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K-Shield Educational Journey

Educator Intervention Plan of Action (EIPA)

For Kids ages 5 to 11+

The Educator Intervention Plan of Action is purposefully modeled after the Response to Intervention (RTI) – a multi-tier approach used throughout the nation within the public-school sector to support the early identification of students with learning needs

When an area assessed in the screening requires strengthening, the Educator Instruction Plan of Action starts to assist students in general education with interventions which increase in intensity as the child progresses.

EIPA can significantly streamline the Intervention process for private schools, empowering educators with evidence-based instruction plans, data collection and progress monitoring, while providing parents with extensive information about their child’s progress, instruction, and interventions used.

The Educator Intervention Plan of Action was specifically developed to assess children in pre-literacy and reading skills.

The areas being targeted are as follows: Concepts of Print, Phonological/Phonemic Awareness, Phonics, Fluency, Reading Comprehension and Reading Vocabulary.

The importance of reading for children cannot be underestimated. Reading benefits a child’s education, social and cognitive development, wellbeing, and their mental health. Learning to read in the first years of primary school is critical for your child’s memory and success in future grades. Literacy is the cornerstone of development.

Many struggling readers will skip words when reading, preferring instead to read the words they recognize first and fill in the unknown words later.

Children may struggle with reading for a variety of reasons, including limited experience with books, speech and hearing problems, and poor phonemic awareness to name a few.

Our special educators can identify the area of concern(s) in reading and customize an Educator Intervention Plan of Action that will target deficits in reading that are in need of strengthening.  Through careful progress motoring/data collection, the special educator and parent/caregiver will oversee the intervention and determine if further actions need to be implemented. 

EIPA includes customized reading programs:

Concepts of Print refers to the awareness of “how print works”. This includes the understanding of the concept and what books, print, and written language are, and how they operate. It incorporates several understandings that allow the reading process to take place. A customized intervention program can assist with understanding that print conveys a message, knowledge about book orientation and directionality of print, distinction between sentences, words and letters, and knowledge of the alphabetic system and the difference between letters and words. Evidence based interventions implemented with fidelity can assist students at risk for reading difficulty that include concept of print the building block of reading.

Phonological awareness is the ability to recognize and manipulate sounds in words. Children who have phonological awareness can identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds.

customized intervention program can assist children in developing phonological awareness and phonemic awareness skills through several activities. Evidence based interventions implemented with fidelity have been proven to improve reading skills in the areas of phonological and phonemic awareness.

Phonemic awareness is the ability to hear and manipulate individual sounds in spoken words. Phonemic awareness is important because it is the foundation for spelling and word recognition skills. Students at risk for reading difficulty often have lower levels of phonological awareness and phonemic awareness than their peers.

customized intervention program can assist children in developing phonological awareness and phonemic awareness skills through several activities. Evidence based interventions implemented with fidelity have been proven to improve reading skills in the areas of phonological and phonemic awareness.

Reading fluency is defined as the ability to read with speed, accuracy, and proper expression. To understand what is read, students must be able to read fluently whether they are reading aloud or silently. A customized reading fluency intervention program can assist in improving reading fluency skills.  Evidence based activities implemented with fidelity have been proven to help children recognize words on sight, assist students who sound choppy while reading due to difficulties with decoding skills or due to lack of practice. Fluency is also important for motivation; children who find reading challenging tend to not want to read.

Vocabulary refers to the words known by a student, understood, and used to communicate effectively. In school terms, it may refer to as oral vocabulary or reading vocabulary. A customized reading vocabulary program can assist the student in developing strategies to determine meanings of unknown words, using context clues, and making connections to comprehend texts. Evidence based interventions implemented with fidelity have been proven to improve reading skills in vocabulary.

Reading comprehension is the ability to read text, process the text and understand the meaning of the text. A customized reading comprehension intervention program provides activities to assist struggling readers to develop their comprehension skills. Reading research has shown that comprehension skills can help students understand and remember what they read, communicate with others, verbally and in writing, while assisting students to draw on prior knowledge and experience to make inferences. Evidence based interventions implemented with fidelity have been proven to improve reading skills I the area of comprehension.

Act fast! Order now!

Choose the best date for scheduling Educator Intervention Plan of Action (EIPA)

Educator Intervention
Plan of Action (EIPA)

$450

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How It Works – EIPA

1. Choose the date and time from the calendar for your Educator Intervention Plan of Action meeting with the Special Educator.

2. After payment, you will receive by email an Intake Form to fill out and submit. Our Special Educator will review your intake, video of the area of concern and the Educator Intervention Screening (EIS) to formulate the EIPA. Once completed, this will be placed in your (Client Secure Library) by the Special Educator.

3. Within 48 hours before your first consultation with the Special Educator, you will receive by email a link to review the Educator Intervention Plan of Action (EIPA), on your restricted area (Client Secure Library).

4. At the time of the first video consultation (30 minutes), the Special Educator will review the EIPA, to ensure you understand the plan in its entirety.

5. At the second consultation (24 hours post first consultation), the Special Educator, will mentor/coach the interventions to the family/caregiver or educator and review the data sheets to be used for progress monitoring. This consultation will be 30 minutes.

6. At the third consultation (4 weeks after the second consultation), you will meet with the Special Educator and review the data collected with the recommended interventions. Post consultation the EIPA will be updated and placed in the (Client Secure Library). This consultation will be 30 minutes.

7. At the fourth consultation (4 weeks after the third consultation), you will meet with the Special Educator and review the data collected with the recommended interventions. Post consultation the EIPA will be updated and placed in the (Client Secure Library). This consultation will be 30 minutes.

8. At the time of your fifth consultation with the Special Educator, review of the data collected with the recommended interventions used will be reviewed and preliminary recommendation will be made. The final EIPA with all recommendations will be uploaded to your (Client Secure Library) within 24 hours. This consultation will be 30 minutes.’

9. The sixth and final consultation will take place 48 hours after delivery of final EIPA to review recommendation and respond to any questions.