Find the best evidence-based interventions for your students

Alaska Statewide Mentor Project Urban Growth Opportunity (ASMP UGO)

Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade

The Alaska Statewide Mentor Project Urban Growth Opportunity (ASMP UGO) is a mentoring program designed to support early career teachers (ECTs) in their first two years of teaching in five urban Alaska school districts (Anchorage, Fairbanks, Kenai, Mat-Su, and Sitka). The program provides ECTs with fully released, highly trained mentors who have at least eight years of teaching experience in Alaska. Mentors maintain weekly contact with ECTs and meet face-to-face at least monthly (totaling at least 3.5 hours per month). Each full-time mentor has a caseload of no more than 15 ECTs. Mentors participate in extensive professional development including orientation, four weeklong Academy trainings per year for their first two years, ASMP training sessions, biweekly Friday Forums, and ongoing coaching. Mentors use formative assessment tools to collect classroom data, document conversations through Collaborative Assessment Logs, and support reflective practice through Individual Learning Plans, Mid-Year Reviews, and Professional Growth Reflections. All work is connected to Standards for Alaska Teachers, Alaska Cultural Standards, and the Continuum of Teacher Development. Before implementation, mentors complete required training on the New Teacher Center model and ASMP-specific approaches.

2017

72 Weeks

Cost per student

N/A

Enhanced Positive School Climate Model

4th Grade, 5th Grade

The Enhanced Positive School Climate Model (Enhanced PSCM) is a schoolwide intervention designed to improve school climate, student-adult relationships, social-emotional learning, and provide students with the structure to access challenging curriculum for elementary students in grades K-8. The model builds on existing Positive Behavioral Intervention and Supports (PBIS) and Restorative Practice (RP) systems by providing additional support through School Climate Liaisons (SCLs). SCLs visit each treatment school one day per week to provide coaching to school staff on PBIS implementation, RP strategies, and behavioral interventions; facilitate parent trainings on PBIS, RP tools, and behavioral interventions; conduct home visits; and connect families to community resources. The intervention was implemented over two school years (2017-18 and 2018-19). SCLs received multi-day training on RP (2-day training), PBIS framework (Tier 1: 6 hours, Tier 2 Part A: 6 hours, Tier 2 Part B: 2 hours, Tier 3: 2 days), and Cognitive Coaching.

2020

72 Weeks

Cost per student

N/A

Integrated Basic Education and Skills Training (I-BEST)

Adult Basic Education, Adult English as a Second Language

Integrated Basic Education and Skills Training (I-BEST) is a program operating at Washington State community and technical colleges designed to provide occupational training and basic skills instruction in a structured career pathway for students whose basic skills levels are too low to enter college-level courses directly. The program serves students in various occupational areas including automotive, electrical, nursing assistant, precision machining, welding, and office skills. I-BEST's signature feature is team teaching, pairing a basic skills instructor with an occupational instructor for at least 50 percent of occupational training class time. The I-BEST programs evaluated in PACE also included two enhancements funded by the Open Society Foundations: dedicated advisors (navigators) to provide guidance on academic issues, navigating college procedures, and career planning; and fill-the-gap financial support for tuition and course-associated materials not covered by other sources. Most I-BEST programs range from one to two quarters in length and result in workforce credentials, with defined pathways for continued education and training.

2018

9 Weeks

Cost per student

N/A

Literacy Design Collaborative (LDC)

3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade

Literacy Design Collaborative (LDC) is a professional development program created in 2009 to support teachers in implementing Common Core State Standards by integrating literacy skill development throughout content areas. The program uses a teacher-designed framework with online tools and resources for creating literacy-rich assignments and courses across content areas. Implementation involves teachers participating in Professional Learning Communities (PLCs) that meet regularly with coach support, where they engage with online course content (LEARN modules), create or adapt LDC modules (standards-embedded performance tasks with instructional plans), and implement these modules in their classrooms. Teachers receive both synchronous support through PLC meetings and asynchronous support through written feedback on their work in the CoreTools platform. The program requires substantial time commitment including weekly PLC meetings typically lasting 45-60 minutes, engagement with online professional development content, module creation/adaptation, and classroom implementation of modules. School administrators and teacher leaders also participate in quarterly in-person meetings and monthly planning calls with coaches.

2020

36 Weeks

Cost per student

N/A

Get the Picture?! Guiding and Engaging Exceptional Teens

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

Get the Picture?! is a multi-layered initiative designed to build capacity in both adults and students within schools to increase college and career readiness for students with disabilities. Each student with disabilities in treatment schools receives one-on-one support through a school-based Career Strategist, meeting at least weekly to monitor the student's Individual Learning Plan, which focuses on college and/or career readiness with realistic goals and action steps for life after high school. The Career Strategist works with the student to ensure the student's aspirations and aptitudes inform their personalized career pathways, and that coursework supports and aligns to their career plan. Each treatment school also has a school-based Support Team—including College/Career Readiness (CCR) Coaches, Lead Career Strategist, Career Strategist, special education teachers, and counselors—that coordinates and monitors one-on-one work and student-to-strategist matches. The school-based Support Team meets at least four times per academic year to make data-driven decisions to support college and career readiness for all students with disabilities. CCR Coaches provide CCR-focused instruction to students while supporting strategists and other educators, working directly in participating schools providing ongoing, embedded support and modeling.

