessons. The program includes optional elements of family and community involvement.
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Intervention Report
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K
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3
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Arthur (English Language Learners) (September 2006)
Arthur, is a book-based educational television program designed for children ages 4–8. The program is based on the storybooks by Marc Brown about Arthur, an 8-year-old aardvark. Each show is 30 minutes in length and includes two stories involving characters dealing with moral issues. The show has been used as a listening comprehension and language development intervention for English language learning students.
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Intervention Report
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K-10
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3
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Fast ForWord® (English Language Learners) (September 2006)
Fast ForWord® is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components.
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Intervention Report
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K-5
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3
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Reading Mastery (English Language Learners) (September 2006)
Reading Mastery is designed to provide systematic reading instruction to students in grades K–6. Reading Mastery can be used as an intervention program for struggling readers, as a supplement to a school’s core reading program, or as a stand-alone reading program, and is available in three versions. During the implementation of Reading Mastery, students are grouped with other students at a similar reading level, based on program placement tests. The program includes a continuous monitoring component.
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Intervention Report
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PK-1
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3
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DaisyQuest (Beginning Reading) (September 2006)
DaisyQuest is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children 3–7 years old (or preschool to grade 2). The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately. Activities also teach children how to count the number of sounds in words.
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Intervention Report
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PK-1
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3
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DaisyQuest (Early Childhood Education) (September 2006)
DaisyQuest is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children 3–7 years old (or preschool to grade 2). The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately. Activities also teach children how to count the number of sounds in words.
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Intervention Report
|
PS
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-1
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Social-belonging Intervention (Supporting Postsecondary Success) (January 2022)
Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions but they all have in common a goal of influencing students’ sense that they could be successful within a college setting.
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Intervention Report
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3-8
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-1
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Leadership and Assistance for Science Education Reform (LASER) (Science) (September 2021)
The Leadership and Assistance for Science Education Reform (LASER) program is intended to build capacity for implementing inquiry-based science curricula in schools and districts. When participating in LASER, school or district teams attend leadership development institutes to plan the implementation of inquiry-based science curricula. These school or district teams receive support for key aspects of implementation such as professional development for teachers, access to instructional materials, and support for selecting appropriate assessments. LASER also helps schools and districts partner with scientists, science educators, and local business and community leaders who can promote and further support the implementation of inquiry-based science instruction.
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Intervention Report
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1-2
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-1
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Math Expressions (Primary Mathematics) (May 2021)
Math Expressions is a curriculum for students in prekindergarten through sixth grade that aims to build students’ conceptual understanding of mathematics and to develop fluency in mathematical problem solving and computation. The curriculum encourages student learning of mathematics through real-world situations, visual supports such as drawings and manipulatives, multiple approaches to solving problems, and opportunities for students to explain their mathematical thinking.
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Intervention Report
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6-9
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-1
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University of Chicago School Mathematics Project (UCSMP) Transitions/Pre-transitions Math (Primary Mathematics) (May 2021)
University of Chicago School Mathematics Project (UCSMP) is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and small-group activities. Pre-Transition Mathematics teaches arithmetic, algebra, geometry, probability, and statistics. Transition Mathematics teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics.
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Intervention Report
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4-8
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-1
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Literacy Design Collaborative (Teacher Training, Evaluation, and Compensation) (March 2021)
Literacy Design Collaborative provides professional development, coaching, and resources to support teachers to work collaboratively in their schools to design and use high-quality, standards-aligned literacy instruction materials aimed at building students’ reading, research, and writing skills. Literacy Design Collaborative guides teachers to implement literacy modules they can use to teach students the content and literacy skills needed to complete a culminating writing task. Teachers implement existing modules and design new ones. Teachers across content areas—including English language arts, social studies, and science—can use the Literacy Design Collaborative program.
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Intervention Report
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9
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-1
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Xtreme Reading (Adolescent Literacy) (March 2021)
Xtreme Reading is a supplemental literacy curriculum designed to improve the literacy skills of struggling students in grades 6 to 12. The curriculum is primarily designed to help students improve their vocabulary, decoding, fluency, and reading comprehension skills. To ensure a productive learning environment, students initially learn social skills associated with creating a supportive learning community, including how to participate in certain class activities (for example, whole-group discussion, small-group work, partner work, transitions). They also participate in a motivational program whereby they discuss their hopes and dreams for the future and set personal goals related to reading and other life areas. The Xtreme Reading program includes teacher-led whole-group instruction, cooperative group work, paired practice, and independent practice.
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Intervention Report
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1-5
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-1
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Promoting Alternative THinking Strategies (PATHS) (Supportive Learning Environment Interventions Review Protocol ) (March 2021)
The Promoting Alternative THinking Strategies (PATHS®) program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. PATHS® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on (1) self-control, (2) emotional literacy, (3) social competence, (4) positive peer relations, and (5) interpersonal problem-solving skills. There is a separate curriculum for each grade.
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Intervention Report
|
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-1
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National Institute for School Leadership (NISL) (School Leadership Review Protocol ) (March 2021)
The NISL program (formerly the NISL Executive Development Program) is a professional development program that aims to develop effective, strategic school leaders focused on preparing schools to provide high-quality instruction in a supportive learning environment. NISL is organized around 12 two-day professional development course units that are offered over 12–15 months. Each unit offers tools and diagnostic instruments to assess participants’ leadership skills and school climates. As part of the program, school leaders learn how to apply NISL’s instructional coaching model with teachers in their schools. The coaching model is a formal process in which school leaders work with teachers over multiple cycles of coaching to improve teacher effectiveness. The model is designed to support teachers in core content areas like English language arts, mathematics, social studies, and science.
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Intervention Report
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4-7
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-1
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Word Generation (English Learner (EL)) (April 2020)
Word Generation is a supplemental program that aims to improve students’ reading comprehension by building students’ vocabulary, academic language, and perspective-taking skills through classroom discussion and debate. Word Generation was developed for all students; however, English learners in particular could benefit from its focus on academic language. Word Generation consists of a series of interdisciplinary units with daily lessons focused on a high-interest issue to increase student engagement. Each unit targets a small number of academic vocabulary words that are integrated into texts, activities, writing tasks, debates, and discussions across content areas. Several Word Generation programs exist. In the Word Generation Weekly (WordGen Weekly) and Word Generation Elementary (WordGen Elementary) programs, units are intended to be used across English language arts, math, science, and social studies in grades 6–8 and grades 4 and 5, respectively. In the Science Generation (SciGen) and Social Studies Generation (SoGen) programs, units can supplement or be used in place of regular science and social studies curriculum units in grades 6–8. The different Word Generation programs can be implemented separately or together.
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Intervention Report
|
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-1
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Project Based Inquiry Science (PBIScience) (Primary Science) (March 2020)
Project-Based Inquiry Science™ is a science curriculum for students in grades 6–8 with approximately 13 independent instructional units, each covering a topic in life science, earth science, or physical science. Students work together in small groups to conduct hands-on explorations or investigations, read relevant informational texts, reflect on what they have learned, and apply new knowledge.
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Intervention Report
|
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-1
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Full Option Science System (FOSS) (Primary Science) (March 2020)
Full Option Science System™ (FOSS) is a science curriculum for students in kindergarten to grade 8 with content in physical science, earth science, and life science. The curriculum consists of a series of 8- to 9-week modules in kindergarten to grade 5, and 9- or 18-week courses in grades 6 to 8.
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Intervention Report
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6-9
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-1
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Passport Reading Journeys (Adolescent Literacy) (November 2019)
Passport Reading Journeys is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6–12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten-lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students.
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Intervention Report
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3-8
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-1
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National Board for Professional Teaching Standards (NBPTS) Certification (Teacher Training, Evaluation, and Compensation) (February 2018)
The National Board for Professional Teaching Standards (NBPTS) establishes standards for accomplished teachers and awards professional certification to teachers who can demonstrate that their teaching practices meet those standards. Educators and experts in child development and related fields established the organization, and these experts work to develop and refine the standards for accomplished teaching based on the knowledge and skills that effective teachers demonstrate. The standards reflect five core propositions: (1) effective teachers are committed to students and their learning, (2) effective teachers know the subjects they teach and how to teach those subjects to students, (3) effective teachers manage and monitor student learning, (4) effective teachers think systematically about their practice and learn from experience, and (5) effective teachers are members of learning communities. Those seeking certification from the NBPTS must complete a computer-based assessment and three portfolio entries. The certification process can take 1 to 5 years.
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Intervention Report
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2-9
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-1
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Achieve3000 (Beginning Reading) (February 2018)
Achieve3000® is a supplemental online literacy program that provides nonfiction reading content to students in grades preK–12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills.
Achieve3000® is designed to help students advance their nonfiction reading skills by providing differentiated online instruction. Teachers use the program with an entire class but the assignments are tailored to each student’s reading ability level. For example, teachers assign an article and related activities to an entire class; the program then tailors the version of the article to each student by automatically increasing the difficulty of text when a student is ready for more challenging text. Achieve3000® provides lessons that follow a five-step routine: (1) respond to a Before Reading Poll, (2) read an article, (3) answer activity questions, (4) respond to an After Reading Poll, and (5) answer a Thought Question. Progress reports and student usage data, provided by the online tool, enable teachers to track both whole-class and individual student progress.
The program is designed for diverse student groups, including general education students, struggling readers in need of intensive tutoring, and English learners.
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Intervention Report
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-1
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MyTeachingPartner™ Pre-K (Teacher Training, Evaluation, and Compensation) (February 2018)
MyTeachingPartner™ Pre-K is a professional development program for early education teachers that incorporates four resources, used individually or together, to provide teachers with the knowledge and skills to engage in more effective student interactions. First, a video library provides annotated examples of high-quality teacher–student interactions. Second, an interactive training uses the video library to practice and discuss effective teacher–student interactions. Third, a three-credit college course aims to improve teachers’ knowledge about interactions that improve student learning. Finally, a trained coach offers web-mediated coaching on classroom instruction every 2 weeks during the school year. The activities in MyTeachingPartner™ Pre-K are structured according to the Classroom Assessment Scoring System (CLASS), a teacher observation instrument that measures quality of instruction.
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Intervention Report
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-1
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Harlem Children’s Zone (HCZ) Promise Academy Charter Schools (Charter Schools) (January 2018)
The Harlem Children’s Zone (HCZ) is a non-profit organization designed to serve low-income children and families living in Harlem in New York City. It provides various community services and supports two public K–12 charter schools, hereafter referred to as the HCZ Promise Academy Charter Schools. The HCZ Promise Academy Charter Schools have a longer school day and year than traditional public schools, and focus on core academic subjects, arts, and physical fitness. They monitor student progress on academic outcomes and provide differentiated instruction for students who have not met required benchmarks. The schools aim to recruit and retain high-quality teachers and use student achievement to evaluate and incentivize teachers. In addition to focusing on academics, the schools educate students and families on character development, healthy lifestyles, and leadership skills. In partnership with the HCZ, the HCZ Promise Academy Charter Schools provide students with various community services and non-academic supports, such as social workers, counseling, and medical and dental services.
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Intervention Report
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4
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-1
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System of Least Prompts (Children and Students with Intellectual Disability) (January 2018)
System of Least Prompts (SLP) is a practice that involves defining and implementing a hierarchy of prompts to assist students in learning a skill. A prompt is an action by the teacher or other practitioner—such as a verbal instruction to complete a task—that helps a student respond correctly during a learning activity. To use the procedure, the teacher or other practitioner systematically delivers the prompts to students in order, starting with the prompt that provides the least amount of assistance, and providing additional prompts with increasing levels of assistance until the student can correctly perform the task independently. For example, if a student does not independently complete a task following the initial instruction, a teacher may help the student by providing the least-intrusive prompt, such as restating the instruction. If the response still does not occur, the teacher may present the next most intrusive prompt, such as rephrasing the instruction. The teacher continues with more intrusive prompts, such as modeling how to do the task, until the desired response occurs reliably or all the prompts in the sequence have been used. The last prompt, often called the controlling prompt, should result in the student responding correctly. SLP is also known as “least-to-most prompting” or “least intrusive prompts.” SLP does not have a single developer that provides guidance or materials.
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Intervention Report
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2-9
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-1
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Accelerated Math® (Primary Mathematics) (December 2017)
Accelerated Math®, published by Renaissance Learning, is a software tool that provides practice problems for students in grades K–12 and provides teachers with reports to monitor student progress. Accelerated Math® creates individualized student assignments, scores the assignments, and generates reports on student progress. The software is typically used with the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program’s progress-monitoring data.
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Intervention Report
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2-9
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-1
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Accelerated Math® (Secondary Mathematics) (December 2017)
Accelerated Math®, published by Renaissance Learning, is a software tool that provides practice problems for students in grades K–12 and provides teachers with reports to monitor student progress. Accelerated Math® creates individualized student assignments, scores the assignments, and generates reports on student progress. The software is typically used with the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program’s progress-monitoring data.
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Intervention Report
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7-10
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-1
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Prentice Hall/Pearson Literature (c)2007, 2010, 2012, 2015 (Adolescent Literacy) (November 2017)
Prentice Hall/Pearson Literature© (2007–15) is an English language arts curriculum designed for students in grades 6–12 that focuses on building reading, vocabulary, literary analysis, and writing skills. It uses passages from fiction and nonfiction texts, poetry, and contemporary digital media. The curriculum is based on a textbook. The publisher also provides online components and other materials that enable teachers to provide personalized assignments, monitor students’ progress, and score writing assignments, enrich instruction, or provide additional practice to supplement the textbook.
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Intervention Report
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-1
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Prentice Hall Literature (c)1989, 2000, 2002, 2005 (Adolescent Literacy) (November 2017)
Prentice Hall Literature© (1989–2005) is an English language arts curriculum designed for students in grades 6–12 that focuses on building reading, writing, listening, viewing, speaking, and language skills. Multiple editions of this curriculum were released between 1989 and 2005, including Prentice Hall Literature© (1989) and Prentice Hall Literature: Timeless Voices, Timeless Themes© (2000, 2002, 2005). The WWC refers to each of these editions as Prentice Hall Literature© (1989–2005) in this intervention report.
Prentice Hall Literature© (1989–2005) is based on a textbook with passages from fiction and nonfiction texts. Every reading selection in the curriculum’s textbook includes pre-reading, active reading, and post-reading activities. The curriculum is organized by themes (such as cultural diversity or American individualism), and units focus on a specific genre (such as poetry, prose, or drama). Throughout each lesson, the curriculum describes related teaching techniques, including direct explanation, modeling, guided practice, feedback, and application. Additional materials are available to supplement the textbook, and are designed to enrich instruction or provide additional practice. Prentice Hall Literature: Timeless Voices, Timeless Themes© (2000, 2002, 2005) used the same instructional format as the original edition, and introduced new texts as well as new supplementary materials that teachers can use to differentiate instruction.
