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Early College High School Initiative (ECHSI): Increasing Students' Access to a Postsecondary Credential

Early College High School Initiative (ECHSI) is a program that integrates high school and college education to provide students with the opportunity to earn a high school diploma and an associate's degree or up to two years of college credit in four years. The ECHSI targets students who are traditionally underrepresented in postsecondary education, including minority students, low-income students, and first-generation college-goers. The program is designed to provide students with a rigorous academic experience, including college-level coursework, and to support students in developing the skills and knowledge needed to succeed in college. The ECHSI also provides students with access to college facilities, resources, and services, such as academic advising, counseling, and career guidance. The program is typically implemented in partnership with a local college or university, and may be located on a college campus or in a separate facility. The ECHSI is designed to provide students with a seamless transition from high school to college, and to increase the likelihood that

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Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade
Published: 2013
English Language Arts

Read 180: A daily 90-minute structured reading program to improve reading performance of low-achieving incarcerated youth

Read 180 is a daily 90-minute structured reading program that targets low-achieving incarcerated youth. The program is composed of five components: whole group, individualized learning, computer activities, small group, and wrap up. The program uses a combination of teacher-led instruction, computer-based activities, and small group work to develop reading skills. The program is designed to be implemented in a highly structured classroom environment, with a teacher and an aide, and access to a literacy coach. The classroom is carpeted with 5 computer stations and headphones, a reading area with couches and books, and tables arranged in a group or groups, depending on the size of the classroom.

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Sixth Grade Seventh Grade Eighth Grade Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade
Published: 2011
English Language Arts

Success for All (SFA): A comprehensive school-level intervention that aims to improve the reading skills of children.

Success for All (SFA) is a comprehensive school-level intervention that aims to improve the reading skills of children. SFA combines literacy instruction (reading, writing, and oral language development curricula) with whole-school reform elements. The program targets elementary school students, particularly those at risk for reading difficulties. The SFA program includes a 90-minute reading block each day, where students are grouped into reading classes based on their reading level, regardless of age or grade level. The program also includes tutoring for students who have difficulty reading at the same level as their classmates, quarterly assessments of student learning, family support teams for students' parents, a facilitator who works with school personnel to ensure they implement and coordinate all program elements, and extensive training for all intervention teachers.

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Kindergarten First Grade Second Grade Third Grade Fourth Grade
Published: 2017
Non-Academic Area

Positive Action: A Program to Improve Behavior and Academic Achievement in Elementary School Students

Positive Action is a curriculum that aims to improve student behavior and academic achievement by teaching positive actions and promoting a positive school climate. The program consists of a core curriculum and optional components, including site-wide climate development, drug education, conflict resolution, counselor, parent, and family classes, and community/coalition development. The curriculum is organized into six teaching units and a seventh review unit, with approximately 140 lessons per grade level in elementary school and 132 lessons per kit in high school. Teachers can implement the entire set of lessons or choose a partial implementation of at least 20 lessons per grade level. The program also includes various teaching aids, such as instructor's manuals, group materials, activity booklets, and posters.

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Fifth Grade First Grade Second Grade Third Grade Fourth Grade Sixth Grade
Published: 2007
Non-Academic Area

My Teaching Partner-Secondary (MTP-S): Improving Teacher-Student Interactions to Enhance Student Motivation and Achievement

My Teaching Partner-Secondary (MTP-S) is a coaching program focused on improving teacher-student interactions in secondary classrooms to enhance student motivation and achievement. MTP-S uses the domains of the Classroom Assessment Scoring System-Secondary (CLASS-S) and integrates initial workshop-based training, an annotated video library, and a year of personalized coaching followed by a brief booster workshop. During the school year, teachers send in video recordings of class sessions, and trained teacher consultants review and select brief segments that illustrate either positive teacher interactions or areas for growth in one of the dimensions in the CLASS-S. This is followed by a 20-to 30-minute phone conference in which the consultant strategizes with the teacher about ways to enhance interactions using the CLASS-S system.

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Sixth Grade Seventh Grade Eighth Grade Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade
Published: 2011
Math

Data-Based Individualization (DBI): Intensive Intervention to Improve Mathematics Skills of Students With Disabilities

Data-Based Individualization (DBI) is an intensive intervention program that uses student data to determine when and how to adapt, intensify, and individualize interventions for students with severe and persistent mathematics learning needs, including students with disabilities. DBI involves a five-step process: (1) using a validated intervention program or platform aligned with the student's area of need, (2) monitoring progress using a valid and reliable assessment tool, (3) collecting additional diagnostic data to determine the student's instructional needs and hypothesize productive adaptations to the intervention program, (4) implementing the adaptation(s), and (5) continuing to monitor progress to determine response. DBI is typically implemented in a multi-tiered system of supports (MTSS) and involves ongoing support and professional development for teachers to develop and increase their knowledge and ability to implement DBI in mathematics.

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First Grade Second Grade Sixth Grade Seventh Grade
Published: 2020