Implement for Impact
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Summer counseling
Expeditionary Learning (EL) is a curriculum that combines an interdisciplinary instructional approach with ongoing training and coaching for teachers and school leaders. EL uses an experiential approach in which students conduct research projects to share with outside audiences. Learning expeditions-case-studies of academic topics-often bring together teachers from different subjects to coordinate shared projects; this curriculum includes several elements that are closely aligned with the Common Core standards for English-language arts and literacy. EL provides a combination of curriculum resources, professional development institutes in the summer and during the school year, and on-site classroom observation and coaching for teachers and school leaders.
NumberShire Level 1 (NS1) is a game-based, Tier 2 mathematics intervention designed to support first-grade students with or at risk for mathematics difficulties (MD) in developing proficiency with whole-number concepts and skills. NS1 targets three domains of whole numbers represented in the Common Core State Standards for Mathematics (CCSS-M): Counting and Cardinality, Number and Operations in Base Ten, and Operations and Algebraic Thinking. NS1 provides explicit instruction in rational counting, decomposition of numbers, sophisticated counting strategies, properties of operations, number combinations, multidigit addition and subtraction, and word problem solving. The intervention consists of 48 sessions, themed into 12 weeks of instruction, with each session designed to provide 15 minutes of instruction. NS1 utilizes a gaming platform, where students interact with virtual characters and receive effort- and performance-based rewards as they succeed in solving mathematics problems.
Making Sense of SCIENCE is a model for teacher professional learning aimed at raising students' science achievement, particularly Earth and space science and physical science, through improving science instruction. The professional learning model focuses on the critical connections between science understanding, classroom practice, and literacy integration in ways that support the implementation of NGSS and CCSS. The Making Sense of SCIENCE model comprises six components. Components 1, 2, and 3 are related to leadership capacity building for three groups: site coordinators, Leadership Cadre (LC) members, and administrators. Components 4, 5, and 6 are related to teacher professional learning. Implementation of the six components takes place over the course of a two-year period. Component 1 focuses on professional learning for site coordinators, one in each of the two states in which the study was conducted. Component 2 focuses on LC professional learning. Component 3 focuses on administrator professional learning. Components 4, 5
Early Indicator and Intervention System (EIIS) is a systematic approach to preventing dropout and supporting students' on-time graduation. EIIS enables school staff to use data to identify students who do not meet on-track thresholds on indicators associated with high school graduation, such as attendance, behavior, and course performance. Districts can tailor their EIIS by defining their own on-track thresholds for each indicator. After identifying students who do not meet the defined thresholds, districts can assign individualized interventions to these students to prevent dropout, monitor students' response to those interventions, and make changes as needed. The EIIS has key components including a data system, a menu of interventions, a fully articulated process to identify students and assign them to interventions, and a system to monitor and modify interventions.
High School Redirection
The IEP Quality Tutorial is a web-based decision-making support system that targets the improvement of the overall quality of the Individualized Education Program (IEP) document, specifically in the development of standards-based IEPs.
Core-Plus Mathematics is a curriculum that targets high school students' mathematics achievement. The program is designed around multi-day lessons organized around cycles of instructional activities intended primarily for small-group work in the classroom and for individual work outside of the classroom. Lessons begin with a full-class discussion of a problem situation and related questions to think about, followed by small-group investigations and a full-class discussion (referred to as a Checkpoint) of concepts and methods developed by different small groups. The program also provides sets of MORE tasks, which are designed to engage students in Modeling with, Organizing, Reflecting on, and Extending their mathematical understanding in individual work outside of class.
Reading Intervention for Adolescents (RIA) is a 2-year extensive reading intervention intended to target the reading achievement of English learners with reading difficulties in high school. RIA was delivered in two phases. During the first semester of year 1, students participated in Phase I of the intervention, which addressed word study, fluency, and vocabulary through explicit instruction. Phase II of the intervention focused on vocabulary and comprehension, and began in the second semester of year 1 and continued through all of year 2. In Phase II, students were taught independent word-learning strategies to help them determine the meaning of unknown words, and had opportunities to use oral and written academic language across the content areas.
The Positive Action program is a school-based, universally delivered program that targets social-emotional and character development (SECD) and misconduct behaviors in students from 3rd to 8th grade. The program is grounded in theories of positive psychology, self-concept, and Self-esteem Enhancement Theory. It teaches students the necessary self-control and social skills for prosocial interactions with peers.