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Intervention Report
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-1
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I CAN Learn® Geometry (Secondary Mathematics) (August 2017)
I CAN Learn® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the next one. Classroom teachers may provide individual, small-group, or whole-class instruction based on students’ performance on the software program.
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Intervention Report
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8
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-1
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I CAN Learn® Algebra (Secondary Mathematics) (August 2017)
I CAN Learn® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the next one. Classroom teachers may provide individual, small-group, or whole-class instruction based on students’ performance on the software program.
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Intervention Report
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6-12
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-1
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TNTP Teaching Fellows (Teacher Training, Evaluation, and Compensation) (June 2017)
TNTP Teaching Fellows is a highly selective route to teacher certification that aims to prepare people to teach in high-need public schools. The program recruits professionals seeking to change careers and recent college graduates who are not certified teachers. TNTP Teaching Fellows expects its participants to teach for many years, but does not require them to make a minimum time commitment to teaching. Program participants complete online coursework and receive 5–7 weeks of in-person training focused on foundational teaching skills during the summer before they begin teaching. They must demonstrate mastery of these core skills to be eligible to teach. They receive continued professional development and coaching from TNTP Teaching Fellows during their first year of teaching, and additional support provided by their schools and districts. As full-time employees of the public schools in which they work, new TNTP Teaching Fellows teachers receive the same salary and benefits as other beginning teachers in their school district.
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Intervention Report
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1-8
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-1
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Saxon Math (Primary Mathematics) (May 2017)
Saxon Math is a curriculum for students in grades K–12. The amount
of new math content students receive each day is limited and students
practice concepts every day. New concepts are developed,
reviewed, and practiced cumulatively rather than in discrete chapters
or units.
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Intervention Report
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-1
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ACT Aspire (Transition to College) (May 2017)
The ACT Aspire™ system provides a longitudinal, systematic approach for assessing and monitoring students’ preparation for high school studies and readiness for college and career. ACT Aspire™ includes assessments for students from grade 3 through early high school in five subject areas: English, mathematics, reading, science, and writing. The system uses a standard scoring system that measures progress through each grade level and culminates with the ACT® college admissions test. The ACT Aspire™ system includes a variety of reporting features that permit schools to track individual student progress and examine trends for groups of learners.
An earlier version of the program, the Educational Planning and Assessment System (EPAS®), included assessments for students in grades 8 and 9 to measure preparation for high school studies (EXPLORE®), grade 10 to measure preparation for college and the workplace (PLAN®), and grades 11 and 12 to measure readiness for life after high school (the ACT®). ACT began phasing out the use of EPAS® in 2014 and replaced it with the new ACT Aspire™ system.
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Intervention Report
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6-8
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-1
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Connected Mathematics Project (CMP) (Primary Mathematics) (February 2017)
Connected Mathematics Project (CMP) is a math curriculum for
students in grades 6–8. It uses interactive problems and everyday
situations to explore mathematical ideas, with a goal of fostering
a problem-centered, inquiry-based learning environment. At each
grade level, the curriculum covers numbers, algebra, geometry/measurement, probability, and statistics.
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Intervention Report
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PK
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-1
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Pivotal Response Training (December 2016)
Pivotal response training (PRT) is an intervention designed for children with Autism Spectrum Disorders. This practice focuses on pivotal (core) areas affected by autism, such as communication and responding to environmental stimuli. PRT sessions typically begin with a parent or teacher providing clear instructions to a child, having the child help choose a stimulus (such as a toy), and focusing the child’s attention. The parent or teacher then encourages the desired behavior (for example, asking for the toy or choosing “toy” from a list of words) by providing rewards if the child implements or attempts to implement the desired behavior. Parents and teachers often model the appropriate behavior or use the stimulus with the child. Activities that maintain existing behaviors are interspersed with activities eliciting new behaviors. The complexity of the required responses increases as training progresses. Parents, teachers, and peers collaboratively implement the practice at school, at home, and in the community. PRT can be used with autistic children aged 2–18. PRT is also known as Pivotal Response Therapy, Pivotal Response Treatment®, or Natural Language Paradigm.
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Intervention Report
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K-8
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-1
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Accelerated Reader (Beginning Reading) (June 2016)
Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K–12. It aims to improve students’ reading skills through reading practice and by providing frequent feedback on students’ progress to teachers. The Accelerated Reader™ program requires students to select and read a book based on their area of interest and reading level. Upon completion of a book, students take a computerized quiz based on the book’s content and vocabulary. Quiz performance allows teachers to monitor student progress and to identify students who may need additional reading assistance.
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Intervention Report
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9-12
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-1
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Cognitive Tutor® Geometry (Secondary Mathematics) (June 2016)
Cognitive Tutor®, published by Carnegie Learning, is a math curricula that combines textbooks and interactive software.
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Intervention Report
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-1
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Cognitive Tutor® Algebra II (Secondary Mathematics) (June 2016)
Cognitive Tutor®, published by Carnegie Learning, is a math curricula that combines textbooks and interactive software.
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Intervention Report
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-1
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Cognitive Tutor® Integrated Math I (Secondary Mathematics) (June 2016)
Cognitive Tutor®, published by Carnegie Learning, is a math curricula that combines textbooks and interactive software.
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Intervention Report
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-1
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Cognitive Tutor® Integrated Math II (Secondary Mathematics) (June 2016)
Cognitive Tutor®, published by Carnegie Learning, is a math curricula that combines textbooks and interactive software.
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Intervention Report
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-1
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Cognitive Tutor® Integrated Math III (Secondary Mathematics) (June 2016)
Cognitive Tutor®, published by Carnegie Learning, is a math curricula that combines textbooks and interactive software.
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Intervention Report
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-1
|
enVisionMATH (Primary Mathematics) (June 2016)
enVisionMATH is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and ongoing assessment are used to meet the needs of students at all ability levels.
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Intervention Report
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-1
|
Multiple Saxon Math Courses (Secondary Mathematics) (May 2016)
Saxon Math is a core curriculum for students in grades K–12 that uses an incremental approach to instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time rather than being taught during discrete periods of time, such as in chapters or units.
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Intervention Report
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-1
|
Saxon Geometry (Secondary Mathematics) (May 2016)
Saxon Math is a textbook series covering grades K–12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The program is built on the premise that students learn best when instruction is incremental and explicit, previously learned concepts are continually reviewed, and assessment is frequent and cumulative. At each grade level, math concepts are introduced, reviewed, and practiced over time in order to move students from understanding to fluency.
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Intervention Report
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6-9
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-1
|
Saxon Algebra I (Secondary Mathematics) (May 2016)
Saxon Math is a textbook series covering grades K–12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The program is built on the premise that students learn best when instruction is incremental and explicit, previously learned concepts are continually reviewed, and assessment is frequent and cumulative. At each grade level, math concepts are introduced, reviewed, and practiced over time in order to move students from understanding to fluency.
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Intervention Report
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-1
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Saxon Advanced Math (Secondary Mathematics) (May 2016)
Saxon Math is a core curriculum for students in grades K–12 that uses an incremental approach to instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time rather than being taught during discrete periods of time, such as in chapters or units.
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Intervention Report
|
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-1
|
Saxon Algebra II (Secondary Mathematics) (May 2016)
Saxon Math is a core curriculum for students in grades K–12 that uses an incremental approach to instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time rather than being taught during discrete periods of time, such as in chapters or units.
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Intervention Report
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-1
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University of Chicago School Mathematics Project (UCSMP) Advanced Algebra (Secondary Mathematics) (May 2016)
UCSMP is a core mathematics curriculum that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson organization.
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Intervention Report
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-1
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University of Chicago School Mathematics Project (UCSMP) Functions, Statistics, and Trigonometry (Secondary Mathematics) (May 2016)
UCSMP is a core mathematics curriculum that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson organization.
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Intervention Report
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-1
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University of Chicago School Mathematics Project (UCSMP) Geometry (Secondary Mathematics) (May 2016)
UCSMP is a core mathematics curriculum that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson organization.
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Intervention Report
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-1
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University of Chicago School Mathematics Project (UCSMP) Precalculus and Discrete Mathematics (Secondary Mathematics) (May 2016)
UCSMP is a core mathematics curriculum that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson organization.
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Intervention Report
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PS
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-1
|
First Year Experience Courses for Students in Developmental Education (Developmental Education) (February 2016)
First year experience courses for students in developmental education are designed to ease the transition to college for the large numbers of students in need of developmental (or remedial) education. The aim of these courses is to support the academic performance, social development, persistence, and degree completion of postsecondary students with developmental needs. Although first year experience courses vary in terms of content and focus, most are designed to introduce students to campus resources, provide training in time management and study skills, and address student development issues; for students in developmental courses, the courses are often linked with or taken concurrently with developmental courses.
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Intervention Report
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-1
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Singapore Math® (Primary Mathematics) (December 2015)
Singapore Mathematics, produced in the United States under the names “Primary Mathematics” (grades 1-6), and “New Elementary Mathematics” (grades 7-12), is a year-long program designed for schools and homeschoolers alike. Based upon the rigorous mathematics curriculum used in Singapore from 1982 to 2001, it provides core curriculum and supplementary materials in the form of course books, manipulatives, teaching guides, and workbooks. The curriculum takes a “concrete-to-pictorial-to-abstract” approach which teaches mastery to each grade level in order to create a foundation for higher mathematical development. An alternative mathematics curriculum for low-performing students which focuses on the same math topics is available, and is taught at a slower pace with greater repetition by expert teachers.
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Intervention Report
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5-7
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-1
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SuccessMaker® (Adolescent Literacy) (November 2015)
The SuccessMaker program is a set of computer-based courses used to supplement regular classroom reading instruction in grades K–8. Using adaptive lessons tailored to a student’s reading level, SuccessMaker aims to improve understanding in areas such as phonological awareness, phonics, fluency, vocabulary, comprehension, and concepts of print.
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Intervention Report
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K-6
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-1
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New Teacher Center Induction Model (Teacher Training, Evaluation, and Compensation) (July 2015)
The New Teacher Center (NTC) Induction Model is a comprehensive and systemic approach to support beginning teachers (i.e., teachers new to the profession). The induction model aims to accelerate the effectiveness of beginning teachers at increasing student learning by providing one-on-one mentoring and professional development in a supportive school environment. The NTC works with school districts and state departments of education to design, develop, and implement induction programs that are aligned with both district priorities and NTC standards.
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Intervention Report
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PK-12
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-1
|
TAP: The System for Teacher and Student Advancement (Teacher Training, Evaluation, and Compensation) (July 2015)
TAP™ (formerly known as the Teacher Advancement Program) is a comprehensive educator effectiveness program that aims to improve student achievement through supports and incentives that attract, retain, develop, and motivate effective teachers. The program provides teachers with leadership opportunities and associated salary increases; ongoing, school-based professional development; rigorous evaluations; and annual performance bonuses based on a combination of teacher value added to student achievement and observations of their classroom teaching.
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Intervention Report
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-1
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Reconnecting Youth (Dropout Prevention) (May 2015)
Reconnecting Youth is an elective, credit-bearing course for students at risk of dropping out of school due to frequent absenteeism, low grades, or a history of dropping out of school. The core program element, the Personal Growth Class (sometimes called the Interpersonal Relations Class) is one semester long.
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Intervention Report
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-1
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Credit Recovery Programs (Dropout Prevention) (May 2015)
Credit recovery programs allow high-school students to recover course credit for classes they previously failed. Through in-school, online, or mixed modes, students can earn course credits to complete their diplomas or to avoid falling further behind in school.
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Intervention Report
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PK
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-1
|
Shared Book Reading (Early Childhood Education) (April 2015)
Shared Book Reading encompasses practices that adults can use when reading with young children to enhance language and literacy skills. During shared book reading, an adult reads a book to an individual child or to a group of children and uses one or more planned or structured interactive techniques to actively engage the children in the text. The adult may direct the children’s attention to illustrations, print, or word meanings. The adult may engage children in discussions focused on understanding the meaning or sequence of events in a story or on understanding an expository passage. Adults may ask children questions, give explanations, and draw connections between events in the text and those in the children’s own lives as a way of expanding on the text and scaffolding children’s learning experiences to support language development, emergent reading, and comprehension. Importantly, the adult engages in one or more interactive techniques to draw attention to aspects of the text being read.
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Intervention Report
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PS
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-1
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Developmental Summer Bridge Programs (Developmental Education) (March 2015)
Developmental summer bridge programs are designed to reduce the need for developmental education in college by providing students with accelerated developmental instruction. These programs occur in the summer “bridge” period between high school and college and typically incorporate accelerated developmental instruction with college preparation training.
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Intervention Report
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-1
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Houghton Mifflin Reading© (Beginning Reading) (February 2015)
A reading program for instruction in grades K–6. It uses Big Books (authentic literature), anthologies, Read Alouds, and audio compact discs to provide step-by-step instruction in reading. According to the developer’s website, Houghton Mifflin Reading© was developed based on the findings of the National Reading Panel. The product is designed to be used as a full-year curriculum program with instruction on developing oral language and comprehension, phonemic awareness, decoding skills (phonics, analogy, context, and word recognition), fluency, reading comprehension, writing, spelling, and grammar. Instruction is organized by a set of themes (10 for grades K–1 and 6 for grades 2–6) with selected Big Books (fiction and non-fiction literature) and other classroom activities to highlight the theme.
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Intervention Report
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-1
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Academy of READING® (Adolescent Literacy) (December 2014)
Academy of READING® is an online program, originally developed by AutoSkill International, that aims to improve students’ reading skills using a structured and sequential approach to learning. The program breaks the task of reading into manageable pieces and provides multiple opportunities for practice in five core areas—phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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Intervention Report
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-1
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Residential Learning Communities (Developmental Education) (November 2014)
Residential learning communities in postsecondary education—also known as living-learning programs—attempt to integrate students’ academic and daily living environments with the goal of improving student learning and success. Students in a residential learning community will live together (usually in a residential dormitory), take certain classes together, and engage in structured co-curricular and extracurricular activities.
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Intervention Report
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-1
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Carbo Reading Styles Program® (Beginning Reading) (October 2014)
The Carbo Reading Styles Program® is a literacy intervention for students in grades K–12 that aims to meet the individual needs of learners through assessment and tailoring of the instruction to students’ particular reading learning styles.
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Intervention Report
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K-5
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-1
|
Reading Mastery (Beginning Reading) (November 2013)
Reading Mastery is designed to provide systematic reading instruction to students in grades K–6. Reading Mastery can be used as an intervention program for struggling readers, as a supplement to a school’s core reading program, or as a stand-alone reading program, and is available in three versions. During the implementation of Reading Mastery, students are grouped with other students at a similar reading level, based on program placement tests. The program includes a continuous monitoring component.
