1. What is the Early Intervention and Prevention Services Initiative (EIPS)?

The Initiative, called EIPS, is one of the four priorities of the Maryland State Department of Education. This effort is designed to assist local school systems and other agencies to improve early learning programs serving all children 3 to 9 years of age, regardless of ability levels, risk factors, or other concerns. The function of EIPS is to collect research and information, assist local school systems to develop successful models that other programs can use, and provide technical assistance resources for programs that serve Maryland's youngest learners and their families. EIPS also addresses the first of the national Education Goals, which says that by the year 2000, all children in America will start school "ready to learn."

2. Why was it established?

EIPS grew out of a 1991 report issued by the Maryland Commission on the Early Learning Years called Laying the Foundations for School Success: Recommendations for Improving Early Learning Programs. The Commission was formed and the report produced because it was recognized that high quality early learning programs are a key to future success in school and in life. The Commission identified areas needing improvement in early learning programs, and in 1994, MSDE developed work groups to address these needs. EIPS seeks to heighten the awareness of educators, families, and communities about the vital programs that exist to stimulate successful early learning and to encourage and assist those programs.

3. What does it hope to do?

The goal of EIPS is to determine the needs of early learning programs and to address those needs with creative, collaborative ideas and programs. The ultimate goal is to help Maryland schools and communities provide the most comprehensive and appropriate services possible for all young learners and their families based on resources, research, and what we know about our children, families, and communities.

4. How does EIPS work?

EIPS activities are carried out by four work groups that each target specific aspects of early learning program needs. The work groups are developing technical assistance tools and other resources that will provide ongoing help for early learning programs to improve services for young children and their families. THE COMPREHENSIVE FAMILY RESOURCES WORK GROUP helps early learning programs form community partnerships and develop services that address the full-day, year-round needs of children and their families, including before-and after-school child care, medical or dental care, and parent education programs. This group is refining a technical assistance tool that will be piloted in several Maryland communities where such partnerships are being created. THE DEVELOPMENTALLY APPROPRIATE PRACTICES WORK GROUP assists local school systems to provide instruction that is suited for young children based on what is known about how they learn best. This group is developing training modules to be used by local early learning programs that want to implement developmentally appropriate practices for all young children. THE PRIMARY ASSESSMENT WORK GROUP has been charged with identifying appropriate and comprehensive ways to assess young children effectively. The goal is to create a profile of each child's individual strengths and needs in order to influence planning and instruction in early learning programs to provide a foundation for school success. An assessment system called The Work Sampling System is being field tested in kindergarten in five Maryland school systems, with plans to expand the field test during the 1996-97 school year and involve other community partners in the project. THE FAMILY INVOLVEMENT WORK GROUP has as its mission to bring the family as well as the community into the educational process for each young learner, encouraging all partners to combine tools and resources needed to help each child succeed. This group also serves as a coordinating organization for MSDE's many parent involvement activities and projects.

5. What does it mean for my child?

As early learning programs work within EIPS, the quality of instruction, assessment, as well as family and community involvement in schools will continue to improve. This means that when your child enters school, a high-quality program will help provide a successful start.

6. How can I learn more?

To learn more about EIPS or any other early learning programs, contact Monica Vacca, Specialist for Early Intervention and Prevention Services. She can be reached at the Maryland State Department of Education, 200 West Baltimore Street, Baltimore, Maryland 21201, or by calling her at (410) 767-0337.