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Grades

Infant/Toddler Preschool Prekindergarten Transitional Kindergarten Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade Thirteenth Grade Postsecondary Ungraded Adult Education Other
English Language Arts

Reading Apprenticeship: A program that aims to improve students' reading skills by having them learn how to closely examine their own reading strategies and processes, as well as those of their teacher and fellow students, in order to develop new strategi

Reading Apprenticeship is a program that aims to improve students' reading skills by having them learn how to closely examine both their own reading strategies and processes and those of their teacher and fellow students. The program involves small-group and full-classroom conversations about, and students' reflections on, the thinking process being used while reading. Reading Apprenticeship calls for teachers to integrate four dimensions of classroom life into subject-area teaching through conversations about the thinking processes that students and teachers use as they read. These dimensions are: Social, which uses students' interests in social interaction to provide a learning environment that reflects the diverse perspectives and resources of each individual; Personal, which draws on skills used by students in out-of-school settings, students' interest in deepening their awareness of the thinking processes used while reading, students' identities as readers, and their purposes and goals for reading; Cognitive, which involves developing readers' mental processes, including the specific comprehension and problem-solving strategies that can be applied to academic texts; and Knowledge-building, which includes identifying and expanding the knowledge readers bring to a text, including knowledge about word construction, vocabulary, text structure, genre, language, and content. The program also offers professional development and train-the-trainer sessions for content-area middle and high school teachers, literacy coaches, site-level administrators, and district leaders to help them incorporate Reading Apprenticeship in classrooms, schools, and districts. Additionally, the program developers offer a year-long curriculum for 9th-grade students, called Reading Apprenticeship Academic Literacy, which is designed to support students' reading achievement, engagement, and fluency.

View Reading Apprenticeship: A program that aims to improve students' reading skills by having them learn how to closely examine their own reading strategies and processes, as well as those of their teacher and fellow students, in order to develop new strategi
Ninth Grade
Published: 2010
English Language Arts Math

Ready, Set, Leap! : A Prekindergarten Curriculum to Develop Early Reading Skills in Preschoolers. The response is based on the following sentences from the excerpt: "Intervention Ready, Set, Leap! ® is a prekindergarten curriculum that focuses on deve

Ready, Set, Leap! is a prekindergarten curriculum that focuses on developing early reading skills, such as phonemic awareness, letter knowledge, and letter-sound correspondence. The curriculum is structured around 9 thematic units, each with 120 lesson plans for large- and small-group instruction. Teachers receive training on the curriculum, which is integrated into the existing High/Scope framework, a flexible framework for setting up and managing a preschool classroom that encourages active learning through direct, hands-on experiences. The curriculum aims to develop early reading skills in preschool children.

View Ready, Set, Leap! : A Prekindergarten Curriculum to Develop Early Reading Skills in Preschoolers. The response is based on the following sentences from the excerpt: "Intervention Ready, Set, Leap! ® is a prekindergarten curriculum that focuses on deve
Preschool
Published: 2008
English Language Arts

Spelling Mastery: Teaching Spelling to Students with Learning Disabilities.

Spelling Mastery is a program designed to target spelling skills for students at all academic levels, including those with learning disabilities. The program consists of six levels, each with 60 to 120 lessons, and is delivered in daily 15-20 minute sessions. Teachers present exercises, listen to student responses, and provide immediate feedback, using three strategies: phonemic, morphemic, and whole-word. The phonemic strategy instructs beginning spellers on sound-symbol relationships, the morphemic strategy teaches older students to spell and blend bases and affixes, and the whole-word strategy teaches common, irregularly spelled words using memorization procedures and drills. The program includes a teacher presentation book, teacher/series guide, student workbook, and software.

View Spelling Mastery: Teaching Spelling to Students with Learning Disabilities.
Preschool Prekindergarten Transitional Kindergarten
Published: 2014
English Language Arts

Story Talk: A Streamlined Professional Development Model to Guide Preschool Teachers in Teaching Vocabulary to Young Children in Poverty.

Story Talk is a professional development model that guides preschool teachers to employ books and classroom activities to teach vocabulary to young children, particularly those in poverty, in an effort to close the vocabulary gap. The program includes materials such as Story Maps, which contain target words, questions, and center activities, and provides training and progress monitoring of children. Teachers receive four 3-hour sessions of group training and individualized coaching twice a month, which focuses on implementing the Story Maps, interpreting progress monitoring data, encouraging conversations with children, and managing classroom discourse. The program aims to increase the quality and frequency of teachers' vocabulary-building practices, including highlighting vocabulary, asking open-ended questions, and providing meaningful feedback to children.

View Story Talk: A Streamlined Professional Development Model to Guide Preschool Teachers in Teaching Vocabulary to Young Children in Poverty.
Prekindergarten
Published: 2020
Math

ASSISTments: Online Platform for Providing Timely Feedback and Guidance to Students on Mathematics Homework, Enabling Teachers to Adapt Instruction to Meet Students' Learning Needs.

ASSISTments is an online platform that assists students while they solve mathematics problems, with the goal of improving student learning by enabling formative assessment practices related to homework. ASSISTments consists of mathematics problems with answers and hints, which are bundled into problem sets that teachers assign to their students. As students work online, the computer informs them about the correctness of a solution and offers guidance, if available for that problem. Teachers receive reports on how students perform on the assigned problem sets, including information about common wrong answers. The platform also includes "skill builders," which are practice problems that focus on a targeted skill until students reach a teacher-defined criterion for correctness. Teachers can use the data from ASSISTments to adapt instruction, identify areas where students need additional help, and provide personalized feedback and guidance.