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Intervention Report
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4-12
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-1
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Reciprocal Teaching (Students with Learning Disabilities) (November 2013)
Reciprocal teaching is an interactive instructional practice that aims to improve students’ reading comprehension by teaching strategies to obtain meaning from a text. The teacher and students take turns leading a dialogue regarding segments of the text. Students discuss with their teacher how to apply four comprehension strategies—generating questions, summarizing, clarifying, and predicting—to passages of text. During the early stages of reciprocal teaching, the teacher assumes primary responsibility for modeling how to use these strategies. As students become more familiar with the strategies, there is a gradual shift toward student responsibility for talking through the application of the strategies to the text.
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Intervention Report
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PK
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-1
|
Let's Begin with the Letter People® (Early Childhood Education) (June 2013)
Let’s Begin with the Letter People® is an early education curriculum that uses thematic units to develop children’s language and literacy skills. A major focus is phonological awareness, including rhyming, word play, alliteration, and segmentation. Children are encouraged to learn in individual, small group, and whole-class settings. Both cognitive and socio-emotional development are presented as keys to learning.
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Intervention Report
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1-5
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-1
|
Scott Foresman-Addison Wesley Elementary Mathematics (Elementary School Mathematics) (May 2013)
Scott Foresman-Addison Wesley Elementary Mathematics is a core curriculum for students at all ability levels in kindergarten through grade 6. The program supports students’ understanding of key math concepts and skills, and it covers a range of mathematical content across grades. The curriculum focuses on questioning strategies, problem-solving skills, embedded assessment, and exercises tailored to students of different ability levels. The program provides explicit problem-solving instruction, hands-on activities, and opportunities to extend students’ mathematical understanding through reading and writing connections.
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Intervention Report
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2-6
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-1
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Read Naturally® (Adolescent Literacy) (March 2013)
Read Naturally is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and, for the most part, work on an independent basis. Read Naturally® can be used in a variety of settings, including classrooms, resource rooms, or computer or reading labs. Although the program was not originally developed for English language learners, additional materials for these students are currently available.
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Intervention Report
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-1
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Second Step (Interventions for Children Identified With or at Risk for an Emotional Disturbance) (March 2013)
Second Step is a classroom-based social skills program for students in preschool through junior high (ages 4–14 years), with a distinct curriculum for each grade. It is designed to reduce impulsive, high-risk, and aggressive behaviors and increase children’s social competence and other protective factors. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing research. It is intended to teach children to identify and understand their own and others’ emotions, choose positive goals, and successfully manage reactions when emotionally aroused.
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Intervention Report
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-1
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Vmath® (Elementary School Math) (March 2013)
Vmath®, distributed by Voyager Learning, is a supplemental mathematics curriculum for students in grades 2–8 who are struggling with math. The program aims to improve understanding of math concepts and performance on high-stakes assessments. A distinguishing feature of Vmath® is that it provides teachers with a specific, detailed script for each lesson. In-class instruction is supplemented with VmathLive®, a web-based program that allows students to practice their math skills outside of school.
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Intervention Report
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-1
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Voyages (Elementary School Math) (March 2013)
Developed for grades K-5 by the School District of Hillsborough County, FL, in accordance with state and district standards, Voyages uses a compact curriculum to accelerate math instruction and is comprised of two main components to meet diverse learning needs. Excursion Lessons provide teacher-led, interactive, contextual approaches to solving real-life problems through lessons which may take two to three days. Anchor Lessons focus on developing basic math skills and algebraic concepts through the use of visual and abstract representations. Textbooks and teaching guides are provided for lessons, as well as manipulatives kits and assessment tools.
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Intervention Report
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K-10
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-1
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Fast ForWord® (Beginning Reading) (March 2013)
Fast ForWord® is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components.
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Intervention Report
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PK-K
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-1
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Ladders to Literacy (Early Childhood Education) (March 2013)
Ladders to Literacy is a supplemental early literacy curriculum published in Ladders to Literacy: A Kindergarten Activity Book. The program targets children at different levels and from diverse cultural backgrounds. The activities are organized into three sections with about 20 activities each: print awareness, phonological awareness skills, and oral language skills.
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Intervention Report
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PK
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-1
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The Creative Curriculum® for Preschool, Fourth Edition (Early Childhood Education) (March 2013)
An early childhood curriculum that focuses on project-based investigations as a means for children to apply skills. It addresses four areas of development: social/emotional, physical, cognitive, and language.
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Intervention Report
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9-10
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-1
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LANGUAGE!® (Adolescent Literacy) (February 2013)
LANGUAGE!® is a language arts intervention designed for struggling learners in grades 3–12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. During a daily lesson, students work on phonemic awareness and phonics (word decoding), word recognition and spelling (word encoding), vocabulary and morphology (word meaning), grammar and usage (understanding the form and function of words in context), listening and reading comprehension, and speaking and writing.
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Intervention Report
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-1
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Words Their Way™ (Beginning Reading) (February 2013)
Words Their Way™ is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school. The program can be implemented as a core or supplemental curriculum and aims to provide a practical way to study words with students. The purpose of word study (which involves examining, manipulating, comparing, and categorizing words) is to reveal logic and consistencies within written language and to help students achieve mastery in recognizing, spelling, and defining specific words.
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Intervention Report
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-1
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Sheltered Instruction Observation Protocol® (SIOP®) (English Language Learners) (February 2013)
The Sheltered Instruction Observation Protocol® (SIOP®) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to English language learners as well as other students. The goal of SIOP® is to help teachers integrate academic language development into their lessons, allowing students to learn and practice English as it is used in the context of school, including the vocabulary used in textbooks and lectures in each academic discipline. Using this planning framework, teachers modify the way they teach so that the language they use to explain concepts and information is comprehensible to these students. SIOP® is intended to be applicable at levels of education from pre-K through community college. The SIOP® model consists of instructional strategies that cover eight aspects of lesson design and delivery: lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment.
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Intervention Report
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1-5
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-1
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Investigations in Number, Data, and Space® (Elementary School Mathematics) (February 2013)
Investigations in Number, Data, and Space is an activity-based, K–5 mathematics curriculum designed to help students understand number and operations, geometry, data, measurement, and early algebra. Each instructional unit focuses on a particular content area and lasts for 2–5.5 weeks. The curriculum encourages students to develop their own strategies for solving problems and engage in discussion about their reasoning and ideas. The lessons are activity-based in order to facilitate increased comprehension of basic math fundamentals. The curriculum is presented through a series of resource books called ”curriculum units” that provide teachers with guidance on implementation. One or more of the units for each year has a software program associated with it. Other materials include manipulatives, flash cards, overheads, and textbooks.
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Intervention Report
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-1
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Tools for Getting Along (Interventions for Children Identified With or at Risk for an Emotional Disturbance) (January 2013)
Tools for Getting Along is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and evaluate solutions to problems. The curriculum incorporates direct instruction, modeling, guided practice, independent practice, and skill generalization.
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Intervention Report
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7-8
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-1
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Talent Development Middle Grades Program (Adolescent Literacy) (January 2013)
Talent Development Middle Grades Program (TDMG) is a whole school reform approach for large middle schools that face serious problems with student attendance, discipline, and academic achievement. The program includes both structural and curriculum reforms. It calls for schools to reorganize into small ”learning communities” of 200–300 students who attend classes in distinct areas of the school and stay together throughout their time in middle school. In addition to structural changes, schools adopting the program purchase one or more curricula that are intended to be developmentally appropriate and to engage students with culturally relevant content. For students who are behind in reading and math, the program provides additional periods devoted to these subjects that include group activities and computer-based lessons. To improve implementation, each school is assigned a team of “curriculum coaches” trained by the developer to work with school staff on a weekly basis to implement the program. In addition, teachers are offered professional development training, including monthly sessions designed to familiarize them with the program and demonstrate effective instructional approaches.
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Intervention Report
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7
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-1
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Great Explorations in Math and Science® (GEMS®) The Real Reasons for Seasons (Science) (January 2013)
Great Explorations in Math and Science® (GEMS®) The Real Reasons for Seasons is a curriculum unit for grades 6–8 that focuses on the connections between the Sun and the Earth to teach students the scientific concepts behind the seasons. The unit utilizes models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings to help students understand science content and develop scientific investigation skills.
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Intervention Report
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K-6
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-1
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Peer-Assisted Learning Strategies (Elementary School Mathematics) (January 2013)
Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. During the 30-35 minute peer-tutoring sessions, students take turns acting at the tutor, coaching and correcting one another as they work through problems. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.
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Intervention Report
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K-4
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-1
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Success for All® (English Language Learners) (October 2012)
Success for All (SFA®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. SFA® includes a literacy program, quarterly assessments of student learning, a social-emotional development program, computer-assisted tutoring tools, family support teams for students’ parents, a facilitator who works with school personnel, and extensive training for all intervention teachers. The literacy program emphasizes phonics for beginning readers and comprehension for all students. Teachers provide reading instruction to students grouped by reading ability for 90 minutes a day, 5 days a week. In addition, certified
teachers or paraprofessionals provide daily tutoring to students who
have difficulty reading at the same level as their classmates.
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Intervention Report
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-1
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The Spalding Method<sup>®</sup> (Beginning Reading) (October 2012)
The Spalding Method® is a language arts program for grades K–6 that uses explicit, integrated instruction and multisensory techniques to teach spelling, writing, and reading. The program and its textbook, The Writing Road to Reading, provide 32 weeks of lesson plans. Students work on program materials in spelling, writing, and reading for 90–120 minutes every day.
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Intervention Report
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-1
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The Spalding Method<sup>®</sup> (Adolescent Literacy) (September 2012)
The Spalding Method® is a language arts program for grades K–6 that uses explicit, integrated instruction and multisensory techniques to teach spelling, writing, and reading. The program and its textbook, The Writing Road to Reading, provide 32 weeks of lesson plans. Students work on program materials in spelling, writing, and reading for 90–120 minutes every day.
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Intervention Report
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1-5
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-1
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Open Court Reading© (Adolescent Literacy) (August 2012)
Open Court Reading© is a reading program for grades K–6 that is designed to teach decoding, comprehension, inquiry, and writing in a three-part progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part Two, Reading and Responding, emphasizes reading literature for understanding, comprehension, inquiry, and practical reading applications. Part Three, Language Arts, focuses on writing, spelling, grammar, usage, mechanics, and basic computer skills.
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Intervention Report
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K-5
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-1
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Reading Mastery (Students with Learning Disabilities) (July 2012)
Reading Mastery is designed to provide systematic reading instruction to students in grades K–6. Reading Mastery can be used as an intervention program for struggling readers, as a supplement to a school’s core reading program, or as a stand-alone reading program, and is available in three versions. During the implementation of Reading Mastery, students are grouped with other students at a similar reading level, based on program placement tests. The program includes a continuous monitoring component.
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Intervention Report
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-1
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Reading Edge (Adolescent Literacy) (June 2012)
Reading Edge is a middle school literacy program that emphasizes cooperative learning, goal setting, feedback, classroom management techniques, and the use of metacognitive strategy, whereby students assess their own skills and learn to apply new ones. The program is a component of the Success for All (SFA)® whole-school reform model and provides eight levels of instruction, from beginning through eighth-grade reading levels. Students are grouped into classes based on ability, and whole-class reading instruction is delivered in daily 60-minute blocks. Instruction at the early levels uses fiction, nonfiction, and simple scripts to help students develop basic decoding skills, reading fluency, vocabulary, and comprehension. At reading level 3 and higher, students focus on developing comprehension strategies using both narrative and expository texts. All levels focus on building background knowledge and developing study skills. Although the program is often implemented in the context of the SFA® whole-school reform, this report focuses on Reading Edge as a stand-alone program in grades 4 and higher.
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Intervention Report
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6
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-1
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Astronomy Resources for Intercurricular Elementary Science (ARIES): Exploring Motion and Forces (Science) (May 2012)
ARIES: Exploring Motion and Forces is a physical science curriculum for students in grades 5–8 that employs 18 inquiry-centered, hands-on lessons called “explorations.” The curriculum draws upon students’ curiosity to explore phenomena, allowing for a discovery-based learning process. Group-centered lab work is designed to help students build an understanding of inertia, friction, gravity, speed, and acceleration. Students examine their prior ideas about the phenomena, formulate questions, build and use an apparatus to observe natural phenomena, make predictions, and gather data through structured experiments. Exploring Motion and Forces is part of the ARIES sequence of eight physical science units. The ARIES sequences can be used together for an overall curriculum or independently.
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Intervention Report
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-1
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The Center for Learning Technologies in Urban Schools (LeTUS) Program<sup>®</sup> (Science) (May 2012)
The LeTUS program is a three-year, project-based, technology-integrated middle school science curriculum for grades 6–8. The LeTUS program is composed of multiple units, each lasting between eight and ten weeks. Topics include global warming, water and air quality, force and motion, communicable diseases, and ecological systems. The units are designed around projects through which students learn science by conducting scientific investigations and using interactive computer software along with scientific visualization and graphing tools. Each unit stresses inquiry, student collaboration, and the use of computing and communications technologies. The sequence of units can be used in different ways, depending on standards and curriculum requirements; for example, teachers can use units at grade levels other than those suggested. Each unit can also be used independently when inserted into a different curricular context.
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Intervention Report
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-1
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Play-Based Interventions (Early Childhood Education for Children with Disabilities) (April 2012)
Play-based interventions are practices designed to improve socio-emotional, physical, language, and cognitive development through guided interactive play. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play activities. Through the use of appropriate play materials and the direction of the interventionist, the goal is for young children with disabilities to be better able to explore, experiment, interact, and express themselves.
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Intervention Report
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PK
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-1
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Milieu Teaching (Early Childhood Education for Children with Disabilities) (April 2012)
Milieu teaching is a practice that involves manipulating or arranging stimuli in a preschool child’s natural environment to create a setting that encourages them to engage in a targeted behavior. For example, a teacher might place a desirable toy in a setting to encourage a child to request that toy (where requesting a toy is the desired target behavior). Typically, milieu teaching involves four strategies that a teacher will utilize to encourage a child to demonstrate a target behavior: modeling, mand-modeling, incidental teaching, and time-delay. Through adult modeling and functional consequences associated with child requests, targeted language behaviors can be improved in children who may have language delays or disabilities.
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Intervention Report
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-1
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High School Puente Program (Adolescent Literacy) (April 2012)
The High School Puente Program aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities. The program consists of the following components: 1) a 9th- and 10th-grade college preparatory English class that incorporates Mexican-American/Latino and other multicultural literature; 2) a four-year academic counseling program for students; and 3) student leadership and mentoring activities with volunteers from the local community. High School Puente is open to all students and is targeted to students from populations with low rates of enrollment at four-year colleges. Students are identified for the program at the end of their 8th-grade year through an application and selection process. Each High School Puente site is implemented by a team consisting of an academic counselor and an English teacher. These team members receive intensive initial training in program methodologies, along with ongoing training and support for as long as they implement the program. In addition to High School Puente, the Puente Program has a community college program model. The community college program does not fall within the WWC Dropout Prevention protocol.
