Explore · I4I

Dual Enrollment Programs

2017

Dual enrollment programs allow high school students to take college courses and earn college credits while still attending high school. These programs are designed to boost college access and degree attainment, especially for students typically underrepresented in higher education. Students can take actual college courses, often on the postsecondary institution's campus and taught by a college instructor. Early college high schools are a form of dual enrollment that typically offer an aligned curriculum including both high school and college courses, allowing students to earn their high school diplomas and up to 2 years of transferrable college credits. Many dual enrollment programs offer discounted or free tuition. The programs target students in grades 11 and 12, though early college high schools typically include grades 9-13 or 9-12. College instructors typically teach the college courses rather than high school instructors.

9th Grade, 10th Grade, 11th Grade, 12th Grade, 13th Grade

Early Risers

2012

Early Risers is a multi-year prevention program for elementary school children (ages 6-12, kindergarten through second grade) demonstrating early aggressive and disruptive behavior. The program includes four components: (1) Child Skills component teaches emotional and behavioral self-regulation, positive peer relationships, and academic success through a six-week full-day summer school program with academic learning centers, social skills training, art, drama, sports, recreation, lunch, recess, and peer mentors, plus an after-school program one day per week from October to May with small-group social skills instruction, homework assistance, and recreational activities; (2) Child School Support component provides teacher consultation and student mentoring during the school year to identify classroom difficulties and create individualized plans; (3) Parent Skills component delivers family night group sessions from October through May teaching positive parent-child relations, effective discipline practices, and parent involvement in school; (4) Family Support component provides home visits (minimum three bimonthly contacts in Year 1, six contacts in Year 2) to identify basic needs and health concerns and assist families in achieving healthy lifestyles. A family advocate with a bachelor's degree and experience working with children/parents coordinates the child- and family-focused components. Staff members are required to participate in formal education and training prior to implementation of each component, with ongoing supervision during implementation.

Kindergarten, 1st Grade, 2nd Grade

Earobics®

2009

Earobics® is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters. Earobics® Foundations is the version for prekindergarten, kindergarten, and first grade. Earobics® Connections is for second and third graders and older struggling readers. The program builds children's skills in phonemic awareness, auditory processing, and phonics, as well as the cognitive and language skills required for comprehension. Each level of instruction addresses recognizing and blending sounds, rhyming, and discriminating phonemes within words, adjusting to each student's ability level. The software is supported by music, audiocassettes, and videotapes and includes picture/word cards, letter-sound decks, big books, little books, and leveled readers for reading independently or in groups. Students use the software 20-30 minutes a day, 3-5 days a week for 5-10 weeks. The software automatically adjusts based on each student's performance. Professional development for using Earobics® is available and focuses on instructional strategies to incorporate Earobics® into the curricula.

Prekindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade

Early Intervention in Reading (EIR)

2008

Early Intervention in Reading (EIR) is a supplemental reading program designed for students at risk of failing to learn to read in grades K-4. The program uses picture books to provide instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K, 1, and 2, EIR is based on whole-class instruction with additional small group instruction (groups of 5-7 students) for struggling readers. In grades 3 and 4, the program consists of small group instruction for 20 minutes, four days a week. Daily instruction involves 15-20 minutes of supplemental instruction to the whole class or to small groups. Teachers receive nine months of training through workshops and an Internet-based professional development program, including monthly two-hour Internet sessions, telephone support, and onsite facilitation.

1st Grade

Everyday Mathematics

2015

Everyday Mathematics is a comprehensive core curriculum for students in grades pre-K–6 that exposes students to material over extended periods of time by repeatedly reinforcing concepts both within and across grade levels. The curriculum emphasizes real-life problem solving, balanced instruction (including whole-class instruction and small-group, partner, or individual activities), multiple opportunities for basic skills practice, student communication of mathematical thinking, home/school partnerships through daily homework, and appropriate use of technology including calculators. Daily lessons typically begin with a Math Message (the focus of the lesson) and combine teacher-directed discussions and hands-on group and individual activities. Students keep journals to write about mathematical concepts and complete homework assignments. Curriculum materials include teacher guides with lesson plans and family letters, student materials, manipulatives, games, and online resources. Teachers and administrators receive 40 hours of initial training on the curriculum, and teachers receive a Teacher's Resource Package including the Teacher's Manual and Lesson Guide, Teacher's Resource Book, instructions for home and school links, and a materials kit with manipulatives.

