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MAKE A COPY <Insert Building Name> Driver Diagrams

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It is important that the instructional practices and interventions delivered within a school's multi-tiered system of support (MTSS) be grounded in evidence. However, the "practice" that happens within each tier is different; therefore, the type of evidence that is required for each tier also must be different. A useful way to think about evidence-based practices in MTSS is to think about levels of evidence that vary and correspond to the different levels of intervention intensity at each tier.

In the tables below, find resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.

Tier 1

Comprehensive, research-based curriculum, delivered class-wide to all students. "Evidence-based" at Tier 1 means that the curriculum includes comprehensive coverage of core content that is aligned to grade-level standards and that the instructional strategies and practices used to deliver the curriculum have evidence of efficacy.

Tier 2 (Validated Intervention Program)

Standardized, targeted small-group instruction using a validated intervention program. "Evidence-based" at Tier 2 means that the intervention program has been demonstrated through rigorous research to have a positive impact on target outcomes for students at risk, when delivered with fidelity.

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Levels of Intervention & Evidence: Implementation Tools | NCII

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Table with resources to support the selection of a school's multi-tiered system of support and corresponding levels of evidence of intervention intensity.

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RIMSD Checklist of Observable Processes for Tiered Intervention

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RIMSD Resource Inventory MAKE A COPY.docx

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The Results First Clearinghouse Database is an online resource that brings together information on the effectiveness of social policy programs from nine national clearinghouses. It applies color-coding to the clearinghouses' distinct rating systems, creating a common language that enables users to quickly see where each program falls on a spectrum from negative impact to positive impact. As such, this database can help users easily access and understand the evidence base for a variety of programs.

Please note that the National Registry of Evidence-based Programs and Practices (NREPP) stopped updating in January 2018 and is no longer accessible as of August 2018. Although the Results First Clearinghouse Database still contains NREPP's program reviews, links to its website will direct you to a third-party archived version of the NREPP website, where available.

The Pew Results First Initiative created the Results First Clearinghouse Database to provide users with an easy way to access and understand the evidence base for programs in social policy areas such as behavioral health, criminal justice, education, and public health. More specifically, it allows users to see if there have been rigorous evaluations of a program and, if so, to review information on the program's effectiveness.

The database compiles and displays key information from nine national clearinghouses, including the rating they assigned to each program and the program's description, outcomes, setting, and target population (where available). It also contains a link back to the program's original source page on the clearinghouse website so that users can obtain additional details.

Clearinghouses develop this information by reviewing and summarizing rigorous evaluations of programs within their focus area. Then, they assign a rating to each program using their own methodology and terminology (such as top tier, effective, positive, and model).

The database applies color-coding to the clearinghouses' distinct rating systems, creating a common language that allows users to quickly see where each program falls on a spectrum from negative impact to positive impact. This coding consists of five rating colors that correspond to different levels of impact as shown below.

It is important to note that while the clearinghouses' ratings within each rating color are based on similar criteria, the color does not indicate that their methodologies are identical. In addition, there is an "insufficient evidence" classification included in the database that has no corresponding rating color. This indicates that a program's current research base does not have adequate methodological rigor to determine impact.

A Microsoft Excel version of the database is also available for download.
Download database
There are currently 2400 programs in the database. The graphs below show how these programs are broken out by clearinghouse and by Results First rating color.

How did Results First determine which clearinghouses to include in its database?

In general, the database includes clearinghouses that operate at a national level (such as part of a federal agency), are well-known, examine policy areas that mirror those supported by Results First, and employ a rating system with a clear methodology that requires rigorous evaluations.

How can I learn more about a clearinghouse's review of a particular program?

Each program in the database contains a link to the clearinghouse's source page, which can be accessed by clicking "Learn more ." The source page contains a wealth of additional information on the program. Depending on the clearinghouse, this can include more details on the program's goals, its key components, evaluations reviewed and their findings, implementation resources, and contact information for the developer. It is highly recommended that users visit the clearinghouse's source page to better understand the evidence base for a particular program.

Why are the outcomes, target populations, ages, or settings not specified for certain programs?

The program details are sourced directly from the clearinghouses and some of them do not provide information on outcomes, target population, ages, or settings. When such information is not available, the database displays "not specified."

How can clearinghouses assign different ratings to the same program?

First and foremost, each clearinghouse has its own rating system. As such, clearinghouses have different criteria for the quantity and quality of evidence needed for their ratings. For instance, a program must have two evaluations to receive Blueprints' top rating, while TPP Evidence Review requires only one evaluation for its highest rating. Similarly, CEBC and Social Programs That Work require that evaluations use randomized control trials to receive their top ratings. Other clearinghouses, such as CrimeSolutions.gov and NREPP, consider other rigorous evaluation designs for their highest ratings.

Second, clearinghouses often examine different research for the same program. For example, CEBC and EBCCP review only published, peer-reviewed research, while the rest of the clearinghouses consider evaluations from other sources. As another example, CrimeSolutions.gov requires that evaluations be published after 1990; WWC has different publish date requirements for every topic area; and What Works for Health has no requirements around publication date.

Are the programs in the database evidence-based?

