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Early Intervention Project

Early Intervention Project. 20 th Anniversary November 5, 2004. Early Intervention Project. Revisiting Our History. EIP Vision. The Early Intervention Project (EIP) empowers people to create interdependent partnerships to help all children learn and experience success. EIP Goals.

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Early Intervention Project

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  1. Early Intervention Project 20th Anniversary November 5, 2004

  2. Early Intervention Project Revisiting Our History

  3. EIP Vision The Early Intervention Project (EIP) empowers people to create interdependent partnerships to help all children learn andexperience success.

  4. EIP Goals The goals of the original grant (written in 1984) were: • to reduce inappropriate referrals to special education; • to reduce the number of inappropriate referrals for formal testing and evaluation; and • to reduce the inappropriate special education classification of students, especially those from minority groups.

  5. Student Data Data from 2003-2004 Number of Students Tracked=3,919 Words & Numbers

  6. Student Data Data from 2003-2004 Number of Students Tracked=3,919 undetermined Referred to PPT, 19% Words & Numbers

  7. The Harvard Report • In 2000, a Harvard study was conducted examining the issue of disproportionality in special education. Connecticut was cited as one of the states identified as in need of improvement in this area. • As a result, thirty-four (34) districts were invited to a summit based on overrepresentation data. Eighteen (18) of these districts had some level of EIP involvement at various schools. • This prompted questions about sustainability and implementation integrity of EIP since the results do not demonstrate progress toward one of the original EIP goals.

  8. EIP Survey • In 2001, a survey was conducted by Words & Numbers with EIP team members to examine issues regarding the implementation integrity and sustainability of EIP. • Sustainability is difficult to maintain without on-going high quality professional development and an actively involved building administrator. • Teams tend to have difficulty implementing the problem-solving process with integrity.

  9. Additional Questions That Have Been Raised • Does EIP meet its original goals? • Does EIP influence inclusive practice for all students, including students with disabilities?

  10. RTPs • Quality Team Assurance, renamed Reflective Team Process (RTP), has been utilized to examine the sustainability of EIP and is a leading source of information about the status of implementation of the project. • Eighty-four (84) schools have participated.

  11. Early Intervention Project Lessons Learned

  12. Lesson # 1 Concepts of pre-referral tend to impede the overall philosophy of EIP. EIP is not a specific model. EIP needs to be marketed as a philosophy.

  13. Lesson # 2 Schools with productive and effective early intervention processes have committed building level leadership, who understand and embed the concepts and principles of early intervention within the school culture.

  14. Culture and Climate Organizational Structures Practices Core Values

  15. Lesson # 3 In order to ensure implementation integrity regarding interventions, school leaders need to increase accountability for instructional changes to improve student outcomes.

  16. ACTION PLAN VISION CAPABILITIES INCENTIVES RESOURCES SUCCESS Confidence UNDERSTANDING Engagement Commitment Advocacy Leading Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.

  17. ACTION PLAN VISION CAPABILITIES INCENTIVES RESOURCES SUCCESS ACTION PLAN CAPABILITIES INCENTIVES RESOURCES CONFUSION ACTION PLAN VISION INCENTIVES RESOURCES ANXIETY ACTION PLAN RESTRANT; RESISTANCE VISION CAPABILITIES RESOURCES ACTION PLAN VISION CAPABILITIES INCENTIVES FRUSTRATION FALSE STARTS VISION CAPABILITIES INCENTIVES RESOURCES Leading Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.

  18. Lesson # 4 Early intervention is a philosophy focused on collective responsibility that should be part of a whole school culture, not particular to a core team. Families are an integral part of the whole school culture.

  19. Individual Support School-Wide Intensive 1-7% (Specialized Student System) Continuum of Support Intervention 5-15% (At-Risk System, Supplemental) EIP General & Special Education/504 Universal 80-90% (District, School-Wide, & Classrooms Systems) All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

  20. Individual Support School-Wide One Example of the Three Tiered Approach Focused Team Support Case Partner Grade Level/Ad Hoc Team Curriculum Common Planning Positive Behavior Supports Partnerships with Families Collaboration with Colleagues School-Improvement Differentiated Instruction All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

  21. Lesson # 5 General education membership has been a consistent and steady part of EIP. This practice needs to continue as an integral part of the process in order to ensure EIP is maintained as a function of general education.

  22. Lesson # 6 More time appears to be spent on problem “admiration” rather than on actual problem-solving. Problem-solving needs to be viewed as a form of data-based decision-making.

  23. Words & Numbers, 2000

  24. Lesson # 7 Data are collected regularly, however, the analysis of assessments need to be used as a strategic part of decision-making and to assist with more accurate problem identification.

  25. Lesson # 8 Reflective practice is consistently proving to result in refining and enhancing instructional practice. EIP is a vehicle of this type of job-embedded professional development.

  26. Assessment Evaluation Planning Assessment Instruction Assessment Reflective Practice Student Outcomes

  27. Lesson # 9 Interventions tend to mirror general teaching strategies rather than researched-based, quality interventions. Brainstorming in and of itself does not necessarily result in quality intervention development. The skills and strategies taught must match specific student needs and reflect cultural and linguistic influences.

  28. Accommodations & Modifications Skills & Strategies  The Achievement Gaps Demands/ Skills Years in School

  29. Lesson # 10 Schools need to have effective and efficient ways of documenting student progress as evidence of the impact of change in instructional practices. Monitoring needs to be emphasized as accountability for implementation integrity of interventions to ensure successful student outcomes.

  30. Early Intervention Project New Directions

  31. Components of EIP • Leadership • Collegial Support & Family Partnerships • Strategic Decision-Making • Assessment & Reflective Practice • Instructional Repertoire • Accountability & Documentation

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