High-Quality Instruction and Interventions
Curricula and Instructional Programs | Instruction and Intervention Resources | Behavioral and Student Engagement Interventions
Curricula and Instructional Programs
The resources listed in this section include research-based curricula and core academic content programs that can be used for academic instruction and interventions.
Accelerated Reader (AR), Renaissance Learning, Inc.
Accelerated Reader (AR) is a computer-based reading management and motivational system designed to complement existing classroom resources. AR’s goal is to motivate students to read using an individualized goal/point system.
http://www.renlearn.com/ar/
Research Report
http://www.fcrr.org/fcrrreports/pdf/acceleratedreader.pdf
AMP Reading System, Pearson Education, Inc.
This program is a complete reading intervention system for striving middle school and high school students who are reading at a third- to sixth-grade level.
http://www.pearsonschool.com/index.cfm?locator=PSZ15n&
PMDbSiteID=2781&PMDbSolutionID=6724&PMDbCategoryId
=3289&PMDbProgramId=27098&level=4&prognav=po
Content Literacy Continuum (CLC): Secondary RtI Framework, KUCRL
CLC is a coordinated, schoolwide approach to improving literacy for all students in secondary schools.
http://clc.kucrl.org/
Research Report
http://www.fcrr.org/FCRRReports/PDF/SIMRF.pdf
Core-Plus Mathematics, University of Michigan
This 4-year, integrated mathematics curriculum for high schools is funded by the National Science Foundation and based on the standards of the National Council of Teachers of Mathematics (1989). It emphasizes applications and mathematical modeling, use of graphing calculators, and small-group collaborative learning through problem-based investigations.
http://www.wmich.edu/cpmp/
Research Report
http://www.bestevidence.org/overviews/C/core-plus.htm
Corrective Reading, SRA/McGraw-Hill
Corrective Reading is a comprehensive intervention program for students who are reading 1 or more years below grade level and is also appropriate for use in special education classrooms.
http://www.mcgraw-hill.co.uk/sra/correctivereading.htm
Intervention Report From the What Works Clearinghouse
http://ies.ed.gov/ncee/WWC/reports/beginning_reading/cr/
Research Report
http://www.fcrr.org/FCRRReports/PDF/corrective_reading_final.pdf
Fast ForWord Language, Scientific Learning
The Fast ForWord Language product is an adaptive computer program that is CD-ROM and internet-based and designed as an immediate, intensive intervention for students in grades K–12 who experience difficulties with oral language skills.
http://www.scilearn.com/products/
Research Report
http://www.fcrr.org/fcrrreports/pdf/fast_forword_language_report.pdf (link no longer functioining 3/2012)
IMPROVE Mathematics
IMPROVE Mathematics combines cooperative learning, metacognitive instruction, and mastery learning that accommodates student diversity in a heterogeneous classroom.
E-mail: mevarz@mail.biu.ac.il
(No Web site listed)
Research Report
http://www.bestevidence.org/math/mhs/top.htm
Jamestown Reading Navigator, McGraw-Hill
This reading program was developed specifically for struggling middle school and high school students reading at least two levels below grade level.
http://www.readingnavigator.com/mkt/
Research Report
http://www.readingnavigator.com/mkt/rbes/rbes_main.html
LANGUAGE! The Comprehensive Literacy Curriculum, Cambium Learning
LANGUAGE! is a comprehensive literacy curriculum for struggling readers, writers, speakers, and spellers scoring below the 60th percentile. It provides explicit, systematic, research-based instruction.
http://store.cambiumlearning.com/cs/Satellite?c=CLG_Product_C&childpagename=Store%2FStore_Layout&cid=1277940979351&pagename=Store_Wrapper&rendermode=previewnoinsite
Research Base
http://voyagerlearning.com/language/research.jsp
Research Report
http://www.fcrr.org/FCRRreports/PDF/Language.pdf
Passport Reading Journeys III, Voyager Expanded Learning, Inc.