Results First considers every program that is assigned a rating color to be "evidence-based." That is, these programs have demonstrated measurable impact on a desired outcome, gauged by rigorous evaluations that incorporate valid and reliable comparison group designs. Under this broad definition, evidence-based programs don't necessarily have a positive impact. Instead, they can have no impact or even a negative impact. This differs from how many in the field define evidence-based. Each jurisdiction or organization will need to determine what definition best suits their needs. For more information, see "A Common Language for Evidence-Based Programming."

Please note that programs classified as "insufficient evidence" should not be considered "evidence-based".

What does it mean when a program is classified as "insufficient evidence"?

The "insufficient evidence" classification indicates that a program's current research base does not have adequate methodological rigor to determine impact and therefore cannot be considered evidence-based. This classification is applied when a clearinghouse has determined there is not sufficient evidence to rate the program's effectiveness. It is also applied to programs that have received ratings that Results First has determined do not meet the same rigorous standards as the other ratings in the database. For more information, see Rating Colors & Systems.

Note that for programs classified as "insufficient evidence," the database displays only the description (this is not available for WWC), clearinghouse, Results First classification, and Results First category.

How are programs mapped to the different Results First categories?

Results First maps each program to the categories using information available on the clearinghouses' websites. For instance, Results First uses "program outcomes" for Blueprints, "topics" for CrimeSolutions.gov, and "policy area" for Social Programs That Work. Note that each program can be mapped to more than one category. This reflects the fact that programs often span multiple domains.

For more information, please see the Technical Appendix, which is available for download in Rating Colors & Systems.

How do I submit a program evaluation or nominate a program for inclusion in the database?

Results First does not conduct systematic research reviews or rate programs but rather compiles information from clearinghouses. Please consult each clearinghouse's website for more information on its process for submitting program evaluations or nominating programs for review.

How frequently will the Results First Clearinghouse Database be updated?

The database will be updated once every two months to reflect the most accurate data contained within each clearinghouse. Check the database's home page for details about when the most recent update took place.

Can I access the Results First Clearinghouse Database offline?

The database is best experienced online using the interactive tool. However, users can download a Microsoft Excel version with limited functionality. Please visit Overview for a link to download the database.

Back to questions

How did Results First determine which clearinghouses to include in its database?

In general, the database includes clearinghouses that operate at a national level (such as part of a federal agency), are well-known, examine policy areas that mirror those supported by Results First, and employ a rating system with a clear methodology that requires rigorous evaluations.

How can I learn more about a clearinghouse's review of a particular program?

Each program in the database contains a link to the clearinghouse's source page, which can be accessed by clicking "Learn more ." The source page contains a wealth of additional information on the program. Depending on the clearinghouse, this can include more details on the program's goals, its key components, evaluations reviewed and their findings, implementation resources, and contact information for the developer. It is highly recommended that users visit the clearinghouse's source page to better understand the evidence base for a particular program.

Why are the outcomes, target populations, ages, or settings not specified for certain programs?

The program details are sourced directly from the clearinghouses and some of them do not provide information on outcomes, target population, ages, or settings. When such information is not available, the database displays "not specified."

How can clearinghouses assign different ratings to the same program?

First and foremost, each clearinghouse has its own rating system. As such, clearinghouses have different criteria for the quantity and quality of evidence needed for their ratings. For instance, a program must have two evaluations to receive Blueprints' top rating, while TPP Evidence Review requires only one evaluation for its highest rating. Similarly, CEBC and Social Programs That Work require that evaluations use randomized control trials to receive their top ratings. Other clearinghouses, such as CrimeSolutions.gov and NREPP, consider other rigorous evaluation designs for their highest ratings.

Second, clearinghouses often examine different research for the same program. For example, CEBC and EBCCP review only published, peer-reviewed research, while the rest of the clearinghouses consider evaluations from other sources. As another example, CrimeSolutions.gov requires that evaluations be published after 1990; WWC has different publish date requirements for every topic area; and What Works for Health has no requirements around publication date.

Are the programs in the database evidence-based?

Results First considers every program that is assigned a rating color to be "evidence-based." That is, these programs have demonstrated measurable impact on a desired outcome, gauged by rigorous evaluations that incorporate valid and reliable comparison group designs. Under this broad definition, evidence-based programs don't necessarily have a positive impact. Instead, they can have no impact or even a negative impact. This differs from how many in the field define evidence-based. Each jurisdiction or organization will need to determine what definition best suits their needs. For more information, see "A Common Language for Evidence-Based Programming."

Please note that programs classified as "insufficient evidence" should not be considered "evidence-based".

What does it mean when a program is classified as "insufficient evidence"?

The "insufficient evidence" classification indicates that a program's current research base does not have adequate methodological rigor to determine impact and therefore cannot be considered evidence-based. This classification is applied when a clearinghouse has determined there is not sufficient evidence to rate the program's effectiveness. It is also applied to programs that have received ratings that Results First has determined do not meet the same rigorous standards as the other ratings in the database. For more information, see Rating Colors & Systems.

Note that for programs classified as "insufficient evidence," the database displays only the description (this is not available for WWC), clearinghouse, Results First classification, and Results First category.

