Find the best evidence-based interventions for your students

Reappraising Academic and Social Adversity

6th Grade

Reappraising Academic and Social Adversity is a brief intervention designed to help sixth-grade students making the transition to middle school reappraise concerns about fitting in as both temporary and normal. The intervention consists of two 15-minute writing exercises administered early in the school year (September and late October/early November) in homeroom or English Language Arts classes. Students read ostensible survey results from prior seventh-graders describing their initial worries about academic performance and social belonging in sixth grade, and how these concerns diminished over time. Students then write reflectively about how these experiences relate to their own middle school transition. The exercises convey three key messages: (1) nearly all students struggle to fit in and feel capable at first but come to realize they belong over time, (2) advice and examples of ways to engage in the school's social and academic environment, and (3) confirmation that other students and teachers are there to help and support them. Teachers receive training and instructions for administering the materials as normal reflective or free-writing activities.

2019

Cost per student

N/A

Xtreme Reading

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

Xtreme Reading is a 1-year targeted intervention program designed for middle and high school students in Grades 7-10 who are reading at least 2 years below grade level. The program focuses on teaching 6 reading strategies: Word Mapping, Word Identification, Self-Questioning, Visual Imagery, Paraphrasing, and Inference. Xtreme Reading uses direct instruction, teacher modeling, paired student practice, and independent practice as core instructional approaches. The curriculum includes trade books for strategy practice and independent reading, along with student binders containing strategy cue cards, worksheets, and fluency/comprehension tests. Students receive the intervention during a dedicated class period, with group sizes typically around 30 students per class. In Year 1, classes were co-taught by two teachers, but in Years 3-5 classes were taught by a single teacher. Teachers receive professional development including summer training sessions and monthly meetings throughout the school year.

2011

36 Weeks

Cost per student

N/A

Passport Reading Journeys III

9th Grade

Passport Reading Journeys III (PRJ III) is a supplemental reading intervention for ninth grade students reading below grade level. The program consists of 14 Expeditions taught daily in 50-minute periods (or 90-minute block scheduling) over one school year. Each Expedition includes 10 lessons alternating between whole group instruction and individual practice, with lessons 5 and 10 dedicated to review, extension, and assessment. The intervention incorporates explicit vocabulary instruction, direct comprehension strategy instruction, reading foundational skills, writing, and technology components (VocabJourney). Materials include teacher guides, student workbooks, DVDs, and a library of age-appropriate fiction and non-fiction books. Teachers receive launch training, ongoing coaching from Voyager Implementation Specialists, and access to online professional development modules.

2012

36 Weeks

Cost per student

N/A

Personalized Learning

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

Personalized Learning is an approach that tailors instruction to each student's individual needs, skills, and interests through systems and approaches that accelerate and deepen student learning. Students have a variety of rich learning experiences that collectively prepare them for success in college and career. The approach includes learner profiles that enable each student to be known well, personalized learning plans for students, progress based on demonstrated knowledge and skills rather than seat time, and flexible learning environments. Teachers play an integral role by designing and managing the learning environment, leading instruction, and providing students with expert guidance and support to help them take increasing ownership of their learning. Schools implementing personalized learning also focus on preparing students for the Common Core State Standards and critical-thinking and problem-solving skills, create new roles and opportunities for teachers, and use digital content in core subject areas to complement teacher-led instruction.

2014

72 Weeks

Cost per student

N/A

Personalized Learning

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

Personalized Learning is an educational approach implemented across multiple schools that emphasizes individualized instruction tailored to each student's needs, interests, and learning pace. The intervention integrates technology extensively, with students using computers, tablets, or smartphones for approximately 50% of instructional time on average. Teachers deliver instruction using a variety of approaches including adaptive online curriculum materials, data-driven decision making, flexible grouping, and individualized pacing. Students work on different topics or skills simultaneously, with teachers frequently adapting content and regrouping students based on assessment data received at least weekly. The approach utilizes learner profiles and learning plans to document student strengths, weaknesses, and personalized goals. Teachers receive professional development focused on personalizing instruction, using technology, and interpreting student data. Implementation requires technology-rich environments with adequate devices, robust data systems, and supportive school cultures emphasizing collaboration and continuous improvement.