Passport Reading Journeys III embeds literacy instruction in comprehension, academic language, and writing into stimulating content to promote the transfer of reading skills into real-life practice.
http://www.voyagerlearning.com/prj/prj3.jsp
Research Report
http://www.voyagerlearning.com/results/researchStudyDocuments.do?docTypeID=2
PowerTeaching Mathematics, Success for All Foundation
PowerTeaching provides teachers with a unique curricular framework that is custom-fit to their math curriculum to engage students and extend their mathematical understanding.
www.sfapowerteaching.org/
Research Report
www.bestevidence.org/math/mhs/top.htm
Read 180, Scholastic
READ 180 Enterprise Edition is a comprehensive reading intervention program for struggling readers. The goals of the program are to increase students’ decoding, fluency, vocabulary, comprehension, and writing skills.
http://teacher.scholastic.com/products/read180/
Research Report
http://www.fcrr.org/FCRRReports/PDF/READ180.pdf
Read Naturally, Read Naturally, Inc.
Read Naturally helps students struggling with reading build reading fluency by using sequenced reading samples that represent an eighth-grade reading level.
http://www.readnaturally.com/
Research Report
http://www.readnaturally.com/company/news_seStudyUMn.htm
REWARDS Plus, Cambium Learning
REWARDS Plus builds content-area skills by extending the use of decoding strategies; increasing vocabulary; building fluency; and acquiring new comprehension, test taking, and writing strategies.
http://store.cambiumlearning.com/cs/Satellite?c=CLG_Product_C&childpagename=Store%2FStore_Layout&cid=1277940958264&pagename=Store_Wrapper&rendermode=previewnoinsite
Instruction and Intervention Resources
The materials listed in this section include practice guides, research synthesis, and learning strategies that educators can use for instruction and interventions with the RtI framework.
Academic Literacy Instruction for Adolescents: A Guidance Document From the Center on Instruction. By Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., . . . Lesaux, N. (2007). Portsmouth, NH: RMC Corporation, Center on Instruction.
This guide is designed to help principals to monitor and support adolescent literacy instruction in their schools more effectively.
www.centeroninstruction.org/resources_searchresults.cfm?
searchterms=Adolescent%20Literacy&explicit=1
Best Evidence Encyclopedia (BEE), Johns Hopkins University
BEE presents reliable, unbiased reviews of research-proven educational programs to help policymakers use evidence to make informed choices, principals choose proven programs to meet state standards, teachers use the most powerful tools available, and researchers find rigorous evaluations of educational programs.
http://www.bestevidence.org
Center on Instruction (COI) Reading Resources
The COI offers syntheses of recent scientific research on instruction and information on best practices in reading, mathematics, science, special education, and English language learning instruction.
http://www.centeroninstruction.org/resources.cfm?category=reading&
subcategory=&grade_start=&grade_end
Effective Programs in Middle and High School Mathematics: A Best Evidence Synthesis. By Slavin, R. E., Lake, C., & Groff, C. (2008, October). Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.
This report reviews research on the achievement outcomes of mathematics programs for middle schools and high schools.
http://www.bestevidence.org/word/mhs_math_Oct_21_2008.pdf
Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. By Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Reading Research Quarterly, 43(3), 290–322.
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle school and high school students: (1) reading curricula, (2) mixed-method models (methods that combine large- and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs.
http://www.bestevidence.org/word/mhs_read_Jul_2008_RRQ.pdf
Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide (NCEE #2008-4027). By Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
This guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students who may need intensive and individualized attention.
http://ies.ed.gov/ncee/wwc/publications/practiceguides/#adlit_pg
Mathematics Instruction for Students With Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers. By Jayanthi, M., Gersten, R., & Baker, S. (2008). Portsmouth, NH: RMC Research Corporation, Center on Instruction.
This guide for teachers is a companion piece to the meta-analysis, Mathematics Instruction for Students With Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers. On the basis of the findings of this report, the guide describes seven effective instructional practices for teaching mathematics to K–12 students with learning disabilities.
http://centeroninstruction.org/resources.cfm?category=math&subcategory=
materials&grade_start=0&grade_end=12#189
Mathematics Instruction for Students With Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research. By Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2008). Portsmouth, NH: RMC Research Corporation, Center on Instruction.
