Explore · I4I

Schema-Based Instruction (SBI)

2005

Schema-Based Instruction (SBI) is a mathematical word problem-solving instructional approach for middle school students with learning disabilities or at risk for mathematics failure. The intervention teaches students to identify problem types (multiplicative compare and proportion problems), represent problems using schematic diagrams that capture the mathematical structure, and transform those diagrams into equations to solve for unknowns. Students receive explicit instruction in recognizing problem schemas through story situations, mapping information onto diagrams, and using those representations to derive solutions. The intervention is delivered in small groups of approximately 10 students, meeting 3-4 times per week for about one hour per session over 12 sessions total. Instructors include doctoral students in special education and experienced special education teachers who receive two 1-hour training sessions on the instructional approach before implementation.

6th Grade, 7th Grade, 8th Grade

Self-Regulated Strategy Development (SRSD) and Social Cognitive Model (SCM) Writing Interventions

2006

This study compared two self-regulatory writing instruction programs for 5th- and 6th-grade Spanish students with learning disabilities and/or low achievement. One hundred and twenty-one students were randomly assigned to either the Self-Regulated Strategy Development (SRSD) intervention, the Social Cognitive Model (SCM) intervention, or standard curriculum instruction. Both interventions taught cognitive and self-regulatory strategies for planning, drafting, and revising compare-contrast essays. The SRSD intervention followed six stages: developing background knowledge, discussing strategy goals, modeling the strategy, memorizing the strategy, collaborative practice, and independent performance. The SCM intervention followed four sequential levels: observation (with mastery and coping models), emulation (peer modeling), self-control (individual practice with supports), and self-regulation (adapted performance without supports). Both programs were delivered in 25 sessions of 50 minutes each, three times per week, to small groups of 6-8 students by trained educational psychologists.

5th Grade, 6th Grade

Concrete-to-Representational-to-Abstract (CRA) Sequence of Instruction

2005

The Concrete-to-Representational-to-Abstract (CRA) sequence of instruction is a multisensory algebra teaching model for middle school students (sixth and seventh grade) in inclusive settings, including students with and without math difficulties. The intervention teaches five algebra skills over 19 lessons: reducing expressions, solving inverse operations, solving inverse operations with negative and divisor unknowns, solving linear functions with unknowns on one side, and solving linear functions with unknowns on both sides. Students learn through three stages: concrete (physical manipulation of objects), representational (pictorial drawings), and abstract (Arabic numerals). Each skill receives 3-4 lessons delivered in 50-minute class periods using explicit instruction components (advanced organizer, modeling, guided practice, independent practice). Teachers received one-day initial training plus weekly follow-up meetings during implementation.

6th Grade, 7th Grade

Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT)

2019

FLIGHT provides mentoring, scholarships, and additional support services to help disadvantaged middle and high school students (grades 6-12) stay on track for graduation, apply to college, and enroll in college. Students meet with trained adult volunteer mentors in school for a minimum of 15 sessions per year for at least 30 minutes per session. Every student is assigned a student advocate who works as a case manager and conducts College Access and Success Meetings (1-4 times per year for 15-30 minutes each) and Advocacy Meetings (4 times per year for 15 minutes each). Student advocates provide workshops covering goal setting, study skills, and college preparation. Students in grades 7-10 participate in three workshops per year (1-4 hours each), and students in grades 11-12 participate in six workshops per year (1-4 hours each). Students who fulfill FLIGHT requirements receive a two-year scholarship to college or vocational training. Students have access to college transition and retention services in their first three semesters of college. New mentors receive a 2-hour orientation and training session, and staff receive one 1-hour training and nine hour-long workshops annually.

6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Postsecondary

Accelerated Middle Schools

2008

Accelerated middle schools are self-contained academic programs designed to help middle school students who are one to two years behind grade level catch up with their age peers by covering core academic curriculum at an accelerated pace. Students cover an additional year of curriculum during their one to two years in the program. The programs can be structured as separate schools or as schools within a traditional middle school. Classes are often linked thematically across multiple subjects with more experiential and hands-on instruction than typical middle schools. The programs offer smaller classes than traditional middle schools and provide additional academic and social supports, such as tutoring, attendance monitoring, counseling, and family outreach. To make room for additional instructional time in core academic subjects, these schools often offer relatively few electives.

