Dec 30, 2015
Early Intervention Project20th AnniversaryNovember 5, 2004
Early Intervention ProjectRevisiting Our History
EIP VisionThe Early Intervention Project (EIP) empowers people to create interdependent partnerships to help all children learn and experience success.
EIP GoalsThe 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; andto reduce the inappropriate special education classification of students, especially those from minority groups.
EIP Student DataFor 2003-2004BethelBloomfieldBristolCheshireColchesterDanburyEastfordEast HaddamEast HartfordEast HamptonGreenwichManchesterMansfieldMilfordNaugatuck New HavenNorth HavenPlymouthRocky HillSeymourSheltonSouthingtonStaffordThomastonTollandVernonWallingfordWaterburyWest HavenWethersfieldWindsorRSD #15
Student DataData from 2003-2004Number of Students Tracked=3,919Words & Numbers
Student DataWords & NumbersundeterminedReferred to PPT, 19%Data from 2003-2004Number of Students Tracked=3,919
The Harvard ReportIn 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.
EIP SurveyIn 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.
Additional Questions That Have Been RaisedDoes EIP meet its original goals?
Does EIP influence inclusive practice for all students, including students with disabilities?
RTPsQuality 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.
Early Intervention ProjectLessons Learned
Lesson # 1Concepts 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.
Lesson # 2Schools 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.
Lesson # 3In order to ensure implementation integrity regarding interventions, school leaders need to increase accountability for instructional changes to improve student outcomes.
Leading Complex ChangeM. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
Leading Complex ChangeM. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
Lesson # 4Early 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.
(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)Intensive1-7%(Specialized Student System)Intervention5-15%(At-Risk System, Supplemental)Universal80-90%(District, School-Wide, & Classrooms Systems)All Students in SchoolContinuum of Support
One Example of the Three Tiered Approach(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)Partnerships with FamiliesCollaboration with ColleaguesCurriculumSchool-ImprovementPositive Behavior Supports Case PartnerGrade Level/Ad Hoc TeamFocused Team SupportDifferentiated InstructionCommon PlanningAll Students in School
Lesson # 5General 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.
Lesson # 6More 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.
Words & Numbers, 2000
Lesson # 7Data 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.
Lesson # 8Reflective practice is consistently proving to result in refining and enhancing instructional practice.
EIP is a vehicle of this type of job-embedded professional development.
Lesson # 9Interventions 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.
The Achievement GapsDemands/SkillsYears in School
Lesson # 10Schools 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.
Early Intervention ProjectNew Directions
Components of EIPLeadershipCollegial Support & Family PartnershipsStrategic Decision-MakingAssessment & Reflective PracticeInstructional Repertoire Accountability & Documentation
This SERCs EIP vision. Use this to demonstrate the importance of shared meaning, vision, and purpose.A sharp and adequately communicated vision provides understanding where the organization is going and why. It provides implementers with the background to make good decisions during the execution. Implementers who have mastered the needed skills demonstrate confidence in forwarding the initiative, while those who have a clear incentive become engaged. Commitment flows from a demonstration by the organization that it is supporting the change with resources, while knowing what steps to take produces advocates for change.Successful change requires five major components for success: 1) a clear vision, goal, or direction that has been communicated and owned by the change implementers, 2) the implementers ability to perform using newly learned or existing skills, 3) a desire to change the organizations information, human resources, and communication systems as well as resources such as budget, personnel, equipment, and space, and 5) sufficiently detailed plans to guide action as well as measures developed for key milestones. When one of the component is missing, the lack can be detected in the organization and derail the process. The impact is depicted in the graph.Special education and Sec. 504 are part of the full continuum. Students with disabilities can be very successful in universal practices (in green) and may not need much additional support at all. Vice Versa, there are students with high levels of concern or need (in purple) who need as much if not more support than students who qualify for special education or 504. These students have needs that are not a direct result of a disability and therefore do not qualify for special education or 504, however, they still need support. EIP is the entire continuum of support, not just the top two areas.
Reflection question: Now look at what was defined as early intervention. How does this information change it? How does it support it?
Refection question: Does this continuum look like our school? Why or why not? What does this tell us about our universal practices?
The school-wide approach to EIP can be represented on the three tiers. The green represents what we do everyday for ALL students. These things include the school improvement plan, district curriculum, school-wide Positive Behavior Support (PBS) expectations, partnerships with families, and our differentiated instruction.
To help provide support and develop intervention plans for students who are in need of additional support (in blue), we could use weekly grade level teams. These teams would use curriculum and observational-based assessments to collaboratively develop effective intervention plans. As needed, these teams might need the support of a case partner, who has specific knowledge, strategies, and skills needed to help the team develop effective intervention strategies. These case partners can be general education teachers, special education teachers, literacy or numeracy consultants, behavior specialists, or support personnel.
To provide a more intense level of support, we need the assistance of a specialized team. This team should be comprised of administrators, those who know the students best, such as families and general education teachers, and personnel who have the specific knowledge, strategies, and skills needed to address the students needs, e.g., literacy. This team meets on a regular basis and uses the same format as the grade level team to address needs, but provides a more intense look at the concern and provides a more intense level of support to the general e