How are programs mapped to the different Results First categories?

Results First maps each program to the categories using information available on the clearinghouses' websites. For instance, Results First uses "program outcomes" for Blueprints, "topics" for CrimeSolutions.gov, and "policy area" for Social Programs That Work. Note that each program can be mapped to more than one category. This reflects the fact that programs often span multiple domains.

For more information, please see the Technical Appendix, which is available for download in Rating Colors & Systems.

How do I submit a program evaluation or nominate a program for inclusion in the database?

Results First does not conduct systematic research reviews or rate programs but rather compiles information from clearinghouses. Please consult each clearinghouse's website for more information on its process for submitting program evaluations or nominating programs for review.

How frequently will the Results First Clearinghouse Database be updated?

The database will be updated once every two months to reflect the most accurate data contained within each clearinghouse. Check the database's home page for details about when the most recent update took place.

Can I access the Results First Clearinghouse Database offline?

The database is best experienced online using the interactive tool. However, users can download a Microsoft Excel version with limited functionality. Please visit Overview for a link to download the database.

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To assist policymakers at all levels of government in identifying evidence-based programs and making data-driven budget decisions, the project has created the Results First Clearinghouse Database. This one-stop online resource provides policymakers with an easy way to find information on the effectiveness of various interventions as rated by eight national research clearinghouses.

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With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems.

The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools. Our extensive resource base includes evidence based intervention briefs, video modeling of EBIs, and information on selecting and using EBI. Each of these resources has been developed in collaboration with faculty and students from a variety of universities.
There are three general categories of resources on the EBI Network:
Interventions and assessments are sorted based on the situations they have been developed for, with categories for reading, math and behavior interventions as well as assessments for screening, diagnostic, and progress monitoring. The RTI section houses assorted resources to assist teachers, school based problem solving teams, and schools as they develop their RTI school wide programs.

This website is a sampling of evidence-based interventions and associated resources that can be used in the classroom. Visitors should seek additional information on websites such as Intervention Central or with books such as Effective School Interventions. For questions or comments please contact Dr. Chris Riley-Tillman at rileytillmant@missouri.edu.

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With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems. The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools.

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

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Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices are 22 essential special education techniques that all teachers of students with disabilities should master for use across a variety of classroom contexts. Six of these practices are referred to as pillar practices-those most essential for educators to implement; and the remaining[.....]

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https://www.edreports.org/?gclid=Cj0KCQiA8vSOBhCkARIsAGdp6RTdQ6M69zCm7riLO8LAeaE4iknIm7I3E8JO0KZsN-avOtAABQqMuM0aAplnEALw_wcB

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We provide reports that help you evaluate educational materials because high quality content matters to teachers, to kids, and to our collective future.

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https://ies.ed.gov/ncee/wwc/

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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https://www.visiblelearningmetax.com/

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Javascript must be enabled for the correct page display Skip to Content To enhance your experience on our site, SAGE stores cookies on your computer. By continuing you consent to receive cookies. Learn More. Back to top

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Link to the webinar that accompanies the Secondary Scheduling Activity

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Link to the webinar that accompanies the Secondary Scheduling Activity

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In a major initiative to empower educators, school leaders, families, and communities in their efforts to support reading, the Florida Center for Reading Research (FCRR) has introduced "The Academy" - a comprehensive platform offering support to use evidence-based tools and resources.

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BLANK Sample Secondary Reading Implementation Protocol.docx

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With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems.

The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools. Our extensive resource base includes evidence based intervention briefs, video modeling of EBIs, and information on selecting and using EBI. Each of these resources has been developed in collaboration with faculty and students from a variety of universities.
There are three general categories of resources on the EBI Network:
Interventions and assessments are sorted based on the situations they have been developed for, with categories for reading, math and behavior interventions as well as assessments for screening, diagnostic, and progress monitoring. The RTI section houses assorted resources to assist teachers, school based problem solving teams, and schools as they develop their RTI school wide programs.

This website is a sampling of evidence-based interventions and associated resources that can be used in the classroom. Visitors should seek additional information on websites such as Intervention Central or with books such as Effective School Interventions. For questions or comments please contact Dr. Chris Riley-Tillman at rileytillmant@missouri.edu.

# data[].attributes.attachment_link.description
With the emphasis on nationwide accountability and outcome data, schools have gradually become more scientific. Practitioners need of methods for selecting evidence-based educational interventions to solve common academic and social behavior problems. The Evidence Based Intervention Network was developed to provide guidance in the selection and implementation of evidence based interventions (EBI) in the classroom setting, and to support the use of EBI in schools.

# data[].attributes.attachment_link.readable_text
These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

# data[].attributes.attachment_link.description
These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

# data[].attributes.attachment_link.description
As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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Perspectives & Resources

Objectives

By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:

Understand the purpose of providing intensive intervention

Be familiar with the data-based individualization process

Understand how to intensify and individualize academic interventions

Understand the difference between quantitative and qualitative adaptations

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.

CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

Standard 1: Content and Pedagogical Knowledge

CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

Standard 5: Instructional Planning and Strategies

InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

Standard 1: Learning Development

Standard 2: Learning Differences

Standard 7: Planning for Instruction

Standard 8: Instructional Strategies

NCATE standards are intended to serve as professional guidelines for educators. They also overview the "organizational structures, policies, and procedures" necessary to support them.

