Find the best evidence-based interventions for your students

Early Indicator and Intervention System (EIIS)

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

Early Indicator and Intervention System (EIIS), also known as early warning systems or early warning intervention and monitoring systems, is a systematic approach to preventing dropout and supporting students' on-time high school graduation. The system serves high school students in grades 9-12. EIIS enables school staff to use a frequently updated data system 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. A response team made up of teachers, administrators, and counselors from the school and district meets at designated intervals throughout the school year to review the data dashboard, identify students who fall below one or more indicator thresholds, and assign individualized interventions to these students from a menu of available interventions mapped to the selected indicators. The response team monitors students' responses to interventions and modifies them as needed. In Oregon, districts implementing EIIS used a data system managed by the Willamette Education Service District.

2021

Cost per student

N/A

Linking Learning to Careers (LLC)

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

Linking Learning to Careers (LLC) is a demonstration program designed for high school students with disabilities (sophomores and juniors) in Vermont. The program builds on usual Division of Vocational Rehabilitation (DVR) services to emphasize unpaid and paid work-based learning experiences (WBLEs) in integrated environments, college exploration and coursework opportunities at the Community College of Vermont, team-based guidance and support from DVR staff (including transition counselors, career consultants, and youth employment specialists), dedicated assistive technology support, and additional transportation funding. LLC's goal was to provide each treatment group member with three WBLEs during their involvement in the program, including one job shadow experience, one unpaid internship or volunteer experience, and one employer-paid WBLE. The program used assessment tools like the O*NET Interest Profiler to align youth's interests with job opportunities. LLC staff used optional planning tools, including the LLC Career Pathway Plan, to gather treatment group members' short- and long-term career goals. The program was implemented across 12 district offices in Vermont from April 2017 to summer 2021.

2021

Cost per student

N/A

Urban Alliance High School Internship Program

12th Grade

Urban Alliance High School Internship Program provides high school seniors at risk of disconnecting from work and school with training, mentoring, and work experience to help them successfully transition to higher education or employment after graduation. The program targets seniors in high school at risk of not transitioning to further education or meaningful work, aiming to serve middle-of-the-road high school students who maintain a GPA of 2.0 to 3.0, but not limited to that group. Program components include: (1) a paid internship in an office setting from 2:00 to 5:00 p.m. after school Monday through Thursday starting in late fall, with full days during summer following graduation; (2) soft and hard skills job training through three to six weeks of pre-work training (one to one and a half hours daily after school) and workshops most Fridays after school throughout the year; (3) coaching and mentoring provided by Urban Alliance program coordinators (with caseloads of approximately 30-35 interns) and job mentors at internship sites; and (4) alumni services consisting of individual coaching, alumni events, and paid internship opportunities during summer breaks from college. Interns earn starting hourly wages close to city minimum wage ($8.25 in DC, $7.25 in Baltimore), which can rise to $10.00 per hour based on performance. Program coordinators require training to deliver the intervention.

2017

36 Weeks

Cost per student

N/A

College and Career Readiness Expansion (CCRE) Project

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

The College and Career Readiness Expansion (CCRE) Project was implemented by Columbus State Community College in partnership with Jobs for the Future and the Educational Service Center of Central Ohio across 16 comprehensive high schools in seven school districts in the Central Ohio area. The project served students in grades 9-12, targeting economically disadvantaged students and those underrepresented in postsecondary education. CCRE implemented the early college high school model within comprehensive high schools, providing students with opportunities to earn college credits through College Credit Plus (CCP) dual enrollment courses and Advanced Placement (AP) courses. The intervention included four Early College Design Principles: 1) Career and College-Ready Academic Program with aligned course pathways and work-based learning, 2) College Headstart with exposure to college culture and readiness skills instruction, 3) Wraparound Student Supports including academic assistance and college application support, and 4) School-Level Organizational Practices including data-based decision-making and teacher collaboration. Implementation supports included professional development and coaching for district and school staff, curriculum development and alignment, student support activities (academic advising, early alert system, tutoring), and creation of integrated 9-14 pathways. The project was implemented over four years (2016-2020) with the goal of having 90% of students graduate with at least three hours of college credit or a career credential.

