Find the best evidence-based interventions for your students

Get the Picture?! Guiding and Engaging Exceptional Teens

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

Get the Picture?! is a multi-layered initiative designed to build capacity in both adults and students within schools to increase college and career readiness for students with disabilities. Each student with disabilities in treatment schools receives one-on-one support through a school-based Career Strategist, meeting at least weekly to monitor the student's Individual Learning Plan, which focuses on college and/or career readiness with realistic goals and action steps for life after high school. The Career Strategist works with the student to ensure the student's aspirations and aptitudes inform their personalized career pathways, and that coursework supports and aligns to their career plan. Each treatment school also has a school-based Support Team—including College/Career Readiness (CCR) Coaches, Lead Career Strategist, Career Strategist, special education teachers, and counselors—that coordinates and monitors one-on-one work and student-to-strategist matches. The school-based Support Team meets at least four times per academic year to make data-driven decisions to support college and career readiness for all students with disabilities. CCR Coaches provide CCR-focused instruction to students while supporting strategists and other educators, working directly in participating schools providing ongoing, embedded support and modeling.

2020

144 Weeks

Cost per student

N/A

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

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

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.

2020

36 Weeks

Cost per student

N/A

Collaborative Regional Education (CORE) i3 Validation Study

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

The CORE model is a comprehensive, systems-based approach consisting of seven components designed to build school capacity to better prepare students for college and career by enhancing their 21st century skills, such as critical thinking, problem-solving, technology skills, collaboration skills, and creativity. The CORE model integrates technology and active learning modules in schools by providing multi-disciplinary teams of teachers and administrators with professional development and support to improve college and career readiness and noncognitive skills outcomes among grade 10-12 students in primarily high need and rural high schools. Over the course of two school years, all CORE schools participate in seven Key Components: (1) CORE principals engage in professional learning with school teams, (2) School teams participate in online learning communities, (3) Schools receive CORE resources, (4) School teams participate in CORE instructional professional development services, (5) School teams present during CORE professional development workshops, (6) Schools participate in change-management support through CORE partnership resources, and (7) School teams provide students with college readiness advisement and support through use of EdReady™ tool. Building relationships with school administrators was vital to the success of this project. Classroom funding for hardware and classroom support and technology were provided to treatment schools to procure items based on their school plan. In conjunction with the school-level resources provided, principals and CORE team teachers participated in an online professional learning experience. After completing the 2gno.me skills assessment, teachers were granted access to the CORE Learning Management System course catalog in SmarterU. Over 86 SmarterU micro-courses were developed by JSU to be aligned with the International Society of Technology in Education (ISTE) Standards for Education Leaders to promote student engagement through active learning-based teaching and differentiation of instruction. Based on the individual 2gno.me (To Know Me) skills assessment results, learning plans were generated for each team teacher and administrator. Administrators participated in a series of leadership modules and were required to support team teachers in implementation through observations and debriefs upon completion of course modules. Teachers completed a minimum of 11 micro-courses per school year with ongoing support from the JSU CORE instructional staff, school team administrator, and their RUP liaison. Change-management support, via CDI and results reports, was provided to CORE schools to support the shift to new modes of instruction. EdReady™ was used to test students on math and ELA skills, identifying areas for improvement, and bridging the gap for remediation for grade 10-12 students.

2020

72 Weeks

Cost per student

N/A

Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS)

7th Grade

The Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS) program is a curriculum and professional development intervention designed for grade 7 mathematics students to improve understanding of probability and statistics. The program uses a 20-day curriculum unit published by the American Statistical Association that addresses all probability and statistics standards in the grade 7 course description. The curriculum employs an inquiry-oriented instructional design model involving four phases of statistical investigation: formulating questions answerable by data, designing and implementing data collection plans, analyzing data using graphical and numerical methods, and interpreting analyses in context. Teachers attend four days of professional development workshops (two days in summer, two during the school year) before implementing the unit. In the first three workshop days, teachers learn statistics content by participating as students in the same lessons they will teach. In the fourth workshop, teachers practice delivering lessons to peers and reflect on implementation. The unit can be implemented at any point during the school year and requires approximately four weeks (20 days) of instruction time.

2021

4 Weeks

Cost per student

N/A

Physical Science and Engineering Invention Kit Curriculum

7th Grade, 8th Grade

The Physical Science and Engineering Invention Kit Curriculum is a project-based engineering curriculum for middle school students (Grades 7 or 8) that teaches key science and engineering principles through constructing modern interpretations of 19th-century inventions. Students build three invention kits sequentially in their engineering elective courses: the Solenoid, the Linear Motor, and the Linear Generator. Each kit includes make activities (building components like continuity testers and solenoids), lab activities (demonstrating principles with step-by-step guides and guiding questions), and design challenges (open-ended exercises to create functioning objects). The kits incorporate 2D and 3D fabrication technology (laser cutters, 3D printers) and electronic CAD files. Teachers access kit materials online, including teacher guides with standards alignment, materials lists, and assessment suggestions. Students also take physical science courses concurrently. The curriculum aims to build understanding of magnetism, electricity, and electromagnetism, along with skills in computer-aided design, manufacturing, soldering, and scientific observation.

