Skip to main content
Implement for Impact
Search Find
Explore Methodology
Other Academic Area

Lovaas Model of Applied Behavior Analysis: Teaching Children with Autism and Pervasive Developmental Disorder

Lovaas Model of Applied Behavior Analysis is an intensive early intervention program for children with autism or pervasive developmental disorder. The program uses discrete trial training and focuses on developing skills such as language, social, and self-regulation. The intervention is typically implemented in the child's home by a team of trained instructors and supervisors. The program is designed to be intensive, with 30 hours of instruction per week, and is typically implemented for several years.

View Lovaas Model of Applied Behavior Analysis: Teaching Children with Autism and Pervasive Developmental Disorder
Infant/Toddler Preschool
Published: 2010
English Language Arts Math

IEP Quality Tutorial: Web-Based Decision-Making Support System for Creating Standards-Based IEPs

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.

View IEP Quality Tutorial: Web-Based Decision-Making Support System for Creating Standards-Based IEPs
Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade
Published: 2013
Math

Core-Plus Mathematics: Teaching Mathematics to High School Students

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.

View Core-Plus Mathematics: Teaching Mathematics to High School Students
Ninth Grade Tenth Grade
Published: 2010
English Language Arts

Reading Intervention for Adolescents (RIA): Improving Reading Achievement of High School English Learners with Reading Difficulties

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.

View Reading Intervention for Adolescents (RIA): Improving Reading Achievement of High School English Learners with Reading Difficulties
Ninth Grade Tenth Grade
Published: 2018

Problem Based Economics: Improving Student Learning of Economics Content and Problem-Solving Skills

Problem Based Economics (PBE) is a curriculum that integrates problem-based instruction with economics content to strengthen both economics knowledge and problem-solving skills, specifically for high school students. PBE lessons use real-world dilemmas and case studies to develop competencies in economics concepts and critical thinking. The curriculum consists of five modules, each with a teaching guide and collateral materials for students, and is supported by professional development for teachers. The professional development includes a 40-hour economics course for teachers, held over five days in the summer, and ongoing support through a series of five scheduled phone conferences with fellow participating teachers.

View Problem Based Economics: Improving Student Learning of Economics Content and Problem-Solving Skills
Eleventh Grade Twelfth Grade
Published: 2011
Math

NumberShire Level 1 Gaming Intervention: Supporting first-grade students with or at risk for mathematics difficulties in developing proficiency with whole-number concepts and skills

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.

View NumberShire Level 1 Gaming Intervention: Supporting first-grade students with or at risk for mathematics difficulties in developing proficiency with whole-number concepts and skills
First Grade
Published: 2016
Science & STEM

Making Sense of SCIENCE: A Teacher Professional Learning Model to Improve Elementary School Teachers' Science Instruction and Student Science Achievement

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

View Making Sense of SCIENCE: A Teacher Professional Learning Model to Improve Elementary School Teachers' Science Instruction and Student Science Achievement
Fourth Grade Fifth Grade
Published: 2020
Non-Academic Area

Positive Action Program: A School-Based Program to Improve Social-Emotional and Character Development (SECD) and Reduce Misconduct

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.

View Positive Action Program: A School-Based Program to Improve Social-Emotional and Character Development (SECD) and Reduce Misconduct
Third Grade Fourth Grade Fifth Grade Seventh Grade Eighth Grade
Published: 2016