Explore · I4I

ASSISTments Computer-Based Algebra Homework with Feedback

2016

ASSISTments Computer-Based Algebra Homework with Feedback is a computer-based homework system for middle school students (grades 5-7) learning algebra. Students complete algebraic equation-solving problems online using the ASSISTments platform. The intervention provides immediate, computer-generated feedback after each problem, with variations including correct-answer feedback (showing the correct answer), explanation feedback (providing the correct answer with worked examples and explanations), or try-again feedback (allowing multiple attempts). Students work independently on homework assignments containing 12-18 problems, preceded by two worked examples demonstrating step-by-step solutions. Teachers must use the ASSISTments system and assign specific problem sets to students.

5th Grade 6th Grade 7th Grade

Ninth Grade Academies

2016

Ninth Grade Academies (NGAs) are self-contained learning communities for ninth-graders that operate as schools within schools. NGAs have four core structural components: (1) a designated separate space within the high school, (2) a ninth-grade administrator who oversees the academy, (3) a faculty assigned to teach only ninth-grade students, and (4) teachers organized into interdisciplinary teams that have both students and a planning period in common. The theory of action behind NGAs is that when these components are employed together, they interact to create a more personalized learning environment where ninth-grade students feel less anonymous and more individually supported. NGAs often incorporate curricular and instructional support for ninth-grade students, including a curriculum for closing grade gaps, career planning curriculum, opportunities to catch up during the school day, college awareness curriculum, and study/social skills curriculum. Student support services can include extracurricular help in core subjects and recognition of positive behavior and achievement. The study examined 27 NGAs created in Florida school districts between 2001-2002 and 2006-2007.

9th Grade

Tennessee Voluntary Prekindergarten Program (TN-VPK)

2015

Tennessee Voluntary Prekindergarten Program (TN-VPK) is a full-day prekindergarten program for four-year-old children expected to enter kindergarten the following school year. The program in each participating school district must meet standards set by the State Board of Education that require each classroom to have a teacher with a license in early childhood development and education, an adult-student ratio of no less than 1:10, a maximum class size of 20, and an approved age-appropriate curriculum. TN-VPK is an optional program focused on the neediest children in the state. It uses a tiered admission process with children from low-income families who apply to the program admitted first. Any remaining seats in a given location are then allocated to otherwise at-risk children including those with disabilities and limited English proficiency.

Prekindergarten

Fraction Face-Off!

2016

Fraction Face-Off! is a 12-week fraction intervention program for at-risk fourth graders, delivered in small groups of two students, three times per week for 35 minutes per session. The program emphasizes the measurement interpretation of fractions using number lines (70% of representation emphasis), fraction tiles, and fraction circles, while also addressing part-whole understanding, comparing and ordering fractions, equivalencies, and adding/subtracting fractions. Each session includes six activities: Word-Problem Warm-Up (7 min), Training (8-12 min introducing concepts with manipulatives), The Relay (8-12 min group work), Sprint (2 min speeded practice), The Individual Contest (5 min independent practice), and The Scoreboard (1 min feedback). Tutors were full- or part-time research grant employees (some licensed teachers, most not) who received initial week-long training plus bi-weekly follow-up sessions. The program includes a behavioral management system with timers, checkmarks, and a Fraction Store where students spend earnings on prizes.

4th Grade

Diplomas Now

2016

Diplomas Now is a secondary school reform model that combines comprehensive school reform with targeted interventions for students showing early warning indicators related to attendance, behavior, and course performance. The model is implemented through a partnership of three national organizations—Talent Development Secondary, City Year, and Communities In Schools—working together in urban secondary schools. The program reorganizes schools into small learning communities with interdisciplinary teacher teams, provides professional development and coaching for math and English/language arts teachers, implements college-ready curricula and accelerated remediation courses, and uses an early warning indicator system to identify and support struggling students through tiered interventions. City Year AmeriCorps members (8-15 per school) provide tutoring, mentoring, and after-school programming, while Communities In Schools case managers coordinate specialized services for students at highest risk of dropping out. The model brings at least a dozen additional staff members to each school to support implementation and provide direct student services. Diplomas Now focuses on sixth grade (middle school transition) and ninth grade (high school transition) students, aiming to improve their attendance, behavior, and course performance—the ABCs that predict graduation—through whole-school structural changes and individualized student support.

