8th Grade, 9th Grade
Rural Math Innovation Network (RMIN) is a professional development intervention for Pre-Algebra and Algebra I teachers in rural Virginia school districts. The program uses a networked improvement community (NIC) model where teachers collaborate to incorporate social-emotional learning (SEL) factors—specifically academic self-efficacy and growth mindset—into lesson plans for teaching career-readiness math competencies. Teachers participate in the NIC to innovate and implement SEL-integrated math lessons. The intervention was implemented over multiple years (2017-2019) with cohorts of middle and high school math teachers across rural school divisions in southwest and southside Virginia. Teachers received supports to develop SEL math lessons and establish technology capacity for lesson development and implementation.
4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
Scholastic READ 180 is a reading intervention program implemented in Community School District 23 (New York City) for students in grades 4-8 who are performing below grade level in reading and language arts. The program targets students who scored in Proficiency Levels 1 and 2 on prior year ELA exams, with the goal of improving their literacy skills to help them reach grade-level proficiency. During the 2001-02 school year, 652 students participated, with the majority in fourth and fifth grades (31% and 29% respectively). The intervention was delivered in regular school settings alongside students' typical instruction.
6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
MyTeachingPartner–Secondary (MTP-S) is a professional development program for middle and high school teachers that aims to increase student learning through improved teacher-student interactions. Teachers access an online video library featuring over 400 one- to two-minute clips of high-quality teaching interactions organized by CLASS-S dimensions (Emotional Support, Classroom Organization, and Instructional Support). Teachers receive individualized web-based coaching approximately twice per month throughout the school year from trained consultants. Teachers submit videotaped sessions of their own instruction, and consultants identify segments for review and provide feedback linked to effective practices from the video library. Teachers then confer with consultants in 20- to 30-minute phone discussions where consultants recommend strategies to enhance teacher-student interactions. The intervention involves about 20 hours of in-service training over 13 months, including an initial workshop, biweekly coaching cycles, and a brief booster workshop.
