Implement for Impact
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Lindamood Phoneme Sequencing (LiPS)
Cognitive Tutor Algebra I is a computer-based program that combines individualized lessons with collaborative problem-solving activities to teach algebra to high school students. The program is designed for 40% computer lab time and 60% classroom activities. Cognitive Tutor Algebra I lessons cover topics such as solving linear equations, mathematical modeling with linear and quadratic expressions, problem-solving using proportion reasoning, and analyzing data and making predictions. The program is self-paced, and students' progress is based on mastery of the material.
Word Knowledge Instruction (WKI) is a curriculum that aims to enhance the word knowledge of grade 5 students to improve reading achievement. WKI consists of 15-minute lessons, 4 days a week, for 20 weeks, and covers 20 prefixes and suffixes. The lessons address state standards and are designed to teach students about the minimal units of meaning in multisyllabic words (base word, root word, and affixes) as a strategy to build word knowledge.
Talent Transfer Initiative (TTI) is a program that identifies a district's highest-performing teachers using value-added analysis and offers them an incentive of $20,000 to transfer to any one of the district's low-achieving schools targeted for the intervention. TTI aims to address unequal access to top teachers by redistributing a district's highest-performing teachers. The program design and study design were reviewed by a technical working group of experts in the fields of teacher compensation, value-added analysis, and program evaluation. The program was implemented in 10 school districts throughout the country, with a focus on identifying high-performing teachers and providing them with an incentive to transfer to low-achieving schools. The program's goal is to improve disadvantaged students' access to top teachers. The program was implemented in two cohorts, with the first cohort starting in the 2009-10 school year and the second cohort starting in the 2010-11 school year
SPARK Literacy Program is a program that uses both in-school tutoring and family engagement to develop the literacy skills of early-grade students and to support families as they learn to support the literacy development of their students.
eMINTS is a program that aims to help teachers improve student outcomes by integrating technology into their curriculum, implementing high-quality lesson plans, and building a learning community within their school. The program targets teachers of students in kindergarten through grade 12. eMINTS provides approximately 140 hours of professional development through a series of sequenced learning sessions, coaching visits in teachers' classrooms, and additional teaching resources available through an online portal. The program focuses on inquiry-based instruction, differentiated learning, and student assessment, and also supports building a community of learning in schools, student assessment, and classroom management.
Thinking Reader is a software program for improving the reading vocabulary and comprehension of students in Grades 5-8. Thinking Reader offers a choice of nine novels with a range of difficulty appropriate for middle school readers. With Thinking Reader, students read novels on computers and respond to prompts that support seven comprehension strategies (explained in detail below). Thinking Reader allows for individualization of instruction. Teachers can customize the amount of support to each student by choosing among five levels. The leveling system varies the representation of the strategy task, students' response options, and the availability of the animated coaches. Students can progress from responding to highly structured strategy prompts (Level 1) to independently selecting their own strategies (Level 5). Teachers are encouraged to use Thinking Reader in a three-phase instructional routine based on the developer's guidelines and commonly recommended reading pedagogy of before, during, and after read ding activitie es Figure Thinking Reader has features that can be tailored to match a set
Passport to Literacy is a widely used, supplemental multi-component intervention program designed to improve the reading outcomes of struggling readers. Passport to Literacy applies principles of behavioral learning theory and cognitive psychology to target reading comprehension difficulties in fourth-grade students. The program consists of 120 lessons, each lasting 30 minutes, and is administered in small groups of four to six students. The lessons are organized into 12, 10-day adventures addressing phonics and word recognition, fluency, vocabulary, and comprehension. Each lesson includes two main components: Word Works and Read to Understand. Word Works focuses on advanced word study, including working with affixes and roots, as well as strategies for reading unknown multi-syllabic words. Read to Understand is organized into before, during, and after reading comprehension skills and strategies, and includes explicit instruction in comprehension tools such as previewing, setting purpose, text structure, and evaluation. The program also includes built-in review and assessment of student
Facing History and Ourselves is a curriculum that integrates the teaching of history and ethics to promote critical thinking, moral decision-making, and individual and group identity formation. The curriculum includes class discussions, readings, films, guest speakers, literature, and journal writing, and is typically implemented over a 4-8 week or semester-long period. The developer provides curriculum training for teachers through presentations, workshops, and online resources, as well as follow-up classroom support.
Two-component Working Memory Training, Adaptive One-Component Working Memory Training, and Non-Adaptive One-Component Working Memory Training are three versions of a working memory training program that target both primary memory (PM) and secondary memory (SM) components of working memory. The training program includes 12 verbal and spatial simple working memory span tasks. Participants train on four common exercises and four critical exercises each day, with the common exercises rotating throughout the duration of training. The critical exercises are identical across the three training conditions, but the recall accuracy threshold (RAT) and adaptivity of the training differ between conditions. The two-component condition has a reduced RAT and adaptivity, the adaptive one-component condition has a 100% RAT and adaptivity, and the non-adaptive one-component condition has a fixed span length of two items and no adaptivity.
