Find the best evidence-based interventions for your students

Mission HydroSci (MHS)

6th Grade, 7th Grade, 8th Grade

Mission HydroSci (MHS) is a 3D game-based learning environment and curriculum designed for middle school students (grades 6-8) to support learning of water systems science and scientific argumentation. The program is a rigorous, coherent 6 to 8-day curriculum where all learning activities and social interactions take place in a virtual world. Students progress through six units covering topics including topography and water flow, watersheds, dissolved materials in surface water, groundwater systems, the water cycle, and culminating problem-solving challenges. The curriculum is delivered one-on-one with computers (Windows or Mac systems with 8GB RAM and headsets) in blended learning classrooms or technology laboratories. Teachers observe and support students through an online support system enhanced by analytics including a teacher dashboard. Teachers complete 2-3 hours of online training to prepare for implementation and have access to a teacher online community for ongoing support.

2020

1 Weeks

Cost per student

N/A

Science Notebook in a Universal Design for Learning Environment

4th Grade

The Science Notebook in a Universal Design for Learning Environment (SNUDLE) is a digital notebook designed for fourth-grade elementary school students, particularly those who struggle with reading and writing or are unmotivated to learn science. SNUDLE uses the Universal Design for Learning framework to support active science learning through built-in accessibility features including text-to-speech technology with real-time highlighting, word-by-word English-to-Spanish translation, keyboard-accessible actions, and a multimedia glossary. The digital platform provides students space to collect, organize, and display observations and data; reflect on inquiry experiences; and demonstrate understanding through text answers, data tables, photo uploads, and drawing tools. Teachers provide formative, interactive feedback on student work through the platform. The intervention is implemented in inclusive general education science classrooms using the district's STEMscopes curriculum. Teachers received training on using SNUDLE before implementation.

2019

36 Weeks

Cost per student

N/A

First Step Next

Preschool

First Step Next (FSN) is a Tier 2 early intervention program for pre-K through grade 2 children that targets social skills and academic enablers to promote school success and prevent externalizing behavior problems. The program includes three major components: (1) social skills instruction where a coach helps the target child master 'Super Student Skills' through one-on-one behavioral lessons covering skills like following directions, being safe, doing your best work, asking for help the right way, and being a team player; (2) the green-card game where the coach or teacher uses a laminated card with green and red sides to provide feedback to the target child and classmates for complying with or not following teacher expectations; and (3) home-school connections where parents receive a workbook focused on positive parenting strategies and daily feedback from the FSN coach via notes or phone calls. A trained coach delivers the first 5-7 days of the program (coach phase), then transitions control to the teacher who continues implementation from day 11 onward (teacher phase). Teachers receive a daylong workshop training session in FSN and classroom management principles before implementation.

2020

Cost per student

N/A

Rural Math Innovation Network (RMIN)

8th Grade, 9th Grade

Rural Math Innovation Network (RMIN) is a professional development intervention for Pre-Algebra and Algebra I teachers in rural Virginia school districts. The program uses a networked improvement community (NIC) model where teachers collaborate to incorporate social-emotional learning (SEL) factors—specifically academic self-efficacy and growth mindset—into lesson plans for teaching career-readiness math competencies. Teachers participate in the NIC to innovate and implement SEL-integrated math lessons. The intervention was implemented over multiple years (2017-2019) with cohorts of middle and high school math teachers across rural school divisions in southwest and southside Virginia. Teachers received supports to develop SEL math lessons and establish technology capacity for lesson development and implementation.

2020

Cost per student

N/A

Stepping Stones to Literacy

Kindergarten

Stepping Stones to Literacy (SSL) is a supplemental curriculum designed to promote listening, print conventions, phonological awareness, phonemic awareness, and serial processing/rapid naming for kindergarten and older preschool students who are underachieving readers. Students participate in 10- to 20-minute daily lessons delivered in small groups or individually. The curriculum consists of 25 lessons totaling 9-15 hours of instructional time. Teachers use a model-lead-test instructional format, guiding students through four to six sequenced activities per lesson. The curriculum includes a lesson book with a section on serial rapid automatic naming activities and instructional prompts in English and Spanish.

