EIP - Early Intervention Project

In the spring of 2007, SERC, in collaboration with the CSDE, awarded four three-year grants with funds from the Office of Special Education Programs (OSEP), to assist with the expansion of early intervening services – a school improvement strategy designed to proactively provide appropriate services to students who may be struggling – in Connecticut’s schools. Schools with strong early intervening services provide students with the supports they need to experience success, rather than waiting to address a concern after it has become more significant.

Greene-Hills and Ivy Drive elementary schools in Bristol, Two Rivers Magnet Middle School of CREC, Hamilton Avenue Elementary School in Greenwich and Regan and Wendell Cross elementary schools in Waterbury were selected to serve as “model sites” due to their high level of use of differentiated instruction and early intervention, designed to meet the needs of all students and frequent monitoring of student progress, enabling educators to make informed educational decisions. Through the provision of on-site training and technical assistance, these schools were able to implement effective prevention and early intervention practices that were able to be replicated in several schools in each district.

The purpose of the Early Intervention Project (EIP) is to empower educators to meet the instructional and behavioral needs of students in the classroom, as schools and families come together to form interdependent partnerships focused on student progress. These collaborative partnerships promote collective responsibility for all students, contribute to the development of school-wide learning communities, and foster school-wide implementation of effective instructional practices and early intervening services/response to intervention (RtI), thus reducing inappropriate referrals for special education evaluation and improving student achievement.

For more information, please call or e-mail:

Jared Lancer, Consultant 
(860) 632-1485 x 388
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Dana Gordon-Gannuscio, Project Assistant
(860) 632-1485 x 231
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EIP Vision and Beliefs

All schools in Connecticut will have school-wide learning communities in which the conditions for collective responsibility and early intervention are embedded into daily practice in order to improve outcomes for all students.

Components of EIP:

  • Leadership
  • Collegial support and family partnerships
  • Strategic decision-making
  • Assessment and reflective practice
  • Instructional repertoire
  • Accountability and documentation

Belief Statements:

  • District and building-level administrators understand the philosophy and underlying principles of early intervention contributing to the development of school-wide learning communities and a continuum of support that utilizes flexible teaming and partnerships to address all levels of concerns in an immediate manner.
  • Building principals act as instructional leaders and effectively and persistently communicate the vision of early intervention to all staff, parents, and students.  The principal understands and applies the characteristics of effective schools in the management of instructional programs.
  • The school climate is conducive to teaching and learning.  School-family-community partnerships are present and positive; parents understand and support the school’s mission and are given the opportunity to play an important role in helping the school achieve that mission.  There is a climate of high expectations for all students to attain mastery of essential skills and content.  Staff believe that, collectively, they have the capability to help all students achieve mastery.
  • Student academic progress is measured frequently. A variety of assessment procedures are used.  The results of the assessments are used to inform practice and improve individual student performance.  There is evidence of data-based decision-making with an emphasis on the analysis of data to ensure the focus area in need of improvement is clearly defined and the accuracy of the intervention.

EIP Participating Schools

Since 2001, the following districts in Connecticut have had schools participate in EIP. 

(NOTE: this list does not necessarily reflect a school’s current participation.)

Bethel Bloomfield Branford
Chaplin Cheshire Colchester
Danbury Eastford East Haddam
East Hampton East Hartford East Haven
Ellington Greenwich Manchester
Mansfield Meriden Naugatuck
New Haven Newington North Branford
North Haven Plymouth Portland
Region 15 Rocky Hill Seymour
Shelton Southington Stafford
Thomaston Tolland Vernon
Wallingford Waterbury West Haven
Westbrook Wethersfield Windsor
Windsor Locks Bristol Milford


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