2014

Cost per student

N/A

Passport Reading Journeys (PRJ)

7th Grade, 8th Grade

Passport Reading Journeys (PRJ) is a supplemental reading intervention for students in grades 6-9 who are reading below grade level. For seventh and eighth grade students in VSRII, PRJ provides daily 50-minute lessons (or 90-minute block schedule adaptations) throughout the school year. The intervention is organized into 15 Expeditions, each comprising 10 lessons that follow a structured sequence: whole-group instruction (lessons 1, 3, 6, 8), whole-group review with small group practice (lessons 2, 4, 7, 9), and computer-based independent practice using SOLO (lessons 5, 10). Content includes explicit instruction in word study, vocabulary, comprehension strategies, fluency, and writing in response to reading. Materials include teacher guidebooks, student workbooks, DVDs, classroom library of fiction/nonfiction books and magazines, and web-based SOLO component. Teachers receive 16 hours of launch training, 30 hours of online professional development on adolescent literacy, ongoing coaching from Voyager Implementation Specialists (up to 50 hours), and data analysis training.

2012

30 Weeks

Cost per student

N/A

Springfield-Chicopee School Districts Striving Readers (SR) Program

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

The Springfield-Chicopee Striving Readers Program implements two targeted reading interventions (READ 180 and Xtreme Reading) and one whole-school intervention (SIM-CERT) for struggling readers in grades 9-12 across five high schools in Massachusetts. READ 180 is an intensive literacy curriculum using computer-assisted instruction, small-group work, and independent reading to improve phonics, fluency, vocabulary, and comprehension for students reading at least two years below grade level. Xtreme Reading uses explicit meta-cognitive strategy instruction focusing on vocabulary development, reading comprehension, and writing for students reading at or above fourth-grade level but at least two years below grade level. Both targeted interventions are delivered as 90-minute or 45-minute daily add-on classes to regular ELA instruction. SIM-CERT is a whole-school professional development intervention training teachers in Content Enhancement Routines to improve content literacy across all disciplines. Teachers receive initial training (4 days in Year 1, 2 days in Year 2) and ongoing coaching support from school-based literacy coaches. All interventions require substantial professional development and materials before implementation.

2012

36 Weeks

Cost per student

N/A

Kentucky Cognitive Literacy Model

9th Grade

Kentucky Cognitive Literacy Model (KCLM) is a supplemental literacy intervention designed for ninth-grade students who are significantly behind grade level in reading (scoring two grade levels or more below grade level). KCLM targets struggling readers by providing them with supports to be successful in learning across the curriculum through four integrated components: Motivation and Engagement, Strategic Processing, Instructional Strategies, and Communication Skills. The intervention is delivered daily for 45-75 minutes throughout the entire school year in classes of 12-20 students, replacing an elective course. Students receive a minimum of 225 minutes per week and a maximum of 375 minutes per week of supplemental reading instruction taught by an intervention teacher. The intervention uses thematic instruction with project/inquiry-based learning, explicit comprehension strategy instruction, vocabulary instruction following Marzano's principles, and writing to learn activities. Teachers receive 11 days of professional development training and ongoing support through site visits (up to 66 hours) from Kentucky Department of Education literacy staff throughout the year.

2012

36 Weeks

Cost per student

N/A

REWARDS Program

7th Grade

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.

2012

36 Weeks

Cost per student

N/A

Pathway to Academic Success Project

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

The Pathway to Academic Success Project trains teachers to improve the reading and writing abilities of English Learners (ELs) in grades 6-12 who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include goal setting, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing. Teachers receive 46 hours of professional development per year over 2 years, including five or six full-day meetings and five after-school meetings throughout each school year. Teachers are also encouraged to meet in professional learning communities for at least 1 hour each week. Teachers then implement the strategies during their regular English language arts class time. Most teachers report spending at least 60 hours of their class time using Pathway to Academic Success Project strategies with students during each school year. Teachers receive coaching support from experienced Pathway to Academic Success Project teachers and classroom materials including wall posters, preprinted class sets of readings and handouts, bookmarks, cognitive sentence starters, highlighters, binders, and model lessons based on culturally relevant texts.

2021

36 Weeks

Cost per student

N/A

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