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

When you are ready, proceed to Page 1.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected] The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will: Understand the purpose of providing intensive intervention Be familiar with the data-based individualization process Understand how to intensify and individualize academic interventions Understand the difference between quantitative and qualitative adaptations This IRIS Module aligns with the following licensure and program standards and topic areas.

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Kansas MTSS Research Based Practices Regarding Intervention Effectiveness

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Kansas MTSS Research Based Practices Regarding Intervention Effectiveness

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Understanding the MTSS Problem-Solving Process: What You Need to Know | Lexia Learning

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The terms MTSS (Multi-Tier System of Supports) and RTI (Response to Intervention) are often used interchangeably among educators, but the...

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Communication Strategies for Districts and Schools

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Communication Strategies for Districts and Schools

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Finite Thinking vs. Infinite Mindset | Simon Sinek

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Sinek Google Talk Infinite vs Finite Leadership

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Sinek Google Talk Infinite vs Finite Leadership

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Simon Sinek: "The Finite and Infinite Games of Leadership: [...]" | Talks at Google

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National Standards Implementation Guide

The benefits of family-school-community partnerships are many: higher teacher morale, more parent involvement, and greater student success are only a few. That is why PTA developed the National Standards for Family-School Partnerships Implementation Guide, a tool for empowering people to work together with an end goal of building family-school partnerships and student success.

Who should use this guide?

Anyone with a stake in improving schools and student achievement can use this tool: PTA leaders, parents, school administrators, school board members, community organizations, and more.

How to use this guide

This guide can assist organizers with implementing programs and policies that encourage these family-school partnerships. Used with the supporting resources, it can help organizers educate their communities about the importance of family involvement and direct the development of effective partnerships. These materials are best used after the formation of an action team focused on promoting family involvement. This team can include parents, other caregivers and family members, school staff, community members, and even students.

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The benefits of family-school-community partnerships are many: higher teacher morale, more parent involvement, and greater student success are only a few. Learn how to raise awareness, take action and celebrate success as your school sees increased involvement by following these steps.

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Simon Sinek Explains What Almost Every Leader Gets Wrong | Inc.

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Social Emotional Strategy: Behavior Specific Praise

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Social Emotional Strategy: Behavior Specific Praise

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Responding to student behavior is one of the biggest challenges educators face today. While classroom and behavior management are critical skills for meeting student behavior needs, many teachers feel unequipped to provide meaningful behavioral interventions in the classroom. And that's a major issue-especially because issues related to student behavior are a leading cause of teacher burnout.

Additionally, students need meaningful behavioral interventions. As many as 1 in 5 students experience a mental health or behavioral challenge during their K-12 educational career when they would benefit from research-based interventions and supports.

To meet this need head-on, teachers must be equipped to respond to student behavior in meaningful ways. A key component of behavioral interventions is delivering effective, regular, and consistent positive feedback to students in the form of behavior-specific praise. But the adults in your building must feel confident in providing this type of praise.

That's where this guide comes into the picture. By providing an overview of behavior-specific praise and concrete strategies for delivering praise statements, your educators can feel empowered to address problem behavior and increase positive behavior in the classroom.

Jump to sections of this guide using the table of contents:

What Is Behavior-Specific Praise?

Behavior-specific praise is a type of praise that helps students learn what positive behaviors look and feel like, and increases the likelihood students will engage in those behaviors in the future.

Behavior-specific praise includes three key components:

A description of a positive social or academic behavior

Specific identification of the student/group engaging in the positive behavior

Use of an authentic, positive, and warm tone of voice

When teachers provide in-the-moment praise to students, both the student receiving the praise and their peers learn to identify positive behaviors. And when students see examples of what those behaviors look like-and receive positive reinforcement-they are much more likely to engage in those positive behaviors again.

A research-based classroom management strategy, behavior-specific praise is backed by nearly 30 years of research. Studies have consistently shown that behavior-specific praise is a powerful method of increasing positive behavior in the classroom and of boosting academic success. It's a well-researched, versatile, useful, and impactful practice that has been studied in diverse classrooms and school settings and with diverse populations of students and teachers for over 50 years.

Teacher praise has proven to be an effective intervention option and a powerful tool to prevent and reduce problem behaviors. Additionally, delivering praise is a low-intensity and easy-to-implement strategy, and can ultimately improve student engagement and learning outcomes.

How Teachers Can Deliver Effective Behavior-Specific Praise

Delivering behavior-specific praise might feel difficult at first, especially if it's new for your school's teachers and staff. But using praise statements doesn't have to be hard. In fact, teachers and staff can start encouraging positive behavior today.

1. Set Classroom Expectations

Before delivering praise, it's important that teachers set classroom or activity expectations. For example, if students are expected to listen closely to their classmates' presentations, the teacher should lay that groundwork in advance so that students have an understanding of the appropriate behavior.

2. Give Praise Immediately

Praise is given after expected behavior occurs-it must be contingent on the positive behavior. For example, Joachim uses a new vocabulary word in a sentence. The teacher should immediately provide praise so that Joachim-and his peers-can identify the positive behavior.

