Explore · I4I

Caring School Community

2007

Caring School Community (CSC), formerly the Child Development Project, is a multiyear school improvement program for students in grades K-6 that aims to promote core values, prosocial behavior, and a schoolwide feeling of community. The program consists of four elements: (1) class meeting lessons that provide teachers and students with a forum to discuss issues, solve problems collaboratively, and make classroom decisions; (2) cross-age buddies programs pairing older and younger students for academic and recreational activities; (3) homeside activities—short conversational activities sent home with students to discuss with parents or caregivers and then share back in the classroom; and (4) schoolwide community-building activities bringing students, parents, and school staff together to create new school traditions. All four components are designed to be introduced over the course of one year. Teachers participate in a one-day workshop to explore program components, discuss ways to build caring environments, learn facilitation strategies, and view classroom practice videos.

Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade

Connect with Kids

2006

Connect with Kids is a character education curriculum for elementary (grades 3-5) and secondary (grades 6-12) students that teaches core character values to promote prosocial attitudes and positive behavior. The program uses peer-to-peer videos based on real stories of children and youth, along with lesson plans that include story summaries, discussion questions, student games, and activities for both core and supplemental character traits. Each lesson begins with an introduction of the character trait, followed by viewing Connect with Kids videos (three video segments per trait for middle/high school, one per trait for elementary), then teacher-led discussions using questions from the teacher resource guide. One to two weeks after the video and discussion lesson, a follow-up activity is taught where students practice and demonstrate behaviors through cooperative learning exercises. The classroom curriculum is reinforced by a website component and schoolwide and community outreach components. The program can be incorporated into existing curriculum or used standalone, with duration varying from one semester to an entire academic year depending on how many character traits are covered. Teachers receive one day of in-person or long-distance professional development that incorporates lectures, discussions, peer-to-peer interaction, and simulated activities.

3rd Grade, 4th Grade, 5th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

Corrective Reading

2007

Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in third grade or higher who are reading below their grade level. The program has four levels addressing decoding skills and six levels addressing comprehension skills. All lessons are sequenced and scripted. Corrective Reading is implemented in small groups of four to five students (though can be used in whole-class format) during 45-minute lessons four to five times a week. In the study reviewed, only the word-level skills components were implemented, with instruction delivered to groups of three students with heterogeneous basic reading skills. The program uses a direct instruction approach with scripted presentations, brisk pacing, and carefully chosen exercises. Teachers receive approximately seven hours of staff development on direct instruction delivery and program materials, with follow-up observations and coaching recommended.

3rd Grade

Dual Language Programs

2022

Dual language programs provide instruction in both English and a partner language (such as Spanish, Mandarin, Japanese, French, Russian, or Chinese) to students from kindergarten through grade 8. These programs can serve either one language group (one-way programs, where all students are native English speakers learning a partner language) or two language groups (two-way programs, where both native English speakers and native speakers of the partner language learn together). The programs span at least the elementary grades and provide at least 50% of instruction in the partner language, with participating students receiving instruction every day continuously across multiple school years. Schools establish leadership teams to select and oversee the program model, hire teachers fluent in the partner language, and develop or purchase culturally responsive curriculum aligned across both languages. The program is delivered in regular classroom settings during the school day.

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

Too Good for Drugs

2006

Too Good for Drugs is a character education curriculum designed to promote life skills, character values, resistance skills to negative peer influence, and resistance to the use of illegal drugs, alcohol, and tobacco for elementary and middle school students. The program consists of 10 lessons at each grade level lasting 30-45 minutes per lesson, delivered through classroom discussions and structured activities centered on interactive learning and skill-building exercises. Students engage in role-play and cooperative learning games and are encouraged to apply skills to different contexts. All lessons are scripted and intended to be taught by trained teachers or program instructors. The program includes optional parental and community involvement components such as parent newsletters and interactive family materials.

3rd Grade, 4th Grade, 6th Grade

Too Good for Drugs and Violence

2006

Too Good for Drugs and Violence is a character education curriculum designed to promote high school students' prosocial skills, positive character traits, and violence- and drug-free norms. The program consists of 14 core lessons (60 minutes each) and 12 additional infusion lessons that can be incorporated into other subject areas such as English, science, and social studies. Students engage in role-play and cooperative learning activities and are encouraged to apply skills to different contexts. Lessons are scripted and intended to be taught by trained teachers or Too Good instructors. The program emphasizes prosocial skills, respect for others, and personal and social responsibility, including goal setting, decision-making, developing healthy relationships, stress management, coping, communication, peer resistance, and interpersonal skills. The program includes optional family and community involvement components. Teachers are encouraged to attend training workshops, with options for regional or on-site training sessions.

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

The Expert Mathematician

2006

The Expert Mathematician is a three-year mathematics curriculum designed to help middle school students develop thinking processes for mathematical applications and communication. The program uses a software and consumable print materials package with 196 lessons that teach the Logo programming language using LogoWriter software. Each lesson ranges from 40-120 minutes (one to three class periods). The coursework combines integrated computer software with workbook activities, covering general mathematics, pre-algebra, and algebra I content aligned with National Council of Teachers of Mathematics standards. A test of unit concepts is administered at the end of each instructional unit. Students work individually or in pairs using printed materials and computers. Sessions are 85 minutes long and occur every other day for one school year.

8th Grade

Facing History and Ourselves

2006

Facing History and Ourselves is a character education curriculum for middle and high school students that aims to promote core character education values and develop moral reasoning skills. Students examine historical events, particularly those leading to World War II and the Holocaust, through readings from the Facing History and Ourselves Resource Book: Holocaust and Human Behavior, films with study guides, guest speakers (such as Armenian, Cambodian, and Holocaust survivors), literature, and journal writing. The typical unit runs 4-8 weeks or a semester and includes class discussions about identity, group membership, obligations to others, and individual decision-making in society. Teachers participate in professional development seminars including an intensive five- or six-day Summer Institute and apply the content and approaches to their own teaching. The developer provides follow-up classroom support during the school year in person, by phone and email, and on the website, as well as through conferences, seminars, and online discussions.

8th Grade

Failure Free Reading

2007

Failure Free Reading is a language development program designed to improve vocabulary, fluency, word recognition, and reading comprehension for Kindergarten through grade 12 students who score in the bottom 15% on standardized tests and who have not responded to conventional beginning reading instruction. The program uses repeated exposure to text, predictable sentence structures, and story concepts requiring minimal prior knowledge. It combines systematic, scripted teacher instruction, talking software (Joseph Readers' Talking Software), workbook exercises, and independent reading activities. The program is delivered through small group or individual instruction. Teachers receive product training and staff development covering classroom management, education plans, parent involvement, and reporting, with follow-up visits and online/telephone support included.

3rd Grade

Financial Incentives for Teen Parents to Stay in School

2006

Financial incentives for teen parents are components of state welfare programs intended to encourage enrollment, attendance, and completion of high school as a means of increasing employment and earnings and reducing welfare dependence. The incentives take the form of bonuses and sanctions to the welfare grant related to school enrollment, performance, and completion. The programs typically provide case management and social services to supplement financial incentives. Two programs meeting WWC evidence standards were evaluated: Ohio's LEAP program provides $62 bonuses for monthly attendance and school year completion, $62 monthly sanctions for inadequate attendance, and a $200 bonus for high school completion or GED receipt. California's Cal-Learn program increases or decreases family support ($50 or $100) based on course grades and provides a $500 award for high school completion or GED receipt. Both programs target pregnant or parenting teens under age 19 or 20 who are receiving welfare and do not have a high school diploma or GED.

Ungraded