A report that examines the reearch-based effectiveness of Read 180® as a literacy intervention program. The report states that no studies of READ 180 that fall within the scope of the Adolescent Literacy (AL) review protocol meet What Works Clearinghouse (WWC) evidence standards, but seven studies meet WWC evidence standards with reservations.
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This powerpoint presentation describes the following three stepts to reducing dropouts: 1) understand the dropout problem in your community, 2) build an early warning, prevention, and intervention system, 3) involve the community.
Individualized interventions created with and for students may include:
This report to the Carnegie Corporation of New York comes out of a meeting of a panel of five nationally known and respected educational researchers, with representatives of Carnegie Corporation of New York and the Alliance for Excellent Education, in spring 2004.
READ 180 is a comprehensive system of curriculum, instruction, assessment, and professional development to raise reading achievement for struggling readers in grades 4–12+.
This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation’s cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate.
New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem. In their program model titled Achievement in dropout Prevention and Excellence (APEX II), participating high schools are developing dynamic data collection systems at the school level.
This report offers a first school-level look at how early warning systems are being implemented. The research team visited middle and high schools in cities across the country to observe how they are using EWIs to monitor and respond to student needs.
This case study is a dissertation submitted to the Department of Educational Leadership, School Counseling, and Sports Management in partial fulfillment for the degree of Doctor of Educational Leadership University of North Florida College of Education.
Schools can keep young people on the graduation track by integrating schoolwide reforms, early warning systems, and responsive interventions that address the ABCs of dropout prevention: attendance, behavior, and course performance. In this article, we offer a systematic plan for dropout prevention at the district and school levels through a three-tiered prevention model that directly addresses
Highly-focused differentiated supports
- Identify student strengths and gaps
- Develop academic action plan
- Classroom-based small group guided reading groups
- Scheduled re-teaching/learning time following formative and periodic assessments
- Small group academic support for those needing either acceleration or remediation
To help students understand what positive behavior looks like, and to help them to identify and strengthen challenges behaviors, you might consider the following interventions and supports:
Extended Learning Time
This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center’s Early Warning System (EWS) Tool v2.0.