Explore · I4I

Vocabulary Improvement Program for English Language Learners and Their Classmates

2006

Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) is a 15-week vocabulary development curriculum designed for English language learners and native English speakers in grades 4-6. The program includes 30-45 minute whole class and small group activities four days per week, focusing on 10-12 target vocabulary words per week from reading assignments about immigration. On Mondays, English language learner students preview the weekly reading in their native language. On Tuesdays, teachers lead whole-group lessons to review the text and define target vocabulary. On Wednesdays, students work in heterogeneous language groups on cloze activities. On Thursdays, students complete word association, synonym/antonym, and semantic feature analysis activities in small groups. On Fridays, teachers lead activities covering root word analysis and multiple word meanings. The curriculum includes detailed lesson plans, quasi-scripted lesson guides, overhead transparencies, worksheets, homework assignments, and all necessary reading materials. Teachers participate in biweekly Teacher Learning Community meetings where researchers provide curriculum materials and facilitate discussions about implementation.

5th Grade

Too Good for Violence

2006

Too Good for Violence is a character education curriculum that promotes character values, social-emotional skills, and healthy beliefs for elementary (K-5) and middle school (6-8) students. The program includes seven scripted lessons per grade level for elementary school (30-60 minutes each) and nine scripted lessons per grade level for middle school (30-45 minutes each). Lessons engage students through role-playing, cooperative learning games, small group activities, and classroom discussions, covering topics including peaceful conflict resolution, goal setting, decision-making, developing healthy relationships, anger and stress management, coping, communication, peer resistance, and interpersonal skills. Eight character values are incorporated: caring, cooperation, courage, fairness, honesty, respect, responsibility, and self-discipline. The program is delivered by trained teachers or Mendez Foundation instructors in classroom settings. Optional parental and community involvement elements are included. Teachers are encouraged to attend on-site or regional training workshops held by the developer before implementation.

3rd Grade

Voyager Universal Literacy System

2007

Voyager Universal Literacy System is a core reading program designed to help kindergarten through third-grade students learn to read at or above grade level. The program uses individual reading instruction, higher-level comprehension activities, problem solving, and writing strategies. Students receive computer-based practice and reinforcement in phonological skills, comprehension, fluency, language development, and writing. The program is delivered through whole classroom, small group, and independent group settings for two hours daily. Implementation includes 20 minutes of whole group instruction, 70 minutes of differentiated small group instruction with two student-led independent stations and one teacher-led station, and 30 minutes of teacher-facilitated writing activity. The program emphasizes regular assessments with biweekly reviews for struggling students and quarterly assessments for all students. Teachers receive initial two-day training for district and campus coaches and three-day training for teachers, plus eight 3-hour professional development modules throughout the school year.

Kindergarten

Waterford Early Reading Program

2007

Waterford Early Reading Program is a software-based curriculum for students in Kindergarten through second grade designed to promote reading, writing, and typing, incorporating literacy skills such as letter mastery, language stories, spelling, basic writing skills, reading and listening development, and comprehension strategies. The program can be used as a supplement to the regular reading curriculum. Students work on the Waterford multimedia computer on their own for 15 minutes each session. Program materials include the Waterford software, classroom lessons, take-home materials (including student take-home books, CDs, and handouts), assessment materials, and classroom posters. The program offers pretest placement and posttest assessments, in addition to ongoing assessments throughout the program. A teacher management system is used to track daily time use. On-site training and online webinars are available for initial training in addition to a detailed teacher's guide.

Kindergarten

Open Court Reading

2014

Open Court Reading is a reading curriculum for grades K-6 that teaches decoding, comprehension, inquiry, and writing in a three-part logical progression. Part One (Preparing to Read) focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part Two (Reading and Responding) emphasizes reading literature for understanding, comprehension, inquiry, and practical reading applications. Part Three (Language Arts) focuses on writing, spelling, grammar, usage, mechanics, and basic computer skills. The curriculum is delivered through whole-class instruction and is designed to be used for 2.5 hours per day in grades 1-2 and 2 hours per day in grades 4-6. Teachers receive 2-3 day summer workshops and ongoing support from external consultants trained by McGraw-Hill Education.