6th Grade, 7th Grade, 8th Grade

Arthur

2006

Arthur is a 30-minute book-based educational television program designed for children ages 4-8, particularly popular among preschool and kindergarten students. Based on Marc Brown's storybooks about Arthur, an 8-year-old aardvark, each episode includes two stories involving characters dealing with moral issues. The show has been used as a listening comprehension and language development intervention for English language learning students. In the study, intervention group students watched three episodes of Arthur per week from October to May (54 total episodes) at school. Teachers were directed only to show the videos without using any follow-up activities.

Kindergarten

Bilingual Cooperative Integrated Reading and Composition

2007

Bilingual Cooperative Integrated Reading and Composition (BCIRC) is a curriculum designed to help Spanish-speaking students succeed in reading Spanish and then make a successful transition to English reading, targeting students in grades 2-5. Students complete tasks focusing on reading, writing, and language activities in Spanish and English while working in small cooperative learning groups of four heterogeneously grouped students. The program includes fifteen activities that occur before, during, and after reading, including vocabulary development, making predictions, partner reading followed by silent reading, recognition of key story components, creative writing, and reading comprehension tasks. Students receive two hours of instruction each day, including one half-hour of English as a Second Language (ESL) instruction. Teachers model reading strategies and facilitate cooperative learning discussions using a constructivist framework. Teachers implementing the intervention receive extensive staff development on how to use this approach.

2nd Grade, 3rd Grade

Building Decision Skills

2007

Building Decision Skills is a character education curriculum for middle and high school students that aims to raise awareness of ethics, help students gain practical experience in developing core values, and provide practical strategies for dealing with ethical dilemmas. The program consists of 10 lessons that can be delivered over two consecutive weeks of daily lessons or spread out over a longer period. Using readings, handouts, and overheads, teachers cover key concepts while students engage through small-group activities, class discussions, and homework assignments. The program also includes optional schoolwide components such as group discussions, seminars, and assemblies, and can be combined with service learning. The curriculum includes a teacher's guide, lesson plans, readings, overheads, and handouts. The Institute for Global Ethics offers one-day or two-day on-site professional development workshops conducted by a Global Ethics staff trainer.

12th Grade

Class-Wide Function-Related Intervention Teams (CW-FIT)

2023

Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management strategy for students in prekindergarten through grade 12, often used with students or classrooms demonstrating high levels of disruptive behaviors. Teachers establish classroom rules, provide instruction on target behavioral skills (such as following directions, ignoring inappropriate peer behavior, showing respect, and getting the teacher's attention appropriately), divide students into teams, and reward teams for demonstrating target skills. CW-FIT sessions are 30-60 minutes, implemented 3-4 times per week during periods when students typically demonstrate disruptive behaviors. Teachers use short, scripted lessons to teach skills, monitor student behavior, award points to teams displaying target skills, and provide rewards to winning teams. The intervention can be implemented during whole-class instruction or while students work independently or in small groups. Teachers receive 45 minutes to 2 hours of training from staff or CW-FIT developers, with ongoing coaching support including classroom observations and feedback.

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

ClassWide Peer Tutoring

2007

ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated with most existing reading curricula for elementary school students. The intervention provides students with increased opportunities to practice reading skills through reciprocal peer tutoring, where pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. CWPT is practiced 30 minutes per day throughout the week, including 20 minutes for tutoring and 10 minutes for material preparation. Each Monday, students are paired up and assigned to one of two teams, take turns tutoring and testing each other, and award points for correct answers. The teacher creates age-appropriate peer teaching materials that account for tutees' language skills and disabilities. Teachers receive training through reading the program manual, discussing implementation with consultants, and achieving 85% or above on observation checklists. The program emphasizes reading fluency and comprehension skills.

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