Early Intervention Project Proposal for

Continuum of Support Specialized Individual Support 1-7% (Individual Student System) Interventions 5-15% (At-Risk System) Universal Programs 80-90% (School-Wide & Classrooms Systems) All Students in School (Horner, 1998)

Student Outcomes Address Intensity of Need for a Few Students Close Achievement/ Performance Gaps for Some Students Ensuring Effective Instructional Practices and Promoting Positive Educational Outcomes for All Students All Students in School (Horner, 1998) School-Wide Individual Support

(Horner, 1998) Three Tiered Approach Communication with Family Informal Collaboration with Colleagues Grade Level Teams School- Improvement Team Peer Coaching Case Partner Fluid/Core Team School-Wide Individual Support All Students in School Focused Team Support

EIP Components

(Horner, 1998) Leadership Collegial Climate Culture of School Common Planning School- Improvement Plan Professional Development Vision Mentoring/Extra Support Time for Process Focused Assistance Allocation of Resources School-Wide Culture Individual Support All Students in School Sustainability Family Partnerships Accountability Strategic Alignment of Resources Increased Involvement

(Horner, 1998) Strategic Decision-Making Learning for All Students Data-Driven Monitoring of Student Progress School-Climate & Behavior Instructional Practice In-Depth Analysis Interventions & Monitoring Intensive Interventions & Monitoring Curriculum Development Universal Practices Specialized Strategies All Students in School Problem-Solving Implementation Integrity

(Horner, 1998) Collegial Support Reflective Practice Collective Responsibility Shared Leadership Parity Co-teaching Mentoring/Modeling Specialized Support “Expert” Advice Specialized Assistance Peer-Coaching Collaboration Collaborative Consultant All Students in School Effective Communication Skills Collegial Climate

(Horner, 1998) Assessment & Reflective Practice Student Learning Behavior/Discipline Environment Curriculum-Based Instructional Practice In-Depth Analysis Increased Objectivity Formal Assessments Curriculum Development Universal Assessment Focused Assessment All Students in School Reflective Practice Examining Student Work Problem Validation Monitoring Student Progress

(Horner, 1998) Instructional Repertoire Cooperative Learning Strategies Embedded Strategic Instruction CCT/CCL Comprehensive Literacy Positive Behavior Support Specific Accommodations Skill &/or Strategy Instruction Intensive Skill Development Differentiated Instruction Effective Teaching Practices Individualized Direct Instruction All Students in School Sheltered Instruction Generalization of Strategies Classroom Routine

(Horner, 1998) Accountability & Documentation Record Keeping of Student Progress School-Improvement Plans School-wide & Classroom Data Documentation of Instruction & Student Outcomes Grade Level Transitioning Graphing of Student Progress Individualized/ Group Action Plans Comprehensive Documentation Effective Communication Universal Documentation In-Depth Documentation All Students in School

Time for Feedback Purpose: –Establish shared meaning regarding conceptualization of EIP Non-purpose: –Limit focus to former/future content of EIP training

In Small Groups Examine component for content (20 minutes) –Add –Modify –Raise questions Groups will rotate (10 minutes)

Time to Re-Group Time to regroup for subgroup work Purpose –To expand and develop comprehensive components which include practices, organizational structures, and skills. Non-Purpose –To develop the actual training session Based on defined student outcomes for three tiers

Student Outcomes Address Intensity of Need for a Few Students Close Achievement/ Performance Gaps for Some Students Ensuring Effective Instructional Practices and Promoting Positive Educational Outcomes for All Students All Students in School (Horner, 1998) School-Wide Individual Support

Time to Re-Group Based on defined student outcomes for three tiers: instructional practices and policiesWhat instructional practices and policies will most effectively and efficiently produce these outcomes at each tier? –Decisions need to take into consideration research explored by original subgroups.

Time to Re-Group Based on defined student outcomes for three tiers: organizational structuresWhat aspects of organizational structures need to be in place for those practices and policies to be implemented? knowledge and skillsWhat knowledge and skills do educators need to have in order to implement the prescribed practices and policies?

Next Steps Complete Reflection/Feedback Form by Wednesday, February 11 th Prioritize preferences for next round of subgroup work. Review original subgroup’s work prior to next meeting. Time will be provided at next meeting for subgroup work.

Tentative Agenda Next Meeting - March 9 th, 8:30-11:30 –Review RTP Process (20 minutes) –Report from Susan C. re: Student Data (30 minutes) –Case Study based on Three-Tiered Approach (40 minutes) –Subgroup Time (TBD)