Find the best evidence-based interventions for your students

System 44

4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade

System 44 is a foundational reading program for older struggling readers in grades 4-8 who have not mastered basic phonics and decoding skills. The program combines research-based phonics instruction with adaptive technology to improve word reading accuracy, fluency, and comprehension. Students receive approximately 20-25 minutes of computer-delivered adaptive instruction, 25-30 minutes of small group and individual work using high-interest leveled materials, and 5-10 minutes of whole class instruction daily. The program includes 25 series covering 160 topics across four strands: The Code (decoding), Sight Words (high-frequency words), Word Strategies (syllable types and word parts), and Success (reading connected text). Materials include the System 44 software, 44Book, Decodable Digest, 36-title paperback book and audiobook library, SAM practice worksheets, letter tiles, posters, flip chart lessons, and Sound and Articulation DVD. Teachers received a 1-day training in August 2010 plus 3 coaching visits from Scholastic staff during the school year.

2011

36 Weeks

Cost per student

N/A

Literacy Design Collaborative (LDC)

Prekindergarten, 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

Literacy Design Collaborative (LDC) is a two-year professional development program designed to support teachers in implementing Common Core State Standards to teach literacy skills throughout content areas. The intervention focuses on developing teacher competencies through job-embedded professional development and professional learning communities (PLCs). Teachers work collaboratively with LDC coaches to design standards-driven, literacy-rich writing assignments (modules and mini-tasks) within their existing curricula across all content areas. The program serves K-12 teachers and includes online courses via CoreTools platform, virtual coaching through Zoom meetings and written feedback, in-person coaching visits, and weekly PLC meetings (ideally 60+ minutes). Teachers create or adapt modules using LDC templates and implement them in their classrooms. The intervention requires teacher participation in PLCs, completion of online course materials, module creation/adaptation, classroom implementation, and engagement with coaches for feedback and support.

2018

36 Weeks

Cost per student

N/A

Stepping Stones to Literacy

Kindergarten

Stepping Stones to Literacy (SSL) is a supplemental curriculum designed to promote listening, print conventions, phonological awareness, phonemic awareness, and serial processing/rapid naming for kindergarten and older preschool students who are underachieving readers. Students participate in 10- to 20-minute daily lessons delivered in small groups or individually. The curriculum consists of 25 lessons totaling 9-15 hours of instructional time. Teachers use a model-lead-test instructional format, guiding students through four to six sequenced activities per lesson. The curriculum includes a lesson book with a section on serial rapid automatic naming activities and instructional prompts in English and Spanish.

2007

Low

5 Weeks

Cost per student

$434.67

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

Growing, Learning, and Living With Autism (GoriLLA) Group

1st Grade, 2nd Grade

The Growing, Learning, and Living With Autism (GoriLLA) Group is a parent-assisted intervention that blends Structured TEACCHing and Social Thinking components to teach social communication and self-regulation skills to first and second grade students diagnosed with autism spectrum disorder (ASD) who are included 80-100% of the time in regular education classrooms and read on grade level or above. The program consists of 12 weekly 90-minute sessions with parent-child large and small group activities, plus 20-30 minute parent breakout sessions. Sessions teach concepts including the Zones of Regulation for emotion identification, Social Thinking vocabulary (Expected vs. Unexpected Behaviors, The Group Plan, Thinking With Your Eyes, Body in the Group, Whole Body Listening), self-regulation strategies (deep breathing, chair yoga, stress balls, progressive relaxation), and social communication skills (SENSE: Space, Eye contact, Nodding, Statements, Expressions). Parents actively participate in sessions and complete weekly homework activities with their children. The intervention uses visual supports, environmental structure, and incorporates children's special interests. Two trained clinicians with master's degrees deliver the program, assisted by a clinical psychology doctoral student or postdoctoral fellow.

2019

Low

2 Weeks

Cost per student

$451.81

In-District After-School Tutoring Program

8th Grade

In-District After-School Tutoring Program is an after-school academic intervention for eighth grade students who scored in the near-passing range (180-199) on seventh grade standardized tests in language arts or mathematics. The program provides small-group tutoring (4:1 student-teacher ratio) delivered by district teachers who are familiar with students and curriculum. Students attend tutoring sessions two afternoons per week for 90 minutes each day, from October through March, for a total of 48 hours. Tutors use test preparation materials (Preparing for the New Jersey GEPA booklets) and Standard Solutions test-taking strategies. District teachers serving as tutors attend four meetings during the program and provide weekly progress reports to classroom teachers. Students receive rewards including pizza parties and bowling parties for perfect attendance.

2011

6 Weeks

Cost per student

N/A

Number Line Approach Combined With Cognitive Learning Strategies

6th Grade

This intervention uses a number line-centered approach combined with cognitive learning strategies to teach fraction concepts to sixth graders struggling with mathematics. Delivered in small groups of 3-4 students, the intervention consists of 27 lessons over 6 weeks (approximately 45 minutes per lesson, totaling about 20.25 hours). Each lesson includes warm-up practice, multiplication fact practice, counting fractions aloud, 15-20 minutes of explicit instruction focused on the number line, fast-paced card games for fraction magnitude practice, and independent cool-down worksheets. The intervention covers halves, fourths, eighths, thirds, sixths, and twelfths, teaching students to partition number lines, locate fractions, understand equivalencies, compare magnitudes, and perform basic operations. Instruction incorporates explicit teaching, representational gestures, dual coding (visual and verbal), spaced and interleaved practice, and immediate feedback. Trained research assistants deliver the intervention, requiring prior training (16+ hours) on gestures, feedback strategies, and behavior management.

2019

Low

6 Weeks

Cost per student

$254.14

Relational Scaffolding

3rd Grade

Relational Scaffolding is an instructional approach that enhances children's understanding of scientific models through systematic, guided comparisons between observable phenomena and corresponding modeled events. Designed for 3rd-grade students learning about the day-night cycle, the intervention uses split-screen video footage showing both Earth-based observations (e.g., sunrise, sunset) and space-based models of Earth rotation simultaneously. A trained researcher guides students through these videos, pointing at and between perspectives to clarify temporal, spatial, and causal correspondences. The intervention progresses from an embodied simulation where students physically enact Earth's rotation, to relational scaffolding using video of their embodied experience, then to a 3D physical model simulation, and finally to relational scaffolding comparing both simulations. Sessions last 20-30 minutes each, delivered one-on-one in a quiet room at the student's school during after-school hours, twice weekly for three weeks (total of 5 instructional sessions). The approach requires video recording equipment (GoPro camera, tripod, videorecorder), video editing capabilities, a computer for displaying split-screen videos, and physical materials including a 3D Earth-Sun model. One trained researcher delivers the intervention to one student at a time.

2019

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

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

Filters