Implement for Impact
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Strategies for Literacy Independence across the Curriculum (SLIC)
Higher Achievement is an intensive summer and after-school program that targets rising fifth and sixth graders from at-risk communities, aiming to strengthen their academic skills, attitudes, and behaviors, and help them navigate the process of applying to and selecting a high-quality high school. The program provides up to 650 hours of academic instruction per year, as well as enrichment activities and targeted academic mentoring. It includes two main components: the Afterschool Academy and the Summer Academy, both of which participating scholars are required to attend. The Afterschool Academy is offered three days a week during the school year, and includes homework help, dinner, arts or recreation electives, community gatherings, and small-group academic instruction using a structured curriculum. The Summer Academy operates for six weeks, five days a week, and includes four core classes focusing on academic concepts, as well as electives and field trips.
Drive to Write is a coaching and professional development program for teachers designed to improve student writing, specifically targeting ninth-grade students in Global History classes who will face a challenging writing component on an upcoming state exam. The program includes a writing skills syllabus, a skills-based rubric, customized technology tools such as Doctopus and Goobric, and coaching sessions to help teachers use data to inform instruction and provide actionable feedback to students. Teachers participate in professional development sessions and receive coaching support to help them implement the program's tools and strategies in their classrooms.
Around the Corner (ATC) is a program for both preschool and kindergarten students that enables teachers to show children how the world works for concepts that are not possible to illustrate in a classroom with actual objects. ATC includes computer activities and videos for children, and opportunities to view videos again at home (Home Links) provide the repeated experiences with language concepts and vocabulary that are necessary to language development. An additional component of the ATC intervention includes interactive, video-based professional development for teachers.
Building Assets, Reducing Risks (BARR) is a comprehensive, strength-based approach to education that aims to improve achievement for all students by improving a school's effectiveness at building relationships, leveraging real-time student data, and capitalizing on the strengths of each student. The BARR model includes eight strategies: (1) Focus on the Whole Student, (2) Provide Professional Development for Teachers, Counselors, Administrators, (3) Use BARR's I-Time Curriculum to Foster a Climate of Learning, (4) Create Cohorts of Students, (5) Hold Regular Meetings of the Cohort Teacher Teams, (6) Conduct Risk Review Meetings, (7) Engage Families in Student Learning, and (8) Engage Administrators. These strategies aim to improve student-teacher and teacher-teacher relationships, identify and address student challenges, and increase feelings of community and belonging among students.
Early College High School Initiative (ECHSI) is a program that integrates high school and college education to provide students with the opportunity to earn a high school diploma and an associate's degree or up to two years of college credit in four years. The ECHSI targets students who are traditionally underrepresented in postsecondary education, including minority students, low-income students, and first-generation college-goers. The program is designed to provide students with a rigorous academic experience, including college-level coursework, and to support students in developing the skills and knowledge needed to succeed in college. The ECHSI also provides students with access to college facilities, resources, and services, such as academic advising, counseling, and career guidance. The program is typically implemented in partnership with a local college or university, and may be located on a college campus or in a separate facility. The ECHSI is designed to provide students with a seamless transition from high school to college, and to increase the likelihood that
Enhanced Reading Opportunities (ERO) programs
Supplemental Reading Instruction
Passport Reading Journeys (PRJ)
Read 180 is a daily 90-minute structured reading program that targets low-achieving incarcerated youth. The program is composed of five components: whole group, individualized learning, computer activities, small group, and wrap up. The program uses a combination of teacher-led instruction, computer-based activities, and small group work to develop reading skills. The program is designed to be implemented in a highly structured classroom environment, with a teacher and an aide, and access to a literacy coach. The classroom is carpeted with 5 computer stations and headphones, a reading area with couches and books, and tables arranged in a group or groups, depending on the size of the classroom.