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Intervention Report
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-1
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Project SEED (Elementary School Math) (March 2012)
Project SEED is a supplemental mathematics program for low-achieving students in grades 3 through 8 and is intended to prepare students to be successful in high school and college math. Based on the Socratic method, instruction is delivered through a series of questions to the class. In addition to individual responses, the instructor solicits group feedback through silent hand signals, chorus responses, and quick surveys of written work. The program is intended to encourage active student learning, develop critical thinking, and strengthen articulation skills. Student learning is assessed regularly, and instructors adapt the lessons to accommodate different ability levels. The curriculum, taught by mathematics specialists, includes topics from advanced mathematics, such as advanced algebra, pre-calculus, group theory, number theory, calculus, and geometry. Project SEED instruction is provided in addition to regular math instruction four times a week for 14 to 16 weeks. The program also provides professional development for classroom teachers through modeling, coaching, and workshops.
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Intervention Report
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8
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-1
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Chemistry That Applies (Science) (February 2012)
Chemistry That Applies is an instructional unit designed to help students in grades 8–10 understand the law of conservation of matter. It consists of 24 lessons organized in four clusters. Working in groups, students explore four chemical reactions: burning, rusting, the decomposition of water, and the reaction of baking soda and vinegar. As part of the unit, students conduct experiments in which they cause these reactions to happen, obtain and record data in individual notebooks, analyze the data, and use evidence-based arguments to explain the data. The instructional unit engages the students in a structured sequence of hands-on laboratory investigations interwoven with other forms of instruction.
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Intervention Report
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-1
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Thinker Tools (Science) (February 2012)
ThinkerTools is a computer-based program that aims to develop students’ understanding of physics and scientific modeling. The program is composed of two curricula for middle school students, ThinkerTools Inquiry and Model-Enhanced ThinkerTools. ThinkerTools Inquiry allows students to explore the physics of motion and then asks them to apply that knowledge to solve real-world problems. In the Model-Enhanced ThinkerTools curriculum, students create computer models that express their own theories of force and motion.
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Intervention Report
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PK-2
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-1
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The Incredible Years (Early Childhood Education for Children with Disabilities) (February 2012)
The Incredible Years is composed of training programs for children, parents, and teachers. The child program is designed for children (ages 0–12) with challenging behaviors and focuses on building social and emotional skills. Lessons can be delivered to children referred for difficult behavior or to an entire classroom as a preventative measure. The program consists of 20- to 30-minute lessons 2–3 times a week; these lessons are reinforced by small-group activities, practicing skills throughout the day, and communicating with parents. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parent training programs focus on positive discipline, promoting learning and development, and involvement in children’s life at school.
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Intervention Report
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-1
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Odyssey Reading (Adolescent Literacy) (January 2012)
Odyssey Reading, published by CompassLearning®, is a web-based K–12 reading/language arts program designed to allow for instructional differentiation and data-driven decision making. The online program includes electronic curricula and materials for individual or small-group work, assessments aligned with state curriculum standards, and a data management system that allows teachers to develop individualized instruction and assessment tools to track individual student and classroom performance.
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Intervention Report
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6-8
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-1
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Student team reading and writing (Adolescent Literacy) (November 2011)
Student team reading and writing refers to two cooperative learning programs for secondary students: (1) Student Team Reading and Writing and (2) Student Team Reading. The Student Team Reading and Writing program is an integrated approach to reading and language arts for early adolescents. Student Team Reading comprises the reading part of Student Team Reading and Writing and consists of two principal elements: (1) literature-related activities (including partner reading, treasure hunts, word mastery, story retelling, story-related writing, and quizzes) and (2) direct instruction in reading comprehension strategies (such as identifying main ideas and themes, drawing conclusions, making predictions, and understanding figurative language).
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Intervention Report
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PK-2
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-1
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The Incredible Years (Children Identified With or at Risk for an Emotional Disturbance) (November 2011)
The Incredible Years is composed of training programs for children, parents, and teachers. The child program is designed for children (ages 0–12) with challenging behaviors and focuses on building social and emotional skills. Lessons can be delivered to children referred for difficult behavior or to an entire classroom as a preventative measure. The program consists of 20- to 30-minute lessons 2–3 times a week; these lessons are reinforced by small-group activities, practicing skills throughout the day, and communicating with parents. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parent training programs focus on positive discipline, promoting learning and development, and involvement in children’s life at school.
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Intervention Report
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9-12
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-1
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Check & Connect (Children Identified With or at Risk for an Emotional Disturbance) (October 2011)
Check & Connect is a dropout prevention strategy that relies on close monitoring of school performance, mentoring, case management, and other supports. The program has two main components: “Check” and “Connect.” The Check component is designed to continually assess student engagement through close monitoring of student performance and progress indicators. The Connect component involves program staff giving individualized attention to students, in partnership with school personnel, family members, and community service providers. Students enrolled in Check & Connect are assigned a “monitor” who regularly reviews their performance (in particular, whether students are having attendance, behavior, or academic problems) and intervenes when problems are identified. The monitor also advocates for students, coordinates services, provides ongoing feedback and encouragement, and emphasizes the importance of staying in school.
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Intervention Report
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4-5
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-1
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Coping Power (Children Identified With or at Risk for an Emotional Disturbance) (October 2011)
Coping Power is based on the earlier Anger Coping Power program. It emphasizes social and emotional skills that are needed during the transition to middle school. The program incorporates child and parent components. The child component consists of thirty-four 50-minute group sessions and periodic individual sessions over the course of 15–18 months, although the program can be shortened to fit into a single school year. Lessons focus on goal setting, problem solving, anger management, and peer relationships. The parent component is composed of 16 group sessions and periodic individual meetings. Lessons support the child component of the program and address setting expectations, praise, discipline, managing stress, communication, and child study skills.
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Intervention Report
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-1
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Great Books (Adolescent Literacy) (June 2011)
Great Books is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry™ method of learning.
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Intervention Report
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5-12
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-1
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Repeated Reading (Middle School Mathematics) (April 2011)
Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During repeated reading, a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level.
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Intervention Report
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4-12
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-1
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Reciprocal Teaching (Adolescent Literacy) (September 2010)
Reciprocal teaching is an interactive instructional practice that aims to improve students’ reading comprehension by teaching strategies to obtain meaning from a text. The teacher and students take turns leading a dialogue regarding segments of the text. Students discuss with their teacher how to apply four comprehension strategies—generating questions, summarizing, clarifying, and predicting—to passages of text. During the early stages of reciprocal teaching, the teacher assumes primary responsibility for modeling how to use these strategies. As students become more familiar with the strategies, there is a gradual shift toward student responsibility for talking through the application of the strategies to the text.
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Intervention Report
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9-12
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-1
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Advancement Via Individual Determination (AVID) (Adolescent Literacy) (September 2010)
AVID is a college-readiness program whose primary goal is to prepare middle and high school students for enrollment in 4-year colleges through increased access to and support in advanced courses. The program, which focuses on underserved, middle-achieving students (defined as students earning B, C, and even D grades), places students in college preparatory classes (e.g., honors and Advancement Placement classes) while providing academic support through a daily elective period and ongoing tutorials.
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Intervention Report
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3-5
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-1
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Corrective Reading (Adolescent Literacy) (September 2010)
Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grade 3 or higher who are reading below their grade level. The program has four levels that correspond to students’ decoding skills. All lessons in the program are sequenced and scripted. Corrective Reading can be implemented in small groups of 4–5 students or in a whole-class format. Corrective Reading is intended to be taught in 45-minute lessons 4–5 times a week.
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Intervention Report
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11-12
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-1
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Service and Conservation Corps (Dropout Prevention) (September 2010)
Service and Conservation Corps engages young adults in full-time community service, job training, and educational activities. The program serves youth who are typically between the ages of 17 and 26 and who have dropped out of school, been involved with the criminal justice system, or face other barriers to success. Participants are organized into small crews that carry out environmental and energy conservation, urban infrastructure improvement, and other service projects intended to benefit local communities. These crews are guided by adult leaders who serve as mentors and role models. All participants receive educational training, in addition to a variety of job training and support services. Youth who have dropped out of school receive classroom training to secure a GED (General Educational Development) or high school diploma. Participants receive a living allowance while in the program. Those who complete the program are usually eligible for post-program educational stipends or small cash awards.
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Intervention Report
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1-4
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-1
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ClassWide Peer Tutoring (English Language Learners) (September 2010)
ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated with most existing reading curricula. This approach provides students with increased opportunities to practice reading skills by asking questions and receiving immediate feedback from a peer tutor. Pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. The teacher creates age-appropriate peer teaching materials for the peer tutors; these materials take into account tutees’ language skills and disabilities.
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Intervention Report
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-1
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Book clubs (Adolescent Literacy) (September 2010)
Book clubs provide a reading framework designed to supplement or organize regular classroom reading instruction for students in grades K-8. This review focuses on Book Club (Raphael & McMahon, 1994) and Literature Circles (Daniels, 2002), but it uses the general (lowercase) term book clubs to embrace both Literature Circles and Book Club activities, as well as small-group discussion activities that closely resemble either strategy but may leave out one or more key elements of these originally conceived instructional paradigms.
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Intervention Report
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-1
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Concept-Oriented Reading Instruction (CORI) (Adolescent Literacy) (August 2010)
Concept-Oriented Reading Instruction is a reading comprehension instructional program for grades 3–9 that integrates reading and science through activities and the use of science books during
reading instruction. The program supplements a school’s standard science and reading curricula and offers instruction in reading strategies, scientific concepts, and inquiry skills. Concept-
Oriented Reading Instruction intends to improve reading comprehension and increase reading engagement.
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Intervention Report
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-1
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Barton Reading & Spelling System® (Students with Learning Disabilities) (July 2010)
The Barton Reading & Spelling System® is a one-to-one tutoring system designed to improve the reading, writing, and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. Although the program is designed to be one-to-one, it may also be used in a small group setting, but each level will take longer to complete. The program is divided into ten levels, each with 10 to 15 lessons that cover the methodsand sequence of teaching reading, spelling, and writing.
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Intervention Report
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-1
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Alphabetic Phonics (Students with Learning Disabilities) (July 2010)
Alphabetic Phonics is an ungraded, multisensory curriculum distributed by School Specialty Intervention (formerly Educators Publishing Service) that teaches the structure of the English language and can be taught to individuals or small groups of elementary or secondary school students. This phonetic program teaches reading, handwriting, spelling, verbal and written expression, and comprehension by simultaneously engaging students in visual, auditory, and kinesthetic learning. Each daily, one-hour session alternates between ten different activities: alphabet, review of letters, review of sounds, multisensory introduction of a new letter, reading, cursive handwriting, spelling, verbal expression, review, and listening.
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Intervention Report
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-1
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Herman Method™ (Students with Learning Disabilities) (July 2010)
The Herman Method™ teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. It contains 20 modules of instruction through a fifth grade level. Each module includes a reading, spelling, and handwriting component. The 2010 curriculum uses direct instruction and drill and practice exercises
provided through different media, including flash cards, computer-based software programs, workbook exercises, and guided reading books. The Herman Method™ has been used with struggling readers, English language learners, and learning-disabled students.
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Intervention Report
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-1
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Fundations® (Students with Learning Disabilities) (July 2010)
Fundations® is a prevention and early-intervention program designed to help reduce reading and spelling failure.3 The program is aimed at students in grades K–3 and involves daily 30-minute lessons which focus on carefully-sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, spelling, and vocabulary development. Fundations® is designed to complement existing literature-based reading programs in general education classes, but can also be used in small groups of low-achieving or learning disabled students for 40–60 minutes each day. Students rotate through different targeted interactive activities. The program is based on the principles of the Wilson Reading System®.
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Intervention Report
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-1
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Dyslexia Training Program (Students with Learning Disabilities) (July 2010)
The Dyslexia Training Program, developed at the Texas Scottish Rite Hospital for Children, is a Tier III reading intervention program that provides intensive phonics instruction to children with dyslexia, primarily in grades two through five. It is a comprehensive two-year program that bridges the gap for school districts in which a trained dyslexia therapist or appropriately trained teacher is not available. The video series offers classroom instruction, while an onsite facilitator provides attention to individual needs and observes progress in the classroom. The program teaches reading and spelling through multisensory lessons with a strong emphasis on phonemic awareness and alphabetic code knowledge. For students, the Dyslexia Training
Program provides 336 one-hour lessons on DVD using two
trained dyslexia therapists. For educators, there are five orientation and training modules for staff development and supplemental teaching strategies.
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Intervention Report
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4-10
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-1
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Read 180® (Students with Learning Disabilities) (July 2010)
READ 180® is a reading program designed for struggling readers who are reading 2 or more years below grade level. It combines online and direct instruction, student assessment, and teacher professional development. READ 180® is delivered in 90-minute sessions that include whole-group instruction, three small-group rotations, and whole-class wrap-up. Small-group rotations include individualized instruction using an adaptive computer application, small-group instruction, and independent reading. READ 180® is designed for students in elementary through high school.
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Intervention Report
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2-6
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-1
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Read Naturally® (English Language Learners) (July 2010)
Read Naturally is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and, for the most part, work on an independent basis. Read Naturally® can be used in a variety of settings, including classrooms, resource rooms, or computer or reading labs. Although the program was not originally developed for English language learners, additional materials for these students are currently available.
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Intervention Report
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3
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-1
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Wilson Reading System® (Students with Learning Disabilities) (July 2010)
The Wilson Reading System® is a reading and writing program. It provides a curriculum for teaching reading and spelling to individuals of any age who have difficulty with written language. The Wilson Reading System® directly teaches the structure of words in the English language, aiming to help students learn the coding system for reading and spelling. The program provides interactive lesson plans and uses a sequential system with extensive controlled text. The Wilson Reading System® is structured to progress from phoneme segmentation to more challenging tasks, and seeks to improve sight word knowledge, fluency, vocabulary, oral expressive language development, and reading comprehension.
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Intervention Report
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-1
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Unbranded Orton-Gillingham-based Interventions (Students with Learning Disabilities) (July 2010)
Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modifi ed for individual or group instruction at all reading levels. Teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing
one another. The approach targets persons with the kinds of language processing problems (reading, spelling, and writing) associated with dyslexia. This report focuses on unbranded interventions that are based on general Orton-Gillingham principles and interventions that combine multiple branded products
based on Orton-Gillingham principles. For individual branded products based on Orton-Gillingham principles, please refer to the Students with Learning Disabilities topic area page.
