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Project QuEST: Improving Science Knowledge and Language Skills for English Language Learners and Native Speakers

Project QuEST is a program that targets the science and language learning of middle grade English Language Learners (ELLs) and native English speakers. The program consists of two components: instructional materials and professional development. The instructional materials include a teacher guide, student guide, and supplies for hands-on science activities, which are designed to ensure that both ELLs and native English speakers acquire high levels of science knowledge and concurrently develop language and literacy skills.

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Sixth Grade
Published: 2010
English Language Arts Math

Achievement Network (ANet): Data-based Instructional Program to Improve Student Achievement

Achievement Network (ANet) is a data-based instructional program that aims to improve student achievement by providing teachers with periodic assessment data and coaching on data use. The program targets schools serving high proportions of students who are eligible for subsidized lunch and students who are not performing at proficient levels on state math and reading assessments. ANet's program has four key components: (1) quarterly interim assessments in math and English language arts (ELA) for Grades 3 through 8 that are aligned to state content standards; (2) data tools including reports on individual students' progress; (3) coaching of school leaders to support their teachers' use of assessment data to improve instruction; and (4) a network of peer schools in their geographic area that shares results and engages in joint professional development. ANet works with schools to align the interim assessment content and administration with the curriculum and curricular scope and sequence. Coaches work closely with school leaders to build their capacity to support

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Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade
Published: 2016
English Language Arts

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

Two types of self-regulatory instruction programs, the Self-Regulated Strategy Development (SRSD) model and the Social Cognitive Model (SCM), were used to address writing difficulties in students with learning disabilities (LD). The SRSD model involves six stages: developing and activating background knowledge, discussing strategy goals and significance, modeling the strategy, memorizing the strategy, collaboratively practicing the strategy, and independently performing the strategy. The SCM model involves four sequential levels: observation, emulation, self-control, and self-regulation. Both programs aim to improve writing skills by teaching cognitive and self-regulatory strategies.

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Fifth Grade Sixth Grade
Published: 2006
English Language Arts

Scholastic READ 180: Improving Student Performance in Reading and Language Arts

Scholastic READ 180 is a reading intervention program intended to improve student performance in reading and language arts, specifically targeting students who are at risk of falling behind their peers. The program is designed for students in grades 4-8 and is typically implemented in a school setting. The program's content and implementation details are not explicitly stated in the document, but it is mentioned that the program is one of several reading interventions used by Community School District 23 to improve student performance.

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Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade
Published: 2005
English Language Arts

Enhanced Proactive Reading: Supplemental Reading Program for Low-Performing English Language Learners

Enhanced Proactive Reading is a supplemental reading program that targets English language learners in grade 1 to improve their reading achievement and English language development. The program is implemented over 120 lessons, in 50-minute sessions, to groups of three to five students with homogeneous reading achievement. The program is delivered by bilingual teachers in a pull-out setting, and teachers receive 12 hours of professional development prior to implementation and six hours of professional development after the intervention has been implemented for six weeks.

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First Grade
Published: 2006
English Language Arts

Achieve3000: An Early Literacy Program to Differentiate Non-Fiction Reading Passages Based on Individual Students' Lexile Scores

Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. The program is intended to target elementary school students' literacy skills. Achieve3000 includes six separate computer-based applications that administer an assessment to establish a baseline Lexile level and then provide non-fiction adaptive reading passages aligned to each student's Lexile level. The program's theory of action is that students will become college and career ready if they are able to read non-fiction texts at Lexile levels that exceed 1,350. To develop and implement Achieve3000, students are required to use the program for at least 30 minutes, twice weekly, and follow a five-step procedure that includes taking a poll, reading a non-fiction article, completing multiple-choice questions, voting in a post-reading poll, and answering a 'Thought Question.'

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Second Grade Third Grade Fourth Grade Fifth Grade
Published: 2016
English Language Arts Math Science & STEM

Northeast Tennessee College and Career Ready Consortium: Improving College and Career Readiness

Northeast Tennessee College and Career Ready Consortium is a network of 29 high schools and five colleges across 15 counties that aims to ensure high school students in Northeast Tennessee are provided the opportunity to graduate from high school "college or career ready" and to improve the likelihood that students will be successful in college. The Consortium has six components: (1) providing management and communication, (2) promoting a college-going culture, (3) increasing quality of instruction, (4) increasing access to academically rigorous courses through distance and online technology, (5) expanding opportunities for college-level courses, and (6) providing resources and services to expand and sustain program capacity. The components are designed to achieve specific outcomes: increase students' college and career readiness, enrollment in Advanced Placement (AP) courses, performance on AP exams, enrollment in college, and persistence in college.

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Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade
Published: 2016