3. Identify Students By Name

It's important that the teacher identifies the student-or group of students-by name. Instead of providing vague feedback applicable to any student-for example, "Don't touch him!"-the teacher should identify which student or students are performing the appropriate behavior. The teacher could shift "Don't touch him!" to "Thank you for keeping your hands to yourself, Ana!"

4. Be Specific

Praise should be explicit feedback about the positive behavior-for example, "Ali, thank you for lining up quickly and quietly." While general praise-like "Good job!" or "Nice work!"-can be useful, research shows that it's not as effective as specific praise when it comes to reinforcing positive behavior.

5. Be Authentic

Giving genuine praise is key. When you provide praise, you really mean it. Praise should be given for behaviors that are important or valued by the school and community. Instead of saying "You guys are awesome!" a teacher could give praise that aligns with the school's value of showing respect: "Great job listening to your classmates' responses, everyone! You are showing me what it means to be respectful."

Examples of Behavior-Specific Praise in the Classroom Environment

Praise statements will vary based on school expectations, student needs, and learning styles, so each teacher's use of behavior-specific praise will look different. But here are a couple of examples to get your teachers started thinking about what praise could look like in their classrooms. Because types of praise-and desired behavior-differ by age group, we've included examples for elementary, middle, and high school students.

Behavior-Specific Praise for Elementary School Students

Thank you for sitting quietly, Table 4! I appreciate you showing respect while the other tables show us their projects.

Amanda, I'm proud of you for sharing with Diego today.

Good job lining up quietly, everyone! I love that you're showing me that you're ready to go to lunch.

Behavior-Specific Praise for Middle School Students

Kai, thank you for facilitating your group today! You did a good job of encouraging everyone to participate.

You did a great job listening to the speaker at today's assembly, Tigers!

Thanks for cleaning up your lab station, Jasmine! It's awesome that you're thinking about our lab safety lessons.

Behavior-Specific Praise for High School Students

This is a really great outline, Matteo! I really appreciate all the research you've done developing your thesis statement.

Thanks for keeping your phones away during class, everyone. Today's lesson had some really important information and it's great that you all paid close attention.

Awesome job on today's poetry presentation, Dylan! Thanks for teaching us all about modern sonnets.

Your school's teachers might find it helpful to include examples of behavior-specific praise statements around the classroom. For example, teachers could post sticky notes on the board with lesson-specific praise stems. Or they could set a goal of using a certain number of praise statements each day, and monitor those statements to ensure students are receiving an equitable amount of positive attention on a weekly basis.

It's also helpful-especially for younger students-to have reminders of positive behaviors in the classroom. For example, a sign that says "Thank you for raising your hand to speak!" continues to set the expectation for a behavior that is valued by the school and community.

How Behavior-Specific Praise Will Change Your Classrooms for the Better

Using praise statements can be an effective classroom management strategy by encouraging expected behavior in students in a meaningful, intentional way. Research shows that when teachers provide frequent, behavior-specific praise:

Student engagement increases

Problematic behaviors decrease

Student learning outcomes improve

Teachers form more positive relationships with students

Classroom climate improves

These benefits can have a major impact on student and teacher wellbeing. When teachers-and administrators-have to spend less time addressing challenging behaviors, they have more bandwidth to focus on student and educator success. And when teachers are able to move beyond behavior challenges in the classroom, they can devote more instructional time to learning and academic success.

Download Panorama's free toolkit to empower educators to use behavior-specific praise

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Behavior-Specific Praise in the Classroom: The Complete Guide

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Learn about behavior-specific praise and how teachers can deliver praise in the classroom, plus age-specific examples of behavior-specific praise.

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In this Intervention Brief, we explore 2x10 Relationship Building, an intervention that empowers educators to build authentic relationships with students and increase their sense of belonging. You can find the 2x10 Relationship Building strategy in the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.
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Quick Summary
Intervention Name: 2x10 Relationship Building (or Two-by-Ten Relationship Building)

Tier(s): 2

Grade Levels: K-12

Description: Support students by spending two minutes per day (for 10 consecutive school days in a row) connecting with a student individually and offering extra social-emotional support.

[Free Download] 15 SEL Intervention Ideas for School and District Teams

2x10 Relationship Building Intervention Overview

2x10 Relationship Building-originally coined the "two-minute intervention" by researcher Raymond Wlodkowski and popularized in Allen Mendler's Connecting with Students-is a Tier 2 intervention that helps build teacher-student relationships, reinforce positive behaviors, and convey genuine support to an individual who might be typecast as a "challenging student."

At its core, the 2x10 strategy is about consistently building relationships with students. Educators (or school leaders) select a particular student and set a goal to engage in a 2-minute conversation with that student for 10 consecutive school days. These conversations might happen at the beginning or end of a class period.

Research shows that implementing the 2x10 intervention can lead to significant improvements in individual student behavior and the broader classroom climate.

Not only can the 2x10 strategy create a positive connection between an adult and an individual student, but adults can also use it to model core SEL competencies such as social awareness, self-awareness, and relationship skills through empathy and active listening.