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Intervention Report
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K-5
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-1
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Project Read® Phonology (Students with Learning Disabilities) (July 2010)
Project Read® is a multisensory language arts curriculum designed for use in a classroom or group setting. Two main objectives of the program are to use language in all its forms, and to use responsive instruction rather than preplanned textbook lessons. The program emphasizes direct instruction, and lessons move from letter-sounds to words, sentences, and stories. Project Read® has three strands: Phonics/Linguistics, Reading Comprehension, and Written Expression, which are integrated at all grade levels, though the emphasis of the specific strands differs by grade.
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Intervention Report
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6
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-1
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PLATO (Middle School Mathematics) (March 2010)
PLATO® Achieve Now is a software-based curriculum for the elementary and middle school grades that focuses on pre-algebraic concepts and includes content pertaining to rational numbers in related organizational patterns, proportion and percent, integers, probability, statistics, problem solving, geometry, measurement, and the foundational concepts of algebra I. Instructional content is delivered via the PlayStation Portable (PSP®) system, allowing students to access learning materials in various settings. Software-based assessments are used to customize individual instruction, allowing students to learn at their own pace with content appropriate for their skill level.
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Intervention Report
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-1
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Voyager Reading Programs (Students with Learning Disabilities) (March 2010)
Voyager Passport™ is a supplemental reading intervention system for students in grades K–5. The program integrates five components of reading (phonemic awareness, letter-sound recognition, word reading, sight words, and vocabulary) into a 30–40 minute instructional routine. An assessment and data
management system is integrated into the intervention, allowing teachers to monitor progress and differentiate instruction. The program provides instruction, corrective feedback, and practice time in a small group setting. Each level of Voyager Passport™ consists of 120 lessons that are divided into ten-day units called Adventures.
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Intervention Report
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K-8
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-1
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Accelerated Reader (English Language Learners) (December 2009)
Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K–12. It aims to improve students’ reading skills through reading practice and by providing frequent feedback on students’ progress to teachers. The Accelerated Reader™ program requires students to select and read a book based on their area of interest and reading level. Upon completion of a book, students take a computerized quiz based on the book’s content and vocabulary. Quiz performance allows teachers to monitor student progress and to identify students who may need additional reading assistance.
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Intervention Report
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K-1
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-1
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Reading Recovery® (English Language Learners) (December 2009)
Reading Recovery® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims to improve student reading and writing skills by providing one-on-one tutoring, tailoring the content of each lesson to each student based on observations and analyses of the student strengths and weaknesses from prior lessons. Trained Reading Recovery® teachers deliver tutoring daily in 30-minute one-on-one sessions over the course of 12 to 20 weeks. Reading Recovery® teachers incorporate instruction in topics such as phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, oral language, and motivation depending on student needs.
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Intervention Report
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-1
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YouthBuild (Dropout Prevention) (November 2009)
YouthBuild offers low-income youth both education and job training services. YouthBuild’s education component emphasizes attaining a GED or high school diploma, typically in alternative schools with small class sizes and an emphasis on individualized instruction. In YouthBuild’s job-training program, participants work in construction jobs building affordable housing for low-income and homeless people in their communities. YouthBuild is targeted to youth between the ages of 16 and 24 who are from low-income families and who have demonstrated educational need, typically by being high school dropouts. Participants spend six months to two years in the program. During this time, they alternate weeks between being full-time students and working full-time in the job-training program. Throughout the program, youth participate in counseling, peer support groups, and life-planning exercises that are intended to encourage them to overcome negative habits and pursue life goals. YouthBuild programs are typically sponsored by community- or faith-based organizations. These programs are linked by a centralized national office that provides implementation support to local YouthBuild sites, such as staff training and information on best practices and program innovations.
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Intervention Report
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-1
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High School Puente Program (Dropout Prevention) (July 2009)
The High School Puente Program aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities. The program consists of the following components: 1) a 9th- and 10th-grade college preparatory English class that incorporates Mexican-American/Latino and other multicultural literature; 2) a four-year academic counseling program for students; and 3) student leadership and mentoring activities with volunteers from the local community. High School Puente is open to all students and is targeted to students from populations with low rates of enrollment at four-year colleges. Students are identified for the program at the end of their 8th-grade year through an application and selection process. Each High School Puente site is implemented by a team consisting of an academic counselor and an English teacher. These team members receive intensive initial training in program methodologies, along with ongoing training and support for as long as they implement the program. In addition to High School Puente, the Puente Program has a community college program model. The community college program does not fall within the WWC Dropout Prevention protocol.
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Intervention Report
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-1
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Coca-Cola Valued Youth Program (Dropout Prevention) (May 2009)
The Coca-Cola Valued Youth Program offers secondary school students who are considered at risk of dropping out the opportunity to serve as tutors in elementary schools. By having these at-risk students serve as tutors, the program aims to improve their basic academic skills and self-esteem, with the goal of keeping them enrolled in school. Participants tutor elementary school students four days a week during regular school hours and receive minimum wage for their efforts. Once a week, they attend a class that teaches tutoring, reading, and problem-solving skills. In addition, participants go on field trips to educational sites and professional settings. They also attend sessions led by adults who have been successful in their careers and are from backgrounds that are similar to those of the students.
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Intervention Report
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8-9
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-1
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Summer Training and Education Program (STEP) (Dropout Prevention) (May 2009)
Summer Training and Education Program (STEP) is a summer employment, academic remediation, and life skills program intended to reduce school dropout rates by addressing summer learning loss and preventing teen parenthood. The program serves low-income 14- and 15-year-olds who have tested below grade level in either reading or math. The program is integrated into the federal summer jobs program and is offered as sessions of 6–8 weeks in two consecutive summers. It includes part-time summer work at minimum wage, a daily reading and math curriculum, and “life skills and opportunities” classes that focus on topics such as sexual behavior, drug use, careers, and community involvement.
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Intervention Report
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-1
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Bridges in Mathematics (Elementary School Math) (April 2009)
Developed by the Math Learning Center with support from the National Science Foundation, Bridges in Mathematics is a grades K–2 curriculum that emphasizes problem solving. It was designed to meet the National Council of Teachers of Mathematics (NCTM) standards and utilizes whole group, small group, and individual instruction. The concepts covered by this curriculum include numbers and operations, data analysis, geometry, probability, sorting, and measurement. Each grade level in the Bridges program provides one year’s worth of mathematics lessons as well as daily basic skills practices, textbooks, homework assignments, teacher guides, student assessments, manipulatives, and visual models.
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Intervention Report
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-1
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Destination Math (Middle School Math Curricula) (March 2009)
Destination MATH is a computer curriculum that is designed to demonstrate how mathematical issues arise in real-life situations. Courses IV and V are designed for students in grades 6–8. Each course contains a scope and sequence section that shows the skills to be learned in that section of the course. Course IV, Basic Mathematics, focuses on arithmetic, numbers, and operations included in the middle school math curriculum. The course also investigates properties of fractions, decimals, percents, and integers as well as the rules that govern their operations. Course V, Pre-Algebra, focuses on ratios, proportions, and irrational numbers. Additionally, the course includes the fundamental skills and concepts found in algebra, geometry, statistics, and probability. The program includes a Learning Management and Assessment System designed to help teachers relate assignments with district objectives. Teachers can monitor their students through online reports and can create students tests designed for various levels of difficulty. The course can be obtained by subscribing online or by purchasing a CD.
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Intervention Report
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-1
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I Have a Dream (Dropout Prevention) (March 2009)
I Have A Dream is a program that encourages students in low-income communities to complete high school and go on to college. The program guarantees that tuition for higher education will be covered after high school graduation. In addition, it provides participants with tutoring and counseling from elementary school through high school. Each I Have A Dream program sponsors either an entire grade level of students at a low-income public elementary school or an entire cohort of same-age children in a public housing development. These students are tracked over time and encouraged to participate in program activities, such as tutoring, mentoring, counseling, community service, and recreational opportunities. A full-time paid staff member coordinates program activities and serves as a mentor to program participants. A group of sponsors commits to working with the students throughout the life of the program and often provides the program with funding and other resources. The sponsors and other local donors ensure that participants who graduate from high school receive post-secondary education tuition assistance.
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Intervention Report
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-1
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Kumon Mathematics Program (Elementary School Math) (March 2009)
Kumon, a supplemental after-school mathematics program for pre-K-12 grades, is geared towards students seeking to catch up or gain extra enrichment. Children are taught to master fundamental math skills with individualized programs that allow them to comfortably work to their full potential at their own pace. Once placement is determined through a series of tests, worksheets provide practice in the form of simple problems that gradually build up to more challenging lessons. Students attend a Kumon center twice a week and are encouraged to remain in the program for at least six months to notice results; worksheets are assigned for daily practice and take 20 minutes to complete. Before students may proceed to the next assignment, they must pass a timed test on their current subject and receive a perfect score.
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Intervention Report
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7-8
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-1
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Talent Development Middle Grades Program (Dropout Prevention) (March 2009)
Talent Development Middle Grades Program (TDMG) is a whole school reform approach for large middle schools that face serious problems with student attendance, discipline, and academic achievement. The program includes both structural and curriculum reforms. It calls for schools to reorganize into small ”learning communities” of 200–300 students who attend classes in distinct areas of the school and stay together throughout their time in middle school. In addition to structural changes, schools adopting the program purchase one or more curricula that are intended to be developmentally appropriate and to engage students with culturally relevant content. For students who are behind in reading and math, the program provides additional periods devoted to these subjects that include group activities and computer-based lessons. To improve implementation, each school is assigned a team of “curriculum coaches” trained by the developer to work with school staff on a weekly basis to implement the program. In addition, teachers are offered professional development training, including monthly sessions designed to familiarize them with the program and demonstrate effective instructional approaches.
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Intervention Report
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9-12
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-1
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Middle College High School (Dropout Prevention) (March 2009)
Middle College High Schools are alternative high schools located on college campuses that aim to help at-risk students complete high school and encourage them to attend college. The schools offer a project-centered, interdisciplinary curriculum with an emphasis on team teaching, individualized attention, and development of critical thinking skills. Students are also offered support services, including specialized counseling, peer support, and career experience opportunities.
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Intervention Report
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-1
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Wyman Teen Outreach Program (TOP) (Dropout Prevention) (January 2009)
The Wyman Teen Outreach Program (TOP) is a life skills curriculum for 12- to 17-year-olds that aims to prevent negative youth behaviors, such as school failure and early pregnancy. Trained facilitators deliver the curriculum in weekly classes throughout the school year. Participants discuss topics such as goal-setting, peer pressure, relationship dynamics, values, and communication skills. The program can be integrated with a school’s existing curriculum, or offered as an in-school elective, or an after-school program. During the program year, teens enrolled in TOP must also plan and carry out a community service project. These projects require a minimum of 20 hours of service and can include activities such as fund raisers, graffiti removal, tutoring, volunteering at food pantries, petition drives, or other student-initiated activities.
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Intervention Report
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-1
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Invitations to Literacy (Beginning Reading) (December 2008)
Developed by the Houghton Mifflin Company, an integrated K–82 reading and language arts program. The philosophy behind the program is that literacy instruction should stimulate, teach, and extend the communication and thinking skills that will allow students to become effective readers, writers, communicators, and lifelong learners. The program is structured around themes. It includes hands-on activities that allow students to collaborate or share information on a theme-related project with other classrooms around the world (for example, participating in a collaborative poem-writing exercise) and virtual field trips to Internet sites that have content, activities, and projects related to the theme.
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Intervention Report
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-1
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MathThematics (Middle School Math Curricula) (October 2008)
MathThematics is a mathematics curriculum for grades 6 through 8 that combines activity-based, discovery learning with direct instruction. The textbook for each grade level has eight instructional modules, with each module focused on a theme.
Open-ended questions and projects are utilized throughout the curriculum to assess problem-solving skills and the ability to communicate mathematically.
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Intervention Report
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PK
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-1
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Tools of the Mind (Early Childhood Education) (September 2008)
Tools of the Mind is an early childhood curriculum for preschool and kindergarten children. The curriculum is designed to foster children’s executive function, which involves developing self-regulation, working memory, and cognitive flexibility. Many activities emphasize both executive functioning and academic skills.
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Intervention Report
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-1
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Mathematics in Context (MiC) (Middle School Math Curricula) (August 2008)
A middle school mathematics curriculum for grades 5 through 8. Mathematics in Context was developed to align with the 1989 National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards. It is also based on the Dutch Realistic Mathematics Education approach of first engaging students in understanding real problems and then gradually moving to abstract concepts. Rather than focusing on one mathematical domain at a time, Mathematics in Context teaches students to explore the relationships among different domains of mathematics (such as algebra and geometry) and to develop strategies for reasoning through problems mathematically. Mathematics in Context also encourages students to collaborate on problem solving.
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Intervention Report
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-1
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New Century High Schools (Dropout Prevention) (August 2008)
A program designed to improve large, underperforming high schools by transforming them into small schools with links to community organizations. New Century High Schools each have about 400 students; the small size is intended to foster strong relationships between students and educators. These schools commit to a broad set of educational principles, but are free to make their own choices about curriculum.
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Intervention Report
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-1
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Breakthrough to Literacy (Early Childhood Education) (August 2008)
A literacy curriculum for preschool through third grade that introduces students to a book-a-week throughout the year. Students gain exposure to the book-of-the week through multiple formats. They receive a Big Book, a Take-Me-Home Book, an audio book, and a computerized version. The book-of-the-week serves as the basis of classroom and independent learning activities for that week. Classroom activities that focus on the book include: (1) teacher-led whole group instruction, (2) teacher-led small group instruction, and (3) independent learning activities including individualized computer instruction that allows students to progress at their own pace. Activities for preschoolers are designed to teach oral language, phonemic awareness, phonics, vocabulary, and concepts of print. Breakthrough to Literacy also includes professional development activities for teachers that are designed to help incorporate the Breakthrough to Literacy curriculum into their day-to-day activities and improve their classroom management skills.
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Intervention Report
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9-12
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-1
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First Things First (Dropout Prevention) (January 2008)
First Things First is a reform model intended to transform elementary, middle, and high schools serving significant proportions of economically disadvantaged students. Its three main components are: (1) “small learning communities” of students and teachers; (2) a family and student advocate system that pairs staff members and students to monitor and support progress, and that serves as a bridge between the school and family; and (3) instructional improvements to make classroom teaching more rigorous and engaging and more closely aligned with state standards and assessments.
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Intervention Report
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9-12
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-1
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Project GRAD (Dropout Prevention) (July 2007)
Project “Graduation Really Achieves Dreams” (GRAD) is an initiative for students in economically disadvantaged communities that aims to reduce dropping out and increase rates of college enrollment and graduation by increasing reading and math skills, improving behavior in school, and providing a service safety net. At the high school level, Project GRAD provides 4-year college scholarships and summer institutes to promote attending and completing high school. Project GRAD also provides services in the elementary and middle schools that feed into the participating high schools.