2020

144 Weeks

Cost per student

N/A

National Professional Development Center on Autism Spectrum Disorder (NPDC) Comprehensive Program Model

Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade

The NPDC comprehensive program model is designed for elementary school students with autism (kindergarten through 5th grade) in both special education and inclusive classroom settings. The program focuses on improving program quality and supporting teachers to implement evidence-based practices (EBPs) with fidelity. Implementation begins with a 1-day summer training academy for school Autism Teams (A-Teams) consisting of special education teachers, general education teachers, administrators, speech language pathologists, and other staff. The program includes: (1) assessment of program quality using the Autism Program Environment Rating Scale (APERS) with follow-up action planning; (2) development of measurable student goals using the Goal Attainment Scale (GAS); (3) selection and training on EBPs matched to individual student goals from 27 identified focused intervention practices; and (4) ongoing coaching (6 hours per week per school) with pre-observation meetings, observations, and post-observation debriefs to support EBP implementation with 80% fidelity. Teachers access online learning modules through the AFIRM website and receive weekly performance feedback until reaching fidelity criterion.

2020

36 Weeks

Cost per student

N/A

Making Sense of SCIENCE

4th Grade, 5th Grade

Making Sense of SCIENCE is a professional learning model for elementary school teachers (grades 4-5) aimed at raising students' science achievement in Earth and space science and physical science through improving science instruction. The model focuses on connections between science understanding, classroom practice, and literacy integration to support implementation of Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). The professional learning consists of six components delivered over two years: site coordinator professional learning, Leadership Cadre professional learning, administrator professional learning, and teacher professional learning (including 35-hour summer courses each year and 12 hours of school-year Professional Learning Community meetings each year). Teachers participate in courses focused on Dynamic Earth (Year 1) and Planet Earth (Year 2), which emphasize three-dimensional learning (Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts) aligned with NGSS. The model requires building leadership capacity at school and district levels, with site coordinators, Leadership Cadre members (including teacher leaders and district staff), and administrators receiving targeted professional development to support teachers and implementation.

2020

Cost per student

N/A

Collaborative Regional Education (CORE) i3 Validation Study

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

The CORE model is a comprehensive, systems-based approach consisting of seven components designed to build school capacity to better prepare students for college and career by enhancing their 21st century skills, such as critical thinking, problem-solving, technology skills, collaboration skills, and creativity. The CORE model integrates technology and active learning modules in schools by providing multi-disciplinary teams of teachers and administrators with professional development and support to improve college and career readiness and noncognitive skills outcomes among grade 10-12 students in primarily high need and rural high schools. Over the course of two school years, all CORE schools participate in seven Key Components: (1) CORE principals engage in professional learning with school teams, (2) School teams participate in online learning communities, (3) Schools receive CORE resources, (4) School teams participate in CORE instructional professional development services, (5) School teams present during CORE professional development workshops, (6) Schools participate in change-management support through CORE partnership resources, and (7) School teams provide students with college readiness advisement and support through use of EdReady™ tool. Building relationships with school administrators was vital to the success of this project. Classroom funding for hardware and classroom support and technology were provided to treatment schools to procure items based on their school plan. In conjunction with the school-level resources provided, principals and CORE team teachers participated in an online professional learning experience. After completing the 2gno.me skills assessment, teachers were granted access to the CORE Learning Management System course catalog in SmarterU. Over 86 SmarterU micro-courses were developed by JSU to be aligned with the International Society of Technology in Education (ISTE) Standards for Education Leaders to promote student engagement through active learning-based teaching and differentiation of instruction. Based on the individual 2gno.me (To Know Me) skills assessment results, learning plans were generated for each team teacher and administrator. Administrators participated in a series of leadership modules and were required to support team teachers in implementation through observations and debriefs upon completion of course modules. Teachers completed a minimum of 11 micro-courses per school year with ongoing support from the JSU CORE instructional staff, school team administrator, and their RUP liaison. Change-management support, via CDI and results reports, was provided to CORE schools to support the shift to new modes of instruction. EdReady™ was used to test students on math and ELA skills, identifying areas for improvement, and bridging the gap for remediation for grade 10-12 students.

2020

72 Weeks

Cost per student

N/A

Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS)

7th Grade

The Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS) program is a curriculum and professional development intervention designed for grade 7 mathematics students to improve understanding of probability and statistics. The program uses a 20-day curriculum unit published by the American Statistical Association that addresses all probability and statistics standards in the grade 7 course description. The curriculum employs an inquiry-oriented instructional design model involving four phases of statistical investigation: formulating questions answerable by data, designing and implementing data collection plans, analyzing data using graphical and numerical methods, and interpreting analyses in context. Teachers attend four days of professional development workshops (two days in summer, two during the school year) before implementing the unit. In the first three workshop days, teachers learn statistics content by participating as students in the same lessons they will teach. In the fourth workshop, teachers practice delivering lessons to peers and reflect on implementation. The unit can be implemented at any point during the school year and requires approximately four weeks (20 days) of instruction time.

2021

4 Weeks

Cost per student

N/A

TransMath Fractions Intervention

5th Grade

TransMath Fractions Intervention is a Tier 2 small-group intervention designed for fifth-grade students performing between the 15th and 37th percentile in fractions. The intervention consists of 52 modified lessons (35 minutes each) delivered 3-4 times per week in small groups of 4-5 students. Lessons cover fourth- and fifth-grade fractions content including foundational concepts (equivalence, magnitude, ordering), operations (addition, subtraction, multiplication, division), and mixed numbers. The curriculum emphasizes consistent use of number lines as the primary visual representation, supplemented by Cuisenaire Rods and area models. Each lesson includes four structured segments: review (5 minutes), strategic explicit instruction (10 minutes), guided practice (10 minutes), and student explanations (10 minutes). Students are supported in providing mathematically correct explanations through multi-step prompt cards and vocabulary cards. Tutors hired by the research team received a two-day training and ongoing coaching throughout implementation.

2018

10 Weeks

Cost per student

N/A

Filters