Who Does the 2x10 Strategy Work For?
The 2x10 Relationship Building intervention works best for students who are having a hard time maintaining positive relationships in the classroom, exhibiting disruptive behaviors, or are in need of extra emotional support. It provides students with a safe outlet to communicate their feelings, emotions, and needs to a trusted adult. This targeted intervention can be used as a behavior support for individual students in elementary school, middle school, or high school.

Consider the following criteria when identifying students who will benefit from the 2x10 strategy:

Students who respond positively to adult attention and connection

Students who are struggling to connect with peers (or adults) in the school community

Student who struggle with emotion regulation, social awareness, and disruptive behavior

How to Implement the 2x10 Strategy

1. Choose one student whom you would like to strengthen your relationship with.

2. Select when you are going to approach the student (e.g., at the beginning of a class period).

3. Find the student and start a conversation with them. To build a productive relationship with a student, adults will likely have to initiate the connection.

4. The focus of these conversations should be:

Brevity.These conversations should last two minutes or under.

Student Voice.Invite them to share something non-academic with you about their day or life. Here are some great get-to-know-you question prompts.

Honesty.Model transparency and authenticity by sharing something personal/non-academic with the student.

If you use Panorama: You can select the "2x10 relationship building" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

"After implementing 2x10 relationship building in response to Panorama survey data, we had an increase of over 6 percent of students who felt a favorable sense of belonging and connection to adults. That's about 75 to 80 kids. Those students also improved their attendance, academics, overall sense of well-being, and SEL strengths."
-Luke Rasmussen, Executive Director of Secondary Education (Read the full story)

Tips for Effective 2x10 Strategy Implementation

Keep the content of the conversation focused on the student's personal interests, not their schoolwork or behavior. Use an interest inventory to ask questions, or use context clues (e.g., what the student is wearing or likes to talk about in class) to help drive the conversations. Find out what their favorite food is or what their hobbies are. The goal is to get to know the child outside of school in an authentic manner.

Consistency is key. Even if the conversations are shorter than ten minutes, they can be beneficial if they occur every school day. Holding a 30-second conversation for 10 days in a row with a student conveys more care than having just one 30-minute conversation.

Ask open-ended questions, and don't be afraid to probe if students start to open up.

Be a persistent, positive role model.

Keep the momentum going after the 10 days and continue to engage the student on a regular basis.

Additional Resources on the 2x10 Strategy and Other Behavior Interventions

Download this packet of 15 evidence-based SEL interventions [includes instructions and templates for use].

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2x10 Relationship Building: How to Do It (and Why It Works!)

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The 2x10 Relationship Building strategy is a Tier 2 behavioral intervention that empowers educators to ritualize a classroom management technique to create a personal connection with students

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Learning System Missouri Schoolwide Positive Behavior Support

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Tier 1 Effective Teaching & Learning Practices (ETLPs) - Learning System Missouri Schoolwide Positive Behavior Support

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Mnemonics are strategies and techniques that aid in memory. A mnemonic keyword connects a new vocabulary word to students' prior knowledge by using a visual depicting the definition to the new vocabulary word. New vocabulary terms are introduced through a similar sounding word (keyword). This keyword is illustrated in such a way that the keyword interacts with critical attributes of the definition of the new word. Lastly, a sentence is created to connect the keyword to the new definition.

Common Core Standards: Varied

Setting: Whole Class, Small Group, Individual

Focus Area: Acquisition, Fluency and Generalization
Full Brief Link

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Mnemonics are strategies and techniques that aid in memory. A mnemonic keyword connects a new vocabulary word to students' prior knowledge by using a visual depicting the definition to the new vocabulary word. New vocabulary terms are introduced through a similar sounding word (keyword).

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Computational Fluency Webinar and Guided Notes Link

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Computational Fluency Webinar and Guided Notes Link

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Our Kansas MTSS & Alignment Math team has partnered again with Dr. Bradley Witzel, a national expert, to bring our districts another webinar! This time we will focus on Building Computational Fluency. We will have two other guests joining us for this webinar - Dr. Jonte Myers, Associate Professor at Georgia State University and Brooke Atwood, Middle School Teacher in North Carolina.

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Our Kansas MTSS & Alignment Math team has partnered again with Dr. Bradley Witzel, a national expert, to bring our districts another webinar! This time we will focus on Building Computational Fluency. We will have two other guests joining us for this webinar - Dr. Jonte Myers, Associate Professor at Georgia State University and Brooke Atwood, Middle School Teacher in North Carolina.

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The Results First Clearinghouse Database is an online resource that brings together information on the effectiveness of social policy programs from nine national clearinghouses. It applies color-coding to the clearinghouses' distinct rating systems, creating a common language that enables users to quickly see where each program falls on a spectrum from negative impact to positive impact. As such, this database can help users easily access and understand the evidence base for a variety of programs.

Please note that the National Registry of Evidence-based Programs and Practices (NREPP) stopped updating in January 2018 and is no longer accessible as of August 2018. Although the Results First Clearinghouse Database still contains NREPP's program reviews, links to its website will direct you to a third-party archived version of the NREPP website, where available.