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Intervention Report
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9-12
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-1
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Quantum Opportunity Program (Dropout Prevention) (July 2007)
The Quantum Opportunity Program (QOP) is an intensive and comprehensive program for high school-aged youth that offers case management, mentoring, tutoring, and other education and support services. The program also offers financial incentives for participation in program activities. Participants enter QOP in grade 9 and can receive services for 4–5 years, even if they drop out of school or move to another district.
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Intervention Report
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9-12
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-1
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Talent Development High Schools (Dropout Prevention) (July 2007)
Talent Development High Schools is a school reform model for restructuring large high schools with persistent attendance and discipline problems, poor student achievement, and high dropout rates. The model includes both structural and curriculum reforms. It calls for schools to reorganize into small “learning communities”—including ninth-grade academies for first-year students and career academies for students in upper grades—to reduce student isolation and anonymity. It also emphasizes high academic standards and provides all students with a college preparatory academic sequence.
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Intervention Report
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9-10
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-1
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Core-Plus Mathematics (Middle School Mathematics) (July 2007)
Core-Plus Mathematics is a 4-year curriculum that replaces the traditional sequence with courses that each feature interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. The curriculum emphasizes mathematical modeling, using technology to emphasize reasoning with multiple representations (verbal, numerical, graphical, and symbolic) and to focus on goals in which mathematical thinking and problem solving are central. Instructional materials promote active learning and teaching centered around collaborative small-group investigations of problem situations, followed by teacher-led whole-class summarizing activities that lead to analysis, abstraction, and further application of underlying mathematical ideas.
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Intervention Report
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5-7
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-1
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SuccessMaker® (Beginning Reading) (July 2007)
The SuccessMaker program is a set of computer-based courses used to supplement regular classroom reading instruction in grades K–8. Using adaptive lessons tailored to a student’s reading level, SuccessMaker aims to improve understanding in areas such as phonological awareness, phonics, fluency, vocabulary, comprehension, and concepts of print.
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Intervention Report
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5-7
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-1
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SuccessMaker® (Elementary School Mathematics) (July 2007)
The SuccessMaker program is a set of computer-based courses used to supplement regular classroom reading instruction in grades K–8. Using adaptive lessons tailored to a student’s reading level, SuccessMaker aims to improve understanding in areas such as phonological awareness, phonics, fluency, vocabulary, comprehension, and concepts of print.
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Intervention Report
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5-7
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-1
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Successmaker (Elementary School Math) (July 2007)
The SuccessMaker program is a set of computer-based courses used to supplement regular classroom reading instruction in grades K–8. Using adaptive lessons tailored to a student’s reading level, SuccessMaker aims to improve understanding in areas such as phonological awareness, phonics, fluency, vocabulary, comprehension, and concepts of print.
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Intervention Report
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K-5
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-1
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Project Read® Phonology (Beginning Reading) (July 2007)
Project Read® is a multisensory language arts curriculum designed for use in a classroom or group setting. Two main objectives of the program are to use language in all its forms, and to use responsive instruction rather than preplanned textbook lessons. The program emphasizes direct instruction, and lessons move from letter-sounds to words, sentences, and stories. Project Read® has three strands: Phonics/Linguistics, Reading Comprehension, and Written Expression, which are integrated at all grade levels, though the emphasis of the specific strands differs by grade.
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Intervention Report
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PK
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-1
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Headsprout Early Reading (Beginning Reading) (July 2007)
Headsprout Early Reading is an online supplemental early literacy curriculum consisting of eighty 20-minute animated episodes. The episodes are designed to teach phonemic awareness, phonics, fluency, vocabulary, and comprehension. The program adapts to a child’s responses, providing additional instruction and review if a child does not choose the correct answer. Teachers may use stories based on the episodes to reinforce instruction provided in the lessons.
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Intervention Report
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PK
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-1
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Headsprout® Early Reading (Beginning Reading) (July 2007)
Headsprout Early Reading is an online supplemental early literacy curriculum consisting of eighty 20-minute animated episodes. The episodes are designed to teach phonemic awareness, phonics, fluency, vocabulary, and comprehension. The program adapts to a child’s responses, providing additional instruction and review if a child does not choose the correct answer. Teachers may use stories based on the episodes to reinforce instruction provided in the lessons.
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Intervention Report
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-1
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WiggleWorks (Beginning Reading) (July 2007)
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Intervention Report
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-1
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WORKSHOP WAY - Instant Personality Phonics Activities (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Wright Group's Intervention Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Writing to Read (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Voices Reading (Beginning Reading) (July 2007)
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Intervention Report
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-1
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VoWac (Vowel Oriented Word Attack Course) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Wasatch Interactive Learning, distributed by Plato Learning (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Unitedstreaming™ (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Sing, Spell, Read, and Write (SSRW) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Visual Mathematics by The Math Learning Center (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Thinking Mathematics (Elementary School Math) (July 2007)
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Intervention Report
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-1
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TIPS: Math (Teachers Involve Parents in Schoolwork) (Elementary School Math) (July 2007)
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Intervention Report
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-1
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TouchMath® (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Tribes Learning Communities® (Beginning Reading) (July 2007)
Tribes is designed to teach peers collaborative group skills, social competence, and self-responsibility. According to the developer, it uses a research-based democratic process. Students are expected to commit to four “Tribes Community Agreements” that include attentive listening, mutual respect, no put downs, and positive participation. The peer learning groups develop shared goals, expectations for success, and caring support to each other. This intervention is designed for teachers to transfer responsibility to the peer assisted learning groups to work together on academic tasks, projects, and assessment of progress. The peer learning approach is designed for all types of students.
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Intervention Report
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-1
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Scott Foresman Math Diagnostic & Intervention System (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Sharon Wells Mathematics Curriculum (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Schoolwide Early Language and Literacy (SWELL) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Silver Burdett Ginn Mathematics (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Sing, Spell, Read & Write (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Six Through Eighth Grade Mathematics (STEM) Project, The (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Skills Reinforcement Project (Elementary School Math) (July 2007)
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Intervention Report
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-1
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SkillsTutor (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Starfall (Beginning Reading) (July 2007)
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Intervention Report
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-1
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STEPS (Sequential Teaching of Explicit Phonics and Spelling) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Stories and More (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Story Comprehension to Go (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Story Structure Strategies/Story Structure Utilization (English Language Learners) (July 2007)
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Intervention Report
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-1
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Strategic Math Series (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Strategies that Work (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Structured Immersion (English Language Learners) (July 2007)
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Intervention Report
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-1
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Student Teams Achievement Divisions (STAD) (Beginning Reading) (July 2007)
In the Student Teams-Achievement Divisions (STAD) model, teachers assign students to heterogeneous teams of four to five. Team members are expected to cooperate to master specific content in a subject area. Cooperative teamwork is used in a context of a routine cycle of instruction that includes direct instruction, guided practice, team practice, individual assessment, and team rewards for success. Students can earn points for their team based on their improvement over their past performance rather than their absolute test score. Recognition is given to the teams in the class that qualify for various levels of awards based on the team’s mean. A variety of rewards, such as certificates or free time, can be used. According to the developer, the cooperative study structure, individual accountability, and equal opportunities for success create an engaging instructional process and strong motivations for team success.
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Intervention Report
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-1
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Soar to Success (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Sonday System (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Sound Field System (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Sound Reading (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Sounds Abound (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Sounds and Symbols Early Reading Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Sullivan Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Supplemental Reading Instruction (English Language Learners) (July 2007)
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Intervention Report
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-1
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Teacher to Teacher Math Problem Solving Supplementary Curriculum (Elementary School Math) (July 2007)
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Intervention Report
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1
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-1
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Read Well® (Beginning Reading) (July 2007)
Read Well® is a reading curriculum to increase the literacy abilities of students in kindergarten and grade 1. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. Students are given opportunities to discuss the vocabulary concepts that are presented in each story. The program is based on the tenets of scaffolded instruction, where teachers begin by presenting models, and gradually decrease their support by providing guided practice, before students are asked to complete the skill or strategy independently. For example, the student and teacher read new text aloud, with the teacher reading the difficult or irregular words. As student skills (and motivation) increase, the amount of teacher-read text decreases, and the student is given greater independence. The program combines daily whole class activities with small group lessons.
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Intervention Report
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-1
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Bridge (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Bring the Classics to Life (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Cognitive Academic Language Learning Approach (CALLA) (English Language Learners) (July 2007)
Eligible for inclusion in ELL Topic Report but did not have studies.
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Intervention Report
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-1
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C.L.A.P., A sound Approach to Pre-Reading Skills (Beginning Reading) (July 2007)
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Intervention Report
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-1
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CAI (Elementary School Math) (July 2007)
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Intervention Report
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-1
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California Early Literacy Learning (CELL) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Concept-Oriented Reading Instruction (CORI) (Beginning Reading) (July 2007)
Concept-Oriented Reading Instruction is a reading comprehension instructional program for grades 3–9 that integrates reading and science through activities and the use of science books during
reading instruction. The program supplements a school’s standard science and reading curricula and offers instruction in reading strategies, scientific concepts, and inquiry skills. Concept-
Oriented Reading Instruction intends to improve reading comprehension and increase reading engagement.
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Intervention Report
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-1
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Connecting Math Concepts (CMC) mathematics program (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Consistency Management® (Elementary School Math) (July 2007)
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Intervention Report
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-1
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CORD Applied Math (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Core Knowledge Curriculum (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Core Knowledge Curriculum (Elementary School Math) (July 2007)
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Intervention Report
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-1
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CompassLearning (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Compensatory Language Experiences and Reading Program (CLEAR) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Comprehensive Curriculum for Early Student Success (ACCESS) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Computer Curriculum Corporation (CCC) (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Computer Managed Mastery Learning (Elementary School Math) (July 2007)
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Intervention Report
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-1
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AlphabiTunes (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Alpha-Time (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Als speciale kleuter tel je ook me! (Young Children with Special Needs Count, Too!) (Elementary School Math) (July 2007)
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Intervention Report
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-1
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America's Choice (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Appalachia Model Mathematics Program (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Athens Tutorial Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Augmenting Thinking Through Language Acquisition Skills (ATTLAS) (English Language Learners) (July 2007)
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Intervention Report
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-1
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Balanced Early Literacy Initiative (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Academy of READING® (Beginning Reading) (July 2007)
Academy of READING® is an online program, originally developed by AutoSkill International, that aims to improve students’ reading skills using a structured and sequential approach to learning. The program breaks the task of reading into manageable pieces and provides multiple opportunities for practice in five core areas—phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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Intervention Report
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-1
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A+ny where Learning System (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Academic Associates Learning Centers (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Barton Reading and Spelling System (Beginning Reading) (July 2007)
The Barton Reading & Spelling System® is a one-to-one tutoring system designed to improve the reading, writing, and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. Although the program is designed to be one-to-one, it may also be used in a small group setting, but each level will take longer to complete. The program is divided into ten levels, each with 10 to 15 lessons that cover the methodsand sequence of teaching reading, spelling, and writing.
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Intervention Report
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-1
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Belief Academy (Dropout Prevention) (July 2007)
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Intervention Report
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-1
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Benchmark Word Recognition Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Addison-Wesley Mathematics basal program (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Adventures of Jasper Woodbury Series (Elementary School Math) (July 2007)
The Adventures of Jasper Woodbury Series, a curriculum-based program available for grades 5 and up, consists of 12 videodisc-based adventures that are formulated to meet the National Council of Teachers of Mathematics (NCTM) standards. Each adventure ends in a challenge designed to bridge the gap between natural and school learning environments through problem solving, reasoning, communicating, and making connections to other areas such as science, social studies, literature, and history. The episodes include all the data needed to solve the challenge, and may be re-visited by students as necessary.
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Intervention Report
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-1
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Algebra Project (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Algebraic Thinking (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Bookmark (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Bradley Reading and Language Arts (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Breakthrough to Literacy (Beginning Reading) (July 2007)
A literacy curriculum for preschool through third grade that introduces students to a book-a-week throughout the year. Students gain exposure to the book-of-the week through multiple formats. They receive a Big Book, a Take-Me-Home Book, an audio book, and a computerized version. The book-of-the-week serves as the basis of classroom and independent learning activities for that week. Classroom activities that focus on the book include: (1) teacher-led whole group instruction, (2) teacher-led small group instruction, and (3) independent learning activities including individualized computer instruction that allows students to progress at their own pace. Activities for preschoolers are designed to teach oral language, phonemic awareness, phonics, vocabulary, and concepts of print. Breakthrough to Literacy also includes professional development activities for teachers that are designed to help incorporate the Breakthrough to Literacy curriculum into their day-to-day activities and improve their classroom management skills.
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Intervention Report
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-1
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Barrett Math Program (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Barton Reading & Spelling System® (Beginning Reading) (July 2007)
The Barton Reading & Spelling System® is a one-to-one tutoring system designed to improve the reading, writing, and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. Although the program is designed to be one-to-one, it may also be used in a small group setting, but each level will take longer to complete. The program is divided into ten levels, each with 10 to 15 lessons that cover the methodsand sequence of teaching reading, spelling, and writing.
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Intervention Report
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-1
|
Book Buddies (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Destination Reading (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Different Ways of Knowing (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Digi-Block® Learning System (Elementary School Math) (July 2007)
M Monrad: The Digi-Block Learning System is a hands-on math manipulative program designed to supplement and improve the teaching and understanding of the base-ten number system for grades K-4. Each classroom set of Digi-Blocks consists of blocks and empty rectangular holders which hold exactly small ten blocks; each holder can be packed into larger blocks, enabling students to visualize the concept of hundreds and thousands. Through physical interaction with Digi-Block materials, students learn number sense and place value while building a foundation for later comprehension of higher math concepts in upper grades.
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Intervention Report
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-1
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Direct Instruction and CIRC (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Edison Schools (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Effective Use of Time (English Language Learners) (July 2007)
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Intervention Report
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-1
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Emerging Readers Software (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Fast Track Action Reading Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Felipe's Sound Search (Beginning Reading) (July 2007)
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Intervention Report
|
|
-1
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First grade Literacy Intervention Program (FLIP) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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First Steps (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Flippen Reading Connections™ (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Florida Primary Education Program (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Four Block Framework (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Front Row Phonics (English Language Learners) (July 2007)
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Intervention Report
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-1
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Frontline Phonics (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Crossties (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Curriculum-Based Instruction (English Language Learners) (July 2007)
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Intervention Report
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|
-1
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Davis Learning Strategies Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Des Moines Plan (Elementary School Math) (July 2007)
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Intervention Report
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-1
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CIERA School Change Project, The (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Concept Phonics Fluency Set (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Cornerstone Literacy Initiative (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Countdown Video IGAP Intervention Tape (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Direct Instruction/DISTAR (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Direct Instruction/DISTAR and Success for All (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Direct Instruction/Horizons (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Direct Instruction/RITE (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Direct Instruction/Spelling Mastery (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Direct Instruction/SRA (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Direct Instruction/Teach Your Child to Read in 100 Easy Lessons (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Direct, Intensive, Systematic, Early and Comprehensive (DISEC) Instruction (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Discover Intensive Phonics for Yourself (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Discovery Health Connection (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Huntington Phonics (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Higher Order Thinking Skills (HOTS) (Beginning Reading) (July 2007)
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Intervention Report
|
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-1
|
Holt Mathematics (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Holt Middle School Math (textbook) (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Hooked on Phonics ® (Beginning Reading) (July 2007)
|
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Intervention Report
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-1
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Heath Mathematics Connections (textbook series) (Middle School Math Curricula) (July 2007)
The Heath Mathematics Connections Series curriculum may be used with elementary and middle school grades as the primary classroom text. Teacher-led classroom instruction is supplemented with suggested classroom activities - such as practice problems, mathematics drills, and cooperative learning - to increase skill knowledge and determine underlying concepts. Classroom assessment is provided through warm-up problems, a problem of the day for each lesson, enrichment worksheets, chapter reviews and tests, standardized format tests, math logs and portfolios. The curriculum also provides educators with a classroom textbook, teaching editions, practice worksheets and copymasters, and family involvement activities. Some classroom and homework materials are also available in Spanish.