3rd Grade, 4th Grade, 5th Grade

Fast ForWord®

2010

Fast ForWord® is a computer-based reading program designed for students in grades K-12 (ages 5-17) to develop and strengthen cognitive skills necessary for successful reading and learning. The program includes two main components: (1) Fast ForWord® Language and Literacy series, which builds cognitive skills (memory, attention, processing, sequencing) and language/reading skills (listening accuracy, phonological awareness, language structures), and (2) Fast ForWord® to Reading series, which increases processing efficiency and improves reading skills (sound-letter associations, phonological awareness, word recognition, vocabulary, comprehension). Students listen through headphones and respond using a mouse, with software that adapts content and difficulty based on individual responses to maintain approximately 80% accuracy. The program is designed to be used 30 to 100 minutes per day, five days per week, for 4 to 16 weeks. All children start at the same basic level and progress individually as they attain proficiency. Teachers implementing the program need access to computers with the software installed for each student.

Fast Track

2014

Fast Track is a comprehensive intervention program designed to reduce conduct problems and promote academic, behavioral, and social improvement for first-grade students identified as being at risk for long-term antisocial behavior. The program consists of seven integrated components delivered from first through tenth grade: (1) the PATHS curriculum delivered by teachers in classrooms 2-3 times per week, teaching emotional communication, social understanding, self-control, and problem solving; (2) parent group training and home visits conducted every 2 weeks, supplemented by weekly telephone calls, to teach parenting and behavior management skills; (3) student social skills training groups delivered as part of a 2-hour enrichment program at school outside regular hours, including parent-child activity sessions; (4) three 30-minute tutoring sessions per week during school hours (two focused on reading skills and one peer-pairing friendship enhancement activity). After the first year, the frequency of supports is reduced based on assessed functioning. The intervention requires a 3-day workshop for intervention staff and a 2.5-day training workshop for teachers, with ongoing weekly meetings and coaching.

1st Grade

Functional Behavioral Assessment-based Interventions

2016

Functional Behavioral Assessment-based Interventions (FBA) is an individualized problem-solving process for addressing student problem behavior in children identified with or at risk for an emotional disturbance. The intervention involves conducting an assessment to identify the purpose or function of a student's problem behavior by collecting information about environmental conditions that precede the problem behavior and subsequent rewards that reinforce it. This information is then used to identify and implement individualized interventions aimed at reducing problem behaviors and increasing positive behaviors. FBA-based interventions can be used to address diverse problem behaviors such as disruptive and off-task behaviors, noncompliance, and inappropriate social interactions. The assessment process and resulting interventions are carried out with individual students within the context of one-on-one teaching sessions, small groups, or whole classrooms. Different FBA-based interventions are identified for each student based on their specific needs, and may include approaches such as student self-monitoring, modifications to proximity of peers and teachers, peer support, teacher attention, modifications to assignments, curricular modifications, reinforcement systems, and functional communication training.

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

First Step to Success

2012

First Step to Success is an early intervention program designed for kindergarten through third grade students who are at risk for developing aggressive or antisocial behavioral patterns. A trained behavior coach works with each student, their class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period. The program includes three interconnected modules: screening (to identify eligible candidates), classroom intervention (CLASS - Contingencies for Learning Academic and Social Skills, which focuses on reducing problem behavior and increasing adaptive, prosocial behaviors through 30 program days across three phases), and parent training (HomeBase - six weekly 45-minute sessions teaching parents to encourage child competencies in communication, cooperation, limit setting, problem solving, friendship making, and confidence development). The behavior coach is trained through lectures, videotaped demonstrations, role playing, feedback, and self-evaluation.

Kindergarten, 1st Grade, 2nd Grade, 3rd Grade

Great Explorations in Math and Science® (GEMS®) Space Science Sequence

2012

Great Explorations in Math and Science® (GEMS®) Space Science Sequence is an instructional curriculum for grades 3-5 that covers fundamental concepts including planetary sizes and distance, the Earth's shape and movement, gravity, and moon phases and eclipses. The curriculum uses the solar system as the focal point for learning through models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings. Students complete four units over 24 sixty-minute class sessions, each lasting between four and nine sessions. Each unit builds upon knowledge from previous units and can be used independently or in conjunction with one another. Teachers receive four days of preservice professional development before the school year, a three-hour follow-up training before curriculum implementation, and access to a science coach midway through teaching the unit.

4th Grade, 5th Grade