The Pew Results First Initiative created the Results First Clearinghouse Database to provide users with an easy way to access and understand the evidence base for programs in social policy areas such as behavioral health, criminal justice, education, and public health. More specifically, it allows users to see if there have been rigorous evaluations of a program and, if so, to review information on the program's effectiveness.

The database compiles and displays key information from nine national clearinghouses, including the rating they assigned to each program and the program's description, outcomes, setting, and target population (where available). It also contains a link back to the program's original source page on the clearinghouse website so that users can obtain additional details.

Clearinghouses develop this information by reviewing and summarizing rigorous evaluations of programs within their focus area. Then, they assign a rating to each program using their own methodology and terminology (such as top tier, effective, positive, and model).

The database applies color-coding to the clearinghouses' distinct rating systems, creating a common language that allows users to quickly see where each program falls on a spectrum from negative impact to positive impact. This coding consists of five rating colors that correspond to different levels of impact as shown below.

It is important to note that while the clearinghouses' ratings within each rating color are based on similar criteria, the color does not indicate that their methodologies are identical. In addition, there is an "insufficient evidence" classification included in the database that has no corresponding rating color. This indicates that a program's current research base does not have adequate methodological rigor to determine impact.

A Microsoft Excel version of the database is also available for download.
Download database
There are currently 2400 programs in the database. The graphs below show how these programs are broken out by clearinghouse and by Results First rating color.

How did Results First determine which clearinghouses to include in its database?

In general, the database includes clearinghouses that operate at a national level (such as part of a federal agency), are well-known, examine policy areas that mirror those supported by Results First, and employ a rating system with a clear methodology that requires rigorous evaluations.

How can I learn more about a clearinghouse's review of a particular program?

Each program in the database contains a link to the clearinghouse's source page, which can be accessed by clicking "Learn more ." The source page contains a wealth of additional information on the program. Depending on the clearinghouse, this can include more details on the program's goals, its key components, evaluations reviewed and their findings, implementation resources, and contact information for the developer. It is highly recommended that users visit the clearinghouse's source page to better understand the evidence base for a particular program.

Why are the outcomes, target populations, ages, or settings not specified for certain programs?

The program details are sourced directly from the clearinghouses and some of them do not provide information on outcomes, target population, ages, or settings. When such information is not available, the database displays "not specified."

How can clearinghouses assign different ratings to the same program?

First and foremost, each clearinghouse has its own rating system. As such, clearinghouses have different criteria for the quantity and quality of evidence needed for their ratings. For instance, a program must have two evaluations to receive Blueprints' top rating, while TPP Evidence Review requires only one evaluation for its highest rating. Similarly, CEBC and Social Programs That Work require that evaluations use randomized control trials to receive their top ratings. Other clearinghouses, such as CrimeSolutions.gov and NREPP, consider other rigorous evaluation designs for their highest ratings.

Second, clearinghouses often examine different research for the same program. For example, CEBC and EBCCP review only published, peer-reviewed research, while the rest of the clearinghouses consider evaluations from other sources. As another example, CrimeSolutions.gov requires that evaluations be published after 1990; WWC has different publish date requirements for every topic area; and What Works for Health has no requirements around publication date.

Are the programs in the database evidence-based?

Results First considers every program that is assigned a rating color to be "evidence-based." That is, these programs have demonstrated measurable impact on a desired outcome, gauged by rigorous evaluations that incorporate valid and reliable comparison group designs. Under this broad definition, evidence-based programs don't necessarily have a positive impact. Instead, they can have no impact or even a negative impact. This differs from how many in the field define evidence-based. Each jurisdiction or organization will need to determine what definition best suits their needs. For more information, see "A Common Language for Evidence-Based Programming."

Please note that programs classified as "insufficient evidence" should not be considered "evidence-based".

What does it mean when a program is classified as "insufficient evidence"?

The "insufficient evidence" classification indicates that a program's current research base does not have adequate methodological rigor to determine impact and therefore cannot be considered evidence-based. This classification is applied when a clearinghouse has determined there is not sufficient evidence to rate the program's effectiveness. It is also applied to programs that have received ratings that Results First has determined do not meet the same rigorous standards as the other ratings in the database. For more information, see Rating Colors & Systems.

Note that for programs classified as "insufficient evidence," the database displays only the description (this is not available for WWC), clearinghouse, Results First classification, and Results First category.

How are programs mapped to the different Results First categories?

Results First maps each program to the categories using information available on the clearinghouses' websites. For instance, Results First uses "program outcomes" for Blueprints, "topics" for CrimeSolutions.gov, and "policy area" for Social Programs That Work. Note that each program can be mapped to more than one category. This reflects the fact that programs often span multiple domains.

For more information, please see the Technical Appendix, which is available for download in Rating Colors & Systems.

How do I submit a program evaluation or nominate a program for inclusion in the database?

Results First does not conduct systematic research reviews or rate programs but rather compiles information from clearinghouses. Please consult each clearinghouse's website for more information on its process for submitting program evaluations or nominating programs for review.

How frequently will the Results First Clearinghouse Database be updated?

The database will be updated once every two months to reflect the most accurate data contained within each clearinghouse. Check the database's home page for details about when the most recent update took place.

