Академический Документы
Профессиональный Документы
Культура Документы
The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams (Elementary Schools)
November 18 & 19, 2010, Four Points Sheraton, Meriden, and January 12 & 13, 2011, Crowne Plaza, Cromwell
9:00 a.m. to 3:30 p.m.
2.5 CEUs will be awarded for full attendance all 4 days and completion of a Post‐Activity Application of Learning
Assignment
Participants will examine the knowledge, beliefs, skills, instructional practices, and organizational structures needed
for implementation and sustainability of the early intervention process within the context of SRBI; analyze
collaborative decision‐making; discuss how to embed the philosophy and principles of early intervention into daily
practice; examine the role of early intervention in reducing the racial predictability of student achievement; practice
an intervention planning process that includes analyzing current performance, defining desired outcomes, selecting
suitable interventions based on student needs, monitoring student progress, and evaluating intervention
effectiveness; and assess current team functioning and modify it to improve team efficiency and effectiveness.
For more information or to register online, please visit
www.ctserc.org
The Intersection of EIP and SRBI: Core Skills Training for Early Intervention Teams (Secondary Schools)
December 8 & 9, 2010, Four Points Sheraton, Meriden, and February 2 & 3, 2011, Marriott Courtyard, Cromwell
9:00 a.m. to 3:30 p.m.
2.5 CEUs will be awarded for full attendance all 4 days and completion of a Post‐Activity Application of Learning
Assignment
Participants will examine the knowledge, beliefs, skills, instructional practices, and organizational structures needed
for implementation and sustainability of the early intervention process within the context of SRBI; analyze
collaborative decision‐making; discuss how to embed the philosophy and principles of early intervention into daily
practice; examine the role of early intervention in reducing the racial predictability of student achievement; practice
an intervention planning process that includes analyzing current performance, defining desired outcomes, selecting
suitable interventions based on student needs, monitoring student progress, and evaluating intervention
effectiveness; and assess current team functioning and modify it to improve team efficiency and effectiveness.
2010-2011 EIP Professional Development Offerings
continued…
EIP Case Partner Training: Building Collaborative Partnerships (Grades PreK‐12)
February 10 & 17, 2011, SERC Library Community Room, Middletown
9:00 a.m. to 3:30 p.m.
1.5 CEUs will be awarded for full attendance all 4 days and completion of a Post‐Activity Application of Learning
Assignment
A case partner is an educator who supports a colleague through the collaborative strategic decision‐making process
in order to provide early intervention for the instructional, behavioral, and social‐emotional needs of students. The
case partner may help the partner teacher complete a request for assistance form, collect and analyze data,
determine the focus area for improvement and desired outcome, create an intervention plan, monitor the plan,
and/or evaluate the effectiveness of the plan. S/he might also model teaching practices or act as a coach for the
partner teacher. Schools have found the use of case partners to be a crucial feature in increasing the efficiency and
effectiveness of their early intervention process, especially as they integrate their early intervention process into the
SRBI framework.
This two‐day session will address the essential skills that are needed to build a collaborative school culture,
strategically deploy school‐wide expertise, and become an effective case partner in the early intervention process. It
will examine the various responsibilities of a case partner and the levels of support that can be provided.
Progress Monitoring for Student Success (Grades PreK‐12)
March 31 and April 29, 2011, SERC Classroom, Middletown
9:00 a.m. to 3:30 p.m.
1.5 CEUs will be awarded for full attendance all 4 days and completion of a Post‐Activity Application of Learning
Assignment
This training will assist participants with the art and science of progress monitoring. Through a case study,
participating school‐based teams will leave with a better understanding of the key features of an effective
monitoring system, including how to use data to inform instruction, document effectiveness of intervention(s), and
measure response to intervention(s) based on level and rate of student progress over time. Communicating with
families, illuminating potential areas for bias in the decision‐making process, and determining the effectiveness of an
individualized education program (IEP) for students receiving special education supports and services also will be
discussed. School‐based teams will be asked to bring an anonymous case study of a student who is struggling
academically or behaviorally, including supporting data and documentation.