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Intervention Report
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-1
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Growing With Mathematics® (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Guided Discovery LOGO (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Funnix (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Geo-Logo, by Investigations in Number, Data, and Space® (Elementary School Math) (July 2007)
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Intervention Report
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-1
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GOcabulary Program for Elementary Students (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Goldman-Lynch Language Simulation Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Goldman-Lynch Sounds-in-Symbols Development Kit (Beginning Reading) (July 2007)
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Intervention Report
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-1
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ESL in the Content Areas (English Language Learners) (July 2007)
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Intervention Report
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-1
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FUNdamentallyMATH® (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Fundations (Beginning Reading) (July 2007)
Fundations® is a prevention and early-intervention program designed to help reduce reading and spelling failure.3 The program is aimed at students in grades K–3 and involves daily 30-minute lessons which focus on carefully-sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, spelling, and vocabulary development. Fundations® is designed to complement existing literature-based reading programs in general education classes, but can also be used in small groups of low-achieving or learning disabled students for 40–60 minutes each day. Students rotate through different targeted interactive activities. The program is based on the principles of the Wilson Reading System®.
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Intervention Report
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-1
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Essential Skills Software (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Evidence Based Literacy Instruction (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Exemplary Center for Reading Instruction (ECRI) (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
New Century Integrated Instructional System (Beginning Reading) (July 2007)
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Intervention Report
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-1
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New Century Integrated Instructional System (Elementary School Math) (July 2007)
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Intervention Report
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-1
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New Century Mathematics (Elementary School Math) (July 2007)
New Century Mathematics provides a pre-K through eighth grade curriculum designed to meet the National Council of Teacher’s of Mathematics (NCTM) standards. In addition to teaching state curriculum objectives and basic math skills in a classroom format, teachers may utilize the New Century Integrated Instructional System. This computer-based assessment program designs independent individualized lessons for every student in order to meet their particular learning needs and remedy weaknesses. It monitors student progress, provides teachers with diagnostic student profiles, updates profiles to indicate gains in student achievement, and can print a variety of reports on particular lessons, individuals, or groups. New Century Mathematics incorporates mental arithmetic, audio instruction and assistance at all levels, and also supports students with limited English skills. Rulers, protractors, and technology (calculators, online tools) may be used to support lesson comprehension.
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Intervention Report
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-1
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New Heights (Beginning Reading) (July 2007)
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Intervention Report
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-1
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North Carolina A+ Schools network (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Number Power™ (Elementary School Math) (July 2007)
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Intervention Report
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-1
|
Moving with Math (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Moving with Math® Extensions (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Moving with Math® Math by Topic (Middle School Math Curricula) (July 2007)
Moving with Math is a manipulatives-based mathematics curriculum designed for grades K–8, and follows standards established by the National Council of Teachers of Mathematics (NCTM). Essential math concepts and problem solving skills are taught by integrating manipulatives into each lesson in order to illustrate ideas and make real world connections. Student activity books allow students to become actively involved in the learning process through the methodology of “explore, discover the pattern, and communicate the approach.” Lessons combine manipulatives and worksheets, while assessment tools, such as diagnostic tests and reviews, are provided in teaching manuals.
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Intervention Report
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-1
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National Geographic Society and Arizona Geographic Alliance K-8 Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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My Reading Coach™ (Beginning Reading) (July 2007)
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Intervention Report
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|
-1
|
Mystery Motivator (Elementary School Math) (July 2007)
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Intervention Report
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-1
|
Mathematics Plus (textbook series published by Harcourt) (Elementary School Math) (July 2007)
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Intervention Report
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|
-1
|
Mathematics Their Way® (Elementary School Math) (July 2007)
Mathematics Their Way presents an activity-centered, child-centered, manipulative math program in which the children learn through the five senses. The program is designed to meet the needs of kindergarten, first, and second grade students. The children follow a sequence of activities, varying between total group, small group, and independent work. The goal of the activities is to help children develop an understanding of and insight into the patterns of mathematics. The activities are designed to help young children see relationships and interconnections in mathematics and to enable them to deal flexibly with mathematical ideas and concepts.
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Intervention Report
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-1
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Mathematics Today by Harcourt Brace (Elementary School Math) (July 2007)
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Intervention Report
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-1
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MathFact (Elementary School Math) (July 2007)
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Intervention Report
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-1
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MathScape: Seeing and Thinking Mathematically (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
|
MathSteps by Houghton Mifflin (Elementary School Math) (July 2007)
MathSteps is a research-based supplementary program for elementary and middle school grades which focuses on providing students with the skills and tactics they need to meet grade-level standards. It was designed to supply teachers with the resources necessary to assess student performance and apply appropriate materials to correct perceived weaknesses in computational ability. The program lists four key elements: Skills Inventories tests (to assess student skill levels), Sequential Skills Outlines, Correlation Guidelines, and Skill and Practice sheets. MathSteps also incorporates built-in staff development, and utilizes four components: student workbooks, teacher resource copymasters, teacher editions, and computational skills tutorial kits. Student progress is monitored on a daily basis through ongoing assessment.
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Intervention Report
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-1
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MathWings by the Success for All Foundation® (Elementary School Math) (July 2007)
MathWings is a K-6 program which emphasizes cooperative learning and is designed to meet the National Council of Teachers of Mathematics (NCTM) standards. In each class students, regardless of skill level, participate in a whole class exploration of skills and real-world problem solving activities intended to extend their mathematical knowledge and experience. Individualized units are developed and allow students to accelerate or refine their skills and complete exercises at their own pace. The program requires some faculty training with an on-site facilitator, and utilizes teaching manuals, transparencies, blackline masters, manipulatives, and literature kits.
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Intervention Report
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-1
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Merit Reading Software Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Metacognitive teaching approach (English Language Learners) (July 2007)
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Intervention Report
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-1
|
Middle Grades Math (textbook series, published by ScottForesman/AddisonWesley) (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Middle School Mathematics through Applications Program (MMAP) (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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LocuTour Multimedia Cognitive Rehabilitation (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Logo (Elementary School Math) (July 2007)
LOGO is a computer programming language designed as a learning tool for assisting students of all levels in becoming more aware of their own mathematical capabilities and build skills. Programs in LOGO are usually formed through collections of small procedures, which are created by writing commands in LOGO’s text editor. The results of the programs are visually demonstrated on a computer screen by the LOGO turtle, which may ‘walk’ to form any number of geometric shapes or other mathematical outputs. Programming in turtle graphics creates an environment for problem solving, and forms a foundation of concepts to build upon and progress to higher levels of mathematical comprehension.
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Intervention Report
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-1
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Macmillan/McGraw-Hill (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Math Advantage (textbook series) (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Math Applications and Connections (textbook series published by Glencoe) (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Math Renaissance® (Elementary School Math) (July 2007)
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Intervention Report
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-1
|
Math Trailblazers (Elementary School Math) (July 2007)
The Math Trailblazers curriculum for grades K-5 emphasizes active participation in developing problem-solving strategies which are applicable to real-world contexts. Through a balance of class work, small group learning, and individual instruction, students participate in longer (3-5 days) activities as well as shorter problem-solving tasks which integrate science, math, and language arts into hourly lessons. The curriculum provides different ways of looking at math problems to suit diverse learning styles, and incorporates textbooks, transparencies, manipulatives, and computer technology into each unit. The curriculum is designed to meet National Council of Teachers of Mathematics (NCTM) standards.
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Intervention Report
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-1
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Mathematics in Action (textbook series published by MacMillan) (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Jigsaw Classroom (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Johnny Can Spell (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Jostens Integrated Language Arts Basic Learning System (Beginning Reading) (July 2007)
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Intervention Report
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-1
|
Jostens Integrated Learning System (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Key Math Teach and Practice (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Kindergarten Intervention Program (KIP) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Kindergarten Works (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Knowing Mathematics (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Instructional Practices (English Language Learners) (July 2007)
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Intervention Report
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-1
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Integrated Mathematics, Science, and Technology (IMaST) (Middle School Math Curricula) (July 2007)
The Integrated Mathematics, Science, and Technology (IMaST) program is a 6th, 7th, and 8th grade curriculum that promotes both hands-on learning for students and teamwork among teachers from different disciplines. IMaST emphasizes learning based on constructivist theory and active student participation involving a hands-on approach. Coordination of a wide variety of activities helps students grasp the many natural interdisciplinary connections in the curriculum. A team of mathematics, science, and technology specialists, in collaboration with other field experts, did the research to create the curriculum, built on major themes that are presented in modules. Each theme develops the focus of all disciplines in relation to several key concepts that lead toward the same objective. IMaST has developed its activities using benchmarks, national standards, and state frameworks.
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Intervention Report
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-1
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IntelliTools Reading (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Into English (English Language Learners) (July 2007)
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Intervention Report
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-1
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Larson Developmental Math Series (Middle School Math Curricula) (July 2007)
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Intervention Report
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|
-1
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Leap into Phonics (Beginning Reading) (July 2007)
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Intervention Report
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-1
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LeapFrog Schoolhouse (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Learning Centers (English Language Learners) (July 2007)
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Intervention Report
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-1
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Letter People (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Letterland (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Lightspan Achieve Now (Elementary School Math) (July 2007)
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Intervention Report
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-1
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LinguiSystems (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Dr. Cupp Readers & Journal Writers (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Literacy Collaborative (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Literacy First (Beginning Reading) (July 2007)
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Intervention Report
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-1
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On Our Way to English (English Language Learners) (July 2007)
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Intervention Report
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-1
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Onward to Excellence (Beginning Reading) (July 2007)
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Intervention Report
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-1
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NEARSTar (English Language Learners) (July 2007)
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Intervention Report
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-1
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New American Schools (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Opening Eyes to Mathematics by The Math Learning Center (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Orton–Gillingham® technique (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Pacemaker (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Partnership for Access to Higher Mathematics (PATH Mathematics) (Middle School Math Curricula) (July 2007)
The Partnership for Access to Higher Mathematics (PATH Mathematics) is a partnership among the Southwest Texas State University, the local telephone company, and a local school district. This mathematics and social curriculum is designed for low-track students. The pilot project targeted 9th-graders, but it has been used with 8th-graders. The goals of PATH Mathematics are to increase the achievement of low-track students and to enhance their aspirations to take further mathematics classes and eventually to attend college. According to the developers, the math curriculum adheres to standards proposed by the National Council of Teachers of Mathematics, emphasizes real-world applications, and integrates the use of manipulatives and technology to solve problems. The curriculum has six sequential topic areas: (1) patterns, integers, and solving equations, (2) measurement, probability, and rational numbers, (3) solving equations and graphing with proportional reasoning, (4) problem solving with geometry and irrational numbers; (5) linear and nonlinear relations; and (6) polynomials.
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Intervention Report
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-1
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Pause, Prompt, & Praise © (Beginning Reading) (July 2007)
Pause, Prompt, and Praise is a technique originally designed to help parents improve their children’s levels of literacy. The technique is now used by many schools as part of their peer tutoring programs and is adapted for use in curricula such as daily reading. In this Shared Reading version of the technique, the peer tutor must listen to the tutee read continuous prose at the appropriate reading level. If the tutee makes a mistake, the tutor must wait five seconds (pause) for the tutee correct the error. If the child does not correct the error, the tutor prompts the tutee with the appropriate clues related to the story’s meaning. If the tutee does not solve the error after two attempts, the tutor corrects the student. Finally, the tutor is encouraged to praise the tutee as often as possible. The goal of the peer version of Pause, Prompt, and Praise is to increase reading ability in both the tutors and the tutees.
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Intervention Report
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-1
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Peabody Language Development Kits (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Numeracy Recovery (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Piacceleration Instruction (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Performance Learning Systems (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Personalized System of Instruction (PSI) (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Phono-Graphix (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Project CHILD (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Project COFFEE (Dropout Prevention) (July 2007)
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Intervention Report
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-1
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Project FAST (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Project LISTEN's Reading Tutor (Beginning Reading) (July 2007)
Project LISTEN (Literacy Innovation that Speech Technology ENables) is a tool developed by researchers at Carnegie Mellon University aimed at improving early literacy for children First through Fourth Grade.1 It is an automated Reading Tutor (RT) that displays stories on a computer screen, and listens to children read aloud. The RT lets children choose from a list of stories from multiple sources, including user-authored stories. RT responses are modeled after expert reading teachers and adapted to fit technological capabilities and limitations. It utilizes speech recognition technology to analyze children’s oral reading and intervenes and provides help when children read incorrectly, encounter difficulty, or click for help. It is currently not a commercial product, but is utilized by many children who have participated in studies to test its effectiveness. The current version runs under Windows(TM) 2000 or XP on a computer with at least 128MB of memory. Footnote: 1 Most of the information cited on this page are derived from Carnegie Mellon University’s Project LISTERN website: http://www-2.cs.cmu.edu/~listen/ |
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Intervention Report
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-1
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Project LISTEN's Writing Tutor (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Project MAS (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Project MASTER (English Language Learners) (July 2007)
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Intervention Report
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-1
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Project PLUS (Partnership Linking University School Personnel) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Project Teach and Reach (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Programmed Tutorial Reading (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Project 2000 (Elementary School Math) (July 2007)
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Intervention Report
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-1
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QuickReads (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Rainbow Reading Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Rational Number Project (Elementary School Math) (July 2007)
The Rational Number Project was a cooperative multi-university research and development project funded by the National Science Foundation (NSF) from 1979-2002 (with the exception of 1983-84). One of the results of this project is a curriculum of lessons designed to introduce students in grades 4-8 to fractions, decimals, ratios, and measurement and meet the standards of the National Council of Teachers of Mathematics (NCTM). Lessons are conducted in large and small group settings, with daily hands-on activities involving manipulative kits. Along with a spiral-bound lesson book, colored tiles and pie piece shapes are among the manipulatives used to assist students in fraction operation and comprehension.