View ASSISTments: Online Platform for Providing Timely Feedback and Guidance to Students on Mathematics Homework, Enabling Teachers to Adapt Instruction to Meet Students' Learning Needs.
Seventh Grade
Published: 2016

Building Blocks: Developing Preschool Children's Early Mathematical Knowledge and Processes by Incorporating Mathematics into Daily Preschool Activities.

Building Blocks is a program that aims to develop preschool children's early mathematical knowledge and processes by incorporating mathematics into daily preschool activities. The program follows the mathematics learning trajectories, a sequence of learning activities that are aligned with the typical progression of how children learn mathematics. Teachers implement Building Blocks through weekly whole-and small-group instruction, center activities, and computer activities. The program also includes a letter sent home each week describing the mathematics children are learning and related activities that families or caregivers can do at home to support their child's learning. Teachers regularly assess children's learning and adapt activities to build on and extend the level of children's mathematical thinking. The program is implemented over 26 to 30 weeks, and teachers' use of the Building Blocks curriculum is supported by professional development.

View Building Blocks: Developing Preschool Children's Early Mathematical Knowledge and Processes by Incorporating Mathematics into Daily Preschool Activities.
Prekindergarten
Published: 2023

Online Algebra I Course: Providing Access to Algebra I for Grade 8 Students in Schools That Do Not Typically Offer the Course.

The program is an online Algebra I course, which is intended to target students who are considered algebra ready (AR) but attend schools that do not typically offer Algebra I in grade 8. The online course is a full-year course that covers the typical content of a high school Algebra I course, including symbols and expressions, linear equations, quadratic equations, functions, and the algebra of polynomials. The course is divided into two parts, Algebra IA and Algebra IB, with each part designed to be equivalent to a semester in a traditional middle or high school Algebra I course. The course is delivered through an online course management system, which provides students with access to course materials, including interactive lessons, practice problems, quizzes, and exams. The course also includes a messaging system that allows students to communicate with their online teacher. The online teacher is responsible for grading written assignments, reviewing student progress, and providing feedback to students. The course is designed to be completed in 32-34 weeks, assuming 40-50 minutes of instruction per day. Students who complete the course are expected to have a thorough understanding of algebraic concepts and be prepared to take advanced mathematics courses in high school.

View Online Algebra I Course: Providing Access to Algebra I for Grade 8 Students in Schools That Do Not Typically Offer the Course.
Third Grade
Published: 2011

Cognitive Tutor Algebra I: Teaching Algebra to High School Students.

Cognitive Tutor is a computer-based program that provides individualized math instruction to high school students. The program is designed to be used in conjunction with traditional classroom instruction and includes interactive lessons and exercises that adapt to the student's skill level. Cognitive Tutor is intended to improve student outcomes in algebra and geometry by providing personalized feedback and support. The program is typically implemented in a classroom setting, with students working on computers for a portion of the class period. Teachers receive training and support to implement the program effectively, and the program is designed to be flexible and adaptable to different teaching styles and classroom environments. Cognitive Tutor also includes a teacher-directed component, where teachers provide instruction and guidance to students as they work through the program. The program is designed to be used for a full school year, with students working on the program for several class periods per week. Cognitive Tutor is designed to cover a range of math topics, including algebra and geometry, and is intended to be used as a supplement to traditional classroom instruction.

View Cognitive Tutor Algebra I: Teaching Algebra to High School Students.
Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade
Published: 2016
Math

CATAMA Lab: Computer and Team Assisted Mathematical Acceleration Laboratory to improve math skills and knowledge for underperforming middle-grade students.

The Computer and Team Assisted Mathematical Acceleration (CATAMA) Laboratory is an elective course for students needing additional assistance in math while they continue in their regular math class, aiming to fill gaps in math skills and knowledge that they are incorrectly presumed to have already learned in earlier grades. The CATAMA Lab is taught by an experienced math teacher and typically instructs five sections of 15 to 18 students per day. Each class is taught using three main instructional components: whole group instruction, individualized computer and peer-assisted instruction, and individual or small group tutoring. The Lab uses computer software, such as Larson's Pre-Algebra, to provide individualized instruction and assessment. Students work in pairs and teams to complete computer-based lessons, and the teacher provides support and feedback as needed. The Lab also provides opportunities for students to preview upcoming material from their regular math class, helping them stay on track and motivated.

View CATAMA Lab: Computer and Team Assisted Mathematical Acceleration Laboratory to improve math skills and knowledge for underperforming middle-grade students.
Kindergarten First Grade Second Grade Third Grade Fourth Grade
Published: 2008
Math

Core-Plus Mathematics: A High School Mathematics Curriculum to Improve Mathematics Achievement. # Explanation: The excerpt explicitly states the name of the program/intervention/tool/strategy as "Core-Plus Mathematics" and describes it as a high schoo

Core-Plus Mathematics is a high school mathematics curriculum that targets mathematics achievement for high school students. Core-Plus Mathematics units are 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 in which the teacher is director and moderator. Classroom activity then shifts to investigating focused problems and questions related to the launching situation by gathering data, looking for patterns, constructing models and meanings, and making and verifying conjectures, with the teacher acting as facilitator. A full-class discussion (referred to as a Checkpoint) of concepts and methods developed by different small groups then provides an opportunity to share progress and thinking, with the teacher acting as moderator. Finally, students are given a task related to lesson objectives to complete on their own, while the teacher serves as an intellectual coach. In addition to the classroom investigations, Core-Plus Mathematics 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: A High School Mathematics Curriculum to Improve Mathematics Achievement. # Explanation: The excerpt explicitly states the name of the program/intervention/tool/strategy as "Core-Plus Mathematics" and describes it as a high schoo
Ninth Grade Tenth Grade
Published: 2010