1st Grade, 2nd Grade, 3rd Grade

Wilson Reading System®

2007

Wilson Reading System® is a supplemental reading and writing curriculum designed for students in grade 2 and above with word-level deficits. The program teaches phonemic awareness, alphabetic principles (sound-symbol relationship), word study, spelling, sight word instruction, fluency, vocabulary, oral expressive language development, and comprehension through activities including hearing sounds, practicing with syllable and word cards, listening to others read, and reading aloud. In the study that met WWC evidence standards, only the word-level components were implemented. The intervention was delivered in 50-minute lessons, five days a week, to groups of three students with various basic reading levels, from November 2003 to May 2004. Sessions took place outside regular classrooms during students' regular reading instruction time. Teachers received training including group instruction, coaching, telephone consultation, and independent study using the Wilson Academy online course, averaging 62.5 professional development hours.

3rd Grade

Web-Based Intelligent Tutoring for the Structure Strategy (ITSS)

2020

Web-Based Intelligent Tutoring for the Structure Strategy (ITSS) is a supplemental web-based program designed for students in grades K-8 to develop literacy skills needed to understand factual texts. The program teaches students how to follow the logical structure of factual text and use text structure to improve understanding and recall by highlighting five main text structures: comparisons, problems and solutions, cause and effect, sequences, and descriptions. ITSS is delivered through a web-based platform that students access on personal computers with earphones, typically during class to supplement the English language arts curriculum. The program includes approximately 12 lessons for each text structure, with an animated Intelligent Tutor (I.T.) that models techniques and provides immediate feedback on practice exercises. Developers recommend students use ITSS twice a week for about 30 minutes per session for 7 months to 1 year. Teachers are required to attend a 2-day professional development session, while school administrators attend a 1-day session, with an additional 4 to 6 days of in-school coaching required.

4th Grade, 5th Grade, 7th Grade

Balanced Leadership®

2020

Balanced Leadership® is a professional development program for current and aspiring school leaders (principals, assistant principals, teacher leaders, and others responsible for school-level leadership) in schools serving kindergarten through grade 12. The program focuses on 21 specific actions and behaviors of school leaders that may be associated with improved student outcomes, including designing and implementing school curriculum, instruction, and assessment; fostering shared beliefs and community; and monitoring teaching and student learning. School leaders participate in professional development sessions with trained facilitators (McREL instructional specialists) over one or two years using a case study approach, practice what they learn between sessions, and can receive additional one-on-one coaching and online support. The program is customizable in terms of number of sessions. Sessions are offered in-person at a location the school district provides or in a central location if multiple districts are participating together (consortium model). In the first year, participants attend one to four two-day sessions covering program overview and the 21 actions/behaviors. In the second year (if applicable), participants attend two to six two-day sessions focusing on extending and refining first-year topics through group discussions, case studies, and action plans. Participants receive activity guides, manuals, and access to online resources. McREL provides facilitators who must complete practice training sessions with experienced facilitators before leading sessions in the field.

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

eMINTS Comprehensive Program

2020

eMINTS Comprehensive Program is a professional development intervention designed for K-12 teachers in any subject area (including math, literacy, and science). Over 2 or more years, teachers participate in approximately 140 hours of sequenced professional development sessions (3-6 hours each) focused on integrating technology into the classroom and developing inquiry-based learning lessons. Teachers also receive up to 10 one-on-one coaching sessions (1-2 hours each) from instructional specialists in their classrooms. The program provides online resources including lesson plans, assessments, and classroom website templates. Teachers work with instructional specialists to create lesson plans and develop classroom websites. Technology coordinators in each school are trained to support technology integration. The program requires each student to have individual access to an Internet-connected computer or tablet.

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

Science Teachers Learning through Lesson Analysis (STeLLA®)

2021

STeLLA® is a yearlong professional development program for K-12 teachers that aims to improve students' science achievement by enhancing teachers' science content knowledge and instructional abilities. The program begins with a 2-week summer institute (60 hours) led by postsecondary science faculty and STeLLA® professional development leaders, where teachers develop content knowledge in two science topics, review STeLLA® model lesson plans, learn instructional strategies, and analyze videos of experienced teachers. During the school year, teachers attend eight monthly grade-level study group meetings (30 hours total, 3-4 hours each) where they videorecord their own lessons and collaboratively analyze one another's instruction with guidance from STeLLA® professional development leaders. Teachers receive STeLLA® lesson plans, strategy guides, lesson analysis protocols, videorecordings, transcripts, and online access to their study group's videos.

4th Grade, 5th Grade