2007

Low

5 Weeks

Cost per student

$434.67

Integrated Basic Education and Skills Training (I-BEST)

Adult Basic Education, Adult English as a Second Language

Integrated Basic Education and Skills Training (I-BEST) is a program operating at Washington State community and technical colleges designed to provide occupational training and basic skills instruction in a structured career pathway for students whose basic skills levels are too low to enter college-level courses directly. The program serves students in various occupational areas including automotive, electrical, nursing assistant, precision machining, welding, and office skills. I-BEST's signature feature is team teaching, pairing a basic skills instructor with an occupational instructor for at least 50 percent of occupational training class time. The I-BEST programs evaluated in PACE also included two enhancements funded by the Open Society Foundations: dedicated advisors (navigators) to provide guidance on academic issues, navigating college procedures, and career planning; and fill-the-gap financial support for tuition and course-associated materials not covered by other sources. Most I-BEST programs range from one to two quarters in length and result in workforce credentials, with defined pathways for continued education and training.

2018

9 Weeks

Cost per student

N/A

Get the Picture?! Guiding and Engaging Exceptional Teens

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

Get the Picture?! is a multi-layered initiative designed to build capacity in both adults and students within schools to increase college and career readiness for students with disabilities. Each student with disabilities in treatment schools receives one-on-one support through a school-based Career Strategist, meeting at least weekly to monitor the student's Individual Learning Plan, which focuses on college and/or career readiness with realistic goals and action steps for life after high school. The Career Strategist works with the student to ensure the student's aspirations and aptitudes inform their personalized career pathways, and that coursework supports and aligns to their career plan. Each treatment school also has a school-based Support Team—including College/Career Readiness (CCR) Coaches, Lead Career Strategist, Career Strategist, special education teachers, and counselors—that coordinates and monitors one-on-one work and student-to-strategist matches. The school-based Support Team meets at least four times per academic year to make data-driven decisions to support college and career readiness for all students with disabilities. CCR Coaches provide CCR-focused instruction to students while supporting strategists and other educators, working directly in participating schools providing ongoing, embedded support and modeling.

2020

144 Weeks

Cost per student

N/A

National Professional Development Center on Autism Spectrum Disorder (NPDC) Comprehensive Program Model

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

The NPDC comprehensive program model is designed for elementary school students with autism (kindergarten through 5th grade) in both special education and inclusive classroom settings. The program focuses on improving program quality and supporting teachers to implement evidence-based practices (EBPs) with fidelity. Implementation begins with a 1-day summer training academy for school Autism Teams (A-Teams) consisting of special education teachers, general education teachers, administrators, speech language pathologists, and other staff. The program includes: (1) assessment of program quality using the Autism Program Environment Rating Scale (APERS) with follow-up action planning; (2) development of measurable student goals using the Goal Attainment Scale (GAS); (3) selection and training on EBPs matched to individual student goals from 27 identified focused intervention practices; and (4) ongoing coaching (6 hours per week per school) with pre-observation meetings, observations, and post-observation debriefs to support EBP implementation with 80% fidelity. Teachers access online learning modules through the AFIRM website and receive weekly performance feedback until reaching fidelity criterion.

2020

36 Weeks

Cost per student

N/A

Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS)

7th Grade

The Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS) program is a curriculum and professional development intervention designed for grade 7 mathematics students to improve understanding of probability and statistics. The program uses a 20-day curriculum unit published by the American Statistical Association that addresses all probability and statistics standards in the grade 7 course description. The curriculum employs an inquiry-oriented instructional design model involving four phases of statistical investigation: formulating questions answerable by data, designing and implementing data collection plans, analyzing data using graphical and numerical methods, and interpreting analyses in context. Teachers attend four days of professional development workshops (two days in summer, two during the school year) before implementing the unit. In the first three workshop days, teachers learn statistics content by participating as students in the same lessons they will teach. In the fourth workshop, teachers practice delivering lessons to peers and reflect on implementation. The unit can be implemented at any point during the school year and requires approximately four weeks (20 days) of instruction time.

2021

4 Weeks

Cost per student

N/A

Getting Ready

Preschool

Getting Ready is a relationally based parent engagement intervention promoting school readiness for preschool-aged children (ages 3-5) who are low-income and at educational risk due to developmental concerns in language, cognition, and/or social-emotional development. Early childhood educators (ECEs) use a set of intentional interaction strategies with parents during home visits and parent-ECE conferences (12 contacts over two years, 60 minutes each) to support parent-child connections and strengthen collaborative partnerships between ECEs and parents. The strategies include establishing parent-child interactions, communicating openly, affirming competencies, focusing attention, sharing information and resources, using observations and data to guide decisions, making mutual/joint decisions, and modeling and suggesting. ECEs also implement structured collaborative planning procedures including data review, parent-child observations, and creation of partnership plans to promote shared responsibility for children's school readiness. ECEs receive a one-day training institute at the onset and ongoing bimonthly coaching (90-minute sessions, approximately 32 contacts over two years) to support their delivery of the intervention.

2019

High

Cost per student

$2,510.04

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