2021

144 Weeks

Cost per student

N/A

Pathways to Success

7th Grade, 8th Grade, 9th Grade, 10th Grade

Pathways to Success is a digital platform intervention designed to improve academic outcomes for middle and high school students (grades 7-10) by targeting identity-based motivation. The program consists of 12 15-minute digital sessions delivered twice weekly over 6-8 weeks during the fall semester, primarily in science classes (with some in language arts). Students engage individually with the platform during regular class time. The intervention focuses on three core elements: developing school-focused possible identities with strategies to attain them, experiencing one's adult future as close and connected to the present, and productive interpretations of experienced difficulty. The goal is to improve non-cognitive factors (connection to future, strategies for action, interpretation of difficulty) which are expected to lead to improvements in school engagement and academic outcomes.

2021

2 Weeks

Cost per student

N/A

TNTP Teaching Fellows Program

Prekindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

The TNTP Teaching Fellows program is an alternative route to teacher certification designed to provide urban partner districts with qualified new teachers to fill vacancies and improve student achievement. The program recruits professionals and recent college graduates, who participate in a 6- to 8-week preservice training program during the summer, followed by inservice training throughout their first year of teaching. Fellows are placed in high-need schools serving large proportions of high-needs students. The program includes rigorous selection processes, performance-based assessments, and coaching support. Fellows who meet TNTP's performance expectations through the Assessment of Classroom Effectiveness are recommended for certification.

2017

36 Weeks

Cost per student

N/A

LASER Model

3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade

The LASER (Leadership and Assistance for Science Education Reform) Model is a systemic approach to science education reform that targets elementary and middle schools. The model involves implementing inquiry-based science curriculum with hands-on activities, professional development for teachers, instructional materials and equipment, and ongoing support from regional science education centers. Schools receive comprehensive science kits, teacher training on inquiry-based instruction, and assistance in establishing sustainable science programs. The intervention is delivered at the school level with all students in participating schools receiving the treatment through their regular classroom teachers over multiple years.

2017

108 Weeks

Cost per student

N/A

Leadership and Assistance for Science Education Reform (LASER) Model

3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade

The LASER Model is a systemic and sustainable approach for achieving high standards in science education implemented across three regions: rural North Carolina, northern New Mexico, and Houston Independent School District. The intervention was delivered at the school level to all students in participating schools over three years. Schools were randomly assigned to Phase 1 (immediate implementation beginning fall 2011) or Phase 2 (delayed implementation). The model focuses on science education reform through a comprehensive approach involving curriculum implementation, professional development, and systemic support. Students were assessed using the Partnership for Standards-based Science Assessment (PASS), which includes multiple choice, open-ended, and hands-on performance task components. The intervention targeted elementary schools (grades 3-5) and middle schools (grades 6-8) separately, with each cohort followed longitudinally.

2016

108 Weeks

Cost per student

N/A

Building Assets, Reducing Risks (BARR)

9th Grade

The Building Assets, Reducing Risks (BARR) model is a comprehensive, strength-based approach for ninth-grade students that aims to improve achievement by improving a school's effectiveness at building relationships, leveraging real-time student data, and capitalizing on student strengths. BARR divides incoming ninth graders into distinct blocks who share the same teachers for at least three core subjects (English language arts, mathematics, science, and/or social studies). Teachers work together as teams in weekly block meetings to promote student success, building on student assets and addressing academic and nonacademic risks. The model includes eight strategies: focusing on the whole student, providing professional development for teachers/counselors/administrators, using I-Time curriculum for social-emotional learning, creating student cohorts, holding regular teacher team meetings, conducting risk review meetings, engaging families, and engaging administrators. Implementation is supported by a BARR coordinator (50-100% time commitment) and includes in-situation coaching, phone support, quarterly mentoring visits, and semiannual program meetings.

2018

36 Weeks

Cost per student

N/A

NURTURES

Prekindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade

NURTURES is a professional development program for PreK-3 teachers that provides Framework-aligned science instruction training. The program is designed to improve teaching practices in early elementary science education, with the goal of enhancing student outcomes in science, mathematics, and reading. Teachers who participate in NURTURES receive training to deliver high-quality science instruction aligned with current educational frameworks. The program was implemented in 41 elementary schools in the Toledo Public School District and included parent support and community-wide science learning opportunities. Students could have had a NURTURES-trained teacher at any time between kindergarten and 3rd grade, with longitudinal effects measured up to 5 years after exposure.

2024

Cost per student

N/A

Filters