Explore · I4I

REWARDS Program

2012

The REWARDS Program is a comprehensive supplemental literacy intervention designed for seventh grade struggling readers in middle school. The program includes three integrated components (REWARDS Secondary-Multisyllabic Word Reading Strategies, REWARDS Plus, and REWARDS Writing) that provide instruction in word analysis, fluency, vocabulary, reading comprehension, and writing using content-related text and extended discussion to enhance student motivation and engagement. The intervention was delivered over one school year (2010-2011) across 11 New York City middle schools to students who were Title I eligible. Teachers who delivered the intervention received specialized training and ongoing coaching and expert support throughout the year to ensure fidelity of implementation.

7th Grade

Read 180

2011

Read 180 is a daily 90-minute structured reading program implemented in Ohio Department of Youth Services (ODYS) high schools for incarcerated youth reading below grade level (Lexile scores between 200-1000) but above "below basic" level, who are assigned to ODYS for more than six months and have not graduated high school. The program consists of five components: whole group instruction, individualized learning, computer activities, small group instruction, and wrap up. Students are randomly assigned to Read 180 or traditional English classes and placed in appropriate facilities based on offense levels. Each Read 180 classroom has a teacher, an aide, and access to a literacy coach. Teachers and aides receive professional development training on program implementation.

Ungraded

Strategies for Literacy Independence across the Curriculum (SLIC)

2011

Strategies for Literacy Independence across the Curriculum (SLIC) is a professional development-based literacy intervention for struggling adolescent readers in grades 7-10. The program teaches students how authors use different text forms (expository, persuasive, narrative) to present information and how surface features of texts convey content. Students receive explicit instruction in recognizing and using text features (titles, subtitles, captions, font style, graphics) and strategic reading behaviors (previewing, cross-checking, using contextual clues, note-making). The targeted intervention replaces an elective class and uses grade-level textbooks from core content areas, magazine and newspaper articles, short stories, and novels. Teachers receive professional development from SLIC developers and on-site coaches, with instruction informed by periodic SLIC assessments administered every 2-3 months. The whole-school intervention provides the same SLIC strategies to all students through professional development for content-area teachers across all grades 6-12.

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

READ 180 Enterprise Edition

2011

READ 180 Enterprise Edition is a literacy intervention curriculum designed for middle school students (grades 6-8) reading 2 or more years below grade level. The program replaces the core language arts curriculum for targeted students in treatment schools. READ 180 uses a 90-minute instructional block that includes whole-group instruction (20 minutes), three 20-minute small-group rotations (small-group instruction with teacher, independent reading with leveled paperbacks and audio support, and adaptive instructional software), and a 10-minute wrap-up. Classes are limited to no more than 21 students. The program includes ongoing assessment through the Scholastic Reading Inventory (SRI) administered at least 3 times per year, with data managed through the Scholastic Achievement Manager (SAM) system. Teachers receive initial training from Scholastic (varying from 1-3 days depending on year) and ongoing support from district Resource Teacher Coordinators (RTCs) through in-school coaching visits.

6th Grade 7th Grade 8th Grade

iPersonalize

2019

iPersonalize is a gamified instructional approach developed by Fullerton School District for sixth-grade English Language Arts (ELA) instruction. The program reimagines traditional units of study by incorporating alternate reality game (ARG) principles, including an "epic storyline" that anchors all instruction and assessment activities. Students complete tasks called "quests" and "raids" both in-person (inside and outside the classroom) and online through a learning management system. The instructional cycle includes phases for learning goals, engagement with the storyline, interacting with new knowledge, common formative assessments, and either deepening practice or reteaching based on assessment results. Students earn virtual badges for completing quests and mastering learning goals. The approach is designed to increase student engagement in learning and support achievement by offering students control over their learning pathways while ensuring mastery of required ELA standards.

6th Grade

Building Assets and Reducing Risks (BARR)

2019

Building Assets and Reducing Risks (BARR) is a comprehensive, strength-based approach for ninth-grade students that uses eight interlocking strategies to build intentional staff-to-staff, staff-to-student, and student-to-student relationships in secondary schools. BARR requires a 3-year commitment from participating schools and involves reorganizing the ninth-grade master schedule into blocks/teams so that core subject teachers and their students share classes together, enabling teachers to collaborate effectively. The program includes regular block/team meetings and risk-review meetings to discuss student progress, challenges, and assets, and to develop interventions as necessary. BARR provides professional development, coaching, the I-Time curriculum (a social and emotional development curriculum taught weekly), and administrative supports. Schools commit to staffing a BARR coordinator (50-100% FTE depending on school size) and freeing up teacher time for meetings during regular planning time or after school.

9th Grade

Data-Based Individualization (DBI) in Mathematics

2020

Data-Based Individualization (DBI) is an iterative and systematic approach to intensive intervention for students with severe and persistent mathematics learning needs, including students with disabilities. The intervention uses ongoing progress monitoring and diagnostic assessment data to determine when and how to adapt, intensify, and individualize mathematics interventions for students who do not respond to more standardized Tier 2 remediation efforts. The DBI process comprises five iterative steps: (1) starting with a validated intervention program aligned with student needs, (2) monitoring progress using valid assessment tools, (3) collecting diagnostic data to determine instructional needs and hypothesize adaptations when progress is inadequate, (4) implementing adaptations, and (5) continuing progress monitoring to determine response. The intervention was implemented in elementary schools (grades 1-2 initially, tracked through grades 4-5) and middle schools (grades 6-7). School intervention teams including principals, special educators, interventionists, and school psychologists received monthly professional development and coaching sessions covering topics such as the DBI process, using progress monitoring data, diagnostic data use, mathematics intervention platforms, adapting instruction, and planning intervention meetings. Implementation support was provided through site-based needs assessments, professional development sessions, and coaching sessions approximately once or twice monthly.

1st Grade 2nd Grade

KIPP Middle Schools

2019

KIPP Middle Schools are urban charter schools designed to serve underserved communities, with the goal of closing achievement gaps and preparing disadvantaged students to succeed in college. The KIPP model focuses on high expectations, expanding the school day and year, developing students' character strengths, and empowering effective teachers and school leaders. This study evaluated 13 KIPP middle schools through admission lotteries conducted in 2008 and 2009, following 1,177 students who applied to enter 5th or 6th grade. Students were randomly assigned to treatment (offered admission) or control (not offered admission) groups. The study tracked these students approximately 10-11 years after the lottery to measure long-term impacts on college enrollment and early persistence.

5th Grade 6th Grade

Fraction Sense Intervention

2018

Fraction Sense Intervention is a research-based mathematics intervention for sixth-grade students with or at risk for mathematics difficulties. The intervention aims to build understanding of fraction magnitudes using a number line approach centered on a meaningful context of a color run race. Students receive 21 lessons in small groups of four students, with each lesson lasting approximately 45 minutes. The intervention teaches key fraction concepts using a narrow range of denominators (halves, fourths, eighths, thirds, sixths, and twelfths) to develop deep understanding. Lessons include six predictable activities: warm-up, exercises (oral counting), huddle (explicit instruction), practice, sprint (multiplication fluency), and cool-down. The intervention uses explicit and systematic instruction, visual number line models, partitioning activities, and multiplicative reasoning development. Trained research assistants deliver the intervention during the school's regular mathematics intervention period.

6th 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