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SERC - www.ctserc.org Professional Development and Information Resources for 
Connecticut's Educators and the Families They Serve 
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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.

eip A Facilitated Dialogue to Support and Enhance the Effectiveness of Early Intervention Teams

SERC is offering school-based teams the opportunity to reflect on their beliefs, actions, and experiences with early intervention. This on-site, job-embedded professional development activity is ideal for Early Intervention Teams, Student Assistance Teams, Child Study Teams, and other collaborative problem-solving/instructional support teams, such as grade level teams. SERC’s Reflective Team Process (RTP) helps teams to refine their current practice.

Through purposeful inquiry, SERC Consultants will assist school faculty and administration to establish shared understanding as to the effectiveness of their current process and how to support the school’s continued efforts to enhance early intervention practices that will result in improved student achievement.

Based on outcomes of a case study review and a staff survey analysis, this reflective process is a mutually positive learning experience for participating school-based teams and SERC. Schools feel re-energized from this valuable learning process and are better able to identify how they can embed intervention early in the daily practice of the school. SERC gains greater insight into the long-term effectiveness of early intervention resulting in student success and determines how to best direct SERC’s future professional development activities and technical assistance to support districts’ sustainability efforts.

What are people saying about RTP?

check“This was an eye-opening day. It validated my professional philosophy and my daily practice.” (Elementary Educator)

check“The conversation helped to better our understanding of where we are and where we are going.” (Elementary Educator)

check“We were able to use our existing process as a model and analyze it and see where change was appropriate.” (High School Educator)

check“My team will make better use of the process and work towards adopting this as a philosophy.” (Middle School Educator)

check“This opportunity helped us to review and evaluate our EIP’s process and flowchart, as well as to determine the areas that need strengthening and how to train/inform the school’s staff.” (Elementary Educator)

check“This information will assist us as a staff to help each individual student grow and achieve in spite of problems they are experiencing.” (Elementary Educator)

 

RTP participants will:

• utilize the reflective process to enhance instructional practices resulting in improved student outcomes;

• examine and self-assess current practices for providing support to teachers striving to meet the needs of individual students;

• analyze the implementation integrity of instructional strategies and intervention plans designed to create conditions of success for students; and

• develop a strategic plan for next steps based on analysis of reflections in order to continue the enhancement of early intervention practices designed to support positive student outcomes.

School or district administrators interested in this process must commit to a full day (9:00 a.m. to 3:00 p.m.) for this on-site professional development with SERC Consultants. Participation requires a team of 5 to 15 faculty members selected to represent the school’s early intervention process and must include the building administrator. District level administration and personnel are encouraged to participate. Questions may be directed to Michelle LeBrun-Griffin, SERC/EIP Consultant, (860) 632-1485, ext. 321, or griffin@ctserc.org.

How to request an RTP

Building or district level administrators should contact SERC with the following information to request an RTP:

  • Contact Name, Title/Position
  • Email Address
  • Phone Number
  • District and School
  • Brief statement of reason for interest in Reflective Team Process and anticipated outcomes

Mail to:

SERC/EIP
attn Linda Zorovich, Unit Coordinator
25 Industrial Park Road
Middletown, CT 06457-1520.

Schools interested in participating will be contacted by email for additional information and date selection.

 

 
S E R C • 25 Industrial Park Rd • Middletown, CT 06457-1520 • 860-632-1485 • info@ctserc.org
www.ctserc.org
updated 03/17/2005