This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K–12 students with learning disabilities.
http://centeroninstruction.org/resources.cfm?category=math&subcategory=
materials&grade_start=0&grade_end=12#188
A Meta-analysis of Writing Instruction for Adolescent Students. By Graham, S., & Perin, D. (2007). Journal of Educational Psychology, 99(3), 445–476.
This report outlines effective strategies for improving the writing skills of adolescents in middle and high schools.
https://my.apa.org/apa/idm/login.seam?ERIGHTS_TARGET=http%3A%2F%2Fpsycnet.apa.org%2Findex.cfm%3Ffa%3Dsearch.defaultSearchForm&AUTHENTICATION_REQUIRED=true (Registration required)
Organizing Instruction and Study to Improve Student Learning (NCER 2007–2004). Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
This guide draws on the best available evidence and expertise to provide teachers with specific strategies for organizing instruction and students' study of material to facilitate learning and remembering, and to help students use what they have learned in new situations. The guide’s set of concrete actions relates to the use of instructional and study time that is applicable to subjects demanding a great deal of content learning, including social studies, science, and mathematics.
http://ies.ed.gov/ncer/pubs/practiceguides/20072004.asp
Raising Academic Achievement for America’s Youth: A Study of 20 Successful Programs. By Jurich, S., & Estes, S. (2000). Washington, DC: American Youth Policy Forum.
This publication highlights 20 successful programs and models of excellence in raising academic achievement and provides a highly useful guide for policymakers, educators, and youth development practitioners in their work toward a better future for American youth.
http://www.aypf.org/publications/RAA/index.htm
Reading Next: A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York (2nd ed.). By Biancarosa, C., & Snow, C. E. (2006). Washington, DC: Alliance for Excellent Education.
This report contains a set of recommendations for how to meet the literacy needs of adolescents.
www.carnegie.org/literacy/why.html?gclid=CMPIorPt05wCFRkGswodIQklNA
Strategic Instruction Model (SIM), The University of Kansas Center for Research on Learning (KUCRL)
SIM promotes effective teaching and learning of critical content and helps teachers make decisions regarding instruction.
http://www.ku-crl.org/sim/
Research Reports
http://www.ku-crl.org/sim/research.shtml
http://www.fcrr.org/FCRRReports/PDF/SIMRF.pdf
What Works Clearinghouse (WWC), Institute of Education Sciences, U.S. Department of Education
WWC offers a range of publications that evaluate adolescent literacy interventions and instructional strategies for students in grades 4–12. These interventions and strategies are intended to increase skills in alphabetics, reading fluency, comprehension, and general literacy achievement.
http://ies.ed.gov/ncee/wwc/reports/Topic.aspx?tid=15
Behavioral and Student Engagement Interventions
Check & Connect Model, University of Minnesota
Check & Connect is a dropout prevention strategy that relies
on close monitoring of school performance, as well as mentoring,
case management, and other supports.
http://ici.umn.edu/checkandconnect/
Dropout Prevention: A Practice Guide (NCEE 2008–4025). By Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., & Smink, J. (2008). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education.
This guide provides recommendations that focus on reducing high school dropout rates. Strategies presented include identifying and advocating for at-risk students, implementing programs to improve behavior and social skills, and keeping students engaged in the school environment.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=WWC20084025
Early Warning Systems (EWS), National High School Center
EWS outlines steps schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to help students obtain a high school diploma. Further, the report discusses the use of early-warning data systems to target interventions for groups and individual students, offers a variety of best-practice approaches undertaken by high-performing high schools, and presents effective programs that are currently being implemented to stem the dropout problem.
http://www.betterhighschools.org/ews.asp
Positive Behavioral Interventions & Supports (PBIS)
This technical assistance center has been established by the Office of Special Education Programs, U.S. Department of Education, to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective schoolwide disciplinary practices.
http://www.pbis.org