Can I access the Results First Clearinghouse Database offline?

The database is best experienced online using the interactive tool. However, users can download a Microsoft Excel version with limited functionality. Please visit Overview for a link to download the database.

Back to questions

How did Results First determine which clearinghouses to include in its database?

In general, the database includes clearinghouses that operate at a national level (such as part of a federal agency), are well-known, examine policy areas that mirror those supported by Results First, and employ a rating system with a clear methodology that requires rigorous evaluations.

How can I learn more about a clearinghouse's review of a particular program?

Each program in the database contains a link to the clearinghouse's source page, which can be accessed by clicking "Learn more ." The source page contains a wealth of additional information on the program. Depending on the clearinghouse, this can include more details on the program's goals, its key components, evaluations reviewed and their findings, implementation resources, and contact information for the developer. It is highly recommended that users visit the clearinghouse's source page to better understand the evidence base for a particular program.

Why are the outcomes, target populations, ages, or settings not specified for certain programs?

The program details are sourced directly from the clearinghouses and some of them do not provide information on outcomes, target population, ages, or settings. When such information is not available, the database displays "not specified."

How can clearinghouses assign different ratings to the same program?

First and foremost, each clearinghouse has its own rating system. As such, clearinghouses have different criteria for the quantity and quality of evidence needed for their ratings. For instance, a program must have two evaluations to receive Blueprints' top rating, while TPP Evidence Review requires only one evaluation for its highest rating. Similarly, CEBC and Social Programs That Work require that evaluations use randomized control trials to receive their top ratings. Other clearinghouses, such as CrimeSolutions.gov and NREPP, consider other rigorous evaluation designs for their highest ratings.

Second, clearinghouses often examine different research for the same program. For example, CEBC and EBCCP review only published, peer-reviewed research, while the rest of the clearinghouses consider evaluations from other sources. As another example, CrimeSolutions.gov requires that evaluations be published after 1990; WWC has different publish date requirements for every topic area; and What Works for Health has no requirements around publication date.

Are the programs in the database evidence-based?

Results First considers every program that is assigned a rating color to be "evidence-based." That is, these programs have demonstrated measurable impact on a desired outcome, gauged by rigorous evaluations that incorporate valid and reliable comparison group designs. Under this broad definition, evidence-based programs don't necessarily have a positive impact. Instead, they can have no impact or even a negative impact. This differs from how many in the field define evidence-based. Each jurisdiction or organization will need to determine what definition best suits their needs. For more information, see "A Common Language for Evidence-Based Programming."

Please note that programs classified as "insufficient evidence" should not be considered "evidence-based".

What does it mean when a program is classified as "insufficient evidence"?

The "insufficient evidence" classification indicates that a program's current research base does not have adequate methodological rigor to determine impact and therefore cannot be considered evidence-based. This classification is applied when a clearinghouse has determined there is not sufficient evidence to rate the program's effectiveness. It is also applied to programs that have received ratings that Results First has determined do not meet the same rigorous standards as the other ratings in the database. For more information, see Rating Colors & Systems.

Note that for programs classified as "insufficient evidence," the database displays only the description (this is not available for WWC), clearinghouse, Results First classification, and Results First category.

How are programs mapped to the different Results First categories?

Results First maps each program to the categories using information available on the clearinghouses' websites. For instance, Results First uses "program outcomes" for Blueprints, "topics" for CrimeSolutions.gov, and "policy area" for Social Programs That Work. Note that each program can be mapped to more than one category. This reflects the fact that programs often span multiple domains.

For more information, please see the Technical Appendix, which is available for download in Rating Colors & Systems.

How do I submit a program evaluation or nominate a program for inclusion in the database?

Results First does not conduct systematic research reviews or rate programs but rather compiles information from clearinghouses. Please consult each clearinghouse's website for more information on its process for submitting program evaluations or nominating programs for review.

How frequently will the Results First Clearinghouse Database be updated?

The database will be updated once every two months to reflect the most accurate data contained within each clearinghouse. Check the database's home page for details about when the most recent update took place.

Can I access the Results First Clearinghouse Database offline?

The database is best experienced online using the interactive tool. However, users can download a Microsoft Excel version with limited functionality. Please visit Overview for a link to download the database.

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To assist policymakers at all levels of government in identifying evidence-based programs and making data-driven budget decisions, the project has created the Results First Clearinghouse Database. This one-stop online resource provides policymakers with an easy way to find information on the effectiveness of various interventions as rated by eight national research clearinghouses.

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

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Academic Data (MAP, STAR, GOLD, etc.)

Behavior/SEL Data (discipline, attendance, chronic absenteeism)

English Learner Enrollment # and % by Building/District

Special Education Enrollment # and % by Building/District

MTSS Data Sources RIMSD.docx

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Step 1: DISTRICT-WIDE_ RIMSD Foundational Assessment .docx

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Step 3: DISTRICT-WIDE_RIMSD Driver Diagrams.pptx

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Step 4: DISTRICT-WIDE_RIMSD Tiers of Instruction & Intervention

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Video 35: Partner Reading (REL Southeast)

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Rock Island Here's What, So What, Now What Protocol