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Intervention Report
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-1
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Reading Intervention for Early Success (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Reading Rods (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Reading Speed Drills (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Reading Success from the Start (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Reading Theater (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Reading Together™ (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Reading Upgrade (Beginning Reading) (July 2007)
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Intervention Report
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-1
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S.P.I.R.E. (Beginning Reading) (July 2007)
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Intervention Report
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-1
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SAIL (Second grade Acceleration in Literacy) (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Saxon Phonics (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Real Math basal mathematics program (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Reasoning Mind (Middle School Math Curricula) (July 2007)
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Intervention Report
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-1
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Richards Read Systematic Language Program (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Richmond Young Students Mathematics (RYSM) Class (Elementary School Math) (July 2007)
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Intervention Report
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-1
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Right Start to Reading (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Road to the Code (Beginning Reading) (July 2007)
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Intervention Report
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-1
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Rutgers-Kenilworth Program (Elementary School Math) (July 2007)
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Intervention Report
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PK
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-1
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Sound Foundations (Beginning Reading) (July 2007)
Sound Foundations, a literacy curriculum designed to teach phonological awareness to preliterate children, focuses exclusively on phoneme identity (that is, different words can start and end with the same sound). It works from the principle that phonemic awareness is necessary but not sufficient to reading. The curriculum is self-contained and can be used by teachers, parents, or teaching assistants.
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Intervention Report
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-1
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Resolving Conflict Creatively Program™ (RCCP) (Character Education) (June 2007)
The Resolving Conflict Creatively Program (RCCP) is a schoolwide K–12 program that aims to promote social and emotional learning and character development with a special emphasis on conflict resolution and intergroup relations. The program consists of professional development to support teachers in providing regular classroom instruction based on the RCCP curriculum, student leadership opportunities as peer mediators, workshops for parents, and practices to create a caring community in the school. The RCCP is a multiyear program, and it may take three or four years for a school to reach full schoolwide implementation of the model.
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Intervention Report
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-1
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Project Wisdom (Character Education) (June 2007)
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Intervention Report
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-1
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Peace Education (Character Education) (June 2007)
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Intervention Report
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-1
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Pathways to Character (Character Education) (June 2007)
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Intervention Report
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-1
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Open Circle (Character Education) (June 2007)
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Intervention Report
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-1
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Living Values Educational Program (Character Education) (June 2007)
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Intervention Report
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-1
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Lions Quest -- Skills for Growing (Character Education) (June 2007)
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Intervention Report
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-1
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Learning for Life (Character Education) (June 2007)
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Intervention Report
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-1
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I Care Parental Involvement Character Curriculum (Character Education) (June 2007)
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Intervention Report
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-1
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Making Meaning (Character Education) (June 2007)
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Intervention Report
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-1
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Love in a Big World (Character Education) (June 2007)
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Intervention Report
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-1
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ESSENTIAL Curriculum, The™ (Character Education) (June 2007)
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Intervention Report
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-1
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Giraffe Heroes (Character Education) (June 2007)
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Intervention Report
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-1
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A Celebration of Character (Character Education) (June 2007)
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Intervention Report
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-1
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Acquiring Ethical Guidelines for Individual Self Governance (AEGIS) (Character Education) (June 2007)
Acquiring Ethical Guidelines for Individual Self Governance (AEGIS) was developed for students in elementary schools (grades K–6) to teach ethical behavior around seven concepts: worth and potential, rights and responsibilities, fairness and justice, effort and excellence, care and consideration, personal integrity, and social responsibility. Thirty-five lessons are provided to teach and integrate the seven core concepts (units) across curricular topics at each grade level. AEGIS uses a five-step process in each lesson to give students the opportunity to learn and practice the lessons (stimulate student interest, model the concept, integrate the concept, link school learning to parents, and extend the lesson to life outside school).
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Intervention Report
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-1
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Community of Caring® (Character Education) (June 2007)
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Intervention Report
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-1
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Caring Habits Experience, The (Character Education) (June 2007)
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Intervention Report
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-1
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Changing Lives (Character Education) (June 2007)
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Intervention Report
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-1
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Character Building & Reading Mastery (Character Education) (June 2007)
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Intervention Report
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-1
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Character Counts! (Character Education) (June 2007)
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Intervention Report
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-1
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Character First! (Character Education) (June 2007)
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Intervention Report
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-1
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CHARACTERplus (Character Education) (June 2007)
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Intervention Report
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-1
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Building Esteem in Students Today (BEST) (Character Education) (June 2007)
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Intervention Report
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-1
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Success through Accepting Responsibility (S.T.A.R.) (Character Education) (June 2007)
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Intervention Report
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-1
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Smart and Good (Character Education) (June 2007)
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Intervention Report
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-1
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Tribes TLC® (Character Education) (June 2007)
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Intervention Report
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-1
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Wisdom for Life (Character Education) (June 2007)
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Intervention Report
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-1
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WiseSkills® (Character Education) (June 2007)
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Intervention Report
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PK-K
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-1
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Direct Instruction (Early Childhood Education) (May 2007)
Direct Instruction refers to a family of interventions that includes all Direct Instruction products (DISTAR and Language for Learning), as well as to all versions past and present. Direct Instruction includes teaching techniques that are fast-paced, teacher-directed, and explicit with opportunities for student response and teacher reinforcement or correction.
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Intervention Report
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PK
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-1
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Sound Foundations (Early Childhood Education) (April 2007)
Sound Foundations, a literacy curriculum designed to teach phonological awareness to preliterate children, focuses exclusively on phoneme identity (that is, different words can start and end with the same sound). It works from the principle that phonemic awareness is necessary but not sufficient to reading. The curriculum is self-contained and can be used by teachers, parents, or teaching assistants.
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Intervention Report
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1
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-1
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Progress in Mathematics © 2006 (Elementary School Mathematics) (April 2007)
Progress in Mathematics © 2006 is a core curriculum for students in kindergarten through grade 6. Progress in Mathematics © 2006 uses a sequence of systematic lesson plans to teach mathematical concepts and skills. It incorporates the following features at each grade level: explicit instruction of mathematics content; development of conceptual understanding through a three-step process that begins with hands-on activities (concrete thinking to visual thinking to symbol use); fluency in numerical computation; problem solving; development of mathematical vocabulary; practice and review; and different types of assessment. Student textbooks, student workbooks, and teacher’s editions are available for each grade level, as well as manipulatives and online practice exercises.
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Intervention Report
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2-5
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-1
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Houghton Mifflin Mathematics (Elementary School Mathematics) (April 2007)
Houghton Mifflin Mathematics is a core mathematics curriculum for students at all ability levels in kindergarten through grade 6. At each grade level, the program focuses on basic skills development, problem solving, and vocabulary expansion to help students master key math concepts. Students practice daily math lessons through instructional software, enrichment worksheets, manipulatives, and workbooks, in addition to student textbooks. The program incorporates assessments—including lesson-level interventions to meet the needs of all learners—to monitor students’ progress.
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Intervention Report
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7-9
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-1
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Transition Mathematics (Middle School Mathematics) (March 2007)
Transition Mathematics aims to increase applied arithmetic, pre-algebra, and pre-geometry skills in students in grades 7–12 . This 1-year curriculum also addresses general application to different wordings of problems, types of numbers, and contexts for problems and aims to promote mathematical reading skills. The curriculum uses the University of Chicago School Mathematics Project (UCSMP) textbook. The sequence of the topics intends to assist the transition from arithmetic to algebra and geometry.
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Intervention Report
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PK
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-1
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Words and Concepts (Early Childhood Education) (March 2007)
Words and Concepts is a computer software program that focuses on building oral language skills related to vocabulary, comprehension, word relationships, and other concepts. The program is comprised of six units—vocabulary, categorization, word identification by function, word association, concept of same, and concept of different. It can be used by adults and children with varying special needs, including language-learning disabilities, developmental disabilities, physical impairments, hearing and vision impairments, and autism.
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Intervention Report
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9-12
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-1
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Lions Quest -- Skills for Action (Character Education) (September 2006)
Lions Quest Skills for Action, a program to build positive character values and life and citizenship skills for students in grades 9–12, includes classroom lessons and service learning. The program includes more than 100 lessons focused around 26 personal, social, and thinking skills. Program length ranges from one semester to 4 years. Students explore personal stories highlighting values and behavior through teachers’ questions, group discussion, and resource pages in the curricular materials. For service learning, students perform school-based or community-based projects and reflect on their experiences. Optional components include a student magazine, an Advisory Team, and supplemental units on drug use prevention.
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Intervention Report
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6-8
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-1
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Lions Quest -- Skills for Adolescence (Character Education) (September 2006)
Lions Quest Skills for Adolescence is a schoolwide program for middle school students (grades 6–8). The program is designed to promote good citizenship skills, core character values, social-emotional skills, and discourage the use of drugs, alcohol, and violence. The program includes a classroom curriculum, schoolwide practices to create a positive school climate, parent and family involvement, and community involvement. The curriculum may vary in scope and intensity, lasting from 9 weeks to 3 years. The lessons use cooperative group learning exercises and classroom management techniques to improve classroom climate.
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Intervention Report
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6-7
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-1
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Voices Literature and Character Education (Voices LACE) (Character Education) (September 2006)
Voices Literature and Character Education Program (Voices LACE; formerly known as Voices of Love and Freedom and Literacy and Values) is a K–12 program that aims to promote positive character and citizenship values, literacy skills, and social skills. The program curriculum can be used over any length of time. During classroom lessons, students read books about issues such as ethnic discrimination, fighting, or bullying, and elaborate on central themes through role-playing and discussions practiced in school and at home. Emphasis is given to promoting caring relationships between teachers and students and among students, and to connecting the values taught to students’ personal stories. Voices LACE may also be implemented as a schoolwide improvement program. Optional components of the program include schoolwide events and restructuring of school organization and practices (establishing student assemblies and creating small learning communities), parental involvement (home visits and family nights), and community support (joint campaigns with supporting organizations and business).
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Intervention Report
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1-6
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-1
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Heartwood Ethics Curriculum/An Ethics Curriculum for Children (Character Education) (September 2006)
An Ethics Curriculum for Children, a read-aloud literature-based curriculum, aims to teach elementary school students seven universal attributes of good character. Lessons and home assignments are organized around multicultural stories. The program activities are designed to connect the experiences of characters in the stories to students’ own lives. Optional parts of the Heartwood Ethics Curriculum for Children also include integration of character education themes across curricular topics and parental notification and involvement.
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Intervention Report
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1-5
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-1
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Open Court Reading© (Early Childhood Education) (December 2005)
Open Court Reading© is a reading program for grades K–6 that is designed to teach decoding, comprehension, inquiry, and writing in a three-part progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part Two, Reading and Responding, emphasizes reading literature for understanding, comprehension, inquiry, and practical reading applications. Part Three, Language Arts, focuses on writing, spelling, grammar, usage, mechanics, and basic computer skills.
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Intervention Report
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1-4
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-1
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Lindamood Phoneme Sequencing® (LiPS®) (Early Childhood Education) (December 2005)
The Lindamood Phoneme Sequencing® (LiPS®) program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. LiPS® is designed for emergent readers in kindergarten through grade 3 or for struggling, dyslexic readers. The program is individualized to meet students’ needs and is often used with students who have learning disabilities or difficulties. Initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. After students are able to produce, label, and organize the sounds with their mouths, subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words. The program also offers direct instruction in letter patterns, sight words, and context clues in reading.
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Intervention Report
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-1
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We Can! Curriculum (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Wee Learn (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Sing, Spell, Read & Write (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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ScienceStart! (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Saxon Early Learning (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Spell, Read, PAT (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Sounds Abound (Early Childhood Education) (December 2005)
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Intervention Report
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K
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-1
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Stepping Stones to Literacy (Early Childhood Education) (December 2005)
Stepping Stones to Literacy (SSL) is a supplemental curriculum designed to promote listening, print conventions, phonological awareness, phonemic awareness, and serial processing/rapid naming (quickly naming familiar visual symbols and stimuli, such as letters or colors). The program targets older preschool and kindergarten students who are considered to be underachieving readers, based on teacher’s recommendations, assessments, and systematic screening. Students participate in 10- to 20-minute daily lessons in a small group or individually. The curriculum consists of 25 lessons, for a total of 9–15 hours of instructional time.
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Intervention Report
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-1
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Building Language for Literacy (BLL-Scholastic) (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Building Blocks for Literacy (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Building Early Literacy and Language Skills (BELLS) (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Computer-Assisted Instruction (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Core Knowledge Preschool Sequence (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Active Early Learning Kit for Pre-K by Steck-Vaughn (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Active Learning (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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A Beka (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Bank Street Developmental Interaction Approach (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Beyond Centers and Circle Time (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Big Math for Little Kids (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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FunShine Express: Fireflies/Sprouts (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Funsteps (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Fast ForWord Preschool (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Growing Readers Early Literacy Curriculum (High/Scope) (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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High Reach (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Houghton Mifflin PreK (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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High/Scope Curriculum (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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DLM Early Childhood Express (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Direct Instruction Math (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Marazon system (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Montessori Method (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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My Magic Story Car (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Number Worlds (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Innovations Comprehensive Preschool Curriculum (precursor to Destination Reading) (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Journeys into Early Literacy/Math (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Kaplan Planning Guide to the Preschool Curriculum (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Learninggames (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP) (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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LeapDesk Workstation (Early Childhood Education) (December 2005)
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Intervention Report
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-1
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Language/Literacy Practices (Early Childhood Education) (December 2005)
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Intervention Report
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Links to Literacy Curriculum Kit (Early Childhood Education) (December 2005)
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Intervention Report
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Lidcombe Program (Early Childhood Education) (December 2005)
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Intervention Report
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Opening the World of Learning (Early Childhood Education) (December 2005)
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Intervention Report
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Pebble Soup (Early Childhood Education) (December 2005)
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Intervention Report
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Phono-Graphix (Early Childhood Education) (December 2005)
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Intervention Report
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Phonemic Awareness in Young Children (Early Childhood Education) (December 2005)
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Intervention Report
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Primrose Schools (Early Childhood Education) (December 2005)
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Intervention Report
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Read, Play, and Learn! (Early Childhood Education) (December 2005)
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Intervention Report
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ReadingLine Kits (Early Childhood Education) (December 2005)
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Intervention Report
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Scholastic Early Childhood Program (Early Childhood Education) (December 2005)
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Intervention Report
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School Readiness Express (Early Childhood Education) (December 2005)
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Intervention Report
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S.P.A.R.K (Early Childhood Education) (December 2005)
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Intervention Report
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Reggio Emilia (Early Childhood Education) (December 2005)
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Intervention Report
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100 Book Challenge (Beginning Reading) (June 2005)
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