6th Grade 9th Grade

Incorrect Worked Examples Intervention

2016

The Incorrect Worked Examples intervention is an algebra instructional strategy designed for middle school students (8th grade) learning systems of equations in Algebra I. Students study examples of fictitious students' errors on algebra problems and respond to self-explanation prompts that highlight common misconceptions (e.g., understanding the equal sign as indication of balance). The intervention is delivered through four worksheets completed individually over 5-7 weeks, with approximately 20 minutes per worksheet. Each worksheet contains four example-problem pairs where students study incorrect worked examples with highlighted errors, explain the errors through prompts, then solve a paired "Your Turn" problem. The intervention targets students who struggle with algebra, particularly those with low prior knowledge, by normalizing errors as part of learning and drawing attention to components that make solutions incorrect.

8th Grade

SPARK Literacy Program

2016

SPARK is an early grade literacy and family engagement program developed by Boys & Girls Clubs of Greater Milwaukee for kindergarten through second grade students. The program combines in-school tutoring (loosely based on Reading Recovery) with family engagement activities. Students are pulled out of non-core classes for 30-minute tutoring sessions up to three times per week for two years. The tutoring is delivered one-on-one by tutors. Family engagement includes monthly newsletters, monthly family events, phone calls, emails, and home visits conducted by parent partners who work to bridge the divide between school and home by translating literacy concepts and validating literacy practices already happening in the home.

Kindergarten 1st Grade 2nd Grade

Northeast Tennessee College and Career Ready Consortium

2016

The Northeast Tennessee College and Career Ready Consortium is a network of 29 high schools and five colleges across 15 counties designed to ensure high school students graduate college or career ready. The intervention provides six key components: (1) management and communication through Consortium leadership, (2) college and career counseling with eight College and Career Counselors (CACCs) who spend at least one day per week in each assigned school working with students on college applications, FAFSA, ACT prep, and educational planning, (3) professional development for teachers through summer academies and College Board trainings, (4) expanded access to courses through distance learning and online technology including ACT Online Prep, (5) development and expansion of Advanced Placement and dual enrollment programs, and (6) infrastructure support including technology, online courses, tuition stipends, and textbooks. The intervention is delivered face-to-face in schools, through distance learning partnerships, and via online platforms. Implementation requires training for AP teachers, online teachers, and school staff before delivery begins.

9th Grade 10th Grade 11th Grade 12th Grade

National Professional Development Center on Autism Spectrum Disorder (NPDC) Comprehensive Program Model

2020

The NPDC comprehensive program model is designed for elementary school students with autism (kindergarten through 5th grade) in both special education and inclusive classroom settings. The program focuses on improving program quality and supporting teachers to implement evidence-based practices (EBPs) with fidelity. Implementation begins with a 1-day summer training academy for school Autism Teams (A-Teams) consisting of special education teachers, general education teachers, administrators, speech language pathologists, and other staff. The program includes: (1) assessment of program quality using the Autism Program Environment Rating Scale (APERS) with follow-up action planning; (2) development of measurable student goals using the Goal Attainment Scale (GAS); (3) selection and training on EBPs matched to individual student goals from 27 identified focused intervention practices; and (4) ongoing coaching (6 hours per week per school) with pre-observation meetings, observations, and post-observation debriefs to support EBP implementation with 80% fidelity. Teachers access online learning modules through the AFIRM website and receive weekly performance feedback until reaching fidelity criterion.

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade

Four Reading Interventions: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading

2006

This study evaluates four widely used remedial reading programs for struggling readers in grades 3 and 5: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading. The interventions were delivered as pull-out programs in small groups of three students, meeting five days per week for approximately 50-minute sessions from November 2003 through May 2004, totaling about 90 hours of instruction on average. Three interventions (Corrective Reading, Spell Read P.A.T., and Wilson Reading) focus primarily on word-level skills including phonemic awareness, phonemic decoding, and reading fluency through systematic and explicit instruction. Failure Free Reading focuses on building sight vocabulary, fluency, and comprehension through computer-based lessons, workbook exercises, and teacher-led instruction. Teachers were recruited from participating schools and received approximately 70 hours of professional development and support during the implementation year, including 30 hours of initial intensive training, 24 hours during a practice period, and 14 hours of supervision during the intervention phase.

3rd Grade 5th Grade