Enhancing the Effectiveness of Early Intervention Teams through the
Reflective Team Process (RTP)
Is your early intervention process as effective as it could be? Is time built in for your team(s) to reflect on and refine their current practice(s)? Are your efforts to support early intervention practices resulting in improved student achievement?
If the answer is NO to any or all of the above questions, then you may want to consider participating in this on-site, job-embedded professional development activity offered by SERC. This reflective process has proven to be very beneficial for early intervention teams, or other collaborative problem solving/instructional support teams (such as SAT or CST teams), as it provides an opportunity to dialogue with colleagues about your building’s current early intervention process. Feedback from schools who have participated in this technical assistance activity has been very positive. The time spent reflecting and learning with colleagues has reportedly re-energized teams and helped them to clarify and refine their process, as well as identify ways that early intervention can be embedded into the daily practice of their school.
If the answer is NO to any or all of the above questions, then you may want to consider participating in this on-site, job-embedded professional development activity offered by SERC. This reflective process has proven to be very beneficial for early intervention teams, or other collaborative problem solving/instructional support teams (such as SAT or CST teams), as it provides an opportunity to dialogue with colleagues about your building’s current early intervention process. Feedback from schools who have participated in this technical assistance activity has been very positive. The time spent reflecting and learning with colleagues has reportedly re-energized teams and helped them to clarify and refine their process, as well as identify ways that early intervention can be embedded into the daily practice of their school.