2019

Cost per student

N/A

Florida's Developmental Education Reform under Senate Bill 1720

Postsecondary

Florida's Developmental Education Reform under Senate Bill 1720 is a comprehensive statewide policy implemented in 2014 across all 28 Florida College System institutions. The reform made developmental education optional for recent Florida public high school graduates (entering grade 9 in 2003/04 or later) and active-duty military personnel, while nonexempt students (approximately one-third of first-time-in-college students, including those from out-of-state schools, private schools, home schools, and those without standard Florida high school diplomas) remained required to take placement tests and enroll in developmental courses if scoring below college-ready. For all students requiring developmental education, the reform mandated accelerated instructional strategies including modularized, compressed, co-requisite, or contextualized courses instead of traditional semester-long courses. Additionally, all institutions were required to provide enhanced advising and academic support services to all incoming students regardless of placement status. The reform targeted math as a critical gatekeeper subject, with students progressing through sequences from lower-level developmental math through upper-level developmental math to Intermediate Algebra (first college-level) and finally gateway math courses.

2021

Cost per student

N/A

Getting Ready

Preschool

Getting Ready is a relationally based parent engagement intervention promoting school readiness for preschool-aged children (ages 3-5) who are low-income and at educational risk due to developmental concerns in language, cognition, and/or social-emotional development. Early childhood educators (ECEs) use a set of intentional interaction strategies with parents during home visits and parent-ECE conferences (12 contacts over two years, 60 minutes each) to support parent-child connections and strengthen collaborative partnerships between ECEs and parents. The strategies include establishing parent-child interactions, communicating openly, affirming competencies, focusing attention, sharing information and resources, using observations and data to guide decisions, making mutual/joint decisions, and modeling and suggesting. ECEs also implement structured collaborative planning procedures including data review, parent-child observations, and creation of partnership plans to promote shared responsibility for children's school readiness. ECEs receive a one-day training institute at the onset and ongoing bimonthly coaching (90-minute sessions, approximately 32 contacts over two years) to support their delivery of the intervention.

2019

High

Cost per student

$2,510.04

Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) Teacher Residency Program

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

CREATE is a three-year teacher residency program for preservice teachers completing their credential at Georgia State University College of Education and Human Development (GSU CEHD). The program targets teachers who will work in high-needs schools in Atlanta Public Schools. During Year 1 (preservice teaching year), residents complete their student-teaching practicum with a Cooperating Teacher in local schools. In Year 2 (first year as teacher of record), most residents are paired with another CREATE teacher in a single classroom. In Year 3 (second year as teacher of record), residents become the sole teacher of record in their own classroom. Throughout all three years, residents receive support through Together Time meetings focused on Critical Friendship and Cognitively-Based Compassion Training (CBCT), access to mentor teachers, and the CREATE program team. Between Years 1 and 2, residents participate in the Summer Resident Academy (SRA) to develop social emotional competencies, pedagogical skills, content knowledge, and confidence. CREATE has evolved to incorporate equity-centered practices to develop critically-conscious, compassionate, and skilled educators committed to teaching practices that prioritize racial justice and interrupt inequities.

2021

108 Weeks

Cost per student

N/A

P-TECH 9-14 Schools

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

P-TECH 9-14 (Pathways in Technology Early College High School, Grades 9-14) is a six-year integrated education model that creates a partnership between a high school, a local community college (CUNY), and one or more employer partners in STEM fields. The program targets students entering ninth grade, with open enrollment and no academic or attendance criteria for admission. Students work toward earning both a high school diploma (within four years) and a cost-free, industry-recognized associate's degree. The model features accelerated high school coursework with early Regents exam taking, career and technical education (CTE) classes aligned with STEM careers, and work-based learning activities including workplace visits, job shadowing, mentoring, and paid internships. College coursework begins largely in tenth grade after students pass Regents exams at CUNY-qualifying levels. Students take CTE courses in areas such as engineering, technology, health care, and architecture that complement their college degree pathways. The program includes soft skills instruction, advising support, and in some schools a summer bridge experience before ninth grade. Staff includes high school teachers, college liaisons who split time between campuses, and WBL coordinators. The NYC DOE Office of Postsecondary Readiness and CUNY Early College Initiative provide ongoing support and professional development.

2020

144 Weeks

Cost per student

N/A

Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT)

6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Postsecondary

FLIGHT provides mentoring, scholarships, and additional support services to help disadvantaged middle and high school students (grades 6-12) stay on track for graduation, apply to college, and enroll in college. Students meet with trained adult volunteer mentors in school for a minimum of 15 sessions per year for at least 30 minutes per session. Every student is assigned a student advocate who works as a case manager and conducts College Access and Success Meetings (1-4 times per year for 15-30 minutes each) and Advocacy Meetings (4 times per year for 15 minutes each). Student advocates provide workshops covering goal setting, study skills, and college preparation. Students in grades 7-10 participate in three workshops per year (1-4 hours each), and students in grades 11-12 participate in six workshops per year (1-4 hours each). Students who fulfill FLIGHT requirements receive a two-year scholarship to college or vocational training. Students have access to college transition and retention services in their first three semesters of college. New mentors receive a 2-hour orientation and training session, and staff receive one 1-hour training and nine hour-long workshops annually.

2019

216 Weeks

Cost per student

N/A

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