The+EIP+Process

Scientifically Research-Based Intervention and the Early Intervention Process Elementary School Handbook
(Full Handbook-Click to read complete document)
 * Introduction**

We have developed a model for scientifically research-based intervention (SRBI) in response to Connecticut’s Framework for Response to Intervention (RTI) developed by the Connecticut State Department of Education (February 2008). This handbook should act as a resource to our elementary schools as they plan for the delivery of interventions in the areas of literacy, mathematics and behavior.


 * What is a Scientifically Research-Based Intervention (SRBI) Model?**

SRBI refers to a process that monitors how well students’ respond to changes in instruction. This process is a new way of providing assistance to students before they fail. The goal is to quickly identify those in need of help, provide interventions that have been shown to be effective with other students, and then monitor their progress to determine if the interventions are working. If an intervention is not working, then changes to the intervention need to be made and monitored for effectiveness.

__Important elements of SRBI include:__
 * Students receive high quality, research-based instruction by qualified staff in their general education setting.
 * General education instructors and staff assume an active role in students’ assessment in that curriculum.
 * School staffs conduct universal screening of (a) academics and (b) behavior.
 * School staffs implement specific, research-based interventions to address a student’s difficulties.
 * Continuous progress monitoring of student performance occurs (weekly or biweekly).
 * School staffs use progress-monitoring data and decision rules to determine interventions’ effectiveness and needed modifications.
 * Systematic assessment of the fidelity or integrity with which instruction and interventions are implemented.

__Core component of the SRBI process include:__

All students are assessed with reliable, valid, time-efficient measures of academic skills to identify those who are “at-risk.” Early interventions are the most efficient and effective. School staffs implement specific, research-based interventions to address a student’s difficulties. Student progress is assessed frequently so that progress can be examined and changes made if necessary Skills are monitored and if desired progress is not obtained, interventions increase in intensity. A student’s performance is assessed with the data obtained during the interventions and decisions are made based on that data.
 * //School-Wide Screening//
 * //Early Intervention//
 * //Research-Based Interventions//
 * //Frequent Review of Student Progress//
 * //Interventions Increase in Intensity//
 * //Decisions Based on Data//